Trip to Paris by Stephen Mitchell.

 Trip to Paris by Stephen Mitchell.

When my mum told me she had to go to Paris for a business trip and suggested that I go with her, I hava to admit wasn’t that keen on the idea at first. It’s not that I wasn’t interested in going to Paris, but I just didn’t think it would be much fun with a parent! In the end, though, Mum managed to convince that we would have a good time.

We live in London so we didn’t have to fly. We took the Eurostar, which is a high-speed train that takes about two hours to get there, I thought that I might be a bit scared as the train travels through a 50-kilometre-long tunnel underneath the sea between England and France. But as we were travelling when it was already dark. I didn’t even realise that we were in the tunnel we were almost out of it.

Once we were in Paris, and apart from a couple of meetings on the first day, Mum was free the rest of the time. We did lots of sightseeing, including going to the Louvre Museum to see Leonardo da Vinci’s painting called the Mona Lisa. I’m not usually a big fan of art galleries, but Mum persuaded me to go, and it wasn’t as boring as I thought it was going to be. It was actually quite exciting to see such a famous painting in real life.

The highlight of the trip was when we visited the Eiffel Tower. This famous monument is 324 metres high and has three floors, which you get to by lift, or you can walk up 669 steps to get the first two floors! I wanted to go up to the top floor, but Mum refused. She’s afraid of heights, and said she couldn’t mange anything higher than the second floor. I was a bit disappointed – a friend had been all the way to the top and he’d told me that the view was amazing – but I tried not to show Mum that I minded. In any case, the view from the second floor was pretty spectacular.

The winner of the Young Film-maker of the Year contest shares some tips about film-making on this blog.

Firstly, you don’t need a lot of expensive equipment (1)________ make a film. If you can’t afford a video camera, then use your smartphone.

A great way to learn is by watching lots (2)_______ films. Study the characters, the acting, how the camera is used, and copy the techniques you think are the (3)______ successful.

I recommend keeping your initial film-making projects simple so use what you’ve got around you – your home, your street and your friends. Also begin with short films. A good story can (4)______ told in just a few minutes.

Get advice and ideas from people (5)_______ opinion you respect, but at the same time trust yourself  and make the film that you want.

Finally, make sure people know about your film. Easy ways to do this include posting (6)_________ social media and looking for young film-make competitions to enter!

Source: CLYDE, Laura (2019) Compact PET B1. 2nd edition. Cambridge University Press: Spain.

Marnie and Kalina's email

 Hi Lexi!

We're at the Station Hotel. It isn't a big new hotel near the station - It's an old station near the beach! It's great! The rooms are small but they're very good.

Our room is on the first floor. We have beautiful flowers in the room and there are lots of pillows and blankets on the beds. It isn't cheap but we're only here for three nights.

There are lots of people here. There aren't any empty rooms! All the people are very friendly and the manager's nice. In the evenings we have dinner in the Old Station Restaurant. It's in the hotel. The food is good and an old man plays the guitar.

See you soon,

Marnie and Kalina

Meals in Italy

Meals in Italy

My name is Maria and I'm Italian. In Italy, people eat different foods. We like pasta and pizza, but we don't eat them every day. We like a lot of different meat and fish. And we eat a lot of fruit and vegetables.

In my family, we have three meals a day. Breakfast is at eight o'clock. We eat fette biscottato, a type of breakfast bread, and have coffee with milk. Italian people usually drink a lot of coffee!

On work days, my lunch is always at one o'clock. I never have lunch in my office. I usually have a panino (that's a sandwich) or a slice of pizza with my friends in a café near the office. At the weekend I have lunch at home with my family.

Dinner is the big meal of the day for a lot of Italians. In my family, we always have dinner at half past eight. We have rice or pasta, then fish with vegetables. We don't eat a lot of meat. After dinner, we usually have fruit and coffee, but at the weekend we sometimes have cake.

From: GODFREY, Rachel (2016) Empower A1 Starter. Cambridge University Press.

Student Adam Brown talks about growing up in a tiny house

 Student Adam Brown talks about growing up in a tiny house

 

I was nine when my parents first had the idea of moving from a normal-sized flat in the city to a small place in the countryside, and I was eleven by the time we actually did it. And when I say small, I mean really, really small. Our new home was about the size of a typical garage. Compared to the car-park-sized flat where we used to live, it was tiny.

 

We built our tiny house ourselves on a piece of land about two hours’ drive from the city. We used to go there every weekend and during holidays to work on it, but, even so, it took nearly two years to finish. My mum designed the house to include all the basic things that a normal house has but fitted into a much smaller space. My ‘bedroom’ was built in a space under the roof that I could reach by ladder.

 

My parents were very happy with our new life. They enjoyed being able to grow our own fruit and vegetables and keep chickens to provide us with eggs. They were particularly pleased about not having to pay for power and fuel because we could produce our own electricity from the sun. We also collected wood from the land around us to burn for heat.

 

I remember that I took me a few months to get used to living in such a small place. At first, I missed having all my favourite toys and books around me. Before we moved from the city, we had had to give away most of our things because there wasn’t enough room for them anymore, but now I don’t mind having fewer things. And one thing I love about our tiny home is being able to spend so much more time outside – something I didn’t do in the city very often. And I do a lot more things with my parents, which is great.

 

I’m away at university now, and share a flat with other students, where my bedroom is about the same size as my whole family home! When I go back to see my parents, I find it hard to manage now in such a small space. I don’t think I’ll choose ‘tiny living’ for myself in the future, but I’m glad that I’ve had the experience of it.

Summer camps

 Summer camps

A.- If you like the idea of spending time at the beach while finding out more about the ocean, the Sealife summer camp is perfect for you. On this two-week camp, you will learn science about the sea. You'll also have plenty of opportunities to do water sports. Sign up now!

B.- Do you enjoy playing games on screen? Have you ever thought about designing one yourself? On this one-week camp, taught by the designer of the popular game Tennis Tournament, you will work with a partner to create a new video game. Sign up for this course and build the game you've always dreamed about!

C.- Are you interested in Spanish food and cooking, but don't know where to start? On this two-week camp for beginners, you will learn basic skills in the kitchen, as well as how to cook tasty dishes using fresh, healthy ingredients.

D.- On this four-week camp, you'll practise speaking and listening to Spanish from when you get up in the morning to when you go to bed at night. You'll have language classes, go on trips and practise playing football. You'll even get some tips and practise playing football. You'll even get some tips from a star footballer. This camp is for beginner students who want to improve quickly!

E.- Would you like to explore the world of movie-making by writing a screenplay, choosing the actors, directing, filming and acting? On this two-week camp, you'll spend the first week trying everything involved with making a film. In the second week, you choose a role and, in groups, make a film!

F.- For all young chefs out there, this is the course for you! Taught by qualified cookery teachers, you will spend a week learning how to make different dishes from all over the world, as well as inventing your own new ones. The course ends with a session given by the celebrity cook Margot McMar.

G.- Improve your Spanish and do sport at the same time on our two-week course by the sea. Taught by professional Spanish-speaking trainers, you will get the chance to play teams sports such as volleyball, basketball, football and hockey, as well as individual sports like windsurfing and horse-riding.

H.- On this summer camp, you can improve your skills on a musical instrument, or learn how to play a new instrument of your choice. In one-to-one and group lessons with a professional musician. Drama classes are also offered, as well as classes in different types of dance.

Skills for the 21st-century workplace

 

Skills for the 21st-century workplace

Have you got the skills you need for the 21st-century workplace?

We need to develop all kinds of skills to survive in the 21st century. Some, like ICT skills and knowledge of the digital world, are taught explicitly in schools in the UK. Here are five less obvious ones for you to think about. These are the sorts of skills that employers may ask you questions about in interviews, so it’s a good idea to think about how good you are in these areas. What are your strengths and weaknesses?

Imagination

In the age of technology that we are living in now, it is no longer enough to keep on making the same products. Employers need people who can imagine new approaches and new ideas.

Think: Think of an object or gadget you use every day. How could it be improved? Can you think of three improvements?

Problem solving

Employers will value workers who are able to see problems before they happen and come up with creative solutions.

Think: Imagine you are organising an end-of-term social event at school. Think of some problems that you could face. Can you think of any solutions?

Communication skills

Workers will have to be good communicators. They will have to be able to negotiate and discuss key issues and also write in a clear way without using too many words.

Think: How do people communicate with each other in the 21st century?

Critical analysis

Employers want workers who are able to recognise the difference between information that can be believed and false information.

Think: Use the internet to find out three facts about a celebrity or famous figure. Can you verify the information by checking other websites?

Decision making

Individual workers have a growing amount of responsibility. It is important to be able to evaluate a situation and be confident in making a decision.

Think: Which three things could you do to (a) be healthier (b) do better at school and (c) help others? Make a decision now to do at least one of these things. Then … just do it!

The relationship between the study of Literature and job prospects

You are going to read extracts from articles in which four writers give their opinions on the relationship between the study of literature and job prospects. For questions 37-40, choose from the extracts A-D. The extracts may be chosen more than once.

 The relationship between the study of literature and job prospects

A.-

Most of the lecturers from university literature departments interviewed in our survey said their aim is to provide an education for its own sake rather than to focus on any skill likely to be required in the workplace. However, they also believed that what they were teaching would stand students in good stead in their future employment. Their main argument was that appreciation of writing style makes students more effective employees when they join the workforce. Yet, curiously, none of the lecturers reported actually stressing that point in their classes. As a result, few students ever considered mentioning this skill when it came to applying for work. Had they done so, provided that their claims were reinforced by a well-written application , they might have found it more straightforward to acquire a position.

B.-

Literature students are often concerned about the utilitarian value of what they are doing . This is understandable, but it is misguided. It is undoubtedly true that few jobs will require an employee to discuss a poem's rhyme scheme or to consider the influence of one 19th-century novelist on another. But life is about more than simply one's employment prospects. Literature teaches us about ourselves and other people and why we behave as we do. It encourages us not just to read, but to reflect on what we have read, and this makes us much more rounded people. It achieves this by helping us to examine our assumptions and the ways in which we relate to the world. The lessons of literature have a profound impact on our minds and souls, and surely this is as significant as any of the practical skills whose importance no one questions. 

C.-

When students are worried about the job market, when they perceive an urgent need for job skills and training, how do l argue for the value of the study of literature and the humanities more broadly? Well, I do what any judicious participant in the neoliberal university does: I tell them that the study of literature will make them entrepreneurial. It will make them attractive to employers because they will be adaptable and flexible . They will have good critical[1]thinking skills and be better writers than most of the people competing for those same positions. They will be able to manipulate and manage a wide range of information. They will become comfortable with ambiguity. They will learn empathy, which will help them deal with people from a wide range of backgrounds. They will become creative problem-solvers, which is so crucial in the 21st-century knowledge economy. 

D.-

The pragmatic English Iiterature student will consider doing a combined degree course. Studying English with another subject, such as psychology or Spanish, will bring enormous benefits in terms of employability. Such graduates will develop a wider range of skills, and far more employers will be prepared to consider their applications. It is also the case that an unusual proportion of joint honours graduates end up in managerial positions. This may be because such students have shown themselves capable of multi-tasking and of coping with an exceptionally heavy workload. The choice of which subject to combine with English is, of course, not unimportant. One with a more transparently practical element is advisable; thus, a foreign language or psychology may prove more sensible choice than, say, history.

Which expert…

shares expert B's opinion on the relationship between studying literature and understanding human psychology? 37.-_____

has a different opinion from the other experts on whether a literature degree will help with employment prospects? 38.-_____

shares expert A's view on the need for students to be aware of the skills they are gaining? 39.-_____

shares expert C's view on the way in which literature develops thinking skills? 40.-_____

O’Dell, Felicity (2015) Advanced Trainer. 2^nd edition. Reading and Use of English Part 6 Test 2. Cambridge University Press: Dubai. Pages 80 and 81.

 The importance of fire

 We share our lives on this incredible planet with many other creatures, each of which has its own special trait or survival skill, a characteristic attribute by which it can be defined. Our special trick gives us the impression that we are in some way elevated above other animals, but of course, we are not; it is important to remember that we are mammals, upright walking creatures, descended from an ancient line of apes believed to have originated in Africa. With a free thumb, we have the ability to fashion tools easily. It is believed that we have been making tools for more than 2.5 million years. Yet that does not define us. Other animals can make tools, too: sea otters use stones to break open oyster shells, and other primates even fashion weaponry for hunting.

What I believe defines us as human is our mastery of fire. Before we assume that we are the only users of fire in nature, we should think again. Just last year I watched hawks in Australia pick up burning sticks from a bushfire and drop them to spread the fire, flushing out or scorching potential prey. But no other creature has been found who can make fire at will.

In the world of archaeology, the earliest sign of human control of fire is a hotly debated topic, with few definite remains surviving from such antiquity. However, evidence appears to show fire hearths dating from one million years ago. It is reasonable to assume that fire was originally obtained from natural sources such as bushfires, which could then be kept burning.

Fire altered humankind's potential forever. Now, we wielded a tool powerful enough to keep even the most ferocious early Palaeolithic predators at bay; the fear of nocturnal dangers was dispelled; and the fire became a focus for life, around which our forebears could gather in good cheer. (That sight is still played out nightly in the villages of the San Bushmen of the Kalahari.) In the flames and coals of their fires, our ancestors learned to alter their food, te improve its flavour, to neutralise plant toxins, and destroy harmful bacteria. Consequently, our dietary range grew and diversified. It has been argued that our 'fire-improved' diet may well have been a catalyst for the development of our large brain.

Until fire was harnessed, the length of the day was determined by sunlight; firelight extended the working day, made time available to communicate, to share ideas and be creative. In the sign language of Native Americans, the concept of meeting for a talk is defined by coming to a fire and sharing ideas, and even today the footlights of our theatres mimic the flickering light of a fire on the face of an ancestral storyteller. We don't have to have been there to realise that the question of how to make fire from scratch would have occupied the minds gathered at the campfire. If I could travel back in time, I would hope to witness the first of our ancestors achieving this remarkable skil\. The consequences of that first ember were astonishing. No modern invention comes close in importance to the creation of the first fire. For more than 30 years, I have been teaching students how to make fire, by every primitive means known. Although we will never know which was the first method of fire-lighting, some things never change. Each time a student succeeds in friction fire-Iighting, their face lights up with a huge sense of achievement. Like an ancient ritual, the drama of the first fire is relived.

Being able to make fire at will brings confidence. Our ancestors were able to spread out, exploring their landscape in smaller foraging parties with fire for safety and with smoke to locate each other again. (1 have witnessed Aboriginals in Australia's Arnhem Land watching for smoke across flooded swamps to track the movements of family members.) Now, even colder landscapes posed little obstacle as our ancestors migrated across the planet, perhaps c1inging te the unexplored coastline or following seasonal migrations of game inland. The fireside became our most important laboratory. Here, as we stared into the flames, we observed the way fire could transform materials. We learnt te harden the points of wooden spears, to soften thermoplastic tree resins and use them as adhesives. Here, too, we would discover that clay could be hardened into pottery. The process of scientific investigation was reinforced along the way through observation, hypothesis and experimentation. Inevitably, we discovered metal and the rest is history. Everything flows from here, from the clothes we wear to the incredible devices contained in our pockets and the means by which my words reach you now. AII this derives from our mastery of fire.

Source: O'Dell Felicity (2015) "The importance of fire" in Reading and Use of English Test 2 from Advanced Trainer. 2nd edition. Cambridge University Press: Dubai. Pages 77 and 78.

Exercise and happiness

 

O’Dell, Felicity (2015) Advanced Trainer. 2^nd edition. Cambridge University Press: Dubai. Page 74. Test 2 Exam practice Reading.

Employing an intern

For questions 9-16, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). 

Employing an intern 

Interns are typically graduates who come to work in a business for a short time in (0)_ORDER_ to gain experience. (9)_________ done right, the arrangement can work well for both the intern and the business. So here's (10)_________ to do it right.

Above all, you need to think carefully about what you want to gain from employing an intern. Your priority might be to create stronger ties (11)_________ your local community, for example, or to provide a way of getting young ideas into the business- (12)_________ it is, you need to have a clear vision from the outset.

Then you need to give careful thought (13) _________ the recruitment process. (14) the fact that an intern may only be with you for a short time, they will still be privy to the innermost workings (15)_________ your business, so you should take the time to choose carefully. You need to find someone (16)_________ . qualities match those you would look for in a permanent employee.

 

O’Dell, Felicity (2015) Advanced Trainer. 2^nd edition. Reading and Use of English Part 2 Test 2. Cambridge University Press: Dubai. Page 72.

A wearable book

 

A wearable book

 

Researchers at Massachusetts Institute of Technology have created a ‘wearable’ book which (0)_A)_allows__ the reader to experience the main character’s emotions.

 

Using a combination of sensors, the book senses which page the reader is on and (1)__________ vibration patterns through a special vest. The vest (2)_________ a personal heating device to change skin temperature and a compression system to (3)__________ tightness or loosening through airbags. The book itself has 150 LEDs to create ambient light which changes depending on the (4)________ and mood of different sections of the book.

 

The researchers used a science-fiction novella, The Girl Who Was Plugged in by James Tiptree Jar, as their prototype story for (5)_____________ the wearable book. They (6)__________ it because it ‘showcases’ an incredible (7)___________ of locations and emotions. The main protagonist experience both deep love and ultimate despair, the freedom of Barcelona sunshine and the captivity of a dark, damp cellar. Volunteers who have tried the vest have (8)__________ the experience as ‘remarkable’.

0.-	A) allows	B) lets	C) makes	D) gives
1.-	A) provokes	B) impels	C) originates	D) triggers
2.-	A) contains	B) involves	C) consists	D) occupies
3.-	A) realise	B) convey	C) pass	D) construct
4.-	A) setting	B) position	C) environment	D) part
5.-	A) enabling	B) developing	C) affecting	D) imagining
6.-	A) took	B) kept	C) picked	D) got
7-	A) scale	B) size	C) amount	D) range
8.-	A) commented	B) described	C) called	D) explained

 

O’Dell, Felicity (2015) Advanced Trainer. 2^nd edition. Cambridge University Press: Dubai. Page 70. Test 2 Exam practice Reading. 

The coconut tree

 

A new life

 

Artist Peter Fuller takjs about his hobby

 

City markets

 

Anita's holiday in Cuba

 

Summer jobs

 

Source: University of Cambridge (2018) Jobs for students with sunshine holidays on Ket A2 Sample test on A2 Key 2020 sample tests Listening - question paper.pdf. University of Cambridge: U. K.

 

Source: University of Cambridge (2018) William Perkin on Ket A2 Sample Test on A2 Key 2020 sample tests Reading and Writing - question paper.pdf Cambridge University Press: U. K.

A family of dancers

 

Source: University of Cambridge (2018) A family of dancers on Ket A2 Sample Test on A2 Key 2020 sample tests Reading and Writing - question paper.pdf Cambridge University Press: U. K.

Young blog writers

 

Source: Unversity of Cambridge (2018) Young blog writers on Ket 2 Sample Test Reading and Writing. Cambridge University Press: U. K.

Invitations and replies

Invitation 1

 Hi Dom

How are you? I'm in town this evening. Would you like to meet - at about 6:30? We could go for a meal. There's a new pizza place near the station. People say it's very good.

I can call you this afternoon - about 2:30. Is that OK with you?

Speak tater,

Eddy.

Reply 1

Hi Eddy! I'm good, thanks. Yes, I'd love to go for a pizza this evening - but I'm busy at 5:30. Is 7:30 Ok for you?

I'm going to be at work this afternoon, but we could speak at about 5:30.

Dom

Invitation 2

Hi Clare,

Would you like to come to my flat on Tuesday morning? We could do some online clothes shopping together and I can make lunch.

Best wishes.

Nerissa

Reply 2

Hi Nerissa,

That's a really lovely idea but I'm staying with friends this wee and I'm away until Friday. Maybe we could do it next Tuesday? I'm free nexgt Wednesday, too.

Clare

Stella McCartney's text

 Stella McCartney

Stella McCartney was born in 1972, the daughter of pop star Sir Paul McCartney. She is the youngest of three sisters. One sister is a potter and the other sister does the same job as their mother used to – she works as a photographer. Stella’s brothers, James, is a musician. Stella first hit the newspaper headlines in 1995 when she graduated in fashion design from art college. At her final show, her clothes were modelled by her friends, Naomi Campbell and Kate Moss, both well – known models. Unsurprisingly, the student show became front – page news around the world. Stella hadn’t been in the news before as a fashion designer but she had spent time working in the fashion world since she was fifteen. In March 1997, Stella went to work for the fashion house Chloe. People said the famous fashion house had given her the job because of her surname and her famous parents but Stella soon showed how good she was. She designs clothes which she would like to wear herself, although she’s not a model, and many famous models and actors choose to wear them. In 2001 Stella started her own fashion house and has since opened stores around the world and won many prizes.

My first home

 

My first home

 

When my parents married, they rented a small house and they didn’t have a lot of money for furniture. The kitchen had a (0) _______________ for washing up and a cooker, but that was all. They (1) ______________ an old table and chairs from the market. They borrowed a sofa which was (2) ______________ old, but they (3) ____________ it with modern materials so it was bright and cheerful.

 

Outside, there as a small garden (4) ___________ the house, but in front of it there was only the road. Luckily the road wasn’t busy, so I could cross it to (5) ____________ the park on the (6) ___________ side. We lived there (7) ______________. I was ten and we were very happy. We had to go (8) ____________ house because it was too small when my twin sisters were born. We all (9) __________ sad when we left.

0.- A) basin               B) cupboard              C) sink                       D) bath

The common cold

 

The common cold

 

The common cold, also known simply as the cold, is a viral infectious disease of the upper respiratory tract that primarily affects the nose. It is also possible that the throat, sinuses, and voice box get also affected. It is the most frequent infectious disease in humans. The average adult gets two to four colds a year, while the average child may get six to eight. They occur more commonly during the winter. These infections have been with humanity throughout history.

 

Signs and symptoms

Signs and symptoms may begin less than two days following exposure. They include coughing, sore throat, runny nose, sneezing, headache, and fever. People usually recover in seven to ten days. Some symptoms may last up to three weeks. In those with other health problems, pneumonia may occasionally develop.

Cause

Well over 200 virus strains are implicated in the cause of the common cold; the rhinoviruses are the most common. They spread through the air during close contact with infected people and indirectly through contact with infected objects. Risk factors include going to daycare, not sleeping well, and psychological stress. Symptoms are mostly due to the body's immune response to the infection rather than to tissue destruction by the viruses themselves.

Influenza versus the common cold

In the early stages of infection, it can be difficult to distinguish between the common cold and influenza. The latter is commonly referred to as the flu and is usually a more severe disease than the cold. In fact, influenza is a mixture of symptoms of common cold and pneumonia. Influenza patients may suffer from fever, body aches, headache, diarrhea, sore throat, runny nose, vomiting, and fatigue.

Treatment of the common cold

There is no vaccine for the common cold. The primary methods of prevention are the following: hand washing; not touching the eyes, nose or mouth with unwashed hands; and staying away from other sick people. Some evidence supports the importance of using face masks.

 

No cure for the common cold exists, but the symptoms can be treated. Nonsteroidal anti-inflammatory drugs (NSAIDs) such as ibuprofen may help with pain. Antibiotics should not be used. In addition, evidence from research does not support any benefit from cough medicines.

Source: https://www.myenglishpages.com/site_php_files/reading-the-common-cold.php

Reading A2: Study skills tips – 1

 

Reading A2: Study skills tips – 1

 

Many studies about language learning ask the question: What makes a good language learner? There are some things that good language learners do and some things they don’t do. Here are some of the most useful suggestions from studies.

·         Don’t be afraid of making mistakes. People often get things wrong. Good language learners notice their mistakes and learn from them.

·         Do group activities. People use language to communicate with other people. A good language learner always looks for opportunities to talk with other students.

·         Make notes during every class. Notes help you to remember new language. Look at your notes when you do your homework.

·         Use a dictionary. Good language learners often use dictionaries to check the meaning of words they don’t know. They also make their own vocabulary lists.

·         Think in the language you’re learning outside the classroom. When you’re shopping or walking down the street, remember useful words and phrases. Sometimes, when you’re at home, say new words to practice your pronunciation.

·         Do extra practice. Test and improve your language, reading and listening skills with self-study material. You can find a lot of this online.

·         Imagine yourself speaking in the language. Many good language learners can see and hear themselves speaking in the language. This helps their motivation.

·         Enjoy the process. Good language learners have fun with the language. Watch a TV series or film, listen to songs, play video games or read a book. It’s never too late to become a good language learner.

 

Source: https://learnenglish.britishcouncil.org/skills/reading/pre-intermediate-a2/study-skills-tips