IGCSE-FLE-Workbook-3rd-Edition

Marian Cox

Cambridge IGCSE

First
Language

English

Workbook

Third edition

Endorsed by

University of Cambridge
International Examinations

Marian Cox

Cambridge IGCSE

First
Language

English

Workbook

Third edition

Completely Cambridge - Cambridge resources for Cambridge qualifications

Cambridge University Press works closely with University of Cambridge International
Examinations (CIE} as parts of the University of Cambridge. We enable thousands of students
to pass their CIE exams by providing comprehensive, high-quality, endorsed resources.

To fi nd out more about University of Cambridge International Examinations
visit www.cie.org.uk

To find out more about Cambridge University Press
visit www.cambridge.org/cie

CAMBRIDGE

UNIVERSITY PRESS

CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, Sao Paulo, Delhi, Mexico City
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
www.cambridge.org
Information on this title: www.cambridge.org/9780521743624
© Cambridge University Press 2003, 2010
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2003
Third edition 2010
6th printing 2012
Printed in the United Kingdom at the University Press, Cambridge
A catalogue recordfor this publication is availablefrom the British Library
ISBN 978-0-521-74362-4 Paperback
Cover image: © Nick Servian I Alamy
Illustrations by Paul Moran I Beehive Illustration
Every effort has been made to reach copyright holders of material in this book
previously published elsewhere. The publisher would be pleased to hear from
anyone whose rights they have unwittingly infringed.
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding process, travel
timetables and other factual information given in this work is correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.
® IGCSE is the registered trademark of University of Cambridge International Examinations

-

Contents v
1
Introduction 11
23
1 Olympic Games 34
47
vocabulary, passive voice, prefixes 60
summary, persuasive letter, report

2 Furry creatures

vocabulary, parenthesis, stylistic effects
summary, advertisement, report, speech

3 Simply flying

vocabulary, spelling, prefixes, dashes and hyphens
summary, dialogue, application letter

4 Football crazy

apostrophes, semicolons, vocabulary, spelling,
speech punctuation, prefixes
summary, dialogue, informative writing, persuasive letter

5 Great rivers

parts of speech, commas, sentence structures,
fact and opinion, stylistic effects
summary, dialogue, complaint letter

6 On the road

phrasal verbs, prefixes, vocabulary, synonyms, structuring
summary, presentation, magazine article, news report

Contents iii

7 Bricks and stones 72

vocabulary, synonyms, past tenses, relative clauses, 87
prepositions, sentence punctuation, stylistic effects
summary, dialogue, news report, magazine article, 96
discussion dialogue, informative letter
106
8 Medical notes 118

punctuation, homophones, spelling, stylistic effects 127
summary, diary entry, argument dialogue, 138
charity appeal letter 139

9 All in the mind

vocabulary, spelling, synonyms, stylistic effects,
colons, speech punctuation
summary, discussion dialogue, argument speech

10 Watching the screen

initial adverbials, conditionals, prepositions,
stylistic effects, persuasive devices
summary, argument dialogue, debate speech,
survey report, magazine article

11 Hot and cold

vocabulary, synonyms, sentence structures, stylistic effects
summary, advertisement, informative writing

12 Technological invasion

stylistic effects, vocabulary, apostrophes, hyphens,
fact and opinion, structuring
summary, argument dialogue

Acknowledgements

Answers

iv Contents

Introduction

This supplementary workbook is designed to support the coursebook
Cambridge !GCSE First Language English by Marian Cox, third edition
published by Cambridge University Press in 2010. The skills offered for
practice are those examined in IGCSE First Language English 0500, which are
comprehension, style analysis, summary, directed writing, and composition.
One of the two main texts in each unit is easier and shorter than the other,
and some of the tasks in each of the Reading sections relate to a single text, as
core-tier candidates are required to answer on only one passage.

This third edition of the workbook, which has been revised and includes
additional material, contains 12 independent units, each based on a different
topic, which cover the areas of Language and Style, Comprehension and
Summary, Directed Writing, and Composition or Coursework. Each unit
practises the examination techniques of skimming, scanning, selecting,
collating and structuring. The topics have been selected to cater for a variety
of interests and to have international appeal to the relevant age group. The
passages cover the range of genres for the Reading and Writing exam tasks.

The units are roughly equal in level of difficulty - that of the exam standard
- and can be studied in any order. Each unit contains a mixture of exam-type
tasks for skills practice as well as specific language exercises on spelling,
punctuation, vocabulary extension or grammar points. Teachers can select
tasks according to which skills and language areas need practising at a
particular time by a particular student or class. The contents page indicates
which language-revision and exam-practice tasks are contained in each unit.

Although Speaking and Listening (optional Papers s or 6) skills are not

directly addressed in this supplementary workbook, many of the Reading and
Directed Writing tasks could be extended or adapted to become Speaking and
Listening tasks for exam practice or assessment.

By using this workbook, students will become familiar with a range of exam-
style passages and tasks and gain practice in writing in different voices
and registers for different audiences. The tasks can be done in class, as
homework, or by the student working independently. An Answers appendix
gives suggested answers for tasks where appropriate, though these are not
necessarily definitive. (The appendix is perforated to be removable from
student copies of the workbook.) Answer space for all questions is given in
the workbook, the size of the space indicating the expected length of the
response.

Introduction v

1Unit Olympic Games

Reading

1 Read the article below.

Passage A: The Olympic flame

The carrying of the Olympic flame from its source in
Olympia in Greece is one of the more spectacular
features of the Games. It is also one of the ways in which
the modern Games are linked to the original Ancient Greek
games of 2500 years ago, although when the modern Olympic
Games were first held in Athens in 1896, the Olympic flame
played no part. It was not introduced into the opening ceremony
until the 1928 Games in Amsterdam, and the relay, the carrying
of the flame from Olympia itself, was only introduced eight years
later, at the celebrated Berlin Games of 1936. The flame was lit
at Olympia by women wearing traditional Greek costume and it
was then carried by relays of runners the 1910 miles overland to
Berlin in 12 days. They passed through five other countries on
the way. Sometimes the flame goes out, and a backup lantern
is always carried from Olympia in case relighting is necessary.
In 1976 and 1984 this happened and the torch was successfully
relit. The 1964 Tokyo Olympics involved the largest number of
torch-bearing runners: 101,839. The longest Olympic relay was for the 2000 Sydney Olympics,
when the torch travelled 37,500 miles through 14 countries over 120 days.

The Olympic flame features in both summer and winter Olympics. For the 2002 Salt Lake City
Winter Olympics, 11,500 individual torches were manufactured, one for each participating
runner; fresh torches were lit from the Olympic lantern each morning, and each of the runners
was given the option of purchasing their torch as a memento.

Once the Olympic flame finally arrives at the Games stadium, it is used for the ceremonial
lighting of the Olympic cauldron, the giant flame which burns throughout the Games and forms
the symbolic focus of the event. It is the dramatic physical reminder of nearly three millennia of
Olympic tradition.

Unit 1 Olympic Games 1

Language and Style

2 Give synonyms for the following words, as they are used in Passage A. Look up any words you do not
know.

a source f manufactured

b spectacular g participating

c celebrated h option

d backup i memento

e features j focus

3 Next to each of the above words, write which part of speech it is, as used in Passage A. Write N for
noun, V for verb and Adj for adjective.

4 Look at the word millennia in the last line of Passage A. In two lists, give as many other words as you
can think of using the prefix mill(i) (meaning thousand) and the stem ann or enn (meaning year). An
example of each has been given to start you off.

mill(i) ann/enn

c_bb_]hWc Wdd_l[hiWho

Reading

5 Read the following article.

Passage B: The Olympic story

The Ancient Olympic Games were wild olive branches. He then went on to Olympic Games as an opportunity to
held at Olympia in southern Greece. build the Olympic stadium, which is 200 bring peace to the perpetually warring
A popular myth identifies Heracles metres long, in honour of his father, after city-states of the Greek world, and
and his father Zeus as the creators of completing his legendary 12 labours. for more than a thousand years this
the Games. Heracles, the eldest son, was achieved. From the first of the
defeated his brothers in a running race In the 8th century BC, the oracle at quadrennial Games in 776 BC, the
and was crowned with a wreath of Delphi urged King Iphitos to use the

2 Unit 1 Olympic Games

Olympic Truce, or Ekecheiria, was total world peace during the Greek flag and the host nation’s
declared seven days before the the time of the Games flag. The national anthem of the gold
opening of the Games and continued was not achieved: three medal winner’s country is played during
for seven days after the close. This Olympiads were missed the presentation of the three medals
not only enabled competitors to travel because of World War after each event. At the end of the
to Olympia in safety, but also meant I and World War II, and Olympics, the flame is extinguished
that for the duration of the Games in what is known as the while the anthem is being played, and
old hostilities were put aside and all Munich massacre nine the flag is carried horizontally from
competed honourably and fairly in the athletes were killed after the stadium. Since 1968, there has
hope of bringing glory to their city. being abducted during been an Olympic mascot, an animal or
the Games. human figure representing the cultural
The modern Games started in Athens heritage of the host country; in 1980
1500 years later, in 1896, thanks to The International Olympic Misha, a Russian bear, made a popular
the vision of Pierre de Frédy, Baron Committee (IOC), the appearance.
de Coubertin, who believed that the governing body of the modern Olympic
French were defeated in the Franco- movement, was founded in 1894. It is Participation in the Games has
Prussian war because the soldiers had the umbrella organisation whose job increased to the point that nearly every
not received proper physical education. is to ensure that the host city, after it nation on earth is represented. Now the
His vision was to bring together has been chosen in competition with combined winter and summer Olympics
athletes from around the world to other contenders, meets its obligations. involve more than 10,000 competitors
compete in a variety of sporting events The IOC visits the future host city to from more than 200 countries, who
under the motto Citius, Altius, Fortius check that the building works to house take part in 35 different sports and
(‘Swifter, Higher, Stronger’). He tried the events, accommodate the athletes more than 400 events. This growth has
to preserve as many features of the and visitors, and improve the transport created numerous challenges, including
original Games as possible, including systems are all on schedule. The political boycotts, use of performance-
the amateur status of the athletes. committee also makes all the important enhancing drugs, bribery of officials,
decisions concerning the events demands of sponsors, terrorist attacks
The first modern Olympics had only programme. French and English are and the financial commitment of a
nine events (athletics, cycling, fencing, the official languages of the Olympic host country, sometimes resulting in
gymnastics, shooting, swimming, movement, plus the language of the disapproval of the government by its
tennis, weightlifting and wrestling) host country in each case. people. The artistic displays alone at
and fewer than 250 athletes took part, the opening ceremony of the Beijing
representing 14 nations. Greece offered The five Olympic rings were designed Games reportedly cost $100 million.
to host the Games permanently, but in 1913 and first introduced on the It is one of the world’s largest media
the second Games took place in Paris, Olympic flag flown at the Antwerp events, with an estimated 3.7 billion
and it was here that women were first Games in 1920. They represent the television viewers, and is therefore an
allowed to compete. five inhabited continents (with the irresistible opportunity for a country to
Americas regarded as one). The promote itself.
The Olympic Games now constitute colours – red, blue, green, yellow and
an international multi-sport event black on a white background – were
for both summer and winter sports. chosen because each nation has at
They were extended to include least one of these colours in its national
winter Games in 1924, first held in flag. Other symbols and rituals were
Chamonix, France. Since 1994 they established during the late 19th and
have alternated on different four-year early 20th centuries. Most of these
cycles from the summer Games. The traditions are displayed during the
Paralympic Games (which began in opening and closing ceremonies, such
1960 and are hosted by the same city as the Parade of Nations which opens
as the summer Olympics) and the the Games, followed by the raising of
Youth Olympic Games have also been the Olympic flag, which must fly for
added. Baron de Coubertin’s hope of the duration of the Games between

Unit 1 Olympic Games 3

Language and Style

6 Find synonymous words or phrases for the following words, as used in Passage B.

a duration f rituals
b hostilities g extinguished
c vision h mascot
d motto i heritage
e founded j boycotts

7 Underline the passive verb structures in Passage B. What effect do they have on the passage? Why do
writers choose to use passive rather than active verbs in certain types of text?

8 English uses Greek and Latin prefixes for numbers. The one used in Passage B is quad- (4). Give
words beginning with the prefixes below, and say which number is being referred to.

a dec-
b oct-
c pent-
d tri-
e bi-
f uni-
g quin-
h sept-

4 Unit 1 Olympic Games

9 Passage B contains the phrase fewer than. Fill the blanks in the following sentences with one of the
options below, then explain the rule for how these words are used.

few fewer fewest a few little less a little least at least

a countries participated in the 1896 Games in Athens than in the 1900 Games in Paris.

b At the Paris Games, there were women athletes, but much than half of the
competitors were female.

c Comparatively countries participate in the winter Games.

d Some of the competitors had hope of gaining a medal, but of them managed

to be placed in the first five, so they felt they had achieved success.

e The number of television viewers increases each time, and it is now slightly than
14 billion.

f No than nine athletes were killed in the Munich massacre.

g The specialist sports attract the spectators and are the likely to be televised.

Comprehension and Summary

10a In one sentence, summarise what Passage B says about Baron de Coubertin.

b In one sentence, summarise the role of the IOC.

c In one sentence, summarise the facts given about the Olympic rings.

Unit 1 Olympic Games 5

d Write a one-sentence summary about the first modern Olympic Games of 1896.
11 Write a one-paragraph summary of the problems now associated with the Olympic Games.

Directed Writing

12 Imagine that you can win a free trip to the next Olympics by writing a letter to the President of the
IOC. You must explain persuasively why you wish to attend. Refer to material in Passages A and B,
and add ideas of your own.

6 Unit 1 Olympic Games

Unit 1 Olympic Games 7

13 Look at the following bids City A
by three cities to host the
Olympics in 2016. pJouslys1dbi1mlrtyatoef treaminperate; max temperature 2 7 'C; slight

Venues 8 in existence, total capacity 420,000; 8 planned,
increasing capacity to 1,280,000, to be completed in 2016

purch~sedTransport advanced bus system in place; new buses to

be in 2015; new international airport under
construction, to be completed in 2014

cAocncsotrmucmtioodnation 180,000 rooms within SO km·' 360' ooo under

tSeerrcourrisitmy s1en cthueritpyapsot/i1c0e eyfefaicrsiently suppress any opposition; no

CityB
I temperature 22 cc, moderate rain likely

JVinueclnryeucaelssimin1ga7tceiancpeoaxoci.is;tytmetnaocxe1,,6t~t~l,oc~ga,tRc~a.t6eid1~T4or0ma0pnl,s0ei0tt0eSd;ys2intepm2la0nu1nn4e~de,r
Tcorannsstrpuoctritosnt,attoe-boef-ctohme-palertteU~~tann201i·, new international airport

Aopcecnoemdminod2a0t0io6n 780,000 rooms w1"thin 50 km; 120,000 u.nder
Scpoaensctsu;trgriutoycvtteiohrnenmL.iebnetracltaoi.mrs'smitoivsenmoewntunhdaesrccaounsetrdoldifficulties tn the

CjtyC

rJauilnyfaclllimcaantebetrosepvicearel; max temperature 38 °C; high humidity;
Venues 12 in existence, total capacity 980,000; 6 planned,
increasing capacity to 1,440,000, to be completed in 2015
cTormanmsepnocretsne2w01u2nderground railway to be built; construction
cAocncsotmrumctioodnation 430,000 rooms within 50 km; 220,000 under
pSreecsuernittysemciunroer terrorist conflict in the north but capital is at

8 Unit 1 o Olympi< Games

14 tIhmeacgoinmemyiotuteaerwe hthicehPorenseidsehnto~u~tedW.rite a report evaluating each bid and recommending to

~ afl:Yrrti.loils ~ th~ cimeS ~ Y,o>L .He Oluv111:>;(:. i\11 e?C:116. t~ ll
v

l '.>ff ~ ~ { eM\)e(o.ie ~~Q( (~'v1,,om of :t-JCC) w_l{. CA .sim~ ~f.\\;1:;\ of

J0 :--.;

't{- 1 2~0 ()C)!J -\-"C> ~ tt\"w\~ek'd ?vi &f 6- 1\--~ 15 Q~ 0-<l\r<S nQ>d t\JS- ?ijS-i--eCVJ 'f" ~lo{9

-t?) ~

wtl·~ a V'-e(A Mie~~ a.·~rf1 < ~"corvp~ ~ iVl lD ry. lt ~ 18\), ()ob fO>mS ~1\"'-1·"

Eb \<.Wl a-vn:\ 'JfQ fJofJ u.,J)er con~n ol/) _ &om~ ~\Ce ~ ~ Qffic.reV'+~ sUpp<\?ff

-r-°'-~~ ow\\;Uit) <ir£'-'~~re lta.c ~Qli\ ti'DA-ermn--.SVYJ \~ t..~ past h:>~~ts. ~!~

r-e~n.e~Jl +VJ-s ~ 'Ge.Co.\& cf' t~Y\lcderc:t\e ~~fit\ ~b - ~-06 ~le- & IJ'Of

%0)) ~~ +o "'~ ll.o' ~~\-a-\ o' ral~ . The ~~ ,~ ~ A i.t,J<.;rt f3Vlr- _

lb WC\\.'.e> at-e~ ~ c.o~\e~ '11\ ~(:)\ <, ~t\6of --n~ / ~ ~oos arP 'fpr~9~ ~ 11\Qt()

ll."'~ Jfn!i?r cif\f.$ . ·'lf'eie Wi<l ~ c \'\cl..) tnl-('f;ioJiO'o'of oT~11- eo~pl~+<>d ivi 2 aIY o~~

__) =

Thr ~I)('[ do yivf t-ecn1'1M&" fk \reco._vse q\rl-~e U{<'.e~ fOOI\ \'l Jj(j . ~lbW
/lJ}\({- ~I .,hJ '-."(\.{YY\1 ~ 0 ..J VO~ N ~\~~f j J f~ ~ ~~ ~ '(e1. <' ,.,.,..,(\."" \ r :f~ ~ ite

Olt\ll:XJ i>= ~ <S(<R M~ +Cl..ere K ~I( a .p~rl::f<~ csf ..-f~~ o..~ct'" a-l'~P

<£' '3g~G . U0Jl.e\§fhl<\~ ra;lc.Jct~ w-,u ~ b,L,'U- ~~ fJ ll S't\ll ·w~r (brofn.Jc-fi._,/' .

itefC' r a<g, ec.1:;>{(Df'f<;f- Col'fti'c• ~ )I\ -\h(> f\ t)Hl.i\ G.u.9 -l-t.e v\ ~ '.i'"'I d~ C{_,t.k 1hQ

Unit 1 o Olympic Games 9

Composition coursework topics

Argumentative/discursive writing 1 Describe the sports programme at
a Discuss the benefits and problems of the your school, and give your views on
competitive sport, compulsory sport, team
existence of the Olympic Games. versus individual sports, single-sex sport,
b 'International sport is war by another name.' and the role of sport in adult life.

Do you think this is true? 2 'Fitness, health and the human body'·
Discuss aspects of life in the 21st century
Descriptive writing which relate to these issues.

c Describe the environment and atmosphere of
the stadium during an international athletics
competition.

d Give an account of a real or imaginary
experience of taking part in an important
sporting event.

Narrative writing
e 'The Marathon'. Write a story with this title.
f Write a story which involves an athlete as a

main character.

1O Unit 1 o Olympic Games

Unit Furry creatures

Reading

1 Read the article below.

Passage A: How the teddy got its name

A few people, perhaps of the kind others that it was a lost bear cub off potential customers rather than
who like to amass curious snippets which was tracked down. Whichever attracting them -with the exception
of information, could probably tell was the case, Roosevelt refused to of an American importer, Borgfeldt,
you that the children's cuddly toy shoot it, saying that he considered who thought he recognised a way
known as a 'teddy bear' is so called this would be unsporting. of cashing in on the popularity of
after Theodore ('Teddy') Roosevelt, the bear in the Roosevelt story. He
who was President of the United A political cartoonist called Clifford ordered 3000 of them: The teddy bear
States from 1901 to 1909. Farfewer K. Berryman heard the story and boom had begun. Early examples
could tell you just why a US President made a drawing of the incident for of the teddy bear are now worth a
should have given his name to an the Washington Post (and in a second fortune: a 1904 Steiff bear was sold
object which by 1907 was selling version of the cartoon he reduced for £110,000 in 1994.
almost a million a year. the size of the bear, which may have
given rise to the idea that it was a Since then, generations of children -
All accounts are agreed upon the fact cub). The cartoon was so popular and adults - have been entranced by
that early in life Roosevelt suffered that Berryman depicted the young this domesticated version of one of
from asthma and that his father bear in other drawings of Roosevelt. nature's fiercest predators, now made
believed that fresh air and exercise The President's name was now firmly of every possible material from wool
would improve his health. As a result, linked with bears, but how did his and wood to modern synthetics
the future President became keen on nickname of'Teddy' come to be given such as nylon. The teddy has featured
outdoor pursuits and even studied to the toy bear? One version of the as the hero of immensely popular
to be a naturalist before taking up story says that the owner of a New books such as Winnie-the-Pooh,
politics. However, he still continued York toy shop, Morris Mitchom, asked Rupert Bear, The Jungle Book and the
to hunt, a very fashionable sport at the President if he could call the Paddington Bear series, and its image
the time. bears which his wife made and sold appears on keyrings, greetings cards,
in the shop'Teddy's Bears; to which mugs, posters and charity logos. It
And so it was that in 1902, while Roosevelt agreed. Mitchom then is also used to draw attention to the
the President was taking time off founded the Ideal Toy and Novelty problems of bears which today live
from solving a border dispute in Company, which was to become one in threatened habitats, perhaps the
Mississippi, that the incident took of the biggest toy companies in the most fitting way of commemorating
place which linked his name for United States. President Roosevelt's refusal - a 100
ever with the little furry creature. years ago - to shoot a defenceless
Roosevelt had had a bad day and However, the Mitchoms were not the bear for 'sport'.
shot nothing at all, so the guides, first to make toy bears. Richard Steiff,
not wishing the expedition to be a a member of a German family firm, Unit 2 o Furry creatures 11
failure, sent out dogs to track down invented a bear with jointed limbs in
a bear for the President to shoot. 1902. This he exhibited at the 1903
Here, however, accounts differ: some Leipzig Spring Fair. The creature was
say that the black bear which they a metre high, fierce-looking and
cornered was old and exhausted; heavy, and had the effect of scaring

Language and Style

2 Make sentences of your own which show the meaning of the words in bold in Passage A. Use a
dictionary if you are not sure, but try first to work out their meaning from their context and their
similarity to other words you already know.

c expedition _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

d entranced _ _ _ __ _ __ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~

e synthetics ________________________________ _

3 Circle all the pairs of dashes, brackets and commas in Passage A. As you can see, they form a
parenthesis (i.e. a word or phrase of comment or explanation inserted into a sentence which is
grammatically complete without it). Commas are the most subtle, and brackets the least.
Put a variety of parenthetical punctuation into the following sentences. Some sentences may need
more than one parenthesis.

a Wild apes have no need of language and have not developed it but tame ones can use it as a tool for
communicating with each other.

b Each slaughtered ape is a loss to the local community a loss to humanity as a whole and is a hole torn
in the ecology of our planet.

c The skills of language and counting essential for negotiating trade can be taught to orang-utans who
are less social primates than chimpanzees in a matter of weeks.

d Fifteen million years a small gap in the broad scale of evolution is an immense period in terms of
everyday life.

e Gorilla mothers prefer to cradle their babies on their left sides a feature shared with humans and
there have been cases of them showing maternal behaviour to human children.

12 Unit 2 o Furry creatures

Comprehension and Summary

4 Say whether the following statements are true (T), false (F) or 'don't know' (D), and give reasons.
a More people know whom the bear is named after than know why.
b Roosevelt was more of a hunter than a wildlife supporter.
c The bear Roosevelt refused to shoot was a cub.
d The Ideal Toy and Novelty Company was the first to manufacture bears in the USA.
e The customers at the Leipzig Spring Fair in 1903 found the bears very attractive.
Sa Highlight the material in Passage A which you would use to explain 'How the teddy got its name'.

Transfer it as a list of points below, in your own words as far as possible, and order them logically.

b Link the points to create no more than two sentences.

Unit 2 o Furry creatures 13

Reading

6 Read the story below.

Passage B: A tale of a bear : -;: >. "J ~ ry~ } I\ ' ... • f-., .

•I ' ... ~\ l .£.' "-.,. • ; •f

I• ' ... t '

I• t ;' • ,

There wa~ once ,a lady wh~ lived in an old manor 1
hot1sE!'on the 9~rde.r'of a piQ fo,rest~)1igh up in1th~ ·'
nead and ihe promise of an apple on her return

if he ha~fbeen.good eluririg her absenc-e.i~e.-was

.North. This lady ha.d a pet bear she was very fond of. _sorry but resigned.. ·,·· , : , , , . · . ' · ..

It had 'bIeen foun.d i,n th·e fo.res-tha'-lf-dead ofhunger)·' 0 ne·5Uf·ld'ay Vfhe..n,'the 1ady had cha,1· ned h.1m up as
so sma I and he• lple1ss that 1t had to be brought up, " .ushsuea·s~1uad,n-ddewn•1ay-st about haIf-way thro·ugh the-&1orest, ·
on the • • , hou.g1h1t sh. e heard thec'rack.1ng.of a - .,
: ' ,I"
bottl·e by the la«dy an.d her o,ld coo· k. This w· as
asben.1vgd,ebcreaaalr·nyr.eescaolrssl.ttaraogwnoagaytnh1.df,ahntehohewa,cd1ot wuhaal·dn.·ctlh~gadrv'oet,wos.nta·u.inp~to·cob.'ew.·a. t ree.-.,.b ranch on the w· i·nd'm·g &100t path beh.ind h. e·r. ,
_ ,r She 1ooked b' a~k and was hor,~·1tied to see the bear .
• com·.ing a1ong fu' ti-speed_. 1n•\a rni·nute he,had J·O·tned

But he did not want to; he'was~a mostamiable bear·' · h.er, panting and sniffihg, to take lfp his usual place,
w.ho' did not dream of harming anyboEly, man or ·, .dog-fasl<lion, at-her heels: The lady 'f'/aS ~~ry a{lgry~

beas~. _He ·~sed ~o sit ~utside ,his kennel ~nd look · · she Jas alre~dy late for lunch, there w_as n~:rtirne

with his small, intelligent eyes_most amicabfy,at the .. totake ·hirri back home, she did not want him to

cattle grazing in the fiel~ n~arby. The children ~~ed CQme ~ith her, 'and bes'ides, it was very raugrytY; 9f

to ride 9n'his.back and had more than once been him·to have disobeyed her and broken aw_ay from. ;
fou_nd asle~p ,ii'} his.kenriet between his two p~ws~
his ~hai~~ She qrdered ni,t'n )n het sever~sf ypice to '.l'
· The three Lapland dogs _lov~ to play all sorts of . ~o-l;>ack at-on,ce, rl]enacing him with,he! umbre.rra. ,

games wit~ .him, pull hi~ ears,and.his S!l.Jmp of a tail · He-stopped a moment and ·looked at h'er with his . ·

: and t~ase him in'every way, but'he di~ not mind ii;· curioing eyes, l:>ut then kept on sniffing at her. ~.

the least. ·· ·' When the lady:saw that he had even lost his new· ,•
'b ·.I....H h d fi .
t!t .t h ' f (d t h CO~ k S~I W • '• collar, she. g~t ustmilbl rm~olrlea SaOnhgaryrd'atnl;dlaht iitt l:lim onih~
e a •a r:te a_ppe I e, U IS ien •
e nose with her broke jn two. .
~o it that he got t,lis 1ill. B~ar~ are ve.get~riar:is if tbey . ·1-:1e stopped again, shook his read, and ope~ed '.,
have a chance; fruit is what th,ey like best. Bears , ~

look'dumsy anc:f-Slow in their movements, but try his big mouth several times as if he wanted to say.

a beI ar-with an ·apple tree an•d you will so,.on find• • something,Tl:ten he, turned round and began to

OUt-t}1a~ he c;:an easily beat.an,· y Scl)Ool~hild at that shuffle back the wayt'le ~ad come, StoJJping now '
anc!then'to look at. thedady till at last she.lost sight
game. .:· o, f him.- , , ·· ,
~
,,., .l j. .'

I l'~ere had also 'b~en some dif,fi~~\' lties about the, ' tWh• ~n' • ,.' ·, ••
bee.hives; he had qeen' punished for this by beimg tihneh.lia~,duysucaalmpelahcoemoeutisnidtieleh'eisvkeenninnge,l
, sitting." he was
, looking

put on the chain f o~rty.to days, wi th ableeding nqse . very s,or;,Jqr • lady wa~ still v~ry angry,
and r t ;;igain, Other.wise he was ' hims'e,lf.'The
l~e ' done i I

had neve · with hir:n an'd she told him tliat he would have no'

"' ogneltys'op'muteownhtahteil,cl-hteamiopaetrneidgihfqkefoPr,taonbeaacrnisaainp)t~_tro·. ' · . n<;> supper,,...a11d , · ~ie .
apple. and !hat he would
chained

on Synqays when his mistrEJS5 went to sp'end the -for two qays as.'an extra punishment. , ,'

' ' afternoon with her r:n~rried sister, who.livedin -~ The C>ldc.ook, who"tovea the ,bear 0 if h~ h~d b~e.n

qS

solitary hous~ on the other side of the m<>untaih her scm, rushed out from the ki~che·n. 'Wh<it ifreyot..i
lake, a gdod hour's walk tbr.ough the dense for~st. It scoldjng him for,.missus?.' she asked. 'He .has bee~ as
·
was not considered-good f~r· him to wander a.Pout ·- ·good as gqld the whoJ~ day, bless him! He has'been
' Jn tf:le fore.st ~ith all its te~ptations. Now he knew , sitting here looking the whole time towards ihe '
. ~ quite'well what it meant when ri~ rriistress put him gate fm.y~~_to corpe baek: ~-.:.:
a' ' on the,cliain or:i.Sunday~, ~ith friendly~tap on his . '
.. . /· . " ; ' diffe5'e~'t ~·ea~.1 • ' ···- ·., '-~ · ' ..
,, . \ (. It ha.€1 beenia l

14 Unit 2 o Furry neatures

Language and Style

7 Write sentences about the bear in Passage Busing the following grammatical structures in your
sentences.

a Not only ... but also _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
b Never before···------ - - - - - - - - -- -- -- - - - - - - - - - - -
c Neither ... nor _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
d No longer ... - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
e Not so much as a ... - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Sa Explain how the writer achieves the effect of surprise in Passage B.

b Explain how the writer evokes sympathy for the bear in Passage B.

Unit 2 o Furry creatures 15

Comprehension and Summary

9a Summarise the story of Passage Bin one paragraph.

b Give the reasons why humans find bears attractive, using ideas from Passages A and B.

16 Unit 2 o Furry creatures

Directed Writing Teddy bears' picnic

10 Re~d the short news item on the right and A Munich travel agent has s
wnte an advertisement for teddy bear holidays. holidays for teddY bears - antdarhted toafkfering
scores of bookings For 20 as en

book their teddies. 0 euros, owners can

sights . on a week-long break of
and a feuenmfcigli.gOapmtieos~~icm.cs and visits to a cafe

painting golf . extras mclude fishing
Swtiutfhfepdhtoo·tyosgraa.rpephaaerparsgloindihn~gnadndtobruencogrede-tjhuemapci·tniogn, .
holidays, and orga~are~: queuing up for the
'We host a tour grou~erf ~istophe Becker says:
four weeks. There's su~ha ozen teddies every

need to book early t _a demand that you
o avoid disappointment..

11 Read the following three fact boxes.

A: Great apes survival project

Population: over past 20 years surveys indicate substantial and continual
decline from 100,000 individuals reported in 1980
Habitat: Cameroon and Congo basin and other central African equatorial
regions; once virgin rainforest
Characteristics: share 99% of human DNA; live for 60 years; capable of
intelligent communication with the comprehension level of a 6-year-old
child; can learn sign language; have IQ of 80, similar to many humans

Threats: hunters earn S35 for a dead male silverback gorilla; orphaned

babies cannot survive; could be extinct in 5-10 years because of
destruction of habitat and slaughter for cheap bush meat with snares and
guns; commercial mining for coltan, used in mobile phones, games consoles
and military aircraft, has already made some gorilla populations extinct
Aims: appoint rangers ('ecoguards') and provide vehicles and
communication equipment to monitor and protect animals; construct
wildlife corridors to link fragmented habitats; educate locals on value of
apes for eco-tourism; fight for legal rights to protect apes and chimpanzees
because of their similarity to humans

Unit 2 O Furry creatures 17

B: Snow leopard campaign

Population: world total between 40 and 52; shrinking in China, where it
has declined 70% since the 1960s and there are now only 15-20; Russia
has 30-40, reduced by half in 20 years; not seen in South Korea since 1969

Habitat: snow-covered hills of Central Asia; broad-leaved coniferous forest
in isolated mountain regions in countries such as Afghanistan, China, India,
the Kyrgyz Republic, Mongolia and Pakistan

Characteristics: not adapted to heavy snow cover; reclusive; territorial; low
tolerance of human activity and easily disturbed; seasonal migration; main
diet roe deer; not man-eaters; low birth-rate

Threats: increased human population and economic exploitation of habitat;
human development, especially road-building; deforestation and depletion
of foliage by fire and medicinal herb harvesting; hunting for sport or by
farmers protecting deer herds; poaching for bones and fur; shortage of
food; trapping; migration barriers

Aims: re-introduce leopard to former habitats (including coastal) and
restoration of vanished populations; access by inspectors of nature
conservation to border areas; create ecological corridors between existing
populations and for migration; enforcement of existing anti-hunting
and anti-trapping laws; zoo-breeding programmes (only 10 pure-
breds currently exist in captivity); ban on logging; increase personnel
and coordination of information; international publicity campaign;
compensation for deer farmers; fitting of radio-collars and census-taking

C: The spectacled bear campa1·gn i

00 left' population has collapsed because o

PdHeoaspbturiutlaacttti:iooannr:ooaufpnrpdaritonhxfeo3rAe0nsdt ed~u~iin. n' Sgol~atsht :3:0e~yeezraiucr'aselian,cAlorugdenfotirneastasnadnPdeAru~,doenalny

moorland; found_ in countries sue a

bear in this continent kl~o~~r~~aotust this species; bands of colour
Characteristics: not much mainly fruit and nuts; cubs born

arou nd the eyes· excellent c im ' ·
' · ·ny season
1NThorvee~mtsb:ebrb-Fseeabsr~usa~r~y~i~n:~ra~1~~.~~:df~~~~:t0i~ba~pfpasaremlcelris~;pdcr~o~t~ei~cft~in~g~~rc:~ury,
crops, cu of . captor~,. d. covered on Y in century
amusement their '\he end of the 21st

but bear may disappear be or_e. . all cages and remove them to

Aims: rescue bears from c~pt1v1ty in sm

specially created sanctuaries

18 Unit 2 o Furry creatures

12 These three threatened species have come to the attention of your school's charities committee. As
chairperson, write a report for the school noticeboard, drawing attention to the three campaigns
and their main features, and explaining that the school will be selecting one cause to support and
fundraise for.

Unit 2 o Furry creatures 19

13 Choose one of the projects and write the text of a speech for your school assembly which explains the
project and asks for support.

20 Unit 2 o Furry creatures

Unit 2 o Furry creatures 21

Composition

Argumentative/discursive writing Coursework topics

a Zoos: prisons or sanctuaries? 1 Explain the various ways in which
b Present a case for or against the idea that humans use animals, and give your views
on the relationship between humans and
animals have rights. animals in the past, present and future.

Descriptive writing 2 With reference to a range of specific
examples, write about the threats to
c 'The Circus'. Write a composition with this title. endangered species and give your views
d Give an account of a real or fictitious hunting or on whether it matters if they become
extinct.
fishing expedition.

Narrative writing

e Write a story which includes a supernatural or
mythical animal, such as a yeti, unicorn or sea
monster.

f 'But it wasn't the same animal!' Write a story
which ends with this sentence.

22 Unit 2 o Furry creatures

Unit Simply flying

Reading

1 Read the article below.

Passage A: My life at Topflight

It's 8.00a.m. Monday morning, and At both airports we work weakness and put measures in place
Manchester Airport is closed due to in close partnership with our handling to rectify these. Airports are complex
fog. As a result three TopFlight flights agents, and a crucial part of my role environments and so, for everything
are unable to land at the airport. is overseeing their practice to ensure to run smoothly, it's very important
In the terminal over 300 TopFlight that TopFlight passengers receive that everyone works as a team.
passengers are becoming increasingly the very best service as they proceed Excellent communication skills are
anxious - many have appointments through the airport and on to their therefore essential. At times it can
to keep. We are then advised that flight. I organise regular training also be a stressful place, and so the
Air Traffic Control has diverted the sessions and group activities with all ability to remain calm and maintain a
incoming aircraft to Leeds airport. our service staff. sense of humour is also crucial! One
So ... three aircraft in Leeds and of the things I really enjoy about my
their corresponding passengers in Much of my job is about building job is interacting with a wide variety
Manchester. And my job? To sort it strong relationships and partnerships, of people - from passengers to airport
out! and I liaise closely with other airport senior management.
managers to ensure that the interests
Obviously this kind of scenario is ofTopFlight are properly represented. I keep fully up to date with what's
unusual - but it can happen. As TopFlight already has an established going on at the airline by travelling
airport manager for northern England, presence at Manchester (we are the down to the TopFlight offices at
I am responsible for overseeing all third-largest airline there), but it London Stansted airport regularly
the TopFlight ground operations at lies with me to see that our profile to meet with colleagues - including
both Manchester and Leeds airports. remains high with the authorities, so my counterparts from other
Essentially, this means that I look that Topflight continues to receive a TopFlight airports. We all share ideas
after all TopFlight activities at the good service. and experiences so that we can
airport, up until the point the aircraft continually improve the way in which
takes off. This includes all aspects of Obviously safety is top of the agenda, we work. It's also my opportunity
passenger services (check-in, sales and I am responsible for ensuring that to give feedback about what's
desks, departures and arrivals), as well we comply with all the standards and happening at my airports.
as the behind-the-scenes operations regulations set down by the relevant
such as baggage handling. government bodies. To succeed in this role you need to
be adaptable and flexible, as no two
My time is divided between both As a scheduled airline operating high- days are ever the same and you have
airports, but as there are far more frequency, short-haul flights, another to deal with everything. It's not a job
TopFlight flights to and from critical measure of our performance for people who like to meticulously
Manchester than Leeds (23 per is the punctuality of our flights. As plan out every minute of their day!
day compared to five), the larger so many factors within the airport But I really enjoy the pace and variety
proportion of my time is spent at environment can affect punctuality, I - and I can honestly say it's never
Manchester. continually monitor every aspect of boring.
our operation at both airports so that
I can quickly identify areas of

Unit 3 o Simply flying 23

Language and Style

2 The underlined words in Passage A have more than one meaning. Choose the one which is being
used in this context.

a corres12onding: letter-writing matching respective

b essentially: necessarily mainly basically

c 12ro12ortion: size ratio part

d critical: vital finding fault in a crisis

e deal: trade sort out distribute

3 The following words from Passage A are useful but tricky to spell. Look at the bold 'hot-spot' (difficult
part) in each word for a few seconds, then cover the word and try to write it correctly from memory.

Think of a rule or mnemonic (way of remembering) to help you remember the spelling of those words
you find difficult.

a crucial f environment

b receive g excellent

c liaise h colleagues

d scheduled i succeed

e punctuality immediate

4 Give synonyms for these words, which are in bold in Passage A:
a scenario _ __ _ _ _ _ _ __ _ _ __ d counterparts _ _ _ _ _ _ _ _ _ _ _ __
b monitor _ _ _ _ _ _ _ _ _ _ _ __ _ e feedback _ _ _ _ _ _ _ _ _ _ _ __
c rectify _ _ _ _ _ _ _ _ _ _ _ _ _ __ f meticulously _ _ _ __ _ _ _ _ _ __

5 Put as many prefixes as possible on to the following stems:
For example: -prove im, ti1p, re., dis

a -vert _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ __ __ _ __ _ _ _ _ __
b -port _ __ _ __ _ _ __ __ _ _ _ __ _ _ _ _ __ _ __ _ _ _ __ _ __ _
c -sult ______ ____ _ __ __ ______ ______________
d -sent _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ _ __ _ ~
e -ply _ _ _ _ _ __ __ _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ __

24 Unit 3 o Simply flying

6 Write one sentence containing each word below to show the difference in meaning between the
words in each pair.

e principal _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
principle _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

f whose _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __
who's _ _ _ __ __ _ _ _ __ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

g uninterested _ _ _ _ _ _ _ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _
disinterested _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ __ _

7 Circle the single dashes and hyphens used in the text. First work out the rules for their usage and
then give other examples of your own.

a Dashes have a space either side and are used singly t o - - - - - - - - - - - - - - - - -
For example=-------------------------------~

b Hyphens, which do not have spaces before or after, are used to _ _ _ _ _ _ _ _ __ _ _ __
For example: _ _ _ _ _ __ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~

Unit 3 o Simply flying 25

Comprehension and Summary

8 In a paragraph, give the facts about the airline in Passage A.

9 In a paragraph, describe the kind of personality which is needed for the job of airport manager.
26 Unit 3 o Simply flying

10 In a paragraph, summarise the responsibilities and tasks of an airport manager.
Unit 3 o Simply flying 27

Reading

11 Read the article below.

Passage B: Junior jet set

An estimated seven million children a year travel Things rarely go wrong, but it has been known
alone by air, many as young as seven. Some for a child to be flown to the wrong destination,
are travelling between home and their boarding and cancelled connecting flights can create
schools in the UK, particularly from Asia. last the headache of having to put up the stranded
year, one airline alone carried 3000 flyers youngster in a hotel.
aged between five and eleven. Specialist staff
are provided by airlines, known in the trade
as 'aunties', to escort these transcontinental
commuters from check-in to aircraft. They have to
reassure nervous flyers and give them cuddles,
and even clean clothes if necessary.

The children tend to be treated as VIPs, being
seated and fed before the other passengers. They
pass the time with video games and puzzles and
are so well looked after that many say they prefer
flying solo to travelling with their families.

At the other end, the 'unmins' or 'urns' as they are
nicknamed (standing for 'unaccompanied minors')
are collected from the plane and delivered to the
designated adult meeting the child.

Some US airlines charge for this service, but most
European and Asian ones do not. Teenagers up to
16 or 17 - depending on the airline - are called
'young passengers' and are still accompanied to
the pick-up.

28 Unit 3 o Simply flying

Comprehension and Summary

Tips for the parents of 'unmins'

a Train your child to recite their name, address and phone number.
b Give your child some money.

c Take novice flyers on a tour of the airport before the day they fly.
d Arrange for them to travel at off-peak times.
e Avoid night flights.

f Don't leave the airport until you have seen the plane take off.
g Book an aisle seat.
h Ask for your child to be seated next to other children or women.

12 Infer the reason for each tip in the box above.
a
b
c
d
e
f
g
h

13 Using information and ideas from Passages A and B, write a dialogue between a child flyer and
the airport manager, who has been called by an 'auntie' to settle an anxiety or problem the child is
having.
AM: Hello. My name is Sue Watson and I'm the airport manager here. What can I do to help?

Unit 3 o Simply flying 29

30 Unit 3 o Simply flying

Directed Writing

14 Read the recruitment advertisement below.

Want to wor/( for us?

Looking for a new challenge with an interesting and dynamic company?

Take a look at these exciting career opportunities at Topflight ...

Come fly with us ...

We are currently recruiting Cabin Crew for our base at London Stansted.

Our Cabin Crew must ensure that our customers' safety and comfort come first and that
they create a memorable experience by providing friendly and courteous service at all
times. The job is busy and can be physically demanding. Cabin Crew have to be prepared
to work on any day of the year, any time of the day.

You must be: Minimum requirements:

• friendly and approachable • age 20+
• mature in attitude and behaviour
• height 1.58 m to 1.82 m with weight in
• able to remain calm and efficient
proportion to height
under pressure
• physically fit and able to pass a
• an excellent communicator with
medical assessment
people of all ages and cultures
• fluent in English, both spoken and
• a team player
written
• flexible and adaptable
• able to take initiative • able to swim 25 m
• willing to accept guidance. • possession of passport allowing

unrestricted travel within Europe.

If you meet all of our person specifications and minimum requirements,
please request an application form from:

Cabin Crew Applications
Topflight Airline Company Ltd
London Stansted Airport
Essex
UK.

Unit 3 o Simply flying 31

15 Write a job application letter to the personnel manager of Topflight, saying why the job would suit
you and why you would suit the job. You may also add extra material of your own which you consider
relevant.

32 Unit 3 o Simply flying

Composition Coursework topics

Argumentative/discursive writing 1 Discuss the issues affecting air travel
a 'Humans were not made to fly.' Argue for or today and give your views on whether you
think it has a future.
against this proposition.
b Discuss the increasing popularity of air travel 2 Write a story about a hijack.

and its advantages and disadvantages over
other forms of transport.

Descriptive writing
c Describe the general atmosphere of a busy

airport, and refer to particular people and
situations which you observe.
d Describe a day in the life of a pilot, flight
attendant or air traffic controller.

Narrative writing
e Write a story which involves a farewell scene.
f 'An unforgettable plane journey'. Write a story

with this title.

Unit 3 o Simply flying 33

Unit Footba 11 crazy

Reading

1 Read the article below.

Passage A: Love it or hate it

In viewing terms, the World Cup is twice as big as any
other sporting event on the planet. But just because it's
big doesn't mean it's beautiful; football can bring out
the worst in people, particularly men: it can make them
obsessive and boring; it can make them prejudiced and
intolerant; it can make them violent and destructive.
But despite the corruption and cynicism surrounding it,
football has never lost its appeal.

Football weaves itself into whichever cultures embrace it,
appealing to people who have nothing else in common
but who each have a personal passion for the game and
are addicted to its spontaneity. Packaged into 90 minutes
are heroes and villains, hope and despair, skill and drama:
a miniature war with flags and armies.

Football has an astonishing ability to cross borders and No other single sport has brought together nations and
barriers, as between German and British troops in no- individuals so much or provided more pleasure over a
man's-land in the First World War. It seems so natural longer period of time. Football has also, however, given
to share the kicking of a ball, and the basic structure of the world things it would be much better without: riots,
the game is amazingly simple: two opposing sides attempt vandalism, hooliganism and tribalism. More recently,
to push a spherical object into the other's goal. Played it's become a vehicle for an upsurge in nationalism,
informally, football has great flexibility, with no set racism and fascism, the full consequences of which are
number of players, no particular pitch and no equipment still fearfully awaited. It's been taken over by the mass
except something to kick and something to define the media; huge sums of money are involved in advertising,
goal mouth. sponsorship, transfer fees, merchandise and broadcasting
rights. It's turned into soap opera, with players (and their
Anthropologists have explained men's universal and wives and girlfriends) treated as idols and celebrities -
enduring fascination with football as being a replacement rather than mere mortals with skilful fee t - and deprived
and compensation for the hunter-gatherer instincts which of a private life.
have no outlet in the 21st century. It is a substitute for the
hunt, combining the necessary elements of bonded males,
adrenalin and the prospect of reward. Many ancient
civilisations -China, Japan, Greece and Rome - all had
equivalents of the game, which they exported, as did the
British, to parts of their far-flung empires.

34 Unit 4 o Football crazy

Language and Style

la Circle the apostrophes (') in Passage A. Explain the two usages of apostrophes.
We use apostrophes either when we _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
(for example: _ _ _ _ __ _ __ _ _ __ __ __ _ _ _ _ _ __ _ __ _ _ _)
or when we _ _ _ _ _ __ __ _ _ _ _ _ _ __ __ _ _ _ _ _ _ _ _ _ _ _ _ __
(for example: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _).
An apostrophe after the final s of a word, unless it is a name, indicates that _ _ _ _ _ _ _ _ __

(for example: _ _ _ __ _ _ __ _ _ __ _ _ __ _ _ _ _ _ _ _ __ _ _ _ ).
b In the passage there are examples of it's with an apostrophe and its without an apostrophe. What is

the difference?
We use an apostrophe in it's if _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

whereas its without an apostrophe is used to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _

3 Circle the semicolons(;) in Passage A and define their usage by filling the gaps below.
Semicolons have the same function as ___________ but are used when the
preceding sentence has a ___________ with the following sentence. They can
also be used to separate _ _ _ _ __ _ _ _ __

4 Underline the 'hot-spots' in the following words from Passage A. Look up the meaning of any words
you are not sure of. Cover them up, then practise writing them correctly.

a beautiful _ _ ________ ____ f attempt

b cynicism ______________ g calendar

c spontaneity _____________ h professional

d villains _ _ _ __ _ _ _ _ _ __ _ __ i vehicle

e miniature _ _ _ _ _ _ _ _ _ _ _ _ __ skilful

Unit 4 o Football crazy 35

Comprehension and Summary

5 Highlight the relevant points in Passage A and write a chronological summary of the history of
football, using your own words as far as possible.

36 Unit 4 o Football crazy

Reading

6 Read the article below.

Passage B: Argentinian football in crisis

In some countries, football is a special thing for players overseas, too many of our young
everybody, not just for a fanatical proportion players appear in our First Division when
of the population. Argentina, always a World their football education isn't yet complete! He
Cup favourite, is synonymous with Latin is also worried that the pressing need to sell
American football fever, and the country's players is making Argentinian clubs reluctant
national identity is blue and white, its team to spend time developing their juniors as they
colours. When the Argentinian teams were will only lose them. 'Today clubs don't give kids
established in the 1890s they consisted of a chance and we lose the opportunity to train
British expatriates and their descendants, but players of outstanding quality from a young
they soon spread and embraced local talent, and age.' Nowadays, even for youth teams, the only
have never looked back. important thing is winning, not learning to play
the game. 'We're producing; Tocalli says, 'too
The problem is that Argentinian footballers many running machines. The skill is being lost!
may be too talented for the country's good.
The national coach, Hugo Tocalli, fears for Another damaging effect O!l the footballiµg
the future of Argentinian club football as the
country has become one of the world's greatest industry has been the culture change in street
exporters of football talent; recently another football because of the building of high-rise
59 players from the top division went overseas. apartment blocks. These have squeezed out the
Some moved to other South American countries neighbourhood potrero (playground), wh~re
and others to Israel or Cyprus, football outposts young Argentinian players have traditionally
relatively speaking, but the majority left to join developed their trademark close control and
bigger European national teams. A combination dribbling skills by playing on bad pitches with
of Argentinian football's long-term financial broken boots - or no boots at all. They learned
problems and the country's rising inflation to play on bumpy ground littered with obstacles,
rate means that playing overseas has beome 'an and so they can perform miracles - with a
increasingly attractive prospect. Many First dexterity in their feet equal to that of most
Division players can earn more even in the people's hands - when they find themselves on
Third Division clubs of European countries. a decent pitch. There µsed to be a potrero round
every corner, but now they've gone, and in any
Tocalli thinks it will become a problem in case youngsters today seem more interested
the future. 'Youngsters need to see theiddols in computers and television than in playing
playing for the big Argentinian teams as an football. Tocalli sees this as tragic: 'Football is so
inspiration. Also, because we lose so many important here. It's part of our social fabric.'

Unit 4 o Football crazy 37

Language and Style

7 Draw lines to match the following nouns from Passage B to their meanings in the second column.

a prospect skill

b inspiration expectation

c trademark motivation

d dexterity structure

e fabric characteristic

8 Look at the way direct speech is punctuated in Passage B. Fill in the gaps below to explain the rules.
Within speech, most of the same punctuation rules apply as for normal writing, so that there needs
to be a _ __ __ at the end of a sentence, provided that there is no continuation of the sentence
after the end of the speech. If there is, then in place of the full stop we use a _ __ ___ or, if
appropriate, a question mark or exclamation mark can be used. Even after a question or exclamation
mark, the next word begins with a _ _ __ _ __ _ letter rather than a _ __ __ if
it is continuing the sentence. If a sentence in speech is interrupted and then continued, there is a
_ _ __ _ before the break and again before the re-opening of the inverted commas.
The continuation will begin with a small letter and not a capital because the _ __ _ __ __ _
is also continuing. There must always be a punctuation mark of some kind before the closing

9 Look at the following words from Passage B and formulate a spelling rule for double letters. Give
other similar examples.

pressing winning running dribbling littered

38 Unit 4 o Football crazy

10 Look at the following words from Passage B. Work out the meanings of the prefixes then use them to
make other words.
ex(porters) di(vision) com(bination) pro(spect) per(form)

11 Passage B contains some idiomatic collocations (words commonly found together and in the same
sequence). Use the following collocations in sentences of your own to show their meaning.

a relatively speaking _ _ _ _ _ _ _ _ __ _ _ __ _ __ _ __ _ _ _ _ _ _ _ _ __
b pressing need ________________________________
c culture change--------- - -- - -- - - - -- -- - - - - - - - - -
d squeezedout _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
e roundeverycorner _______ ______________________~

Comprehension and Summary

12 Using information from Passages A and B, write two paragraphs about international football, one
paragraph about its positive aspects and effects and the other dealing with its negative aspects and
effects.

Unit 4 o Football crazy 39

40 Unit 4 o Football uazy

Directed Writing

13 Write a conversation between coach Tocalli and a young Argentinian football player who is
considering going to play overseas.
Tocalli: I hear you've been made an offer from a European club.

Unit 4 o Football crazy 41

14 Explain briefly and simply the rules of football to someone who is unfamiliar with the game. Below is
an example of how not to explain rules!

The rules of cricket explained to a foreign visitor

You have two sides, one out in the field and one in. Each player that's in the side that's
in goes out, and when he's out he comes in and the next player goes in until he's out.
When they are all out the side that's out comes in and the side that's been in goes out
and tries to get those coming in out. When both sides have been in and out, that's the
end of the game.

42 Unit 4 o Football crazy

15 Improve the explanation on page 42 so that the visitor might be able to understand the rules of
cricket.

16 Explain the rules of any other sport or game, using an appropriate style for informative writing.

Unit 4 o Football crazy 43

17 Look at the fact box below.

Women~ football

• In medieval France women played football.
• In 1894 the first official women's team in Britain was set up to prove that 'women are not the

ornamental useless creatures men have pictured'.
• In the 1920s women's charity matches at Everton attracted crowds of over 50,000.
• In 1921 the Football Association banned women from playing on club grounds because

women's matches were considered 'distasteful'; they attracted larger crowds than the men's
matches.
• Women's football became popular again in parallel with the women's liberation movement of
the 1970s.
• Men's football attracts all the financial backing, so it's a struggle for women's teams to find
sponsorship and support.
• Girls are not allowed to compete in mixed teams above the age of 12 in England.
• Women's teams from Asia and North America now compete successfully against European
teams.
• 20 million girls and women play football in more than 100 countries.
• Football is now more popular than netball as the sport of choice for women in Britain.
• 61,000 females in the UK belong to clubs and play in 3500 teams.
• 50,000 girls play regularly at school.
• 15% of spectators at top league matches are women.
• Several manufacturers have designed kit, including boots, for women.
• Women have played football for as long as the game has existed, starting in Ancient China.
• In 1991 the first Women's World Cup was held in China and won by the USA.
• In 2008 in New Zealand FIFA instituted an under-17 World Championship.

18 Imagine you are a female student and keen footballer at a school which does not allow girls to play
football in sports lessons or to join any of the school football teams. Using information from the fact
box above, write a letter to the head of PE to try to persuade him or her to make football an optional
sport for girls at your school.

44 Unit 4 o Football crazy