Table Of Content

LONGMAN -- EXAM SI<ILLS CONTENTS MAP • • • Introduction p.6 • 1 People and relationships Present and futu re tenses Phrasal verbs: Identifying words and • p.20 · relationships phrases in the text Word formation: noun suffixes · • Idioms and set phrases • 2 Society and social Past and perfect tenses Phrasal verbs: crime Identifying what is being • development and punishment referred to · • p.32 Verbs followed by -ing clauses • · Word formation: • negative prefixes · • 3 Lifestyles, social and Adjectives and adverbs Collocations: pairs of Explaining the meaning national customs adjectives and adverbs of words or phrases p.44 Similes · • Word formation: adjectives ending in • -ful and -ie Practice test 1 p. 56 I • 4 Work Modals I: Present and Phrasal verbs: work Answering questions on • p.64 future Word formation: the content of the text prefixes over and • under • Adjectives + that clauses • • 5 Education, study and Nouns and articles Noun phrases with of Identifying the four learning Proverbs content points p. 76 Word formation: prefix I • out 6 Archaeology and history Modals II: Past Phrasal verbs: Identifying the four •I p.88 historical research content points • Set phrases including modal verbs Word formation: I adjectives ending in • -ial and -leal • • Practice test 2 p. 100 • 7 The media and Reported speech Phrasal verbs: leisure Rephrasing the four entertainment Reporting verbs content points p.l08 Word formation: II revision I • 8 The Arts and architecture Determiners and Verbs used with Practice p. 120 pronouns reflexive pronouns t • Set phrases including determiners • Word formation: more noun suffixes I ~ • - - arel and tourism Phrasal verbs: travel :. -32 and transport Verb forms and phrasal verbs as connectors Word formation: adjectives ending in - able/-ible, -ous, -less and -some =-_ -E-l'h and fitness Phrasal verbs: health :. _52 and fitness Noun + noun compounds Word formation: prefixes fore-, hyper-, inter-, pre- Phrasal verbs: parts of the body Collocations Word formation: revision _ --== -a.ural world and the Phrasal verbs: the -~: ment weather Passive verbs with dependent prepositions Word formation: prefixes de-, em-/en-, re- - - - .: :eand techno!ogy Infinitives and gerunds Phrasal verbs: science Practice -- Adverbial phrases incl. gerunds and infinitives Word formation: verb suffixes -en, -ify, -ise - =...G;l2 and psychology Inversion Phrasal verbs: Practice language and psychology Collocations: compound adjectives Word formation: prefixes bi-, co-/con- /com-, sub-, sym-/syn-, trans-, uni- d industry Emphasis Phrasal verbs: business Practice and commerce Verbs with 'empty' it Word formation: revision EXAM FACTFILE Certificate of Proficiency in English Paper 3: Use of English tal<es 1 hour 30 minutes isanswered on a separate answer sheet includes atotal of 44 questions is marked out of a weighted final total of 40 marks (adjusted from a raw score of 75 marks as described in more detail below) or a fifth of the overall total of 200 marks for the whole Proficiency exam Paper 3 contains 5 sections: f: Part Consists of: Tests: Marl<s 1 a cloze test with fifteen gaps. your knowledge of grammar One mark for and vocabulary. each correct answer. 2 a text containing ten gaps. Each gap your knowledge of vocabu lary One mark for must be filled with a word formed and word formation. each correct I~ from the stem provided. answer. 3 six questions each containing three your knowledge of vocabu lary Two marks for sentences with a gap in them. The (phrasal verbs, collocations, each correctly missing word is the same for the set phrases, etc.). answered three sentences. Candidates must question. f' find one word which fits all three sentences. 4 eight sentences which must be your knowledge of grammar Two marks for L' transformed using a given word. and vocabulary. each correct answer. 5 • two texts on which you answer a • your awareness of the use • Two marks for total of four questions. of language in a text. each correct Ii, answer. • a summary-writing task based on • your ability to extract • Up to atotal of the two texts. relevant information from fourteen texts and write a short marks. summary. 1" ", MING AND EXAM TECHNIQUE s you can see from the Exam factfile opposite, there isa total of one and a half hours allocated o Paper 3 Use of English. In order to use this time efficiently: '. Remember that the total time includes the time you needto transfer your answers to the answer sheets at the end of the test. Allow about ten minutes for this. • Allow roughly the same proportion of time for each part of the test asthe marks that are allocated to it. This means: Parts 1 and 2together should take up about 25 minutes. Parts 3 and 4 should together take 25 to 30 minutes. Part 5 should take about 25 minutes. This will leaveyou time for checking and transferring your answers at the end. Dothe parts that you find the easiest first. Jon't waste time struggling over a question that isgiving you difficulty. Leave it, move on :0the next question or part of the test and come back to the troublesome questions in any spare time you have at the end of the test. • =f wo questions from different parts of the test are tricky, spend more time on the onethat 'sworth more marks. nIt write two alternative answers for questions 1to 43 - even if one iscorrect, they will h bemarked wrong. nIt leaveany of the questions 1to 43 unanswered - even a guessmight turn out to be ~ ky! I Proficiency Use of English '. ( ~ Introduction Part 1: Cloze test What you have to do • You read a text which contains sixteen gaps. • The first will have been completed for you as an example. • You must put one word only in each remaining gap. Sometimes more than one word could logically fit in the gap. In this case choose only one of them. If you write two words, both will be marked wrong even if one is correct. • You may make notes on the question sheet but all answers must be transferred to the answer sheet before you hand the papers in. • As your answers to this section will be checked by computer, you must write them in capital letters. Always read the whole text before you start filling any gaps. This will help you to get an overall understanding of its main arguments. In addition, some gaps may test not only your understanding of a sentence, but of the whole text. For example, the phrase 'in respects' could be commenting on a whole text and you may not know until you've read it all which of the choices - 'some', 'many' or 'all' are all possible - would be the most appropriate to fill this gap. Task Read the whole text about earthquake prediction on page 7 opposite. What conclusion does it come to? Having read the whole text, what word would you put in gap 13? Always study the text before and after each gap carefully. Knowing how the gaps relate to the surrounding text can help you guess what kind of word you need to write. For example, among other possibilities, the gap might: • form part of a phrasal verb. The company was set up ten yea/'s ago. We set off early in the morning. • test your knowledge of dependent prepositions. a sharp decline in sales; insisted on being • form part of a set phrase. first and foremost; above all; on the whole • connect two ideas. The French enjoy this while to the British it is... ... on the other hand ... • refer to earlier or later parts of the text. ... such examples are ; ... which is considered to be ... ... these are not ...; it is lihely that ... In the case of reference words, the gap may relate to an idea expressed one or more sentences earlier. • resr vour knowledge of collocation (which words are naturally used together) . ... they reached the conclusion that ...; ... place an order for ... again at the text about earthquake prediction below. One of the gaps forms part of a phrasal verb. Which one'? 2 ee of the gaps test your knowledge of dependent prepositions. Which ones'? 3 ree of the gaps form part of set phrases. Which ones'? T\"o gaps form part of connecting phrases. Which ones'? 5 One gap refers to an earlier part of the text. Which one'? One gap forms part of a verb-noun collocation. Which one'? lete the remaining three gaps. Read the surrounding text to help you find what words should each gap. s 1- 15,read the text below and think of the word which best fits each space. Use only - in each space.There isan example at the beginning (0). Earthquake prediction .c?~.... 5t were able to warn governments (0) ... an impending earthquake, even a ie\\' hours (1) advance, lives might be saved and international rescue " could be at the scene of the disaster by the time it happened, instead of := 2) their local airports several hours after the event. .. it is, seismologists have long been able to predict roughly where earthquakes en. but they are still (4) from knowing how to forecast exactly when .....may strike. The one and (6) successful prediction in recorded history - the 1975 earthquake in Haicheng, 9hina. In the months preceding the 'e changes (7) ....:1..1... land elevation and ground water levels. widespread -.; of peculiar animal behaviour, and many foreshocks had (8) : to a \\·arning. As a (9) of an increase in foreshock activity, an evacuation :: 'a (10) the day before a magnitude 7.3 earthquake. Unfortunately, in .....of their success in 1975,the Chinese failed to predict the Tangshan ~:.:::c~..::a':>t:h··e~efollowing year, which (12) an appalling 250,000 fatalities. 3 completely reliable method of prediction has been found, most :-:::::~:::::::I·em now focus (14) mitigating the effects of earthquakes once they ..than attempting to forecast them. Part 2: Word formation Whatyou have to do • You read a text which contains eleven gaps. • The first will have been completed for you as an example. • You must put one word only in each remaining gap. This word must be formed from the stem word given in capitals at the end of the line where the gap appears. • You may make notes on the question sheet but all answers must be transferred to the answer sheet before you hand the papers in. • As your answers to this section will be checked by computer, you must write them in capital letters. Always read the whole text before you start filling any gaps. This will help you to get an overall understanding of its main arguments. In addition, as with the cloze passage, some gaps may test not only your understanding of a sentence, but of the whole text. Identify the part of speech needed to fill each gap. Look at the words immediately before and after each gap to guide you. For example in the text on page 9 opposite: • Gap 16 is preceded by the possessive pronoun 'its', therefore the word you need in the gap must be a noun. • Gap 18 is preceded by the verb 'be' and there is no article, therefore the word you need in the gap must be an adjective. • Gap 22 precedes and qualifies the adjective 'remote', therefore the word you need in the gap must be an adverb. Go through the remaining gaps one by one and identifywhat part of speech is needed ineach gap. Read the surrounding text carefully for clues to the meaning of the word that must be fitted in the gap. For example, gap 21 in the text about Isabella Bird could be filled either with the noun 'sleepiness' or 'sleeplessness'. However, the word 'plagued' in the same sentence implies that this was a recurrent and unwanted problem, rather than a temporary state, therefore 'sleeplessness' would be the more appropriate choice. Read the sentence containing gap 18.Twoadjectives can be formed from the word 'value'. What are they? Which of the two would be more appropriate to collocate with the word 'skills' in the same sentence? Read the sentence containing gap 23. Fourverbs can be formed from the stem 'count', but only one would be a synonym for '(The books in which she) told tales of (herioumeys)....' What isthe verb you need? are that more than one transformation may be needed. pIe. the stem chant could be transformed up to four times. =- addino a verb prefix - enchant ~~=.-a cing a negative prefix - disenchant adding a noun suffix or adjective suffix- disenchantment / disenchanted ':' adding an adverb suffix- disenchantedly G rough the text about Isabella Bird and identify all the gaps where more than one :c-:srormation isneeded. s 16- 25, read the text below. Use the word given in capitals at the end of some of the aword that fits in the space in the same line. There isan example at the beginning (OJ. lctorian Britain was (0) ..!?~!f!i~g.l.Y. dull for many women STIFLE reacted against its (16) by seeking freedom and RESTRICT r:rre in travel. Although she had an otherwise conventional ..............., Isabella Bird (1831 - 1904) learnt two skills in BRING d which proved to be (18) when she grew up. As VALUE a frail child, a doctor recommended frequent excursions <; _ so Isabella learnt to ride and her clergyman father with him on trips round his parish. On these rides he her to be (20) and exact in her description of and people, attributes which made her later travel writings - aoe of 18 Isabella travelled to the Scottish Highlands to aid ery from an operation. From then on, her life followed a o periods at home plagued by back pain, headaches, and _ , interspersed with periods of adventurous travel to SLEEP __ remote and exotic locations. INCREASE '- in which she (23) her journeys ~ with COUNT d £be(24) from these supplemented a modest COME =~;;;:c:--:i:ilce from her mother and allowed her to finance further achievements were (25) recognised in 1892 and fourteen other ladies were the first women to be ioin the Royal Geographical Society. Part 3: Gapped sentences Whatyou have to do • This part consists of six questions. Each question is made up of three separate sentences. • An example is also given at the start of the task. • You must identify one word which could fit in all three of the sentences in each question. • You may make notes on the question sheet but all answers must be transferred to the answer sheet before you hand the papers in. • As your answers to this section will be checked by computer, you must write them in capital letters. Identify the part of speech needed to fill each gap. The gapped word in each of the three sentences may form part of an idiom, set phrase, phrasal verb or collocation, but will nevertheless always be the same part of speech. One of the sentences below would not appear in a Part 3 task because, although it contains the same word asthe others, it isadifferent part of speech from the other two. Which sentence isthe odd one out? o Unemployment has hit record levels. o People are queuing up to see the latest Hollywood hit. o He hit his younger brother with his tennis racquet. 2' Identify what part of speech isneeded to fill the gaps in sentences 26 - 31 on page 11opposite. Start with the sentence you find easiest in each group of three. Find as many possibilities as you can to fill that gap, then eliminate those which do not fit the other sentences. o Bmce sent his steak back because it was " ".. o They felt very anxious when their car broke down in a " area of the town. o The company spokesman had to answer a lot of ."....." " questions about the forthcoming takeover. The first sentence could be completed by the adjectives overdone, underdone, overcooked, undercooked, tasteless, l'evolting, tough or disgusting. Of these adjectives, the last three could perhaps be applied to the second sentence but neither revolting nor disgusting would be likely to apply to questions about a company takeover. Thus the only word that would logically complete all three sentences is tough. Task Apply the same approach to answering questions 26 - 31 on page 11.