FCE Results

Unit 6 Journeys

Contents
1. Reading. Part 1 Multiple choice
2. Vocabulary
2.1. Travel
2.2. Idioms with come and go
2.3. Vehicles
3. Grammar
3.1. Modal verbs.
3.1.1.General review.
3.1.2.Advice, obligation and prohibition.
3.1.3.Permission and requests
3.2. The Subordinating Conjunctions.
4. Use of English. Part 4 Key word transformation.

1 | Unit 6 Journeys FCE Results

1. Reading. Part 1 Multiple choice

2 | Unit 6 Journeys FCE Results

Part

Task type

Tests ability to

Questions

1. Multiple choice

A text followed by multiple-choice

questions with four options: A, B, C or D.

understand detail, opinion, gist, attitiude,

meaning, tone, purpose and main ideas

Exam Tips:

Read the text fairly quickly first in order to get a general idea of what it is about.
Do not try to translate the sentences into your language: it will take too long, and you may get confused.
Look at the first question and try to find the answer, starting at the beginning of the text. Be careful to make sure the alternative you choose
matches some words or ideas expressed in the text. Usually the question will not repeat the same words as the text, so you will have to look
for a similar meaning.
If you are not immediately sure which is the correct answer, begin by rejecting the answers which are not correct. Then look for something in
the text which means the same as the alternative you finally choose.
You will find the answer to question 2 in the text after the answer to question 1, and so on. You do not need to read the whole text again to find
the answer to each question.

Exercise 1. Instructions
You are going to read a magazine article about crime prevention. For Questions 1-8, choose the correct answer A, B, C or D.
A recent survey of crime statistics shows that we are all more likely to be burgled now than 20 years ago and the police advise everyone to take a few
simple precautions to protect their homes.
The first fact is that burglars and other intruders prefer easy opportunities, like a house which is very obviously empty. This is much less of a challenge
than an occupied house, and one which is well-protected. A burglar will wonder if it is worth the bother.
There are some general tips on how to avoid your home becoming another crime statistic. Avoid leaving signs that your house is empty. When you have
to go out, leave at least one light on as well as a radio or television, and do not leave any curtains wide open. The sight of your latest music centre or
computer is enough to tempt any burglar.
Never leave a spare key in a convenient hiding place. The first place a burglar will look is under the doormat or in a flower pot and even somewhere
more 'imaginative' could soon be uncovered by the intruder. It is much safer to leave a key with a neighbour you can trust. But if your house is in a quiet,
desolate area be aware that this will be a burglar's dream, so deter any potential criminal from approaching your house by fitting security lights to the
outside of your house.
But what could happen if, in spite of the aforementioned precautions, a burglar or intruder has decided to target your home? Windows are usually the
first point of entry for many intruders. Downstairs windows provide easy access while upstairs windows can be reached with a ladder or by climbing up
the drainpipe. Before going to bed you should double-check that all windows and shutters are locked. No matter how small your windows may be, it is
surprising what a narrow gap a determined burglar can manage to get through. For extra security, fit window locks to the inside of the window.
What about entry via doors? Your back door and patio doors, which are easily forced open, should have top quality security locks fitted. Even though this
is expensive it will be money well spent. Install a burglar alarm if you can afford it as another line of defence against intruders.
A sobering fact is that not all intruders have to break and enter into a property. Why go to the trouble of breaking in if you can just knock and be invited
in? Beware of bogus officials or workmen and, particularly if you are elderly, fit a chain and an eye hole so you can scrutinise callers at your leisure.
When you do have callers never let anybody into your home unless you are absolutely sure they are genuine. Ask to see an identity card, for example.
If you are in the frightening position of waking in the middle of the night and think you can hear an intruder, then on no account should you approach the
intruder. Far better to telephone the police and wait for help.
1 A well-protected house:
A is less likely to be burgled.
B is regarded as a challenge by most criminals.
C is a lot of bother to maintain.
D is very unlikely to be burgled.

5 Gaining entry to a house through a small window:

A is surprisingly difficult.
B is not as difficult as people think.
C is less likely to happen than gaining entry through a door.
D is tried only by very determined burglars.

2 According to the writer, we should:

A avoid leaving our house empty.
B only go out when we have to.
C always keep the curtains closed.
D give the impression that our house is occupied when we go out.

6 According to the writer, window locks, security locks and burglar

alarms:
A cost a lot of money but are worth it.
B are good value for money.
C are luxury items.
D are absolutely essential items.

3 The writer thinks that hiding a key under a doormat or flower pot:
A is a predictable place to hide it.
B is a useful place to hide it.
C is imaginative.
D is where you always find a spare key.

7 The writer argues that fitting a chain and an eye hole:

A will prevent your home being burgled.
B avoids you having to invite people into your home.
C is only necessary for elderly people.
D gives you time to check if the visitor is genuine.

4 The
'aforementioned
refer
stepsabout
that: online safety. For questions 1-8, choose the answer (A, B, C or D) which you think fits best according
Exercise
2. You areprecautions'
going to read
antoarticle
A willtotell
burglar if your house is empty or not.
8 The best title for the text is:
thea text.
B are the most important precautions to take to make your home safe.
A Increasing household crime.
C willBE
stop
a potential
B Protecting your home from intruders
WEB
WISE burglar.
D will not stop an intruder if he has decided to try and enter your home.
C What to do if a burglar breaks into your home.
D
3 Burglary
| U n istatistics.
t 6 Journeys FCE Results

Protect your computer, by all means, but don't forget to protect yourself, advises web safety expert, Amanda Knox.
We're always being urged to stay safe online. But in an era where the internet is part of our everyday lives - for work, fun, study, shopping, even
managing finances - it's not always easy to spot the dangers. Web safety expert, Amanda Knox, explores some of the issues lurking in cyberspace.
Her first piece of advice is to install software and a firewall to protect your computer from viruses, hackers and criminals who want to steal your data or
financial information. "Think of these as your first line of defence," says Amanda.
So much for protecting yourself against intruders, but what about other problems? Say you've accidentally deleted an important file or you've been at the
mercy of a natural disaster. Katy Marsh runs an online photography business from home and when a fire destroyed part of her house it could easily have
spelled ruin for her business too. "Luckily I keep a regular back-up of my data so it wasn't a catastrophe." Amanda advises that while back-ups are good
to have we must ensure we protect our computers to start with.
Whilst most of us are aware of the need to protect our computers, it seems we're more lax when it comes to looking out for ourselves, at least according
to a recent web awareness survey. Web safety specialists say better personal awareness is needed and this is due in part to the rise of 'Social
Networking' sites like 'Bebo', 'MySpace' and 'Facebook', which allow us to connect with people around the world with similar interests and professional
backgrounds. Chris Simpson, a computer programmer, learnt the hard way. "I joined a free online networking group in the hope of making some
professional contacts to help me find a new job. After a month, one of my online contacts invited me to take out a subscription to a club that promised
access to a network of job recruiters. It turned out to be a waste of money. I ended up a laughing stock with my mates - they couldn't believe that
someone in my job could get taken in so easily." No wonder then that Amanda warns, "It's easy to get complacent and let our guard down when we meet
someone with the same interests online."
This brings us to other potential pitfalls. Are the people you meet online who they really claim to be? Can you be sure the person you're chatting with is
in fact a 22-year-old Maths undergraduate from London and not someone merely masquerading as a student to win your trust? Khaled, a postgrad from
Manchester University, quickly realised that it was unwise of him to post his phone number and email address in the public forum of an online academic
discussion group. He was soon bombarded with unwanted emails and nuisance phone calls. Yet, it's astonishing how many highly educated people do
this without considering the consequences that anyone in the world could use the information to make (unwanted) contact.
When networking and joining online communities it's better to be cautious about the amount of personal information you share. For example, it isn't
always necessary to use your real name as a username when registering for a service. You could instead use a pseudonym, or a name that doesn't give
away your real identity to other users. And is it really important to tell the world details about your school, college or any local clubs you're a member of?
Sometimes it pays to be a little vague and simply say something like 'I'm studying at college in Madrid at the moment and I'm a member of a local tennis
club'.
If you do experience problems from another user be prepared to report them for misusing the service. You'll be doing other users a favour too. And if all
else fails, check to see if it is easy to delete your account and leave the service if you choose to and that you have the option to delete all your details.
A general rule of thumb is not to post any information about yourself that you would not be happy for the world to know - not just now but in years to
come. This includes photographs of yourself, particularly embarrassing shots of you at that party which you may later regret! It's not always easy to
remove information after it's been posted so you - not to mention your future employer - may have an unpleasant surprise a few years down the line.

1. In the second paragraph the phrase 'first line of defence' suggests

something
A is the only option.
B offers protection.
C is an instruction.
D shows weakness.

5. Regarding Khaled's experience, the writer is surprised that

A people telephone complete strangers.
B people don't think of the results of their actions online.
C university students take part in online discussions.
D people sent emails to Khaled without asking permission.

2. The effect of the fire was

A worse for Katy's business than her home.
B to ruin Katy's business.
C not as serious for Katy's business as it could have been.
D to make Katy start to back up her data.

6. What tip does the writer give for joining an online community?
A Always use a false name.
B Make sure you are properly registered.
C Limit the information you give to others.
D Tell other users where you're studying.

3. According to the web awareness survey, our attitude to our personal

safety is rather
A relaxed.
B concerned.
C positive.
D uncertain.

7. The writer says that you should report troublesome users

A because other people will benefit.
B so you can stop using the service.
C only if nothing else works.
D if you want to delete your own details.

4. Chris first joined the networking group

A because it promised him a job.
B in order to make friends and have fun.
C to assist him in a job search.
D because it didn't cost him anything.

8. In the final paragraph, the writer advises people

A not to put photos online.
B to apply for a job online.
C not to have any personal information online.
D to consider what may cause problems in the future.

Exercise 3. Instructions
You are going to read an extract from a writer's journal. For Questions 1-8, choose the correct answer A, B, C or D.

4 | Unit 6 Journeys FCE Results

Extract
Six months ago I made a rash promise. The leader of the youth club in our village had rung me in March saying, "We're thinking of running a children's
playscheme for a day in October half-term. Would you be prepared to help?" My response was "Sure, why not?" In truth I was a little flattered to be
asked, even though working as a care assistant with old people hardly qualified me for the role. Still, I duly put the date in my diary and of course I forgot
all about it. I don't know if you've noticed this but time has a habit of speeding along faster than a police car chasing a robber and, before I knew it, the
dreaded day was dawning.
I arrived at the youth centre that morning feeling full of trepidation. There was a gang of 12 helpers including me, split into pairs, and each pair had been
allocated a particular age group. Mine was the 10 to 11 year olds. Even with the planning meeting I had attended the week before, I worried about
whether I was up to the task. Why hadn't I read through the copious lesson plans we were given beforehand? And wasn't the average 10-year-old more
interested in the latest electronic game than making things with paper and glue?
All too quickly the children began arriving. The look of relief on parents' faces as they handed their offspring over to us was almost comical. A handful of
the children were already members of the club but the other forty five or so were from the local primary schools. One or two looked tearful but the rest
were in high spirits. Again I asked myself why I had elected to spend a day with all these 'little monsters' especially when I have two all of my own to
contend with!
I needn't have worried of course as it turned out to be a marvellous day. We watched entertaining dvd clips, learned 'action' songs, made clay pyramids,
kneaded bread, decorated biscuits, played memory games and spent some time in quiet reflection. I say 'we' because I rediscovered my inner child and
joined in all the activities with glee.
The particular highlight for me was a rousing rendition of "He's got the whole world in his hands" in the closing part of the day. The children already knew
the words and actions off by heart and sang so loudly it was almost enough to bring the roof down. It's difficult to explain those moments; only that the
body tingles with the pleasure of having witnessed something so magical.
Of course there were also moments of great poignancy. I found it difficult to stop thinking of one little girl, who mentioned oh-so-casually that her mum
was in hospital and would be there for a long time. It's easy for us adults to idealise childhood and forget that some children have their own burden of
anxieties and concerns. When I got home utterly exhausted, still with modelling clay under my fingernails, I reflected on what a privilege it had been.
There was one disappointment for the children and that was that the playscheme was only running for a day, and not the whole week. As I said farewell
to my group, one of the children turned and said, "Can we do it again in the next holiday, Miss?" My response was, "Sure, why not?"

1. When the offer of the job was made the writer

A. felt she had made a mistake to agree.
B. thought she had appropriate experience for the job.
C. believed she shouldn't have been asked.
D. gave the impression she wasn't sure about accepting the job.
2. When the day arrived the writer was surprised
A. that the day had come round so quickly.
B. because she'd forgotten to write down the date.
C. because she witnessed a car chase on the way.
D. that she woke up at dawn.
3. When the writer arrived to start her job she
A. put the children into pairs.
B. realised she should have done more preparation.
C. felt confident she could deal with 10 and 11 year olds.
D. saw the children had brought their own electronic games to play
with.
4. According to the writer, the parents were
A. happy to stay with their children all day.
B. worried about children from the other schools.
C. nervous that their children might not behave themselves.
D. glad to leave their children.

C. she had fun herself.

D. the time passed quickly.
6. The writer's best moment
A. occurred in the middle of the day.
B. took her by surprise.
C. was hard to put into words.
D. was when the day was over.
7. According to the writer, adults
A. think that being a child is a privilege.
B. sometimes forget that children have worries too.
C. are usually exhausted by bringing up their children.
D. don't have a stressful life.
8. What is the writer's attitude by the end of the day?
A. She could imagine doing the job again next time.
B. She was sad to say good bye to the chidlren.
C. She was disappointed with the experience.
D. She hopes the playscheme will be longer in future.

5. The writer needn't have worried because

A. the children were quiet during the day.
B. the children weren't doing messy activities.

2.

Vocabulary

2.1.

Travel
5 | Unit 6 Journeys FCE Results

Word/meaning

Use

Image

Check-in: the place where you

go first when you arrive at an
airport, to show your ticket, etc.

The airline apologises for long

delays at check-ins today.
Aim to arrive at check-in at
least two hours before
departure.

Parts of airport

Departure lounge: a plane,

train, etc. leaving a place at a
particular time

All departures are from

Manchester.
The departure lounge/time/gate

Customs: the place at a port or

an airport where your bags are
checked as you come into a
country

To go through customs and

passport control

Hand luggage: small bags that

you can keep with you on an
aircraft

Bags that you take

with you when you
travel:

Baggage: bags, cases, etc. that

contain sb's clothes and things
when they are travelling

We loaded our baggage into

the car.

(especially NAmE) = luggage

Parts of a boat:

Suitcase: a case with flat sides

and a handle, used for carrying
clothes, etc. when you are
travelling

To pack/unpack a suitcase

Sail: a sheet of strong cloth

which the wind blows against to
make a boat or ship travel
through the water

As the boat moved down the

river the wind began to fill the
sails.

Cabin: a small room on a ship in

which you live or sleep

a log cabin.

6 | Unit 6 Journeys FCE Results

Mast: a tall pole on a boat or

ship that supports the sails

People who work in

transport

Bus driver: someone who drives

a bus.

Flight attendant: a person

whose job is to serve and take
care of passengers on an aircraft.

Ticket inspector: a person

whose job is to check
passengers' tickets on public
transport
Vehicles that travel
on water:

Barge: a large boat with a flat

bottom, used for carrying goods
and people on canals and rivers

Ferry: a boat or ship that carries

people, vehicles and goods
across a river or across a narrow
part of the sea

The cross-channel ferry service

We caught the ferry at Ostend
The Dover-Calais ferry
crossing
The Staten Island ferry

Hovercraft: a vehicle that travels

just above the surface of water or
land, held up by air being forced
downwards
Travel documents
Passport: an official document
that identifies you as a citizen of a
particular country, and that you
may have to show when you
enter or leave a country.

a valid passport/ a South

African passport
I was stopped as I went
through passport control (=
where passports are checked) .

Ticket: a printed piece of paper

that gives you the right to travel
on a particular bus, train, etc. or
to go into a theatre, etc

a bus/theatre/plane, etc. ticket

7 | Unit 6 Journeys FCE Results

Visa: a stamp or mark put in your

passport by officials of a foreign
country that gives you permission
to enter, pass through or leave
their country

Platform: the raised flat area

beside the track at a train station
where you get on or off the train :
(BrE

Others:

To apply for a visa/an

entry/tourist/transit/exit visa

) What platform does it go

from?
(BrE) The train now standing
at platform 1 is for Leeds./The
train drew into the platform.
On bus (BrE) the open part at
the back of a double-decker
bus where you get on or off

Overhead locker: one of a

row of small cupboards

above the seats in a plane
where passengers can
store things during a flight
Wing: one of the large flat parts
that stick out from the side of a
plane and help to keep it in the air
when it is flying

Propeller: a device with two or

more blades that turn quickly and
cause a ship or an aircraft to
move forward
Scooter: (also motor scooter
NAmE, BrE) a light motorcycle,
usually with small wheels and a
curved metal cover at the front to
protect the rider's legs.
Ticket office: A room or location
where tickets are sold, especially
for entertainment events or
transportation services.

8 | Unit 6 Journeys FCE Results

To board a plane

Flight BA193 for Paris is now

boarding at Gate 37.

To pick up a passenger

The bus picks up passengers

outside the airport.

To get onto a motorbike

The paramilitary got off the ferry

and got onto a motorbike driven
by a youngster.

To change trains

While for some journeys

changing trains at Birmingham.

To cancel a flight

If I need to cancel my flight, Will

I be credited or refunded?

To get into a car

After a long run in PE class at

the end of the day, John "got
into the car and said he felt
funny.

9 | Unit 6 Journeys FCE Results

2.2.

Idioms with come and go

Come up to scratch: as good as something/somebody should be

SYNONYM satisfactory
His work simply isn't up to scratch.
A dream come true: to become reality
Winning the medal was like a dream come true.
When it comes to (doing) something: when the subject being discussed is a particular thing
When it comes to holidays, I prefer something lazy.
When come easily to sb: (of an activity, a skill, etc.) to be easy, natural, etc. for sb to do.
Acting comes easily to her.
Come to mind: if something comes to mind, suddenly you remember it or start to think about it
They asked for my comments, but nothing sprang to mind.
As far as it goes: to a limited degree, usually less than is sufficient
It's a good plan as far as it goes, but there are a lot of things they haven't thought of.
It goes to show: used to say that something proves something.
It just goes to show what you can do when you really try.
Go from bad to worse: (of a bad condition, situation, etc.) to get even worse.

10 | U n i t 6 J o u r n e y s F C E R e s u l t s

2.3.

Vehicles

Parts usually vehicles have.

boot
brakes
engine
handlebars
ignition
roof
saddle
steering
wheel
tyres
windscreen

bicycle car speedboat

Verbs refer to vehicles:

Go
to a
subject,

back: to return
person, place,
or activity.

Reverse: to go backwards in a vehicle, or to

make a vehicle do this.
11 | U n i t 6 J o u r n e y s F C E R e s u l t s

She reversed into the parking space.

Pull away: if a vehicle or driver pulls away, they

start to move.
The bus pulled away from the station around
noon.

Pull up: if a vehicle or driver pulls up, they stop

Their taxi pulled up outside the church.

Overtake: to go past another vehicle that is

travelling in the same direction.
That's a dangerous place to overtake

Pass: to go past something.

They stopped at the crossing, waiting for the
train to
pass.

Crash: if a vehicle crashes or the driver crashes Hit: if a vehicle hits someone or something, it
it, it hits an object or another vehicle, causing moves against them with great force.
damage.
My car was hit from behind by a lorry
We're going to crash, aren't we?

Steer: to control the direction in which a vehicle

moves
Jack steered while Ken gave directions.

Swerve: if something such as a vehicle swerves,

or if you swerve it, it changes direction suddenly
in order to avoid someone or something.
He swerved suddenly, narrowly missing a cyclist.

12 | U n i t 6 J o u r n e y s F C E R e s u l t s

13 | U n i t 6 J o u r n e y s F C E R e s u l t s

3.

Grammar
3.1.
Modal verbs. 3.1.1. General review.

We use modal verbs to show if we believe something is certain, probable or possible (or not). We also use modals to do things like talking about ability,
asking permission making requests and offers, and so on.
Using modal and semi-modal verbs: a general table:

Advice

Should
Must
Ought to
Can

Ability

Prohibition

Permission

Polite
requests

Deductions

Possibility

Could
To be able
Must not
Cant
Not to be to
May not
May
Can
Could
Might
May
Might
Can
Could
Will
Would
Must
Cant/couldnt
Will
Would
Should
May
Might
Can
Could

You should see the dentist at least once a year.

You must visit the USA.
You ought to study more next year.
The horses can gallop very fast.
She can dance beautifully.
Could you catch your train?
They could play tennis quite well.
They havent been able to win a match since last year.
You must not give any cigarettes to John.
You cant smoke in this room.
You are not to invite this again.
You may not open the window.
May I come in?
Can I stay here?
Could I go to the disco with Meg?
Might I ask you not to be so late next time?
May I have some more sugar?
Might I have a glass of beer?
Can you call me this afternoon?
Could you lend me your dictionary, please?
Will you please answer the telephone?
Would you please help them?
He must be about forty this year.
She cant be as wrong as you say.
That will be our friend coming for dinner.
They would be in London now.
She should be at home at this time in the evening.
It may snow tomorrow.
It might rain in the afternoon.
Can it be true?
He could arrive this evening if he comes by air.

14 | U n i t 6 J o u r n e y s F C E R e s u l t s

Impossibility
Duty
Orders
Necessity
Absence of
Necessity
Suggestion
Invitations
Habits
Dare

Cant
Must
Should
Ought to
Must
Shall
To be to
Must
To have to
Neednt/Dont
need to
Dont have to
Shall
Will
Would
Used to
Would
Dare

That cant be right.

You must respect old people.
You should be kinder to her brother.
You ought to work harder.
You must do the washing up.
You shall bring your homework next time.
You are to be more silent in the classroom.
You must study the whole chapter.
I have to be at the station at 4 oclock.
You neednt/dont need to come if you cant.
You dont have to leave if you dont want to.
Shall I help you?
Will you come dancing?
Would you like to come for a drink?
She used to play the violin.
She would go to the market on Saturday evenings.
I dare not ask them come.

3.1.2. Advice, obligation and prohibition.

Modal verb

Meaning

Example

SHOULD

It's a good idea to do it.

You should talk to your parents about your

problems.

SHOULDN'T

It's not a very good idea to do it.

She shouldn't talk to her parents like that - it's

really rude!

MUST

It's an obligation.

You must go to school from Monday to Friday.

MUSTN'T

It's a prohibition.

You mustn't swim in this river. It's full of crocodiles

HAVE TO

It's an obligation.

I have to finish my homework before I go out with

my friends.

DON'T/DOESN'
T HAVE TO

It's not an obligation, but you can

do it if you want to.

You don't have to take me to school. I don't mind

walking.

CAN

It's a possibility.

I have some free time tomorrow night. We can go

to the cinema then.

CAN'T

It's a prohibition.

I'm sorry; you can't bring dogs into the shop.

Advice

15 | U n i t 6 J o u r n e y s F C E R e s u l t s

The modal verb SHOULD is very common. Using SHOULD is a preferred way of giving advice for many native speakers. The modal verb SHOULD in
the meaning "advice" is used in affirmative and negative statements and questions referring to the present, future, and past.
Children should eat plenty of fruit.
His car broke down again. He should definitely buy a new car.
She should go to Spain this summer. It's a beautiful country.
It is eleven o'clock. You should be sleeping now.
You shouldn't call him tomorrow.
The modal verb OUGHT TO is a close synonym for SHOULD. It is used in giving all kinds of advice too, but SHOULD is much more common than
OUGHT TO. In American English, SHOULD is generally used instead of OUGHT TO in questions, in negative statements, and in the past.
You ought to write a letter to Maria. / You should write a letter to Maria.
You ought to have written a letter to Tom. / You should have written a letter to Tom.

Obligation and necessity

We use must to say that it is necessary to do something:
You must stop at a red light.
Everyone must bring something to eat.
You can wear what you like, but you must look neat and tidy.
Im sorry, but you mustnt make a noise in here.
We use had to for this if we are talking about the past:
Everyone had to bring something to eat.
We could wear what we liked, but we had to look neat and tidy

3.1.3. Ability.
We use can to talk about someones skill or general abilities:
She can speak several languages.
He can swim like a fish.
They cant dance very well.
We use can to talk about the ability to do something at a given time in the present or future:
You can make a lot of money if you are lucky.
Help. I cant breathe.
They can run but they cant hide.
We use could to talk about past time:
She could speak several languages.
They couldnt dance very well.
We use could have to say that someone had the ability/opportunity to do something, but did not do it:
She could have learned Swahili, but she didnt have time.
I could have danced all night [but didn't].

3.1.4. Permission and requests

Permission
We use can to ask for permission to do something:
Can I ask a question, please?
Can we go home now?

May we go home now?

We use can to give permission:
You can go home now if you like.
You can borrow my pen if you like.

Could is more formal and polite than can:

May is a more formal and polite way of giving permission:

You may go home now, if you like.

Could I ask a question please?

Could we go home now?

We use can to say that someone has permission to do something:

May is another more formal and polite way of asking for permission:

We can go out whenever we want.

Students can travel free.

May I ask a question please?

16 | U n i t 6 J o u r n e y s F C E R e s u l t s

May is a more formal and polite way of saying that someone has
permission:

Could you take a message please?

Would you carry this for me please?
Could I have my bill please?

Students may travel free.

Can and will are less polite:

Instructions and requests

Can you take a message please?

Will you carry this for me please?

We use could you and would you as polite ways of telling or asking
someone to do something:

Expressions similar to modal verbs:

You mustnt = it is forbidden

May I? = Do you mind if I?

You cant be = Im certain you arent

We neednt have = it wasnt necessary for us

to (but we did)

You neednt = it isnt necessary for you to

He was able to= he managed to

They ought to = they had better

Shall we? =lets

She didnt need to = it wasnt necessary for her

to

You must = you are to

You should = you are supposed to

They must be = Im sure they are

Choose one word to complete each sentence. (Ability: can/could)

1.
2.
3.
4.
5.
6.
7.

I'm right-handed. I . write with my left hand.

Spiderman climb up walls.
you usually remember your dreams?
When I was young I .. eat anything I liked, I never got fat.
I'm an interpreter. I speak 7 different languages.
I drive very well. I failed my test again today.
I find a birthday present for my mum this year.

Choose one word to complete each sentence (Obligation: Must, Can and Have to)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

I love tattoos, but my dad says I get one.

You .. tell anyone this - it's a secret.
In England, you don't.. to go to school on Sunday.
If you have a dog, you take it for a walk every day.
You . have to get married in a church - you can get married anywhere!
I . remember to buy my dad a birthday present.
. I have to get a visa to go to China?
. I stay in bed until 11 tomorrow?
Sorry, but we have .. go home now.
Sorry, you can't smoke in the house, but you.. smoke in the garden.
You .. be rich to be happy.
It's Saturday tomorrow, so I. get up early.
I'm on a diet, so I . eat chocolate or chips.
It's really sunny, so you probably bring an umbrella.
We've got an exam tomorrow, so we . go out tonight.

17 | U n i t 6 J o u r n e y s F C E R e s u l t s

3.2.

The Subordinating Conjunctions.

A conjunction that introduces a dependent clause.

Common Subordinating Conjunctions
Cause

Concession and Comparison

condition

place

time

As
because
In order that
Since
So that

Although
As
As though
Even though
Just as
Thought
Whereas
while

Even if
If
In case
Provide that
unless
whether

Where
wherever

After
As soon as
As long as
Before
Once
Still
Till
Until
When
Whenever
while

As though= as if
As well as= and
In order that= so that
Since = seeing that
Whereas= while
Whether= if

18 | U n i t 6 J o u r n e y s F C E R e s u l t s

Examples and Observations:

"English has a wide range of subordinate conjunctions: that, if, though, although, because, when, while, after, before, and so forth. . . . They are placed
before a complete sentence or independent clause to make that clause dependent. This dependent clause now needs to attach to another clause that is
independent. Otherwise, a sentence fragment results:
*When Doris bought the cake. (Mark Honegger, English Grammar for Writing. Houghton Mifflin, 2005)
"While the State exists, there can be no freedom. When there is freedom there will be no State." (Vladimir Lenin)
"If everyone demanded peace instead of another television set, then there would be peace." (John Lennon)
"I can believe anything, provided that it is quite incredible." (Oscar Wilde)
"Every man, wherever he goes, is encompassed by a cloud of comforting convictions, which move with him like flies on a summer day." (Bertrand
Russell)
"A platitude is simply a truth repeated until people get tired of hearing it." (Stanley Baldwin)
"I had a funny feeling as I saw the house disappear, as though I had written a poem and it was very good and I had lost it and would never remember it
again." (Raymond Chandler, The High Window, 1942)
Most subordinate clauses are signalled by the use of a subordinating conjunction. There are three main types:

simple subordinators consist of one word:

although, if, since, that, unless, until, whereas, while, etc.

complex subordinators consist of more than one word:

in order that, such that, granted (that), assuming (that), so (that), as long as, insofar as, in case, etc.

correlative subordinators consist of 'pairs' of words which relate two parts of the sentence:
as . . . so . . ., scarcely . . . when . . ., if . . . then . . ., etc.
Combine the following pairs of sentences by means of the conjunctions if, because, although, or while.
Notice that each new sentence has two clauses, one independent and one dependent, and is therefore complex. Notice also that the dependent clause
often comes first.
1. I will help the man. He deserves it.
2. Mary came up. We were talking about her.
3. I admire Mr. Brown. He is my enemy.
4. I came. You sent for me.
5. Evelyn will come to school. She is able.
6. He knows he is wrong. He will not admit it.
7. The man is rich. He is unhappy.
8. The Mexican War came on. Polk was President.
9. I shall come tomorrow. You send for me.
10. You wish to be believed. You must tell the truth.
11. The dog bites. He ought to be muzzled.
12. It would be foolish to set out. It is raining.
13. Call at my office. You happen to be in town.
14. The cat ran up a tree. She was chased by a dog.
15. The sun shines brightly. It is very cold.
16. Boston became a large city. It has a good harbor.

4.

Use of English. Part 4 Key word transformation.

Part

Task type

Task focus

Questions

4. Key word
transformations

Eight separate questions, each containing a lead-in sentence,

followed by a 'key word' and a second (gapped) sentence.
Candidates complete the second sentence in two to five words,
and must include the 'key word'.

Grammar and
vocabulary

Exam tips:
Follow the instructions exactly - don't change the prompt word and use 2 to 5 words including
the prompt word.
Write the prompt word in your answer - you must not leave a blank or a dash to indicate the
prompt word.
Write only the missing words on the answer sheet.
Check your spelling.

Exercise 1.
For questions 1-8, 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. I want to go to university this year.
INTERESTED
I ........................................ to university this year.
2. "Have you been on holiday recently, Jane?" asked Tony.
BEEN
Tony asked Jane ........................................ on holiday recently.
3. I was too tired to go to the party.
THAT
I was ........................................ I couldn't go to the party.
4. There's no point asking Lynda to help as she's really busy.
WASTE
It's ........................................ asking Lynda to help as she's really busy.
5. The union claims its members will only return to work if the company agrees to a meeting.
NOT
The union claims its members will ....................................... the company agrees to a meeting.
6. I'm sure it was Ana I saw in town as I recognised her coat.
MUST
It ........................................ Ana I saw in town as I recognised her coat.
7. We demanded to see the hotel manager to make our complaint.
SEEING
We ........................................ the hotel manager to make our complaint.
8. The boss wouldn't object to you going early today.
OBJECTION
The boss would not ........................................ you going early today.

Exercise 2.
For questions 1-8, 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. Because it snowed heavily during the night the motorway is closed.
due
The motorway is closed ........................................ that there was heavy snow the night before.
2. Did you manage to get in contact with the boss today?
getting
Did you ........................................ in contact with the boss today?
3. I dont care what you do.
concerned
As ........................................ you can do what you like.
4. The meal we had in the restaurant was so nice.
such
It ........................................ meal in the restaurant.
5. He was ordered to leave the field for arguing with the referee.
sent
The referee ....................................... for arguing.
6. Do you and your brother have the same looks?
like
Does ........................................ you?
7. Thats the garage where I left my car last week.

repaired
Thats where I went ........................................ last week.
8. You can't bring food into this room.
supposed
You ........................................ food into this room.
Exercise 3.
For Questions 1-8, 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. 'Why don't you come over for dinner at the weekend?' he asked her.
suggested
He .................................. for dinner at the weekend.
2. His boss won't tolerate lateness.
put
His boss won't .................................. lateness.
3. The school I studied at last year was better than this one.
good
This school ................... my last one.
4. Although the weather was terrible we had a good time.
spite
We had a good time .................... the terrible weather.
5. Being rude is inexcusable.
excuse
There is ............................. rude
6. I find driving on the left in England very strange.
accustomed
I ..................................... on the left in England.
7. I regret taking up smoking.
wish
I ..................................... up smoking.
8. The police are interviewing the suspects.
interviewed
The suspects ..................................... by the police.

Exercise 4.
For Questions 1-12, 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. Contractions (Im etc) count as 2 words. There is an example given at the
beginning, and hints on the activity at the end.
1. He didn't tell me his name over the phone.
called
He didn't tell me ___________________________________________ over the phone.
2. They found it tiring working for him.
made
Working for him ___________________________________________ .
3. "Is this your wallet?" The policeman asked me.
belonged
The policeman asked me ___________________________________________ to me.
4. He looks like another person who works here.
else
He reminds ___________________________________________ who works here.
5. He decided not to smoke any more as a result of his illness.
gave
He ___________________________________________ as a result of his illness.
6. I don't fancy going to the cinema this afternoon.
feel
I ___________________________________________ to the cinema this afternoon.
7. He took his old car to the car showroom and bought a new one instead.

changed
He ___________________________________________ a new one at the car showroom.
8. My new car is too big for this garage.
get
I can't ___________________________________________ this garage.
9. Everyone behaves respectfully towards Jane, although she's very young.
treats
Everyone ___________________________________________, although she's very young.
10. She was one of my friends when I was at junior school.
friend
She used ___________________________________________ mine when I was at junior school.
11. I'll phone you when I've finished.
soon
I'll give ___________________________________________ as I've finished.
12. I'll contact you as soon as I get back from holiday.
touch
As soon as I get back from holiday, I'll ___________________________________________ you.

Exercise 5.
For Questions 1-12, 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. There is an example given at the beginning.
1. There are seven different films for us to choose from at the cinema.
choice
We have ___________________________________________seven different films at the cinema.
2. Don't blame me for your accident.
fault
It wasn't ___________________________________________an accident.
3. He finds it difficult to learn foreign languages.
problems
He___________________________________________ foreign languages.

4. He's not just a good teacher, but a good writer as well.

addition
He's a good writer ___________________________________________a good teacher.
5. He told me he didn't want to play football with me.
rather
He told me___________________________________________ football with me.
6. They didn't manage to play tennis due to the bad weather.
prevented
The bad weather___________________________________________ tennis.
7. Pat hadn't been to Milan before.
visit
It ___________________________________________Milan.
8. Golf would be a way for you to get some exercise.
take
You should ___________________________________________ order to get some exercise.
9. Kathy was the only person who was happy with the result.
apart
Nobody ___________________________________________happy with the result.
10. He's so unhelpful that it's a waste of time asking him.
point
He's so unhelpful that ___________________________________________asking him.
11. There's no food left in the house.
run
We___________________________________________ food.

12. My boss told me I could go home early.

permission
My boss ___________________________________________home early.

Anwers Key:
Reading

Exercise 1 1A 2B 3A 4D 5B 6A 7D 8B Exercise 2: 1B 2C 3A 4C 5B 6C 7A 8D Exercise 3: 1A 2A 3B 4D 5C 6C 7B 8A

Use of English
Exercise 1: 1-AM INTERESTED IN GOING 2-IF/WHETER SHE HAD BEEN 3-SO TIRED/EXHAUSTED THAT 4-A
WASTE OF TIME 5-NOT RETURN TO WORK UNLESS 6-MUST HAVE BEEN 7-INSISTED ON SEEING/INSISTED
UPON 8-HAVE ANY OBJETION TO
Exercise 2: 1-DUE TO FACT 2-SUCCEED IN GETTING 3-FAR AS I AM CONCERDNED 4-WAS SUCH A NICE 5-SENT
HIM OFF/SENT HIM OFF THE FIELD 6-YOUR BROTHER LOOK LIKE 7-TO GET MY/THE CAR REPAIRED/TO HAVE
THE/MY CAR REPAIRED
Exercise 3: 1-SUGGESTED COMING OVER/ SUGGESTED THAT SHE CAME OVER/ SUGGESTED COMING/
SUGGESTED THAT SHE CAME 2-PUT UP WITH 3-IS NOT AS GOOD AS 4-IN SPITE OF 5-NO EXCUSE FOR BEING
6-AM NOT ACUSS TO MOD TO DRIVING 7-WISH I HAD NOT TAKEN 8-ARE BEING INTERVIEWED
Exercise 4: 1. WHAT HE WAS CALLED 2. MADE THEM (FEEL) 3. IF THE WALLET BELONGED 4. ME OF SOMEONE
ELSE 5. GAVE UP SMOKING 6. DON'T FEEL LIKE GOING 7. CHANGED HIS OLD CAR FOR 8. GET MY NEW CAR
INTO 9. TREATS JANE WITH RESPECT 10. TO BE A FRIEND OF 11. YOU A RING / CALL AS SOON 12. GET IN
TOUCH WITH
Exercise 5: 1. A CHOICE OF 2. MY FAULT (THAT) YOU HAD 3. HAS PROBLEMS (WITH) LEARNING 4. IN ADDITION
TO BEING 5. HE WOULD RATHER NOT PLAY 6. PREVENTED THEM (FROM) PLAYING 7. WAS PAT'S FIRST VISIT

TO 8. TAKE UP GOLF 9. APART FROM KATHY WAS 10. THERE'S NO POINT IN 11. HAVE RUN OUT OF 12. GAVE ME
PERMISSION TO GO

References:

David Baker. (2008). FCE Results, Teachers Pack. Oxford University Press.
Jenny Dooley & Virginia Evans. (1999). Grammarway 4. Express Publishing.
Paul A. Davis & Tim Falla. (2008). FCE Results, Students Book. Oxford University Press.
Paul A. Davis & Tim Falla. (2008). FCE Results, Workbook. Oxford University Press.
Oxford Advanced Learners Dictionary of Current English. Eight Edition 2010. Oxford University Press.
About.com. http://grammar.about.com/od/rs/g/subordconj.htm
British Council. http://www.britishcouncil.org/professionals-lesson-downloads-fce.htm
Flo-joe. http://www.flo-joe.co.uk/
http://www.tinyteflteacher.co.uk/learning-english/fce.html