8 Changing fashions

The theme of the module is how tastes change

8A A question of style
over time. Topics covered include: preserving
or modernising architecture, design and
interior decoration, fashion, collecting items Reading 1 p.120
from the past, and the lifespan of modern 1 Start a discussion on what students like about
consumer products. their local environment. Elicit ideas for change
and other improvements. Then move the
Lead-in p.119 discussion onto a wider topic of whether it is
better to preserve and protect older buildings, to
Start with books closed. Ask students to think about
convert them for modern uses or to replace them
ways in which their tastes have changed as they
with something new and more suitable.
have grown up and older. Ask them to think of
examples of newly acquired loves or things that they 2a Give students two minutes to read the text,
are no longer fond of. They could think of examples getting a sense of its tone and content and to
from their tastes in music, fashion and the clothes answer the question.
they wear, foods they love and hate, or the type of
2b Give them another minute to find ideas to
people they spend time with. Then ask them to
compare and contrast the two projects.
explain their changing tastes to a partner.
3 Students do the task as they would in the exam.
1a Ask students to look at the two paintings and
Let them compare and justify their answers with
discuss the questions that follow.
each other before telling them if they are correct
1b Encourage students to think about how some or not.
great artists and scientists were treated in their
4 Students discuss conservation and planning
time compared with how they are considered
attitudes in their countries and what they
now.
personally think can be gained from visiting
2 Check students know the meaning of the words old buildings.
in the box before they spend a few minutes
5 Focus on the vocabulary from the text
using them to talk about the pictures.
highlighted in the box. Check students’
1b Often people either respond with hostility understanding of the words by asking for
or indifference until quite a time has passed. synonyms (e.g. fortress – castle; mundane – boring;
Examples include: Copernicus (1473–1543) dismantle – take apart).
and his ground-breaking theory that the Sun
did NOT move around the Earth, but the other 2a The bank, number 510 Fifth Avenue and
way round. Later, Galileo Galilei (1564-1642) the High Line, a former railway.
was imprisoned for following the Copernican 2b They are similar in that they are both ‘old’
theory. Even today some people refuse to constructions which have outlived their
accept the concept of evolution; Arts: the usefulness or their function has been changed.
Impressionists’ way of painting was reviled at Their treatment has been different in that the
the outset, It is said that Van Gogh sold only bank’s interior was destroyed, seemingly rather
one painting in his lifetime; Music: people like hastily and the public has campaigned against
Bach remained almost completely unknown the changes whereas the old railway line was
during their lifetime and only started to be neglected for nearly 20 years, until the public
appreciated a century later. In pop music, every campaigned successfully to convert it into a
new trend is treated with suspicion. The garden area.
Beatles were initially thought to be a terrible 3 1 D has since spread economic fertiliser in
influence on young people, yet today their its wake with 2 A banks were usually
music is played in supermarkets. mundane but at 510 Fifth Avenue 3 C In
any repurposing of a historic building,
something has to give

TEACHER’S NOTES 8 78
 4 D It was scheduled to be torn down, but 3a The collocations here are quite complex, not just
5 C the closer a building's form follows its verb + object (e.g. take a look) but verb + adj +
function, the bigger the upheaval noun (e.g. take a close look, or even take a good hard
6 C Arguments to preserve for look); as such they should be considered as
preservation's sake are weakened when phrases and used as chunks of language.
loans are in short supply 7 A the vault was
3b Finish the section by getting students to use the
displayed behind the glazed façade 8 B
On the basis that façades remained intact, phrases in their own ways.
the ... approved these changes, but … 4a Start by asking students what they understand
argues that given the transparency ... must by the expression on a shoestring (with little
extend to .. interior features 9 A its money / a very tight budget) then scan the text
gleaming vision of the future 10 B the not
to see how it applies to interior decorating. Then
unreasonable assumption that ... should be
work through identifying the prepositions
adapted to suit its new tenant
missing from the text.

Vocabulary p.122 4b Students now identify which prepositions are

part of phrasal verbs (e.g. to come by sth = obtain
1a Students could start by looking at the picture sth rare or difficult to get) or prepositional
and trying to name the labelled features before phrases (e.g. in short supply = rare).
looking at the words in the box.
1a a bay window b dormer window c façade
1b Students then use some of the vocabulary in the d loft e porch f skylight g beam
dialogues. As an extension ask students to write h furnishings i windowdsill j alcove
a few more short dialogues with other items k ornament l parquet m screen
missing for classmates to complete. n wallpaper
1b 1 loft 2 ornaments 3 porch
Extra! 2a 1 line – say that sth is completely finished
Ask the students to describe which of the items and you will not think about it or discuss it
from the ‘English house’ illustrated could be again 2 perspective – judge the
found in theirs. Then ask them to work in pairs importance of sth correctly (ie not get too
worried about certain things) 3 façade –
to describe a favourite room in their home.
a way of behaving that hides your real
feelings 4 line – when two things are so
2a The students are likely to know the individual
similar that one could easily become the
words but are likely to be less familiar with the other 5 art – do sth very well
idiomatic phrases. Having completed the gap 6 designs – want sth for yourself, esp.
make sure that they underline the words that because it will bring you money 7 line –
form each phrase and what follows them. For allow or accept sth up to a particular point,
example ‘I think it's time to draw a line under but not beyond it
our ...’/ ‘There's a fine line between xxx and xxx.’ 2b Other useful phrases with line include:
draw a line (between sth); where do you draw
2b Line is a word with many different meanings
the line; take a hard line; hook, line and sinker
from a mark or boundary, to a row of people, a lay sth on the line picket line the
series of words, an opinion, levels within an poverty/bread line; read between the lines the
organisation, a phone connection, a product and official/party line; take a hard line; supply lines
many more! There are therefore numerous the dividing line; a chat-up line; and as a verb:
idiomatic phrases using the word. to line sth up (for the future); to line your
pockets.
Photocopiable activity 3a a close, fresh, good, hard, humorous
Activity 8A could be used here. It is a b crucial, irrevocable, poor, rash, snap,
tough c beneficial, civilising, destructive,
groupwork activity. Students replace parts of
significant, stabilising
sentences with more appropriate or natural-
4a 1 by 2 back 3 up 4 in 5 on 6 of 7 on
sounding phrases, then decide how certain 8 on 9 by 10 without 11 out 12 by 13 on
they are that their answers are correct. They 14 from 15 up 16 up 17 for 18 around
win or lose points based on their answers.

TEACHER’S NOTES 8 79
 4b Phrasal verbs: come by, scale back, Shabby chic :uses second-hand or
come up with, knock (yourself/sb else) out, reconditioned objects to create a warm relaxed
open up, start up atmosphere. Imperfection is important as is
Prepositional phrases: (be) in short supply, comfort and ease,as well as design reflecting
(do sth) on the cheap, (work/live) on a tight familiar aspects of countries or regions (e.g.
budget, (be) for sale Asia or Scandinavia) and retro which recreates
looks from the past (e.g. the 50s or 60s).
Use of English 1 p.123
1c This is an exam-style open cloze. Remind
1a Students start by skimming the text to get a students of the types of words that they should
general understanding of the Arts and Crafts expect to need and the clues that will help them.
movement. Give them 8–10 minutes to complete the task.
1b Elicit any other styles of art or design that 2 Finish with a discussion on students’ favourite
students have heard of. design styles and what their perfect home would
look like. If there are any designers in the class
Background ask them who or what their main influences are.
Other styles of art and design include:
Gothic: Victorian revival of 17th century style 1c 1 before 2 out 3 having 4 What 5 which
popular in public buildings e.g. Houses of 6 as 7 put 8 unlike
Parliament in London. Featuring church-style
pointed arches, mythical beasts and the tree of ► Student’s Resource Book, pages 83–84
life. Uses lots of red, blue and gold,.
Art Nouveau: 1880–1910 influenced by nature, Listening 1 p.124
forward looking, uses elongated curvy lines, or 1 Ask students if they recognise either of the
vertical lines with height, stylised flower buildings. nother clue is that they are both
designs, stained glass, exotic wood, natural art galleries.
colours (greens and browns).
Art Deco: streamlined geometric style from Follow up by finding out which famous galleries
1908 to 1940. Wood, mirrors chrome and glass around the world students are familiar with,
were popular. Patterns created with goemetric which they have visited and which they would
shapes. Favourite colours were glossy black, like to visit.
white, cream, red The Chrysler building in 2 ► T2.08 Give students thirty seconds to skim
New York is a good example. the task rubric and the five questions to get the
Bauhaus: from 1919 in Germany. Although topic of the passage, and then another thirty
initially influenced by Arts and Crafts it seconds to skim the possible answers before
explored ways to incorporate the then new playing the recording twice.
industrial processes and thus had less
emphasis on craftsmanship. Famous examples Ask students to compare their answers and to
are furniture by Le Corbusier, Miles Van Der try to remember specific phrases on the
Rohe's Barcelona chair. recording that helped them.
Modernism: 1918–1950 reaction against
1 1 The Louvre, Paris also showing the glass
previous backward looking designs based on
Pyramid designed by I.M.Pei 2 Milwaukee
nature. Design stresses purpose; ’form follows
Art Museum showing the roof designed by
function‘, and features austere spaces without Santiago Calatrava – it’s a huge sun-
unnecessary decoration, abstract motifs, bold breaker that opens and closes
colours, steel, plastics and plywood. 3 Examples of others are: the British
Minimalist: The ’Less in More‘ idea. Museum, the Victoria and Albert Museum,
Everything reduced to what is essential so the National Gallery, Tate Modern, all in
materials make loud statement. Look requires London (+ lots more!); the Metropolitan
clean clear lines, as much as possible is tidied Museum of Art, New York; the National
away or hidden including handles, switches Gallery, Washington DC; the Uffizi Gallery,
etc. White is the predominant colour, Florence; The Guggenheim, Bilbao; the
influenced by Japanese Zen aesthetics. Egyptian Museum, Cairo; The Hermitage
Museum, St Petersburg.
Contemporary: started in the 1950s and 60s,
includes whatever is new and current.

TEACHER’S NOTES 8 80
 2 1 C a lot of those visitors have simply been 3 1 set about gathering 2 cut down on (her)
to a travelling exhibition hosted by those spending 3 feel up to working 4 ended up
museums. These are very well promoted getting 5 burst out laughing 6 make up for
and clearly draw in the crowds. 2 B great (Rex) ruining
architecture generally enhances their
importance in people’s eyes, 3 A I have ► Student’s Resource Book, pages 85–87
little sympathy with people who complain
about them actually, art shouldn’t be for an Writing 1 p.126
elitist minority 4 C Weirdly, most people
went without actually having much idea of 1 These discourse markers are unlikely to be new
what they’d see when they got there to students, so they should be able to sort them
5 D Emily: that doesn’t mean that I’d do into the seven categories. Check understanding
that in preference to an on-site visit. Scott: of the categories, especially concession. The
Nothing, in my view, can replace the exercise emphasises the importance of discourse
experience of standing in front of an object markers as well as the variety of expressions that
of antiquity or a work of art and seeing it students have to choose from.
with your own eyes
2a Students complete the texts with a suitable
discourse marker. Tell students that there might
Language development 1 p.125
be more than one possibility in each gap.
1 Students decide which preposition is required to
follow the verbs used before each of the gaps. Photocopiable activity
They then need to choose a verb from the box to Activity 8B could be used here. It is a
complete the sentence and put it into the correct pairwork/groupwork activity in which
form. Point out that there is a big clue in the title! students complete an essay with relevant
discourse markers, then use letters from their
2 The exercise highlights a number of common
answers to reveal a ‘mystery’ word.
expressions that are all followed by -ing (or
sometimes a noun). In each sentence, students
2b By now, students should be very familiar with
decide which expression fits and why.
this type of task and will know that their essay
As a follow-up ask them to think of example should both summarise and evaluate the two
sentences using the other expression in texts. It could be given to the class to do in timed
each pair. conditions, with 45 minutes to plan, write and
check the composition.
3 The exercise highlights the fact that many
phrasal verbs are followed by -ing forms as they 1 1 adding: moreover, furthermore, in
are formed with prepositions. Students complete addition, as well as (that), what is more
the text with a suitable phrasal verb, taking care 2 concession: it may be true, certainly,
to think about the order of the following verb granted, of course, if 3 contrasting: on the
and object. one hand … on the other hand, while,
whereas, however, nevertheless, although,
4 Give students a few minutes to prepare their nonetheless, still, yet, in spite of / despite,
role and to think about which of the expressions even so, on the contrary, quite the
they could use before they do the role-play. To opposite 4 giving examples: for instance,
add interest, it could be done as a competition for example, in particular 5 giving your
with each person scoring a point each time they opinion: in my view/opinion, as I see it
correctly use one of the expressions on the page. 6 result: therefore, as a result,
consequently, so 7 structuring: to
1 1 on, coming 2 in, demolishing 3 from, begin/start with, first of all, in the first place,
having 4 in, converting 5 from, studying then, lastly/finally
6 in, painting 7 on, creating 8 on, moving 2a Suggested answers:
2 1 Despite – expression of contrast 2 It’s A 1 On the one hand 2 However /(on the other
no good – a pointless exercise 3 can’t hand) 3 In my view, 4 For example / (for
help – unable to stop myself 4 There’s no instance), there’s 5 although 6 Then
point in – without purpose 5 with the 7 despite
purpose of – intention 6 Through – B 8 As I see it / (in my opinion) 9 nevertheless
method /(yet) 10 So / (Therefore / Consequently) 11 if
12 finally / (lastly)

TEACHER’S NOTES 8 81
 2b Suggested answer: different times; technology including mobile
The first text is a personal response to the phone design and computers.
William Morris quote. Although it agrees that 1b Vintage clothes and cars, as illustrated, are the
we could all benefit from having only items that two most common. The E-type Jaguar from the
are essential or that we enjoy looking at in our
1960s is a great example of a classic car, having
homes, it makes the point that it this is
been voted the most beautiful car of all time. The
something that is very difficult to achieve. The
main idea is juxtaposed with the view world of antique furniture is a huge business
presented in text 2 that we should all be free to and follows ’fashions’. Nowadays, there is a
decorate our homes any way we choose. growing market for vintage PCs!
Text 1 suggests that acquiring ever more 1c When students have discussed their changing
objects that we have no point in having is a
fashion tastes ask if they have ever worn old
common habit and that most people can't stand
clothes that belonged to their parents or even
getting rid of items that have been given to
them as gifts. The writer also gives the grandparents. Some students will love vintage
example of accumulating objects we bring back clothing; others are likely to be horrified at the
from holiday that seem out of place when we thought of wearing something their
return home. grandmother wore!
The writer of text 2 on the other hand, argues
2 Fashion, being such a huge business, has many
against rules and guidelines that restrict
individuality and creativity. It outlines the different occupations with some creative job
importance of developing a personal style and titles. Students start by working out what the
decorating our homes in our own way. people doing the jobs listed might do, before
Homeowners are lucky to have the opportunity coming up with other jobs in the industry.
of creating a personal space that reflects their Jobs fall into four main categories:
personality.
Design: including illustrators, pattern makers,
Weighing up the points made in the two texts, it
seems that the writer of text 1 feels guilty about sample makers, and specialists such as lingerie,
the natural tendency to accumulate objects, shoe or accessory designers
whereas the writer of text 2 is much more Marketing and merchandising: including
relaxed about what we keep in our homes. It models, fashion photographers, stylists, co-
strikes me that the William Morris idea is quite ordinators and hair, make-up and accessory
unsentimental. It ignores the fact that furniture specialists
and other objects may have special Media and promotions: including journalists,
associations, having been passed down to us, editors, public relations specialists
and may provide a physical link to family no Retail: including shop owners, shop assistants,
longer with us. I am more inclined to agree with fashion buyers, importers/exporters.
the writer of text 2 and decorate my house with
a variety of objects. That said, we should all 3 ► T2.09 Remind students that, as this is a Part 1
have a fresh look at our home from time to time listening exercise, it has three short passages
and ask how it might appear to visitors. with two multiple-choice questions each. Give
(319 words) them a minute to read the topics and the
questions before they hear the recording twice.
4 Finish with a discussion on the factors students
8B Everything under the sun consider when buying clothes. Do they regularly
use the same shops/suppliers? Extend the
Listening 2 p.127 discussion by asking if they think it is possible to
successfully buy clothes online.
1a Ask students to think of areas that are subject to
5 The Word Check box highlights useful
changing fashions, albeit not in such a fast or
vocabulary from the listening task that students
extreme way as in the clothing industry.
should make a note of. It includes phrasal verbs
Examples which might come up are: architecture
and idiomatic expressions, so ask them to
and interior design (as discussed on p.123); the
identify which are more formal (e.g. to get full
music industry –constantly reinventing what is
credit for, mainstream) and which are less so (e.g.
’cool’; restaurant trade – follow trends in room
wow factor; go with the flow). Check pronunciation
design, cooking style and menu contents; book
of words such as persevere / perseverance.
publishing – different genres become popular at

TEACHER’S NOTES 8 82
 2 visual merchandise designer: sb who 3 The exercise contains another useful selection of
designs floor plans, store displays and window fillers and discourse markers that students can
displays in order to maximise sales – for and should use when speaking as they signal
fashion, the window display would be most information to the listener, e.g. uncertainty (I
relevant costume designer: sb who creates suppose, sort of), reason (that's why) , explanation
costumes for the theatre, films, TV, etc. (I mean, in that sense, the thing is that).
clothing pattern maker: sb who produces
master patterns from designs textile artist: sb 4a/b Students work in pairs, taking it in turns to be
who creates items of clothing, etc. out of pieces examiner and candidate practising the
taken from different textiles and fusing or individual long turn, following the instructions
sewing them together in layers on the cards.
seamstress: sb who makes clothes (a
5 There is an opportunity here for an extended
dressmaker), either by using a sewing machine
discussion or just a quick exchange of ideas.
or sewing by hand (e.g. tailor-made items to
order, some haute couture, one-off, hand-made
2a 1 Buy things that you enjoy 2 Buy the best
designs, etc.)
quality items
3 1 C And unless you’ve got a big budget,
2b 1 (important) guidelines 2 investment
you’re hardly in a position to be choosy either –
(purposes) 3 trends 4 (show great)
so you have to go with the flow 2 A Sometimes
promise 5 appreciating (meaning here =
I buy cars that don’t go anymore, or need a bit
increasing in value) 6 anticipated
of tender loving care, but they’re little pieces of
7 (general) principle (= 'basic rule'
history and that’s what makes them special
compared with principal = 'senior person')
3 B Ten years ago, things weren’t looking so
8 (within price) range – includes top and
good, but the industry’s turned the corner now
bottom price compared with 'below the
4 C also remember that some products, ....,
price limit' 9 (quality v) quantity
might be natural but they often have to go
10 command (respect)
through extensive chemical processing in order
Other collocations in the text include: keep in
to become soft. 5 C What fascinates me about
mind, personal enjoyment, a sure thing the
fashion is that, like a sport that requires a lot of
best defence
effort ... we produce something with a wow
3 1 You see 2 so to speak! 3 Not only that
factor that’s actually taken a lot of time and
4 Somehow 5 When it comes to 6 The
effort to produce 6 A I spend loads of time in
thing is that 7 sort of 8 That’s why
the library too. I do research for their
collections. It’s important to keep your audience
in mind Language development 2 p.130
► Student’s Resource Book, pages 88–90 1 Students will know that some verbs are followed
by another in the infinitive, while other verbs are
Speaking p.128 followed by an -ing form. The problem is
remembering which are which. This exercise
1 Start by asking students to scan the box to check revises some common examples. The choice of
if there are any items that they are not familiar verb from the box is determined by what
with. They can then work in small groups to follows, the form of the verb by the verb that
discuss the questions. There are no obvious precedes it.
answers to the questions as it depends on
circumstances. Many people will keep the teddy 2 Remind students that to can be both part of the
bear they had as a child for sentimental reasons infinitive and a preposition and so followed by
while those made by companies, such as Steiff, -ing. Ask students to read the dialogue and
are bought by collectors, and rare antique ones complete it using either to, at or of in the odd
are worth over a hundred thousand pounds! gaps and the correct form of the verb given after
the even gaps.
2a Students skim the text to identify the two main
points that the writer makes about collecting. 3a Start by eliciting some synonyms and
antonyms for tidy (e.g. neat, clean, orderly,
2b Students identify the correct word in each pair; it well-ordered, uncluttered, shipshape / untidy, messy,
might be due to differences in meaning (e.g. chaotic, disorderly, cluttered). Then, using the
principal/principle) or to the surrounding words phrases given, students write a description
they collocate with (e.g. show great promise). of themselves.
Finish by eliciting other collocations in the text.

TEACHER’S NOTES 8 83
 ethics of businesses that knowingly manufacture
Photocopiable activity
and sell objects which are designed to fail and
Activity 8C could be used here. It is a therefore need replacing.
groupwork activity. Students identify mistakes
in sentences and group these sentences 2 Possible examples: prefix: disbelieve,
according to the type of the mistake. dismantle, encourage, misunderstand, mislead,
replace, redo suffix: illustrate, accumulate,
3b Students read each others’ writing and note their beautify, classify, familiarise, specialise, envy,
use of the key phrases. Then, thinking about brighten, weaken
whether it is better for messy people to share another word as prefix: backslide,
with other messy people or with those who like backtrack(= change your opinion about sth),
tidying, they choose a suitable housemate. downgrade, outdo, outline, overlook,
overachieve, upgrade, update
4 This is an exam-style open cloze and does not prefix & suffix: enliven, decentralise,
focus specifically on the language of the module redecorate internal changes: loan → lend,
so could be done at any time. choice → choose
3 1 ensuring 2 irrespective 3 prevalent
5 Elicit examples of famous people who are 4 updating 5 successor 6 remarkably
involved in charity work. Perhaps the most 7 upgrade 8 extension
famous is Bill Gates, whose children will inherit
‘only a miniscule portion of his wealth’ (about
$10m each!). The rest going to his charitable Writing 2 p.132
foundation, which has already received $28 1 Give each side ten minutes to prepare their side
billion. Ask students to think of similar business of the debate. Give bonus points to the team that
tycoons who have promised to give away their structures their argument using suitable linking
fortunes as well as actors, musicians or words and phrases.
comedians who take part in charity events or TV
telethons and similar events. 2 Ask students to read the exam task and quickly
summarise the texts with two points from each
1 1 to choose 2 go 3 to be 4 spending paragraph.
5 to agree 6 warning 7 selling 8 to ask
3 When students have read the first half of a
9 to inform 10 postpone
2 1 of 2 being 3 to 4 organising 5 to sample answer, ask them to analyse it according
6 change 7 at 8 delegating 9 to 10 being to the three questions.
overwhelmed 11 of 12 taking 4a The phrases listed here can be used to report
4 1 way 2 Although 3 because 4 brought ideas expressed by the writer. All can use The
5 Having 6 had 7 set 8 (al)though/while/
writer; The passage; The text etc. as the subject.
whilst
4b Students use the phrases to summarise ideas
►Student’s Resource Book, pages 91–92 expressed in the second text.

Use of English 2 p.131 5/6 Students write the task without further help and
check it before it is corrected.
1 Students spend a few minutes discussing
experiences of the durability of consumer items 2 1 the fact that fashions are always
and their attitude to obsolescence. changing + the fact that they usually come
around again 2 good quality things often
2 When students have looked at the brief increase in value as they become older +
summary of how some verbs are formed, elicit antiques and old objects provide the rationale
examples of each. See examples in key. for the existence of a number of institutions and
businesses
3 Remind students that in the exam correct 3 1 essay plan: the student is apparently
spelling is essential, so they should pay attention dealing with the first text first (summary and
to words that require double letters, the use of e evaluation) before moving on to the second
or a in unstressed vowels and which final letters text. Hence, the second text isn’t mentioned.
are dropped when a suffix is added. 3 Student summarises in own words: many
aspects of our lives are related to what is
4 The discussion includes ideas such as whether it
popular and in fashion at a particular time and
matters that electronic items don’t last long if (it never stands still for long) = how quickly this
they become outdated so quickly now, and the

TEACHER’S NOTES 8 84
 can change / (it makes life interesting and Module 8: Review p.134
ensures we never get bored) = this very fact 1 1d 2c 3a 4e 5b 6g 7f
brings variety into our lives and means that we 2 1 As I see it 2 In other words 3 Just as
don’t have to see the same things all the time / 4 so 5 Similarly 6 Of course
(fashions come back again) = certain fashions 7 in particular 8 In a word
reappear, (they are never exactly the same) = 3 1D 2C 3C 4A 5D 6B
there is always a subtle difference the second 4 1 mood 2 keen 3 need 4 lengths 5 how
time round 6 likely 7 tendency 8 advisable 9 bound
Student expresses an opinion: I agree with the 10 trouble
viewpoint that / It’s true that fashions reoccur
but I think it’s unlikely that we will ever wear.
5 Suggested answer: Exam practice 4 TRB p.196
Text 1 makes the point that top-end fashion Paper 1: Use of English Part 4
has no real connection with everyday life Two marks given for each answer: one for the
although the shops that many people frequent words before the line | and one for the words
may be influenced by it. The writer questions after it.
what the world would be like without these 1 is in the habit | of going swimming
creations and compares them to other more 2 on a regular basis | has fallen
traditional art forms. It acknowledges that many 3 promises to | abide by the rules
people are fascinated and amused by some of 4 has every intention | of making
the designs and find it hard to believe that they 5 (necessary) confidence | to go in for
are ever worn again. 6 must be worn | when (anyone is)
I tend to agree that most fashion designers are 7 use of the tennis courts | is limited to
out of touch with everyday life. For most people 8 is the likelihood of | John(’s) going along
it makes no difference what designers say as Paper 1: Reading Part 7
they are uninterested in their ideas. I am 1 A 2 D 3 D 4 C 5 A 6 A 7 D 8 C 9 B 10 C
convinced that celebrities such as actors and Paper 2: Writing Part 2
singers exert a much stronger influence on 1 Article Suggested answer:
what people wear. However we cannot Does modern communications technology
overlook the fact that fashion is a huge given the individual more or less personal
business with newspaper and magazines freedom? It’s a good question. Indeed, it’s
editors filling pages with pictures from fashion difficult for us to imagine a world without the
shows. Many designers become household internet and mobile phones, so crucial have
names using unusual and headline grabbing they become to our everyday existence. Yet
items to attract publicity for their more everyday our parents grew up in a world that functioned
designs. perfectly well without these things.
Whereas the first text focuses on clothes, the Clearly, the internet grants us freedoms our
second text looks at fashion from a wider parents’ generation didn’t enjoy. Chief amongst
perspective and examines the importance of these is freedom of information. If I want to
observing how design changes over periods of explore a topic, or discover how people around
time. It argues that quality objects become not the world feel about certain issues, I only have
only more valuable but also more interesting as to log onto the internet. The data is there at my
they age and that by displaying these items in fingertips and I’m free to surf at will, making my
public galleries our appreciation of modern own assessment of the material I find.
designs is informed by understanding what If we contrast this with my parents’ experience,
came before. the difference is striking. As teenagers, they
Undoubtedly, there is some truth in this view. were largely reliant on the broadcast media and
Designers wanting to shock the public will need books for information, which meant that they
to know what has been done before if they are simply didn’t have access to the same range
to be different and will often be inspired by a and quantity of data. What’s more, the TV was
previous trend. However we have no way of broadcast in real time, making it much easier
knowing whether objects we see in a museum for my grandparents to control what they
were fashionable in their day and cannot watched.
overlook the fact that many changes come In other ways, however, our parents may have
about as a result of technical advances and the had more freedom. Nowadays we all carry
invention of new materials. (315 words) mobile phones, which effectively keep a record
of where we go and who we call; just as our
► Student’s Resource Book, page 93

TEACHER’S NOTES 8 85
computers keep a record of sites we visit and suspicion that the city centre will continue to
what we do there. Even as we walk down the enchant visitors for generations to come, but
street, security cameras are following our every the same cannot be said for its suburbs. Could
move. the story of Bath contain a subtle message for
My mother now admits that, as a teenager, she architects? (320 words)
would regularly be given permission to go and 3 Report Suggested answer:
study at a friends’ house. She would then set This report will consider the impact of local and
off on her bike to meet her boyfriend (now my international fashion trends on what people of
father), which certainly wouldn’t have been different ages wear in this country.
allowed. Once out of the house, nobody called Local fashion trends: Overview
to see where she was, she carried no To be honest, this country doesn’t have a
electronic device that revealed her particularly active fashion industry. Although it
whereabouts, and nobody was filming her. is possible to study fashion here, most serious
Now that’s what I call freedom! (320 words) students choose to go and study the subject in
2 Essay Suggested answer: another country – and they generally don’t
Modern architecture: will it stand the test of return. Having said that, the college of fashion
time? in the capital does hold an annual catwalk
Since coming to Britain, I have been living in event where student creations are put on show.
the city of Bath. The first thing you notice about But I think it’s fair to say that the styles are
Bath is a strong sense of architectural unity and rather derivative – reflecting what is going on
continuity. Although there are modern elsewhere rather than any flowering of original
buildings, much of the centre dates back to the local talent.
beginning of the nineteenth century, when it Local fashion trends: Generational
was a fashionable spa resort. As a result, Bath differences
has a definite character, which has remained It is not easy to identify a local style of dress.
largely unchanged for two hundred years. Sports clothing has become much more
Look at photographs taken over one-hundred popular in recent years, especially amongst
years ago, and Bath still has that distinct young men, and younger people generally tend
quality. The old buildings can certainly be said to wear the casual clothes which are in fashion
to have stood the test of time. Even today, in Europe and the USA. Their parents and
when new buildings are planned in the historic grandparents, meanwhile, are much more
centre, careful attention is paid to their design conservative – mostly wearing clothes that
so that they complement rather than detract have a kind of timeless quality. Indeed, older
from the city’s visual appeal. people tend to go for good quality clothing that
But do these old buildings meet the needs of wears well, and have little time for ephemeral
the modern citizen? In one sense, they fashions.
certainly do. Tourists flock to the city to admire International fashion trends: Generational
its architecture, and this brings undoubted differences
economic benefits. The buildings themselves, In recent years, the international fashion
mostly sweeping terraces of grand houses, industry has begun to have a much greater
have been adapted to suit modern lifestyles, impact on local people, however. Fashion-
and remain highly desirable residences. conscious teenagers have always been
Outside the city centre, however, Bath loses its influenced by their role models – especially
individuality. Rows of identical suburban musicians and film stars from the USA – but an
houses are interspersed with uninspiring blocks interest in fashion is now much more
of flats and featureless commercial complexes. widespread amongst people in their twenties
The largely functional buildings of the last fifty and thirties than was the case previously. A
years are indistinguishable from those in other major contributing factor has been the decision
British cities. When built, they served the needs of certain prominent international chain stores
of their new occupants very well, but time to open branches in the capital. The clothes
moves on and they soon became dated. they sell are far from cheap, and for teenagers
Houses built with fireplaces and chimney from better-off families wearing the right label
stacks now have central heating; garages built has become something of a status symbol. It is
for the cars of the 1950s are not wide enough a very effective form of marketing. (319 words)
for modern vehicles. Paper 3: Listening Part 1
How will future generations view the 1C 2B 3A 4B 5C 6C
architectural heritage of Bath? I have a strong

TEACHER’S NOTES 8 86