5 ­vanced (niebieskie)04

Solutions Advanced Workbook Key

2F Photo comparison

page 17
1 1 sklpplng	5	kicked
2 get	6	kick
3 hanging	7	sleeping
A walked	8	hang

seems to	5	probabiy
imagine	6	guess. must be
looks	7	wonder
musi	8	mighł

2G Review page 18

1 1	all-time
2	highfy aedaimed
3	divided
A	story
5	lnvolving
6	consequences
7	strengths
8	abillty
9	limes
10	ending
11	lovers
12	recommend
2 1	a faitly complex novel
2	ewremely well-ot>served
3	utterly superb
A	a lltile cheaied
5	htghty recommend
3 1	perspeeth-es
2	atone for
3	we!l-observed
A	a real pageturner
5	futltlty

A Students¹ own answers

2    Sample answers

1    they both show a person or people who are travelling

2    the first photo shows a man who ts alone and the second photo shows a group of people

3    in the first picture. the man appears to have a lot oÅ‚ luggage and is In an alrport setting. whereas In the other picture, the group are travelllng wlthout any luggage and are posslbly in a train compartment

3    0 See transcript

Transcript WB 03

The photo*. are similar in (hat Ihcy both show pcopic who have just arrivcd as immigrants in a forcign country. The most o3vious differencc oetween the photos is that the first picture shows a man who is alone and the second shows a group of people who have travellcd together. The man in the first picture is at what looks likc an airport, so he may have travclled legally. whereas those in the second picture scem to havc travelled in the aackof a lorry. presumably sllcgally.

A Students¹ own answers

5    0 See transcript Transcript WB 0A

The man in the first photo seems to have a huge amount of luggage with him. I imagine he is planning to stay (or a long timc. Me looks bewildcred and rather disorientated. It mustfecl loneiyand pretty overwhelming to go to a country where cvcrything feeÅ‚s unfamiliar, induding the language.

He‘s probabiy fceling anxious about finding a job and somcwhcre to livc.

I guess he must be missing his family too. I wonder if he has emigratcc because he wants to escape a political regime that he doesn't agree with. Or he might be an economic migrant who has comc herc in search of a bcttcr standard of Ih-ing.

6    0 7 Students' own answers

Get ready for your exam 1

page19-20

•    The Workbook Get reody fot you/ exom lessons can be used as e*tra dassroom lessons. as controlted exam practice or as independent study for homework. Ali the audio materiaÅ‚ for the tistening tasks is on the Solutions Multl ROM.

•    Reading: Elicit strategles for dealing with the sentence Insertion task. Remind the students to Identify the topie of each paragraph, and the function of each missing sentence.

•    In .• weaker class. work on the first gap together. identifying the topie before and after the gap and looking for dues as to what is missing.

•    Remind the students to make surÄ™, after they have finished the task, that the remalning sentence does not fit in any of the gaps.

•    Use of Engtish: Entourage the students to read the whole te*t first to grasp the oyerall meaning. Remind them to focus on grammalical correctness wfthln the whole aniele.

•    Llstenlng: Remind the students that in this type of task the order of the statements flis the order of the Information in the recording. Tell them to prepare for the tistening by readlng the sentences carefulty and underlinlng any key wwds. Encouiage them to eliminate the wrong answers as well as identifying the correct one. Play the recording twice.

•    Wrlting: Read tnrough and discuss the tasks together. then refer students to the Wrlting Bank for guidance. Students plan an artlde or review to be written at home or in class.

•    Speaklng: Eliot strategles for the task from the students. Remind them to talk about each picture. comparlng / contrasting them rather than just describing them.

If necessary, in a weaker class. brainstorm Ideas about both pictures before starting. Students work in pairs to do the task.

•    Reading: 1 F. 2 C. 3 E. A A. $ B. 6 G

•    Use of Engtish: 1 c. 2 b. 3 b. A b.

5 d. 6 d. 7 d. 8 d. 9 d. 10 c

•    tistening: 1 a. 2 b. 3 c, A d

Transcript WB 0$

. About 9.000 years ago. when migrating huntergatherer societics turncd to the

| settled !ife of farming. they began to dcvelop ways to record the numberof animals they owncd, or the amount of crops. and to keep a calendar for prope; crop planting. The first attempts at wÅ„ting it all cown were "clay counting tokens’. which were found in the tegion which is now modem Turkey and Syria. These lokcns were simply lumps of clay shaped likc spheres, disks or cones and couki either be plain or decorated. Each of them stood for one word. Howeve.\ carrying them around was bothersome and gradually a transition from threedimcnsional tokens to two dimcnsional signs began. Around xooo BC the ancient Sumcrian seribes slarted to imprmt shapcs into clay tablcts to represent the tokens. Now one tablet could contain morÄ™ than one word.

Originalty. these pictures simply represented whole concepts such as names and numbers. But with time they were simplified and refincd and e-yentualty cvolved into signs representing the consonants of the language. The first truć alphabet was the Semitic alphabet which appeared around i?oo BC. followrd, about 700 years latcr, by the Phoenician system. At this point the alphabet as we know it today was almost in its finaÅ‚ form.

The finaÅ‚ touch was added by the early fjrecks. who introduced vowcl symbols to their alphabet. The descendants of this alphabet were latin and CyÅ„llic, which were then spread far and wide by their rcspective users. The fact that latin was the officia! alphabet of the Roman Empire, which at one point covered most of EuropÄ™, helped to establish this alphabet as the accepted way of writing across the conÅ‚inent. Along with their alphabet the Romans populansed the particular way in which they wrote their letters - the script.

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