FCE topics: 3 challenges

contents

challenges

Reading task

Language Development 1: narrative tenses

Language Development 2:Time conjunctions

Vocabulary: idioms

Listening: part 2

Vocabulary: Sport

Writing

Use of english: multiple choice

Language Development 3: ADJECTIVES ARE OFTEN CONFUSED

challenges

Reading task

challenges

You are going to read some extracts about the fears or challenges that several people have faced. For questions 43-52, choose from the people (A-D). The people may be chosen more than once.

part 7

1. did not receive help willingly at first?
2. did not realize how difficult something would be?
3. did not feel a need to change?
4. helped others while being challenged?
5. can rely on a family member who does not share their phobia?
6. was afraid of being unsuccessful?
7. felt a sense of great happiness while taking part in an extreme activity?
8. initially tried to overcome his/her difficulty alone?
9. took advantage of an offer that had conditions attached to it?
10. had the support of a friend?

part 7

Confront your fears and face your challenges

A KatieI’m afraid of spiders. You won’t hear me scream, but I will certainly get out of the room until someone else has dealt with it. Once, when I was a teenager, and my parents were both working late, I sat on the front steps of the house for nearly five hours waiting for help. There was a spider on the ceiling in the hallway, you see! I couldn’t get into the house! My father was quite angry with me when he got home; he thought I needed to learn to be more independent. “How will you ever survive if you have to live alone someday?” he asked. Well, I’m sure if I had to I would just deal with it, although it would be a challenge. But I’ve never had to live alone. I had flatmates at university, and now I’m married. Luckily my husband has no problem with spiders, and is tolerant of my phobia!

part 7

Confront your fears and face your challenges

B Ellie The most challenging thing I’ve ever done, by far, was trekking in the Himalayas. It was something I’d always dreamed of doing and I was incredibly fortunate to have the opportunity to join a trek for charity. I always considered myself fit; I mean, I go to the gym two or three times a week. But as soon as we set out I realised I was quite out of my depth; I’d never even carried a pack before. In retrospect, I can’t imagine what I was thinking. On the first day, we had a six-hour walk and after four hours I was so exhausted I felt that I couldn’t go on. I took off my pack, sat down, and cried. Apparently, my reaction was fairly common so our group leader knew just how to deal with it. He calmly explained that we were only two more hours from our first camp, while I’d have to walk for four, alone, to go back! I had no choice. I had to continue. So I did, and when we eventually reached Everest base camp it was the proudest I’ve ever been.

part 7

Confront your fears and face your challenges

C Daniel After high school I was accepted into a very good music school, by merit of my audition. I almost declined; I didn’t want to go to university. It was a terribly difficult time because nobody could understand why I would make that decision. I was just so terrified that I would fail. I’m dyslexic, and I knew that even if I were studying music I would have to write essays for so many classes. I’d had some teachers in the past that were convinced that I was just careless, that I was lazy, when in fact I was spending much more time on the assignments than my classmates. In the end I went, but I had a terrible attitude. I missed a lot of classes; I wasn’t even trying. Eventually I found my way to an office that offered support to students with special needs; I think someone told me that I could get a free computer, or something. That turned my life around. To get the computer I had to attend regular meetings with an advisor, which I hated at first, but eventually I learned to recognise my strengths and be realistic about my weaknesses; I realised I could get help when I needed it, and that was OK. That was the hardest thing; but once I’d understood it, there was no stopping me.

part 7

Confront your fears and face your challenges

D Jack My fear of heights was affecting my life because I had difficulty going up and down stairs or over bridges, particularly if I could see down, beneath me. I would just get paralysed. I would feel nauseous, and my feet would feel heavy, as if they were made of lead. I had read that it was possible to get over phobias by exposure, so I put myself into difficult situations on purpose. It was exhausting, but I knew it was important. I noticed slight improvements, but only very slight. It was frustrating. Then I had the idea; I was going to try bungee jumping. I got a trusted friend to go with me; to make sure I didn’t change my mind. He told the people in charge they would have to push me, because I wouldn’t jump. It was all very fast; there was no time to think. The feeling was exhilarating, to be honest. And I’ve had no trouble in my day-to-day life since then. Though, I admit, I have no desire to do it again.

challenges

Language Development: narrative tenses

Narrative tenses are verb tenses that are used to talk about the past. You can often find them in stories, textbooks, personal anecdotes, blogs and in descriptions of past events. We use the Simple Past for completed actions in the past. These tell the main events of the story in the order that they happened. — We left on a rainy day. — We left for the airport on an exceptionally day.

We use the Past Continuous for a longer action that was in progress when another (shorter) action happened.We also use the Past Continuous for background information that is not part of the main story. — It was pouring down even at midday. — The sun was shining and it was really hot by midday.

We usually use the Past Perfect Simple for an action that was completed before another action in the past.— It had rained off and on for ten days. — It had been sunny on and off for the previous fortnight. We usually use the Past Perfect Continuous for a longer action that started before another action in the past (and often continued up to this past action) — We had been waiting to escape for what seemed ages. — We had been waiting at the airport for what seemed like an eternity.

challenges

Language Development 2:Time conjunctions

Time conjunctions

1) as, while -a longer action happening 'around' a shorter action As/While I was watching a horror film, I heard a noise outside. -two longer actions happening at the same time As/While I was working, my brother was sitting on the beach. 2) when -a short action in the middle of a longer action I was watching a horror film when I heard a noise outside. -a short action immediately before another short action When he crossed the line, everybody cheered.

Time conjunctions

3) before, after.Before always goes with the second action in a sequence. Before we left, I filled up/had filled up with petrol. (first. I filled up; second: we left) I filled up/had filled up with petrol before we left. After always goes with the first action in the sequence.' After I filled up/had filled up with petrol, we left, (first. I filled up, second. we left) We left after I filled up/had filled up with petrol.

Time conjunctions

4) as soon as As soon as means 'immediately after. As soon as he went/had gone outside, it started raining. It started raining as soon as he went/had gone outside. 5) by the time. By the time means ‘before'. By the time the police arrived the robbers had run away. The robbers had run away by the time the police arrived.

Read the information above and choose the correct answer (A, B, C or D).

1___ Joe arrived at the cinema; the film had finished. A While B As soon as C By the time D As 2 ____we were sitting in a traffic jam; our plane was taking off. A While B As soon as C By the time D After 3____ I phoned Sara, she said she had been ill A While B Before C When D By the time 4____ She fell asleep _ she was reading her book A as soon as B before C by the time D while 5 ___ I turned on the TV, the programme had ended. A while B as soon as C by the time D after 6 Mechanics had checked the cars _____the race started. A before B while C as D after 7 The police searched us ______ we arrived. A when B by the time C while D before 8 I felt so relieved____ I found my missing purse. A While B before C by the time D after

Join the sentence pairs. Use the time conjunctions in brackets and make any other changes necessary. You may need to change the order of the sentences. 1 I heard the news. Then I phoned my sister. (as soon as) As soon as I had heard the news, I phoned my sister.

2 | went to see a friend. Then I went home. (after) 3 | waited for around an hour. Then he eventually arrived. (by the time) 4 The boss resigned. Then the business collapsed. (when) 5 | was gardening for hours. Then she phoned me. (when) 6 His owner was talking. At the same time, the dog ran into the road. (while) 7 The plane left. Then we got to the airport. (by the time) 8 | never ate caviar. Then I went to Russia.(before)

challenges

Vocabulary: Idiomatic expressions

Vocabulary: Idiomatic expressions across cultures and first languages

When you think of high proficiency levels, say B2 and above, one of the characteristics might be the use of idiomatic expressions. When you hear a student say I’m absolutely over the moon, you might think to yourself ‘oh wow, that’s a very natural way of putting it’ and wonder where the student might have picked it up. Or maybe you’ll even praise them for using the idiom. Or perhaps give them a higher score on their speaking exam. But let’s pause for a second. In an international contexts, when people from different countries are using English to communicate, just how transparent might some of these idioms be: the world is your oyster the cat is out of the bag he really pulled a blinder there the train was an absolute chockablock. Probably not very transparent...

Vocabulary: Idiomatic expressions across cultures and first languages

On the other hand, there is certainly this idea that translating an idiom from your first language is bad. I underlined translating on purpose, because even that word might bring up negative connotations. After all, you shouldn’t be translating; you should be thinking in English, and in English only. So it’s vital that rather than try to make fake copies of monolingual ‘native speakers’ out of them, we help them become effective multilingual users of English. One great area to start exploring this are idiomatic expressions. Of course, this does NOT mean that now students can simply translate all the idioms from their L1 and use them assuming that people will understand them. There are several things we need to raise our students’ awareness of:

Vocabulary: Idiomatic expressions across cultures and first languages

1. The first important consideration is how culturally transparent an idiom might be. In other words, does it involve an understanding of certain aspects of the target culture to be deciphered? For example, understanding the idiom the ball is in your court involves at least some vague knowledge of tennis and is likely to be problematic.

Vocabulary: Idiomatic expressions across cultures and first languages

2. The second consideration is whether other languages or cultures might have a similar idiom. For example, while in English you kill two birds with one stone, in Polish you make two roasts on one fire, in Spanish you kill two birds with one shot, while in French you make two hits with one stone. Admittedly, the Polish idiom might be the least transparent, but having said that, all four of these languages share pretty much the same concept: you use one of X to do two of Y. So such an idiom is likely to be understood in international contexts.

Vocabulary: Idiomatic expressions across cultures and first languages

3. The third consideration is to use clarification strategies whenever you use an idiom (I’d actually argue that whether the idiom is something a ‘native speaker’ of English might use or one from a different language is irrelevant). For example, before using the idiom, you might want to say: We have this saying where I come from… In my language we say… In Polish we have this idiom… This prepares the other person for the fact that a) you might say something that might not be easily interpretable b) you’ll say something that comes from your L1. You can then clarify what it means after using the idiom: this means that… which basically refers to… You could translate it as… I think in English you might say…

Vocabulary: Idiomatic expressions across cultures and first languages

So all in all, I think we need to seriously reconsider: a) the usefulness of some ‘native speaker’ idioms for international communication b) the negative view we sometimes might have of students translating idioms from their L1.

Vocabulary: Idiomatic expressions across cultures and first languages

Replace the words in italics in the sentences with the phrases in the box. All the phrases were in the recording. Make any other changes necessary. (be) into (something) fancy (something) from the word go give (something) a go sign up (for something) 1 | really enjoyed playing tennis from the moment I took it up. 2 My cousin has always been keen on snooker. 3 Shall we enroll for the judo course on Fridays? 4 Do you like the idea of joining the netball team? 5 She has never tried driving, but she is happy to try to.

challenges

listening

taking up a sport

You will hear five short extracts in which people say why they took up a sport. For questions (l-5) choose from the list (A-H) the reason each speaker gives. Use the letters only once. There are three extra letters which you do not need to use.

A I was persuaded to do it by other people. B I needed to set myself a new challenge. C I did it to raise money for charity. D I wanted to give my family a surprise. E I needed to find a way to relax. F I wanted to prove to someone that I could do it. G I was advised to take more exercise. H I wanted to be able to join in with the children.

Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5

challenges

vocabulary : sport

Look at the photos and the spidergram. Which of these sports do you/would you like to do? What might be the advantages of each?

swimming

horse- riding

What might be the advantages of doing these sports

judo

running

basketball

Which sports do people do: I on a court? 2 on a track? 3 in a ring? 4 in a pool? 5 on a pitch?

In which sports might you use: a racket? a bat? trunks? goggles? a helmet? spikes?

In which sports might you: I make a tackle. 2 hit a backhand? 3 win by two laps? 4 do the backstroke?

Play vs Do vs Go (Sports)

1. Play + sport “Play” is used when the sport is a game which is normally played with a ball and an opponent or rival team. Some examples are the following:

2. Do + sport We use “do” when the sport is a more serious discipline, like a martial art, for instance

3. Go + sport “Go” is used when the sport involves moving from one place to another, whether it be on land, in the water or through the air. Also, these sports are used in a gerund form, so they end in “-ing“.

exercise

Choose the correct answers Have you seen last night's football (1) results / grades in the paper I this morning? There were a lot of important international (2) plays / matches. Brazil (3) won /beat France one-nil, Spain (4) drew /lost against Northern Ireland two-all and Russia (5) hit / scored four goals against Switzerland and (6) won / beat four-one. I saw some of the Northern Ireland-Spain (7) game /competition and I thought Spain were the better (8) group / team. They were one up at (9) first half / half-time but in the second half the (10) referee / umpire gave one of their players a red card, sent him off and gave Northern Ireland a (11) penalty / shot. Lafferty hit a brilliant (12) shot / drive into the corner of the net and later he heads in a second goal!300

challenges

use of english

Do the task. Use the Help notes for support with certain items. For questions'l-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the -word given. 1 The children were not extremely interested in what the guide said. MUCH There__________________________ among the children in what the guide said 2 I think he’s rather nice. QUITE I think he's _______________person. 3 She's worked very hard in the garden. DEAL She's done a_______________________ in the garden.

4 I don't know why golf is so popular. PEOPLE I don't know why___________________________ golf so much. 5 'This car's not mine’ said the old man. BELONG 'This car___________________'said the old man. 6 There don't seem to be as many tourists around this year. BE There seem________________________ tourists around this year.

Tips for the B2 First (Cambridge English: First, FCE) Multiple Matching (Part 7) In Part 7, the Multiple Matching task, there is an emphasis on locating specific information in a text or a group of short texts. Here are some tips to follow when attempting the Multiple Matching task: Read the questions quickly first then the text(s) to get an idea of the focus of each one. Look through the questions again and try to match the easier ones first. The easier ones will often be those that paraphrase something that is stated in the text. Make sure any match you choose answers the question fully. Don't simply match a question with a section of the text that contains the same words.

exercise

challenges

Writing

FCE Writing part 2 Difficulty level: B2 /Upper Intermediate Write 140-190 words in an appropriate style.

The method: Let's look at the steps we need to follow to write a report: 1 read the question carefully. 2 construct a title 3 identify the number of paragraphs and their content 4 decide on the subheadings to be used 5 write the introduction paragraph and include the subheading 6 write a paragraph for each subject using good paragraph structure and include a subheading for each one. 7 write the conclusion paragraph and give it a subheading 8 include elements to show an understanding of good grammar structures 9 check document for errors 10 make sure all points mentioned in the question have been covered

Let's apply these steps to answer our typical exam question: 1 READ THE QUESTION CAREFULLY. - OK 2 CONSTRUCT A TITLE A report about a football skills course 3 IDENTIFY THE NUMBER OF PARAGRAPHS AND THEIR CONTENT 4 paragraphs - Introduction, language problems, transport problems, suggested improvements 4 DECIDE ON THE SUBHEADINGS TO BE USED Introduction, Language difficulties, Transport, Suggestions and Recommendations 5/6 WRITE THE INTRODUCTION PARAGRAPH AND INCLUDE THE SUBHEADING Introduction This report will look at various aspects of a special football course, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved.

7 WRITE A PARAGRAPH FOR EACH SUBJECT USING GOOD PARAGRAPH STRUCTURE AND INCLUDE A SUBHEADING FOR EACH ONE. Language Difficulties The course was useful, but there were some language problems. Most of the instructors did not speak the same language as the students and this made the learning process more difficult. Transport Problems The facilities were very good but they were difficult to get to. All students had to spend a lot of time on buses and this was very tiring. 8 WRITE THE CONCLUSION PARAGRAPH AND GIVE IT A SUBHEADING

Suggestions and Recommendations The course had a lot of positive features, but the language fluency of the instructors needs to be improved, or translators could be made available. Accommodation for the students should also be nearer the facilities so it would take less time to get there. 9 INCLUDE ELEMENTS TO SHOW AN UNDERSTANDING OF GOOD GRAMMAR STRUCTURES Add concession, conditional, participle clauses, relative clauses, improved vocabulary, modal verbs, the passive, and inversion.

BASIC DOCUMENT A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved. Language Difficulties The course was useful, but there were some language problems. Most of the instructors did not speak the same language as the students and this made the learning process more difficult.

Transport Problems The facilities were very good but they were difficult to get to. All students had to spend a lot of time on buses and this was very tiring. Suggestions and Recommendations The course had a lot of positive features, but the language fluency of the instructors needs to be improved, or translators could be made available. Accommodation for the students should also be nearer the facilities so it would take less time to get there.

ADDING LINKING A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved. Language Difficulties Although the course was useful, there were some language problems. Most of the instructors, unfortunately, did not speak the same language as the students and this made the learning process more difficult.

Transport Problems Despite the fact that the facilities were very good, they were difficult to get to. Consequently, All students had to spend a lot of time on buses and this was very tiring. Suggestions and Recommendations The course had a lot of positive features, but the language fluency of the instructors needs to be improved, or translators could be made available. Additionally, accommodation for the students should be nearer the facilities so it would take less time to get there.

ADDING RELATIVE CLAUSES A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved. Language Difficulties Although the course was very good, there were some language problems. Most of the instructors, unfortunately, did not speak the same language as the students, and this which made the learning process more difficult.

Transport Problems Despite the fact that the facilities were very good, they were difficult to get to. Consequently, All students had to spend a lot of time on buses, and this which was very tiring. Suggestions and Recommendations The course had a lot of positive features, but the language fluency of the instructors needs to be improved, or translators could be made available. Additionally, accommodation for the students should be nearer the facilities so it would take less time to get there.

ADDING A PARTICIPLE CLAUSE A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved. Language Difficulties Although the course was very good, there were some language problems. Most of the instructors, unfortunately, did not speak the same language as the students, which made the learning process more difficult.

Transport Problems Despite the fact that the facilities were very good, they were difficult to get to getting to them was very difficult. Consequently, All students had to spend a lot of time on buses, which was very tiring. Suggestions and Recommendations The course had a lot of positive features, but the language fluency of the instructors needs to be improved, or translators could be made available. Additionally, accommodation for the students should be nearer the facilities so it would take less time to get there. getting there would take less time.

ADDING A CONDITIONAL SENTENCE A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved. Language Difficulties Although the course was very good, there were some language problems. Most of the instructors, unfortunately, did not speak the same language as the students, which made the learning process more difficult.

Transport Problems Despite the fact that the facilities were very good, getting to them was very difficult. Consequently, All students had to spend a lot of time on buses, which was very tiring. Suggestions and Recommendations The course had a lot of positive features, but the language fluency of the instructors needs to be improved, or translators could be made available. if the language fluency of the instructors could be improved, or translators be made available, the students would learn more. Additionally, accommodation for the students should be nearer the facilities so getting there would take less time.

ADDING INVERSION TO THE CONDITIONAL A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved. Language Difficulties Although the course was extremely benficial and informative, there were some unnecessary language problems. Most of the instructors, unfortunately, did not speak the same language as the students, which made the learning process more challenging.

Transport Problems Despite the fact that the facilities were functional and modern, getting to them was very difficult. Consequently, All students had to spend a lot of time on buses, which was exhausting. Suggestions and Recommendations The course had a lot of highly positive features, but if the language fluency of the instructors could were the language fluency of the instructors to be improved, or translators be made available, the students would benefit enormously. Additionally, accommodation for the students should be nearer the facilities so getting there would be less daunting.

ADDING THE PASSIVE A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. In the conclusion it will suggest ways in which the course could be improved Ways in which the course could be improved will be identified and given as the conclusion. Language Difficulties Although the course was extremely benficial and informative, there were some unnecessary language problems. Most of the instructors, unfortunately, did not speak the same language as the students, which made the learning process more challenging.

Transport Problems Despite the fact that the facilities were functional and modern, getting to them was very difficult. Consequently, All students had to spend a lot of time on buses, which was exhausting. Suggestions and Recommendations The course had a lot of highly positive features, but were the language fluency of the instructors to be improved, or translators be made available, the students would benefit enormously. Additionally, accommodation for the students should be nearer the facilities so getting there would be less daunting.

USING MODAL VERBS A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. Ways in which the course could be improved will be identified and given as the conclusion. Language Difficulties Although the course was extremely benficial and informative, there were some unnecessary language problems. Most of the instructors, unfortunately, did not speak the same language as the students, which made the learning process more challenging.

Transport Problems Despite the fact that the facilities were functional and modern, getting to them was very difficult. Consequently, All students had to spend a lot of time on buses, which was exhausting. Suggestions and Recommendations The course had a lot of highly positive features, but were the language fluency of the instructors to be improved, or translators be made available, the students would benefit enormously. Additionally, accommodation for the students should be nearer the facilities so getting there would be less daunting.

THE FINAL DOCUMENT 165 words A report about a football skills course Introduction This report will look at various aspects of a special football course we attended, and will identify some good and bad points. Ways in which the course could be improved will be identified and given as the conclusion. Language Difficulties Although the course was extremely benficial and informative, there were some unnecessary language problems. Most of the instructors, unfortunately, did not speak the same language as the students, which made the learning process more challenging. Transport Problems Despite the fact that the facilities were functional and modern, getting to them was very difficult. Consequently, All students had to spend a lot of time on buses, which was exhausting. Suggestions and Recommendations The course had a lot of highly positive features, but were the language fluency of the instructors to be improved, or translators be made available, the students would benefit enormously. Additionally, accommodation for the students should be nearer the facilities, so getting there would be less daunting.

9 CHECK DOCUMENT FOR ERRORS MAKE SURE ALL POINTS MENTIONED IN THE QUESTION HAVE BEEN COVERED It cannot be emphasised strongly enough that a writing document should not be handed in as finished without carefully checking for spelling and unintended grammatical mistakes. Losing marks unnecessarily due to carelessness or being in a hurry defeats the objective of trying to improve your writing skills, so get in the habit of finding a few minutes at the end to check your work before handing it in. 10 MAKE SURE ALL POINTS MENTIONED IN THE QUESTION HAVE BEEN COVERED - done.

FCE Writing part 2 Difficulty level: B2 /Upper Intermediate Write 140-190 words in an appropriate style.

A report about sports facilities Your local tourist office has asked you to write a report on the sports facilities in your area to give out to English-speaking visitors. Your report should mention: A) that some of the facilities had been recently restructured. B) that one of the local teams (choose any sport) trains in one of them. C) why they should go and visit.

challenges

Language Development 2

Parkour background

The most famous ‘traceurs’ are the founder David Belle and Sebastien Foucan (who appeared in the opening scenes of the James Bond film Casino Royale). To many people, Parkour and the English term Freerunning are the same things. However, purists insist that whereas Parkour focuses on the most efficient uninterrupted forward motion over and around objects, Freerunning has more emphasis on aesthetics, fun and creativity, using more flips and somersaults. There are now groups all over the world and Parkour games have been created for games consoles.

Parkour is now officially a sport – here’s to jumping for joy

Parkour (from the French parcours, meaning ‘course') is an activity which (0) C in towns. The aim is to get over, under or through (1) _ obstacles like hedges, or manmade objects like buildings, in the fastest, most direct manner possible. The sport demands great agility and (2) _ athletics, dance, and acrobatics. Participants are expected to improvise their movements rather than rehearse them. However, in order not to cause themselves injury as they (3) to run up walls or jump from rooftop to rooftop, they have to learn good jumping and landing techniques. In the UK, the sport really (4) ___ after it was featured on television but it actually (5) in the suburbs of Paris in l988. In its (6)___ days there were no tricks for their own sake but (7) __, when the sport became really popular some participants started doing interesting things for show, like mid-air clips. Of course, anyone interested in taking up the sport has to be young and athletic but (B)___ all they need is a good pair of shoes.

0 1 2 3 4 5 6 7 8

A goes off A native A jumbles A practise A got out A originated A beforehand A following A alternatively

B gets up B natural B ties B keep B took off B made B previous B later B instead

C takes place C usual C combines C enjoy C turned on C derived C early C next C however

D comes about D accustomed D fixes D attempt D came out D resulted D preceding D presently D otherwise

challenges

Language Development 3:ADJECTIVES ARE OFTEN CONFUSED

Adjectives are often confused

A The actual origins of parkour were in the suburbs of Paris. / (= real) The current origins of parkour were in the suburbs of Paris. X (- present) B The sport demands great agility. / (= a large amount of) The sport demands big agility. ,X (- large in size) C ln ancient times some sports were far more dangerous. / (= many centuries ago) ln old times same sparts were far more dangerous. X (= not young or new)

Choose the correct definitions for each pair of words.

1 pleasant sympathetic 2 sensitive sensible 3 nervous excited 4 usual typical

a understanding other people's problems b friendly easy to talk to a understanding other people's feelings b practical and able to judge things well a happy because something good is happening b worried about something that is happening a having the normal features of a group b the same as what happens most of the time

Answer the questions about yourself. 1 Are you sensitive or sensible? Or both? 2 When do you get nervous? Excited? 3 What the most sympathetic person you know? -ing and -ed adjectives I Some participants started doing interesting things for show. 2 of course, anyone interested in taking up the sport has to be young and athletic.

Complete the sentences with adjectives formed from the words in brackets

1 Golf is so____________ (bore)? 2 The team felt (disappoint) not to win the final. 3 Professional football looks glamorous but it's ______________ (tire). 4 The crowd got _____________ (annoy) because the game was so bad. 5 l've never tr ed skiing it looks (terrify) to me. 6 The team captain is ______________(depress) about his injuries. 7 l'm not at all_____________ (interest) in sport. B lt was very ______________(amuse) when a dog ran onto the field!

Phrasal verbs with take

• Do you remember any phrasal verb from the parkour text? Replace the phrases in italics in the sentences with a phrasal verb with take that includes a particle from the box.

After off over to up

The darts player Bobby George started a new career in acting after he was discovered by a film producer during the World Darts Championship Andy Murray's tennis career began to be successful after he played at Wimbledon. The England football team improved enormously after a new manager became responsible. Damon Hill did the same thing as his father, Graham Hill and became a racing driver. Although Sonny Liston was a great boxer, the general public never really felt a liking for him as they did Muhammad Ali