READING: 'Crime online' (Student's Book, pp.76-77, exs. b & c)

b

The best summary is C.

c

1. People think that anything in the online world is free.
2. If people wanted a song on a CD, they wouldn't just take it from the shop as it is stealing, but online they feel they can help themselves (take something without permission).
3. The government wanted to punish illegal downloaders with internet disconnection. A group of artists and musicians opposed this because they said it reduced people's rights.
4. She thinks people who download music illegally should be punished (for example being banned from using the internet).
5. Because they love music, but they are watching the music industry suffer.
6. Because the music industry will get smaller and music magazines will close. People who want to work in the music industry will find that the salaries are very low because of money lost through illegal downloading. 

INFORMATION ABOUT THE ORDER OF THE TESTS

Monday 18: Reading
Tuesday 19: Writing
Wednesday 20: Use of English
Thursday 21: Listening
Friday 22: Speaking*

* Only the students who are acting live must attend that day. Students who are presenting their scenes on a video don't have to.

8A BEAT THE ROBBERS... AND THE BURGLARS (Workbook, pp. 50-52): Answer key

1 VOCABULARY

a

2  hijacking
3  smuggling
4  terrorism
5  vandalism
6  fraud
7  bribery
8  murder

b

2  blackmail, to blackmail
3  drug dealing, drug dealer
4  mugger, to mug
5  rape, to rape
6  theft, thief
7  robber, to rob
8  stalking, to stalk
9  hacking, hacker

c

2  robbery
3  stalker
4  smuggle
5  bribe
6  mugged / robbed
7  hack
8  burglar

d

2  verdict
3  charged
4  court
5  investigating
6  acquitted
7  witnesses
8  fine

2 READING

a

1  F   2  A   3  F   4  B   5  D   6  C

b

1  key in
2  landline
3  purchase
4  require
5  dispose of
6  have access to
7  gather
8  go through

3 GRAMMAR

a

2  had been stolen
3  be caught
4  (be) punished
5  questioned
6  visited
7  has just been arrested
8  is being held
9  will be heard / is being heard
10  expect  / are expecting
11  be given
12  will be stolen

b

3  is expected to be acquitted
4  are reported to have taken the president's wife
5  thought that the terrorists are hiding somewhere in France
6  known that the suspect is dangerous
7  are reported to have damaged the art gallery
8  said that the police have arrested three men

4 MINI GRAMMAR

2  have our burglar alarm tested
3  have had my car repaired
4  had his house painted
5  will have my carpets cleaned
6  are having a wall built
7  has his flat cleaned
8  are having our garden redesigned

5 PRONUNCIATION

a

2  jury   3  guilty   4  blackmail

6 LISTENING

a

Speaker 1: B
Speaker 2: F
Speaker 3: E
Speaker 4: A
Speaker 5: D

b

1  F   2  T   3  T   4  F   5  F

SPEAKING TEST (1st Partial Exam)

File 7A: Ex. 4e: Communication Argument! (pp. 107 and 110)

TASK 

Act out an argument with your partner. This can be one of the situations described on pp. 107 and 110, an adaptation of either of them, or one created by yourselves. If you decide to create it, plan and think carefully about your roles, the situation and the circumstances around the scene you're going to stage. You can also go back and check the two arguments presented at the beginning of File 7A to get more ideas.

IMPORTANT POINTS TO CONSIDER

• The length of your scene should be between 3 and 4 min.
• Both of you must use at least one past modal (must have, might have, etc.) during your performance. (Thus, the pronunciation of the weak form of 'have' will be relevant in your assessment).
• Try to have a good balance in the interventions of you both.
• Your assessment will be individual, taking into account:
• Pronunciation (English sounds, word stress and sentence stress)
• Use of English (grammar and vocabulary)
• Discourse management (fluency)
• Interpersonal communication (your interventions should be coherent)
• Task achievement (playing a role satisfactorily)

Agree (with your partner) on the following aspects during your planning:

WOULD YOU RATHER...

• record your scene on video or act it out live in the classroom?
• write a script or improvise and rehearse?
• get into a violent argument or stick to the psychologist's tips (See p.66) for a good resolution?
• role-play as a male student a female role and vice versa, or role-play a character of your same sex?
• argue with a partner, a friend, a close friend, a family member, a neighbour, a boyfriend/girlfriend, a colleague, a flatmate, an ex boyfriend/girlfriend, a classmate, a fiancé/fiancée, a boss, an employee, a teacher...?
• back up your argument, change the subject, or bring up other problems?
• lose the argument or win it?
• start the argument or provoke it?
• argue over relationships, misunderstandings, studies, job, school, house, money, time...?   
• say sorry, refuse to talk, blame the other person, lose your temper or reach an agreement?