Kingsway Practice Unit 11

Section C 14 (i) It has influenced their defence systems, their strict building codes and even the training of the population on how to respond in times of such disasters. (ii) It implies that there is more than one life of defence against tsunamis. 15. They broadcast earthquake alerts, giving the Japanese people as much as 30 seconds' warning to dive under a table, turn off the gas or put on a helmet. 16. "stringent." 17. (i) Most Japanese know the earthquake drill: keep a backpack filled with some essential items near the door. They know how to go under a solid table to guard against falling objects. They know to turn off the gas mains. They know to keep a door ajar lest a tremor jams it shut trapping them inside a crumbling house. They have been advised to keep a spare pair of shoes under the bed and a bicycle outside. They know how to navigate rooms and roads littered with broken glass and debris. (ii) People can prepare for a real earthquake in a high-tech earthquake simulator. 18. 'People believe that good preparation ensures survival.' 19. (i) It is a good word to use because 'aftermath' refers to the unpleasant consequences of an event like an earthquake. (ii) increased 20. - tremors set of early alarms in people's homes -building codes are strict and buildings are quake-proofed -old structures have been strengthened -power plants and bullet trains automatically shut down in an earthquake -Japanese are well-trained to respond to earthquakes -People make personal preparations as advised -They prepare for the real thing in earthquake simulators -quake response drills are held regularly in schools and workplaces.

Kingsway Practice Unit 12

Section C 15(i) It means 'when seen or examined quickly for the first time.' (ii) They put too low a value on it. (iii)'There are those who have serious reservations about its effectiveness.' 16. email - the instant transfer of information. chat sessions- the interaction of students and exchange of ideas. 17. (i) 'Learning in the traditional classroom provides an interactive environment that promotes the open exchange of ideas.' 'First- hand interaction with the educator also allows for ideas to be exchanged or refined.' (ii) Lucas can say that the traditional classroom sometimes encourages passive learning, especially with shy students who may never speak up in class. 18. How much they will learn and how much they can contribute in their future careers. 19. Points for summary: (a) online learning allows for learning in distant or disadvantaged locations (b) convenient requiring only a home computer with Internet access (c) Transfer of information is facilitated through email (d) Learning is enhanced through chat sessions (e) Allows for more individual attention (f) Online learning is not effective for complex subjects (g) Can isolate students from one another and the instructor (h) Little research done to evaluate its effectiveness.

Be you ti ful Section C

15. To appear beautiful/presentable 16. "relentless pursuit" 17. To show opposites: white lead, a toxic/poisonous substance, is believed to be good for the skin. 18. European women had to endure the painful process of plucking their hairline to have ahigh forehead [1] and damaged their scalps by sitting in the sun in crownless hats to bleach their hair [1]. 19. Modern women do not have to risk their lives or health in the process of looking beautiful [1] as stringent regulations ensure that cosmetic products are safe for usage [1]. 20. (i) Egyptian ladies used cosmectics for health and hygiene. [1] They used cosmetics to combat the harsh weather conditions. [1] (ii) They also use them to beautify themselves/to keep their skin soft and smooth. 21. Summary points: - sme of which are decidedly dangerous\ - in ancient Egypt, cosmetics were important for health and hygiene. - they used oils to prevent excessive dryness - some treatments used harmful chemicals - Asian women bleached their faces to attain pasty white complexion - Japanese women used bird droppings - During the Renaissance, Europeans removed hair from their harlines to attain high foreheads. - Dyes were used to bleach their hair - Italians sat in the sun despite the resulting scalp damage - In the 16th century, many imitated Queen Elizabeth's pale complexion. - Dyes applied had adverse effects.

Be you tiful Section B

5. ‘SLOWLY’ -> She was tired from the vomitting [1] ‘ALMOST RESIGNEDLY’ -> but she accepted that she needed to do it again.[1] 6. Vocab + explain: The finger is used for vomiting [1] and is now an important part of the retching process [1]. 7. “exhausted” and “wearily” 8. To get rid of the taste/smell of vomit. [1] 9. (i) They are not fat. [1] (ii) “flawless” (iii) vocab + explain: The girls are obsessed with fashion [1] and they will go to all means to look good.[1] 10. She scrutinised herself daily [1] and this shows how obsessed she is with her appearance.[1] 11. To look thin. (ii) ‘skeletal’ (in line 30, “she had to look thin”, this does not show that she has ACCOMPLISHED thinness.) 12.The word ‘scarlet’ emphasizes the redness. [1] This in turn, emphasizes how embarrassed and ashamed of herself she is, to be unable to fit into the clothing her mother had picked out for her. [1] 13. oxymoron: “chirped” is a sound that birds make, and it indicates cheerfulness, but ‘cattily’ shows spitefulness. [1] It is effective because it shows that they are superficial friends/that her friends are superficial [1]. 14. Hazel has been vomiting to be thin, which means that she is not better internally, therefore it is ironic that she said she has never been better. [1]