- •Arts and culture
- •Vocabulary 1 arts
- •1. Study the information in the box and do the following exercise.
- •2. Each one of these sentences contains a mistake of usage of words connected with the arts. Find the mistake and correct it. You may need a dictionary.
- •3. Complete the chart by adding words from the list given below it. Some may go in more. There is an additional column for you in case you have another group of words.
- •4. Put the words in the list below in the best place on the brain map. Some words may be in more than one place! Then add some of your own words.
- •5. Now complete the following sentences with appropriate vocabulary from the brain map.
- •Vocabulary 2 Music, art and literature
- •2. What do you call the people who play the following instruments?
- •3. What types of painting are these?
- •4. Fill in the gaps with the correct word.
- •5. Use the context and your own knowledge to fill the gaps in these sentences and dialogues.
- •6. Complete this story of Craig David’s early years.
- •7. Answer these questions. If possible, ask someone else the same questions.
- •8. Underline the most suitable word or phrase.
- •9. Complete each sentence with a word from the box. Use each word once only.
- •10. Complete each sentence by putting in, on, at or out of in each space.
- •11. Complete each sentence with a word from the box. Use each word once only.
- •12. Choose the most suitable word or phrase to complete each sentence.
- •13. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. The school play
- •14. Complete the compound word in each sentence with a word from the box. Use each word once only.
- •15. Adjectives and phrases to describe music
- •16. Idioms
- •Vocabulary 3 Adjectives ending in –ed and -ing
- •1. A Choose the correct word.
- •2. Complete the sentences using one of the words in the box.
- •3. Complete the adjectives in column a with –ed or –ing. Then complete the sentences with a phrase from column b.
- •Interested in...:
- •2. Put in the correct preposition.
- •Vocabulary 5 books
- •1. Put each of the following words in its correct place in the passage below.
- •2. Decide which answer (a, b, c or d) best fits each space. Why read books?
- •3. Fill in the gaps in the model answer below. Use one word in each gap.
- •5. Choosing the right form
- •Need. Absence of Necessity.
- •7. Choose the alternative that best suits the context.
- •8. Fill in: must or have to.
- •9. Complete the following sentences with must not or doesn't / don't have to.
- •10. Underline the correct words. Sometimes both options are possible.
- •13. Permission and prohibition
- •14. Obligation and permission
- •The 1901 Teaching Contract for Female Teachers
- •15. Obligation, prohibition, permission (past)
- •1. Give advice to the people in the following situations. Use should or ought to.
- •2. For each of these situations, give two suggestions with could. Then give definite advice with should.
- •3. Put in should, shouldn't, must or mustn't.
- •5. Look at the pictures. Beside each one, write something you would say to the person, and something about the person. Use either should/shouldn’t or ought/ought not to.
- •6. Think of three things that people say to you, criticizing you.
- •7. Now you can criticize somebody you know!
- •8. Learning from learners
- •9. Fill in the gaps with the correct form of (not) have to, ought to or must(n't) and the verbs in brackets.
- •10. Completing conversations
- •Vocabulary 1 going out
- •1. Put the sentences of this dialogue in the right order.
- •2. Try to fill in the blanks with suitable words.
- •3. Complete the sentences with the right form of the following words. Sometimes there is more than one possible answer.
- •Vocabulary 2 Other/Another
- •1. Fill in the blanks with the appropriate form of other.
- •2. Fill in the gaps using another, (the) other, (the) others.
- •Vocabulary 3 Likes and Dislikes
- •2. Write sentences about yourself. Say whether you like or don’t like these activities. Choose one of these verbs for each sentence:
- •3. Put in a suitable verb in the correct form, - ing or to ... Sometimes either form is possible.
- •4. Adverb and adjective collocations.
- •Vocabulary Writing a review
- •1. Complete the sentences with a preposition.
- •2. Think of a film or tv programme that you liked. Replace the words in italics with information about that film or programme.
- •3. Which tense is used in reviews to give details of the plot?
- •3. Change the sentences into polite requests using the words in parentheses.
- •4. First, complete the items in this activity with appropriate modal auxiliaries. After each, indicate whether your sentence is formal or informal.
- •5. Read the situation and write questions beginning Do you think…
- •6. What would you say in these situations?
- •7. Write what you would say in the following situations.
- •8. Responses
- •Vocabulary Cinema and theatre
- •1. Look at the picture of your visit to the theatre and answer these questions.
- •2. What word or phrase is being defined?
- •Vocabulary do and make
- •1. Use either do or make to fill in the blanks.
- •2. Finish each of the following sentences in such a way it means exactly the same as the sentence printed before it.
- •3. Fill in the gaps using make or do.
- •1. Complete the sentences with can, can't, could, or couldn't.
- •2. Complete these sentences about the Wilson’s plans with can/can’t and ‘ll be able/won’t be able to.
- •5. Fill in: was/were able to, could(n't), had been able to, will be able to or can.
- •6. Underline the most suitable words. Sometimes both options are possible.
- •Grammar Revision
- •1. Which of the words in the box will fit the sentences? Often there is more than one possibility.
- •2. Underline the correct answer.
- •3. Fill in the gaps below with the correct form of (not) have to, must, (not) need or should.
- •4. Read the extract. Decide if the underlined phrases are correct or not. Tick (V) them if they are right and correct them if they are wrong.
- •5. Necessary or not necessary?
- •7. Paraphrase the following sentences, using modal verbs so that they are as similar in meaning as possible to the first ones.
- •8. Write what each person would say in each situation using modals. Sometimes more than one answer is possible.
4. Put the words in the list below in the best place on the brain map. Some words may be in more than one place! Then add some of your own words.
watercolours marble oils landscape wood brush abstract fresco easel portrait model negatives frame shot chisel sketch palette surrealism canvas close-up hammer impressionism perspective exposure bust charcoal collage still life |
5. Now complete the following sentences with appropriate vocabulary from the brain map.
1. The manor house is full of beautifully painted ______________ of the family's ancestors.
2. Ageing film stars often refuse to have ______________ shots taken, for obvious reasons!
3. Her best work was done using simple ______________ on paper.
4. There was a marble ______________ of Mozart on his desk.
5. It wasn't until the 15th century that artists rediscovered the rules of ______________.
6. ______________ attempts to show the world of dreams and subconscious thought.
7. Some artists insist that the ______________ is just as important as the painting it surrounds.
8. If it's dark, you'll need a very slow ______________ unless you use a flash of course.
9. I find ______________ rather boring - just shiny food and drink on a table, isn't it?
10. Julio did only a very quick ______________ but it looked just like me!
/From Initiative/
Vocabulary 2 Music, art and literature
A Forms and people Forms Person Music classical composer pop/rock songwriter
Art painting painter artist sculpture sculptor (general)
Literature the novel novelist short stories short story writer writer poetry poet (general) plays dramatist/playwright
B Music Classical music: e.g Beethoven's piano concertos, Schubert's symphonies. Beethoven and Schubert are both composers (= people who write classical music) and most of their music is played by an orchestra (= large group of musicians including violins, cellos, etc.) which is led by a conductor, e.g. Georg Solti or Loren Maazel, as leader. Some music also has a choir. (= a large group of singers) Opera (= a play in which the words are sung): e.g. La Boheme by Puccini, Carmen by Bizet. Rock and pop music: e.g. U2, Bon Jovi, Maria Carey. This music is performed (played to an audience) by groups/bands, e.g. Bon Jovi, Simply Red. Most groups have a lead singer, a lead guitarist (guitar with six strings), a bass guitarist (four strings) and a drummer. Solo artists (= people who perform alone, e.g. Madonna) play with a backing group and some of them are singer-songwriters (=they write and perform/play their own songs). Jazz: e.g. Duke Ellington, Miles Davis, Stan Getz.
C Musical instruments and musicians
D A hit record A hit record is a song that is very popular and bought by many people, e.g. ‘Bohemian Rhapsody’ was a hit single for Queen, and ‘Angel’ was a hit single for Robbie Williams. Groups and solo artists also produce albums (= make a collection of songs, usually 8-12, on one CD). ‘Sergeant Pepper’ by the Beatles is one of the most famous albums ever made. These are also common phrases we use to talk about popular music. Craig David’s new album is out next week. (= you can buy his new album next week) They plan to release a new record (= put it in the shops for people to buy) for Christmas. Have you heard the latest album by Stereophonics? (= the most recent/newest album) Kylie Minogue’s new single is number one. (= the most popular record in the shops this week) Which is your favourite track on the album? (= the song on the album you like the most) Has your taste in music (= the type of music you like) changed in the last ten years?
E Art If you want to see the paintings of a famous artist, you need to go to an art gallery or museum. There you can see individual paintings and sometimes an exhibition (= a collection of paintings by one painter or school of painters, e.g. the Impressionists), e.g. There's a Monet exhibition at the National Gallery next week. There are many different types and styles of painting: a portrait (= a painting of a person) a self-portrait (= a painting of the artist by himself/herself) a landscape (= a painting of part of the countryside) an abstract painting (= a painting that is not realistic) |
1. What are or were these people? (painter? sculptor? novelist? poet? dramatist? songwriter? composer? conductor? rock star? pop star? musician? singer? pianist? etc.) Some of them may be more than one of these things.
1 Leo Tolstoy 7 Giuseppe Verdi 13 Henry Moore
2 William Wordsworth 8 Mick Jagger 14 Jorge Luis Borges
3 Henrik Ibsen 9 Milton Nascimento 15 Pablo Picasso
4 Yukio Mishima 10 Paul Tortelier 16 Saki
5 Anton Chekhov 11 Paul Simon 17 Leonard Bernstein
6 Wolfgang Amadeus Mozart 12 Mark Knopfler 18 Alberto Giacometti