FCE topics: 4 heritage

contents

our heritage

Reading task

Language Development 1: adjectives and adverbs

Vocabulary

Writing

Listening

Language Development 2: -ing forms and infinitives

Use of english: cloze

Vocabulary weather

work

Reading task

task 3

Heritage

Heritage

You are going to read an article about the history of London. Six sentences have been removed from the article. Choose from the sentences (A-G) the one which fits each gap (7-6). There is one extra sentence which you do not need to use.

task 2

A Unfortunately, this new period of wealth was hard hit by a global economic crisis, shortly followed by another attack on the city, rn which much of London was ruined. B The author Charles Dickens vividly describes the London of that time in his novels as poor, dirty and clme-ridden. C During his reign, the River Thames became the focal point of London as the navy was expanded and ships were sent out to explore the world. D These dreams suffered a huge blow when there was an uprising against the invaders and this area, later known as London, was burnt to the ground in the first of many disastrous fires. E This was a mistake, as it meant very few dogs and cats were left to catch the diseased rats and as a result, around -100,000 people are estimated to have died. F But the city's location on the Thames was far too good for its decline to continue. G In fact, many of the streets in the crty were named after the partrcular trade which was practised there.

Heritage

Find the words or phrases in the text that have similar meanings to this words and phrases

task 2

1 discouraged (paragraph 2)___________________________________ 2 cleanliness (paragraph 3)____________________________________ 3 destroy (paragraph 4)_______________________________________ 4 deadly (paragraph 5)_______________________________________ 5 disaster (paragraph 5)_______________________________________ 6 suddenly appeared (paragraph 7)______________________________

work

Language Development

Look at the photos below. Which of the sites do you recognise?

The world around us

The world's natural and cultural heritage is disappearing fast but UNESCO a United Nations organisation, is working hard to preserve it. UNESCO has created a list of more than 900 places, known as World Heritage Sites. The sites on this list should be actively protected by all governments.Cultural sites on this list include the Taj Mahal, the best-known building in lndia, the lively lslamic centre of Marrakesh and the Statue of Liberty, an extremely impresstve gift from the people ol France to the people ol the United States. The World Heritage List also includes natural reserves such as the Galapagos lslands, a place that at one time had hardly any tourists but is now in danger of being destroyed by them. UNESCO works well and without it, the future of many fascinating Heritage Sites would look bleak, so it is worrying that for political reasons, some countries, like the USA and the UK, have withdrawn from full membership.

Adverbs

Adjectives

l Most adverbs end in -ly. What exceptions are there in the article? 2 Which adjective in the article ends in -y? 3 Some adverbs have two forms, each with a different meaning. What example is there of this in the article?

Choose the correct answers. l Usually, it's easy / easily to know when you're looking at a World Heritage Site2 Chartres Cathedral is incredible / incredibly well preserved 3 Our guide round the Summer Palace in Beijing spoke too fast / quick. 4 The Kremlin is a classic / classically Heritage Site 5 When we got to Glasgow, it was very late / lately in the afternoon and it was snowing hard / hardly. 6 Some World Hentage Sites are quite surprising / surprisingly. For example, the city of Brasilia was imaginative / imaginatively created from nothing in 1956.

a) to make adjectives and other adverbs stronger: extremely, very, really remarkably.The castle is really/remarkably popular. It's a very/an extremely popular attraction. b) to make adjectives and adverbs weaker: -Rather, fairly, pretty (+ and - adjectives) The city wall is rather/fairly/pretty long. My town is rather fairly/pretty small. It's rather a/a rather/a fairly/a pretty small town ' -a bit, a little (negative adjectives only)London is a bit/a little expensive. London is a bit of an expensive city. (before a noun phrase) ' -quite The palace is quite interesitng. It's quite an interesting palace. c) to emphasise ungradable adjectives: absolutely The temperatures were absolutely freezing. There's an absolutely gorgeous vtew from the top.

Read the information above and choose the correct answer (A, B, C or D). 1 lt was a ___simple idea.A bit B little C quite D remarkably 2 Karls got _____a fast car. A pretty B very C quite D extremely 3 Everybody thinks he is ______ crazy. A a little B a little of C a bit of D quite a 4 Goya's paintings are ____ well known. A a bit B absolutely C very D rather a 5 This is ____ an important day. A farrly B rather C extremely D pretty 6 Your new dress looks very____ A gorgeous B wonderful C marvellous D beautiful 7 The weather was ___ wonderful A very B absolutely C extremely D remarkably

heritage

Vocabulary

Vocabulary

The Great Barrier Reef, the Grand Canyon, and the Inca city of Machu Picchu in Peru, are just some of the world's most precious natural and cultural heritage sites, but they're under threat from industrial activity. You will hear Alice and Neil discuss how sustainable tourism may help protect them.

1) Tourists damage a number of important sites around the world by... 2) Any industrial activity can harm the environment by... 3)Which sea creature is a potential threat to the Great Barrier Reef's ecosystem? a) starfish b) jellyfish c) cuttlefish

Vocabulary

heritage encroach on something sustainable tourism dynamic resilience species diversity visual aesthetic

heritagethe things a society considers important to its history and culture, for example art, buildings, or natural sitesencroach on somethingmove beyond acceptable limitssustainable tourismtourism designed to have a low impact on the local culture and the environment, while generating employment for local peopledynamicactive or capable of changingresiliencethe ability to recover or adapt to changespecies diversitythe range of plants and animalsvisual aestheticthe way something looks

work

Writing

The First (FCE) Writing has only two parts. For each part, you must write a composition which will depend on the instructions you receive for each task. For the first part, you will always be asked to write an essay, as it is the only option provided. the writing must have between 140 and 190 words, approximately.

How to Write an Essay for FCE Writing An essay is an opinion writing with which we analyse a topic, a situation or an issue from different points of view, providing different arguments and expressing our opinion about it. For this reason, an essay must have the following features:

Purpose: What we usually do with an essay is to analyse and assess a topic, situation or issue which, in some way, is interesting or controversial. It is normally set as a writing task after a class debate. In the exam, you have to imagine the debate, obviously. Tone and style: Given that you’re writing about a serious or controversial issue, an essay is written in a formal style, so we must stick to an objective tone and style. Our language must be formal, thus avoiding words that are simply too common or generic (E.g.: things, stuff, get, etc.) and contractions (E.g.: can’t, don’t, won’t, etc.).

Structure: Like every piece of writing, an essay must present a defined structure. even if the title is not complusory it is more appropriate to have an essay with title. Then, the body must be divided into introduction, idea 1, idea 2, idea 3 and conclusion. This means that, in general, essays must have 5 paragraphs, although it is not entirely necessary. Opinion: There are countless ways of expressing your opinion in an essay, so you must choose the one that suits you best. However, it is advisable to remain impartial throughout your writing and give your opinion only in the last paragraph, as a conclusion. But, as I say, it is optional. The most important thing is that you justify everything you say in your essay. Coherence: Coherence is essential in every type of writing, but especially in an essay. As it tends to be an argumentative text, you must avoid writing incoherent paragraphs that have nothing to do with one another. Your ideas must follow a logical order and be well connected with appropriate linkers.

1 Should governments spend money protecting historic sites? Why/Why not? 2 ls it more important to keep the past alive or invest in the future?

I Who is going to read the essay and what s its purpose? 2 Will you just give your opinion or will you give both sides of the argument (for and against)?3 What information must you include? 4 What style will you use? 5 What do you think makes a good essay?

ln your English class, you have been talking about the subject of cultural heritage. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view.

Is it a good thing that countries spend a lot of money on their heritage?Notes Wrte about 1 preserving the past 2 investing in the future 3 _ (your own idea)

Write your essay in 140-190 words in an appropriate style.

In all essays, you have to give your opinion. In this one, you could agree or disagree, giving reasons; or give arguments for and against,as well as your opinion. Look at this possible paragraph plan for a'for and against' essay. You need four or five paragraphs. Make notes of the points you will include in each paragraph. Include a maximum of two points per paragraph.

begin by making a general statement. Then support it with a reason and/or an example.

Paragraph 1: Introduction: general statement/rhetorical question--> supporting sentence(s)Paragraph 2/3: Arguments for: Introductory sentence --> supporting sentences(s): reason/example Paragraphs 3/4: Arguments against: introductory sentence --> supporting sentence(s) : reason/exampIe Paragraphs 4 or 5: Conclusion: summing up/baIancing the argument/the overaII point of view --> supporting sentence(s)

Most countries spend large sums of money protecting their national heritage. However, there is strong argument that we should look forwards and not backwards, spending less money on preserving the past and more on securing our future. On the one hand, it is important that we remember our heritage. Once it is lost, it is lost forever. Caring for important monuments helps with this. It also attracts tourists, which has an economic benefit for everyone. On the other hand, governments spend a lot of money on museums and keeping historic sites in good condition when poor people need houses to live in and businesses need better roads for transporting their goods. Another argument is that by making heritage sites attractive for tourists -for example, by putting on entertainment – we give a very untrue picture of the past and sometimes damage the local environment. To conclude, while there are strong arguments for not spending too much on preserving the past, I believe it is important to protect the most famous sites for the future generations but it is not realistic to try and save everything. We need to invest in the future too.

Essay 1 –Model answer

listening

You will hear a man called Jay Carter talking about his time in the Amazon rainforest. For questions 1-10, complete the sentences with a word or short phrase.

A monologue or text involving interacting speakers with a sentence completition task with 10 questions

Experiences in the rainforestThe purpose of Jay's trip to the Amazon was to write an article about the (l)_______which live in the rainforest.Jay was unprepared for the lack of (2)_____________ in the rainforest Jay makes a comparison between the huge noisy insects in the rainforest and (3)_________with wings. Jay uses the word (4)___________ to describe his feelings,when he first saw a Jaguar. Jay says that the average male jaguar has a territory of (5) _______ln size. When he met the local forest people Jay remembers being offered a very large (6)_______ to eat. Jay says that the forest people have a feeling of (7)_____________ for the jaguars. Jay explains that in some areas (8)_________regard Jaguars as a threat to their property. Jay has heard that being n contact with anima s such as (9) ______ is potential health risk to jaguars The (10)_________ that Jay is now involved in are intended to raise awareness of the threats to the survival of jaguars

fce-listening 2

natural heritage

Language Development 2:-ing forms and infinitives

-ing forms and infinitives

A) After a main verb we can use: - An Ing form: I like walking. I heard a man shouting. - A to-infinitive: I wanted to see her. - A bare infinitive: let me help you. That makes me feel better. b) The -ing form is used after prepositions. - I’m thinking of getting a new job. -Nadia is keen on learning new things c) the -ing form can also be used in some fixed expressions -the family spent a lot of time arguing. -it’s always worth asking for a discount d) the infinitive can be used after: -some adjectives: she’s eager to learn Some nouns: It was my decision to leave.

Discuss:

1) what causes a solar eclipse? 2) have you ever seen one?

Complete the note about a solar eclipse

Many creatures wanted (1) ________________ (settle down) to sleep. Other animals like owls, had problems (2)____________(sleep) and woke up. I saw a bat suddenly (3)__________________ (fly) out of a tree. I couldn´t help (4) _______________(notice) a cold breeze. Scientist were interested in(5) ___________________ (solve) the mysteries of the sun. Spaectators saw the sky gra(dually (6)____________ (go) dark, I regretted (7)_________ (not record) it- The expierence was awsome. it made us all (8)_________(feel) wery small. I found it hard (9)______________(talk) for a few minutes. A lot of people made the decision (10)__________ ( not drive) during the eclipse.

-ing forms and infinitives

The verbs stop, try, remember, forget, regret can be followed by an -ing form or a infinitve form

Remember + gerund This is when you remember something that has happened in the past. You have a memory of it, like being able to see a movie of it in your head. I remember going to the beach when I was a child. (= I have a memory of going to the beach). He remembers closing the door. (= He has a memory of closing the door). Remember + to + infinitive This is when you think of something that you need to do. (And usually, you then do the thing). I remembered to buy milk. (= I was walking home and the idea that I needed milk came into my head, so I bought some). She remembered to send a card to her grandmother.

Forget + gerund This is the opposite of remember + gerund. It's when you forget about a memory, something that you've done in the past. Have we really studied this topic before? I forget reading about it. I told my brother that we'd spent Christmas at Granny's house in 1985, but he'd forgotten going there. Forget + to + infinitive This is the opposite of remember + to + infinitive. It's when you want to do something, but you forget about it. I forgot to call my mother. (= I wanted to call my mother, but when it was a good time to call her, I forgot. I was thinking about something else, and the idea to call my mother didn't come into my head). She keeps forgetting to bring his book back.

Try + gerund This is when you do something as an experiment. The thing you do is not difficult, but you want to see if doing it will have the result that you want. I wanted to stop smoking, so I tried using nicotine patches. (= Using nicotine patches was easy, but I wanted to know if it would help me stop smoking). She tried giving up chocolate, but it didn't help her lose weight. (It was easy for her to give up chocolate. She gave it up to see if it would help her lose weight, but it didn't). Try + to + infinitive This is when the thing you do itself is difficult. In the present tense or future tense, this means you might not succeed in doing it. In the past tense, it means that you made an effort to do the thing, but you did not succeed. I'll try to carry the suitcase, but it looks too heavy for me. She tried to catch the bus, but she couldn't run fast enough.

Look at the difference: I tried giving up chocolate (it was no problem to stop eating chocolate) but it didn't make me feel more healthy. I tried to give up chocolate, but it was too hard. I always ate some when my friends offered it to me. It was too hot in the room. I tried opening the window (it was easy to open the window). It didn't help though, because it was very hot outside too. • I tried to open the window, but I couldn't because it was stuck.

Stop + gerund When we stop doing something it means the verb in the gerund is the thing that we stop. It can mean 'stop forever' or 'stop at that moment'. I stopped working when I was expecting a baby. (Working is the thing I stopped). My grandmother stopped driving when she was 85. (Driving is the thing she stopped). My boss came into the room, so I stopped browsing the internet. There was a fire alarm, so I stopped eating and went outside. Stop + to + infinitive In this case, we stop something else in order to do the verb in the infinitive. I stopped to eat lunch. (I stopped something else, maybe working or studying, because I wanted to eat lunch. She was shopping and she stopped to get a cup of coffee. (She stopped shopping because she wanted to get a cup of coffee). Look at the difference: I stopped smoking. (I gave up cigarettes OR I threw away my cigarette at that moment). I stopped to smoke. (I stopped doing something else because I wanted to have a cigarette).

Regret + gerund This is when you are sorry about something you did in the past and you wish you hadn't done it. I regret going to bed so late. I'm really tired today. She regrets leaving school when she was sixteen. She wishes that she had studied more and then gone to university. Regret + to + infinitive We use this construction when we are giving someone bad news, in quite a formal way. The verb is almost always something like 'say' or 'tell' or 'inform'. I regret to tell you that the train has been delayed. The company regrets to inform employees that the London office will close next year.

Put the verb into the gerund or the infinitive with ‘to’: 1. I couldn’t sleep so I tried _____________ (drink) some hot milk. 2. She tried _____________ (reach) the book on the high shelf, but she was too small. 3. They tried _____________ (get) to the party on time but the bus was delayed. 4. We tried _____________ (open) the window, but it was so hot outside it didn’t help. 5. He tried _____________ (get) a job in a newspaper firm but they wouldn’t hire him. 6. He tried _____________ (get) a job in a newspaper firm but he still wasn’t satisfied. 7. You should stop _____________ (smoke), it’s not good for your health. 8. We stopped _____________ (study) because we were tired. 9. They will stop _____________ (have) lunch at twelve. 10. We stopped _____________ (have) a rest, because we were really sleepy.

11. Oh no! I forgot _____________ (buy) milk. 12. Please don’t forget _____________ (pick) up some juice on your way home. 13. I forget _____________ (lock) the door, but I’m sure I must have locked it. 14. Have we studied this before? I’ve forgotten _____________ (learn) it. 15. Please remember _____________ (bring) your homework. 16. I remember _____________ (go) to the beach as a child. 17. Finally I remembered _____________ (bring) your book! Here it is. 18. Do you remember _____________ (eat) steak in that little restaurant in Rome? 19. I regret _____________ (tell) you that the train has been delayed. 20. I regret _____________ (tell) Julie my secret; now she has told everyone.

You will read about a couple's trip to see the Northern Lights. complete the blog entry with to, on, from, for, of, or in and the correct form of the verbs in brackets

Northern Lights in the skies above Scotland The possibility (1)_____ _________(see) the Northern Lights was Laura's main reason for visiting the Shetland islands. She had been looking forward to (2) ___ _______ (go) there for ages, l was more interested (3) _____ _______ (get) some rest and fresh air.When we arrived, Laura had a headache, so I insisted (4)__ ___________ (put up) the tent myself. She apologized (5) _____ ___________ (not help) and decided (6)______ ________(go) for a walk. I didn't object (7) ______ ________(her/go) as I’m not very keen (8) ______ _______ (walk) and I thought it might help her headache. And anyway, I can rarely prevent (9) ___ __________ (her/do) what she wants to do! Soon, it got very dark. I decided to look for Laura. I was afraid (10) _______ ________ (get) lost but I needn't have worried ----suddenly, there were curtains of red, green and white light everywhere. It was the Northern Lights!

natural heritage

use of english

According to a popular US tradition, the groundhog, a small furry animal, (0) B of its winter sleep on 2 February. lf the sky is clear; he sees his shadow. This means there are going to be six more weeks of (1) __ weather and he returns to his hole. lf the day is cloudy and he can't see his shadow, it means there will be an (2)__ spring and he stays above ground. Each year reporters (3) _ in Punxsutawney, Pennsylvania, at dawn and a large (a)__ of cameras are focused on the burrow of a groundhog called Punxsutawney Phil. ln 1993, the Hollywood film Groundhog Day (5) __ Phil into a mayor celebrity and the following February, over 30,000 people (6)__ in Punxsutawney. Unfortunately (7) __ the large crowds were hoping for a prediction of good weather, Phil saw his shadow and returned to his hole, so everyone knew that winter was going to (8)__ for a few more weeks.

natural heritage

10

vocabulary weather

thunder

scorching torrential blustery thick crashing flash of biting fluffy urban devastating

rain

Link 1

wind

fog

heat

lightning

cold

clouds

smog

hurricane

Match the adjectives (1-11) with the nouns (a-g). More than one answer may be.

1 torrential 2 tropical 3 gentle 4 heavy 5 high 6 light 7 loud 8 strong 9 hard 10 pouring 11 chilly

a breeze b shower c downpour d thunder e rain f wind g storm

Weather adjectives can also be used to describe people or things. Match the adjectives (1-5) with the nouns (a-e).

1 stormy 2 heated 3 icy 4 sunny 5 breezy

a smile b manner c discussion d relationship e stare