TAKA | SS | et Seley etyesi) Module Ua iy Student’s Book Sean HaughtonTrinity ISE Il Introduction to the ISE Il Speaking & Listening exam ‘The aim of the Trinity College London's Integrated Skills in English (ISE) exam (peaking & Listening module) is to assess candidates’ competence in speaking and listening in English, in a context which reflects their real world activity and their purpose for learning English. It is an integrated and communicative exam, ‘hich is based on skills candidates will need for study and future employment. “The Speaking & Listening module is designed to be authentic and relevant to the candidate's circumstances and future aspirations. “The exam is conducted as one-to-one, face-to-face speaking and listening tasks, ‘with the candidate and one examiner. ‘The tasks in the speaking part of the exam replicate real-life exchanges, in which the candidate and the examiner share information, ideas and opinions. In the listening part of the Speaking & Listening exam, the examiner plays a recording. ‘The candidate first has to report on the general meaning of the recording and then to summarise the ideas given. The audio part of the listening exam is pre-recorded to ensure standardisation of the listening output. Exam Format ASPEAKING exam with three tasks and a LISTENING exam with one task. ‘Timing: 20 minutes Level: B2 of the CEFR ISE rating scale All tasks in each ISE level are linked to a particular CEFR level ‘The rating scale below shows four distinct scores within each CEFR level: Score Interpretation 4 Excellent achievement - at the upper end of the CEFR level ‘Appropriate achievement - at the middle of the CEFR level ‘Acceptable achievement - of the CEFR level, possibly newly qualified at that level Non-achleyement - not of the CEFR level No topic task, no performance to rate Published by GLOBAL BLT L1D sn lebaletcosak Copyright © GLOBAL ELT LTD, 2015 ‘Andrew Betsis and Sean Haughton Marianna Georgopaulou and Lawrence Mamas and have alo contributed to this publication. Every efor has been made to trace the copyright holder and we apoleize in advance for any unintentional omission. ‘We wil be happy to nsert the sppropiae acknowledgements In any subsequent edtions British Library Cataloguing-in-Publieation Data A catalogue record of this book is available from the British Library All rghts reserved. No part of this publication may be reproduce, stored In a retrieval sytem, of transmitted In any form or by any means, ‘lectronie, mechanical, photocopying, recording or others without the prior permission in iting of the Publisher. Any person who does {any unauthorised at fa eeation to this publication may be Hable to erimlaal prosecution ad ei clams for damages, 1 Succeed in TRINITY ISEW Speaking & Student's Book - ISBN: 9781781642566 Speaking & Listening - Teacher's Book - ISBN: 9781781643082 Unit 4 Public figures past and present ISE Il Speaking & Listening Exam Overview, Tips and Advice Preparation for Trinity 1SE I Listening Part 1 Focus Preparation for Trinity SE It Listening Part 2. Listening for Preparation for Trinity ISE Il Listening Part 3. Listening for specific information Listening Task Cards Listening Audioscripts Listening Answer Key for the Listening Section Preparation for Trinity ISE I Speaking Part 1 Polite vs Rude Preparation for Trinity ISE I Speaking Part 2 Turn-tal Preparation for Trinity 1SE I Speaking Part 3 Information Gaps Preparation for Trinity ISE Il Speaking Part 4 Grammar 1B Preparation for Trinity SE 1 Speaking Part 5 Fluency Linking Words and Phrases Project: A step-by-step method of preparation for the Topic Task Speaking Audioscripts Speaking Answer Key for the Speaking Section Unit 1 Society and living standards Unit 2 National environmental concerns Unit 3 The world of work Speaking & Listening page 4 page & page 10 page 12 page 15 page 18 page 20 page 22 page 24 page 26 page 30 page 34 age 36 page 38 page 40 page 40 page 42 page 48 page 54 age 60ISE Il Speaking & Listening Exam Overview | A fresh approach that’s a little different... | This exam has a diferent format from other exams that you may | be familiar with. For that reason, i's very important to know the | format in advance and prepare, Tinity ISE Il is student-centred and | the aim is to allow you to give the best account of yourself that you can in a natural communicative environment. Put simply it gives you the opportunity to show that you can use English in conversation, | just as you might at college or at work. | How is it different? | ISE II Speaking & Listening is one single exam, all done face-to-face with the examiner What about the details? ISE II Speaking & Listening is a B2-Jevel exam. It lasts 20 minutes and includes four different tasks Let's have a look: Task Time 1. Topic Task You prepare a topic for discussion in advance. In the exam. you will discuss your tapic with 4 minutes the examiner. You will have to toke some control over the discussion, showing what you can do in English, and responding to the examiner's questions. 2. Collaborative Task The examiner plays a role. They tell you something general about their imaginary situa- tion or dilemma. You have to ask the examiner questions to find out more about the situ- ation or dilemma, exchange information and opinions, and give them your opinion/recom- ‘mendationlodvce, using languoge functions of the level 4 minutes 3. Conversation Task You will have a discussion about a subject area chosen by the examiner from the list of subject areas for the Conversation phase. You will need to respond to the examiner's questionsiideas and express your own ideaslask them questions 2 minutes 4. Independent Listening Task: You listen to the examiner's spoken instructions. Then, you listen to a recording twice. The first time you listen, you must report back to the examiner on the general topic. The second time you listen, the examiner encourages you to take notes on some points, which you must then report back to them in one minute. 8 minutes ‘Total time: (This includes about 2 minutes extra examiner administration time.) 20 minutes ‘Speaking & Listening Overview “Winity 1SE ML Speaking & Listening Tips and Advice Tips and Advice General DOs and DON'Ts Dor't be passive. In the three speaking tasks of this exam, you are expected to play an active role. That means you should be prepared to ask the examiner questions and invite their thoughts and responses to what you say. ® Don't give long rehearsed monologues, You will not score highly if you look and sound very unnatural and say things that are simply learned by heart. Make an effort to be spontaneous (react on the spot). This may seem difficult at first, but that is where practice comes in. Practise spoken conversation at every opportunity Try to speak clearly and fluently. Avoid long, unnatural pauses, if possible, Don’t wait for the right word to come into your head: say whatever you're trying to say in another way instead. Be polite at all times. Practise the art of turn-taking and of disagreeing politely. Avoid rudeness, extreme language and sarcasm at all costs, Alvays try to explain/develop/exemplify the points you make. For example, it's not enough to say: I don’t think people could survive taday without mobile phones. You have to explain yourself: I don't think people could survive today without mobile phones. After al, we rely on them to communicate for entertainment and even to do business on the move. They're with us ‘constantly {@ Take notes in the Listening Task (Independent Listening) when given the opportunity to by the examiner. '® Bring a mind-map card, or a very basic plan for a topic you have prepared to the exam. You wil use this in Speaking Task I, the Topic Task. You should prepare and practise for this task in advance, but don't forget that your Topic should not be ‘memorised. There should be a natural discussion of your Topic with the examiner. Speaking Task 1: The Topic Task This task is unique in that you prepare your Topic in advance. Choose any topic that interests you but don't forget that it ‘must not be on one of the subject areas from the Conversation phase. Prepare well and practise discussing your topic as often as you can. Bring a mind map, or a very basic plan with your topic notes to the exam and show it to the examiner. @ Do not be upset or concerned if the examiner interrupts you on several occasions during your discussion of your chosen topic. Its very likely that you will have a lot to say and could go on talking for a considerable time because you have Prepared. The examiner wants to ask you specific questions and encourage a spontaneous conversation; that is why he/she is likely to interrupt you. It doesn’t mean you have done anything wrong. @ Do the Speaking section of this book to help you prepare, Speaking Task 2: The Collaborative Task In this task, the examiner will read you a prompt: a description of a situation/problem/dilemma. You need to find out more information about the situation/problem/dilemma. Its very important that YOU take the lead in this section and be prepared to ask the examiner questions to find out more details so that you can offer good opinions, comments or advice, | ® Do lead this task and ask the examiner plenty of questions. Listen carefully to the responses so you can build a better | picture of the situation/problenvdilemma ® The Information Gaps lesson in particular will be helpful in preparing for this task, Here are a selection of sample prompts! +. [Problem] I'm doing quite well at work, but Id like to do even better and I'm not sure how. | think work experience counts for more than qualifications, so, when I'm hiring staff, | don't even look at the qualifications section of their CV. None of the young people | hire seem to know what to do when they first join my company. This is a problem for the company. * [Problem] | am always busy with work and family commitments. | don't have time to relax. [Dilemma] My oldest child says he wants to leave school. He's legally old enough to do that and there's nothing | can do to stop him. [Dilemma] I've been invited to go on holiday with my best friend’s family to Barbados. It would be an amazing experience but I'd miss an important business meeting.“| Trinity 1SE 0 Introduction ‘Trinity ISE Hl - Independent Listening Speaking Task 3: The Conversation Task This isa discussion between you and the examiner ofa specific subject area that you have net prepared. You may be asked to discuss a problem and solution, the advantages and disadvantages of something, give and justly your opinion, ete. ‘The discussion topic will come from the following broad tople areas * Society and living standards * Personal values and ideals * The world of work : + National environmental concerns * Public figures past and present ® Allof the Speaking lessons in this book feature a variety of discussion theres that offer great practice for the exam. For example, the opening question sets linked to the pictures, as well as the numerous topic questions posed throughout oo each lesson. You will get plenty of practice for this section, therefore, just by going through each of the lessons step-by-step, Listening Task 4: The Independent Listening This is the only part ofthe test where you will not interact with the examiner in conversation. Instead, a recording will be played twice for you to listen to. The fist time you hear the recording, you wil be required to listen for gist: to lsten for the 2 general idea and report that back tothe examiner. The second time you listen, you will be asked to listen for deta: listen f= | for the important information and report back a summary of those key points to the examiner taking a minute to do so. © ston very carefully to the examiner because the task instructions will nt be written down — he/she will only ell you, o a i 2 & Make sure you take notes during the second listening to make It easier for you to remember what you want to say and el) cme veircougts, | © Do the three Listening preparation sections ofthis book, which take you through the task step-by-step, } Using this Book FE) This book has three separate sections The Listening section (Task 4: Independent Listening), the Speaking section (Tasks |, 2 and 3) and 4 theme-based units for the Conversation task, which can be covered either before or after you start the Listening and the Speaking sections. é |) You should try to cover the material in the Ustening section first, in the order it appears in this book, as a step-by-step approach is used. i || For the second section of the book, Lessons on Speaking, itis recommended that you do the lessons in sequence, as they develop important speaking skills in a step-by-step manner, However, you can start the Project (page 38) at any time — the i sooner the better. Both the Listening and Speaking sections of this book are extremely exam-focused and there are lots of opportunities to do ‘exam-type questions throughout, giving you plenty of practice to ensure that when exam time comes around, you are welle prepared and ready to maximise your potential and show the examiner what you know.Part | - Focus Wat do you already know! The subject ofthis leson is country and city We Lets get thinking about what we already know about the subject of this lesson, Look at the pictures. Then read the questions and make some short notes for your answers. Finally, discuss your answers with a partner or in groups. Why do so many people live in cities? What advantages do cities have over rural areas? - Now think about the disadvantages of living in a big city What are they? ‘Would you prefer to lve in a large country house of in a nice city lat? Give reasons for your answer: Cities usually have alot of trafic problems. What are the transport options for people living in cites, apart from their cars? List as many as you can think of What are the problems associated with the different transport options you listed in the last question? How can these forms of transport be improved? Do you think people living in cities have a similar lifestyle to people living in rural areas? Explain your answer with examples. Concentrate! ‘Pretend you are the only person in the room.’ “The Indopendent Listening Task i very diferent tothe ones you may bbe familar with from other exams and to how students normally practise Listening questions. Because ofthis, there are some things you have to prepare yourself for 5 Fest of al.'s not paper-based and you are notin an exam hall With other students, ‘You will do the lsening task just ‘with the examiner, who wil tll you what to do and play the recording for you. Don't worry about this at all, and most impor: tantly, on let it distract you from the task. Don't worry about ‘what the examiner doing while you are listening and don't be ‘tempted to look at them to find cut. This s ony likely to make you ‘more distracted. Try to forget about the examiner altogether and focus on a point in the room while you listen, For example, stare at the play button on the recording device, or look at the tip of your en, Then listen carefully to the recording and think about nothing lee, ‘You can practise ths at home with some of the example questions from this book. Ask a friend or family member to st down at a desk ‘with you (t only takes afew minutes oftheir time), Then play the recording twice. The fist time listen for gist (explained later) and the second time Isten for spec Information (also explained Inter) Stare at something specie to help you concentrate and avoid looking at your friend / family member or what they are doing. To improve Your powers of concentration, ask the other person to fidget (make lot of small movements that coud be distracting) and try to ignore them. Dorit worry, though, the examiner won't be trying to distract you n the actual exam! Practise this kind of listening as much as you can so you get com- fortable with It. The aim isto blank out or ignore everything else and focus entirely on the recording. Another useful way to improve your focus \s to deliberately put yourself n distracting situations ‘while you listen, For example, using headphones £0 as not to inter- fere with anyone else, go into a room fl of fail or friends. They wil probably be moving around quite alot and taking. The head- phones will Bock out thelr noise (50 the situation i like the exam, ‘where you will also have a quiet room) but their movements wil be distracting and you may lose concentration while listening to the recording. The more you practise listning in this kind of situation, the more your concentration and focus will improve, We are going to do afew simple listening exercises now that chal lenge your ability to concentrate and focus on what you hear. ‘These exercises may seem alte sly or even funny (which fs good!) but there isa point to ther, as wel, please take them seriously ‘They challenge your abilty to focus on listening no matter what dlstractions there are around you. ‘Trinity ISE 11 - Independent ‘A. For this exercise, you need groups of three, Student I, Student 2 and Student 3, Each student has a different task. Student |, read the Task Card | on page | of the book and follow the instructions when the other two students are ready. Student 2, read the Task Card | on page 16 of the book and do the same. Student 3, your Task Card | is on page 17 of the book. ‘When all three students are ready, start the exercise, B. Now it's time to swap roles. Student |, read Task Card 2 on page I5. Student 2, read Task Card 2 on page 16 and Student 3, read Task Card 2 on page 17. Get ready for your new roles, then start the exercise ©. Now repeat for Task Card 3. Exercise 2 - Track 1 So, how was Exercise I? Easy or hard to concentrate? We're going to try one more exercise now. I's about a survey on the best places to lve In the UK. This time. watch the video, or liten tothe recording, Liste, carefully to the speaker and answer the questions below. 6 ‘Complete each sentence with a word, phrase or number you hear on the recording (maximum 3 words). _ inthe survey ‘of best places in the UK to live, Inverness is located in the. Ineernet and are not very dependable there. 4. People who live there use their aera due to poorer transport links 5. The weather makes Inverness not very sultable for 6. Inverness's job market Is and there are fewer jobs there than in Big cities. 7. Inverness is safe and the |s low there. 8 Home-owning is a that's possible for most people. 9. ‘The city's location promotes healthy living and Inverness has good faciities and 10. __ connections to other cities are excellent and there Is an international airport. Practise at home Here are some more Listenings you can practise at home. Pick a distracting place, put your headphones on and try to answer the questions, A. Listen to the recording and answer the questions. ©) Complete each sentence wth sword, phrase or number % you hear (noximum 3 wards). Ply the recording as many times as necessary for you to complete all the answers, ‘THE PROBLEM ‘There is a housing crisis in London. Examples of the problem: = only (I) homes for sale in London this weak were affordable for first-time buyers = the average age of fist-time buyers will soon rise to @) ~ 6096 offist-time buyers use their (3.) for a house deposit Cause of the problem: > first-time buyers have to compete with wealthy @ from the UK and abroad. THE SOLUTION Control (5.) = at the moment landlords can increase as much as they want after the (6.) + needs to change B. Liston to the recording and answer the questions. Complete each sentence with a word, phrase or number you hear (maximum 3 word). Pay the recording as many FF imes as necessary for you to complete all the answers. THE PROBLEM “There fs large divide between the north and the south cof England in terms of wealth and opportunities Examples of the proble ~ average salaries in Northern England are up to ay less than down south ~ too few) are being created = asarenue, @)___ is at 10% in the north compared t just 5% in C4) = young people are forced to move to London, causing 26) THE SOLUTION Spend money on improving the (6.) north = for example, build a high-speed rail system between the north and (7) improve local transport systems €00 ofthe Build 7) = improve the (8.) for 4G mobile phones = only allow (8) to purchase them Give (9) more power and control over if there's no competition from the wealthy, prices decisions: will be (9.) ~ allow it to make its own (10.) and increase investment Extra! 'Go on the internet and find out as much as you can about a serious Broblem in a etyftownlvillage near where you lve and ways to help solve it. Make some notes, then write out a full speech on the subject (about 400 words). In your next class, make pairs. Read your speech to your partner, ‘Ask them to listen and then stimmarise the problem and foltion in chele own words. Then swap roles, You listen and report back ‘on your partner's speechListening for Gist What do you already know? “The subject ofthis lesson is education Let's get thinking about what we already know about the subject of this lesson. Look at the pictures. Then read the questions and make some short notes for your answers. Finally, discuss your answers with a partner or in groups. = What are the advantages of going to a private school? Do you think private or state schools are better? Which would you prefer to go to and why? 2. What do you think is more important for getting a good Job? Work experience or qualifications? 3. Do you think school uniforms are a good or bad idea? Why? 4, Would you like to be home-schooled? Why? / Why not? Think of as many advantages and disadvantages of home-schooling as you can 5. Is education free in your country or does it have to be paid for? Do you think education should be free for everyone? Why? / Why not? Part 2 Listening for the general idea: topic, purpose and viewpoint Before you listen to the recording for the frst time, the examiner will ak you a simple question. I will require you to listen for gis: Listening for gist involves listening for the general point. You don't have to recognise and understand every word: you don't have to remember every detall you ust have co get a general idea of the subject of the recording. ‘When fistening for gs, thnk about three things: (1) Topi, (2) Purpose, @) Viewpoine (what point the speaker is making), fone is expressed Exercise | - Take 4 Listen tothe recording about secondary education in the UK and choose the correct answen A, B or C Onl choose your answers to questons -3 when You have heard the fll recording: not before. € 1, The TOPIC is: ‘A. comparing private and state school education, B. how the private school system works. . researching who goes to university. 2, The PURPOSE is: ‘A. to show that state schools are better than private schools. B. to sce if private schools really are better than state schools. . to examine the cost of private school education. 3. The speaker's VIEWPOINT is: ‘A. private school education is no different from state school education, BB. private school students have an advantage but this is wrong. . parents should never send their children to private schools. Exercise 2 - Track 5 Listen to the recording about education and careers. This time make short notes in your own words. Write your answers on the answer lines. ©? 1. Topic: 2. Purpose: 3. Speaker's Viewpoint: Before moving onto the next question, compare your answers for Exercise 2 tothe answers on poge 20. They shouldbe quite similar. “Trinity ISE 1 Independi Exercise 3 Now listen to three different recordings about the same topie: school uniforms. Match the recordings (1-3) to the statements (A-C). 1. Recording 1 (Track 6) 2. Recording 2 ___ Crack 7) 3. Recording 3 __ Crack 8) ‘A. Although schoo! uniforms do play a role In making students feel equal, the drawbacks of wearing them are too great to justiy their use. | am againse school Uniforms for that reason, B. There is a very strong argument for making students ‘wear school uniforms, but | also think a case can be made for not having them. Therefore, | find it hard to decide on this issue. CC. Although there are strong arguments against wearing school uniforms, equality is the most important issue and, as | believe school uniforms promote this, I support them. Before you do the next exercise, check your answers ‘on page 20. The purpose of Exercise 3 was to see if you could infer/recognise the speaker's viewpoint. Hopefully, this exercise shows the importance of listen- ing very carefully and being able to recognise speakers’ views even when they express them indirectly. You heard three recordings in which each speaker said very similar things, but, at the end, each of them also had a very different point of view to the others. Exam Question! [Now it's time for an exam-style question. In the exam, you. ‘ill (1) be told what to listen for by the examiner. You will then (2) hear the recording once. Once the recording has finished, you will have to (3) report back to the ‘examiner orally. You do not make notes during the first listening. Remember, you won't write your answers down; ‘you will say them. This is not a pen-and-paper exam. ‘You give your answers by talking to the examiner: Exercise 4 - Track 9 You're going to hear a talk about home-schooling as part of the US education system, The first tine, jus listen. Then I'l ask you generally what the speaker is taking Ten isk you generally what te speakers aking Inthe exam, you would speak to the examiner. Today, you are going to work in pairs, Student I and Student 2. ‘Student 1, you are the examiner. Go to page 18 and read the transcript of the recording. Make a note of the general idea Student 2, you are taking the exam. Listen to the tran- Script When it's fnshed, tur to Student | and explain ‘What the transcript is generally about. Student 1, listen to Student 2 and, when he/she has finished speaking, confirm in your own words what the transcript is about, using your notes. If Student 2 missed anything important, make sure you mention it Part Exercise 5 - Track 10 You're going to hear a talk about the cost of education in the UK. The first time, just listen. Then I'll ask you ‘generally what the speaker is talking about. OK? 4) Student I and Student 2, work in the same pairs, but this time: Student 2, you are the examiner. Go to page 18 and read the transcript of the recording. Make a note of the general idea, Student 1, you are taking the exam. Listen tothe recording. When I's risked, turn to Student 1 and tcplan what the recording i generaly about. (9 ‘Student 2, listen to Student | and, when they have finished speaking, confirm in your own words what the recording is about, using your notes. If Student 2 missed anything important, make sure you mention it. (2 Tip! ‘When saying what the listening is generally about it is 1 good idea to show the examiner that you recognise the speaker's point of view, if he/she has given one. Practise at home 1. Here is another Listening to try. You can say your answer to a friend or family member, or even the ppet dog or the mirror! It doesn’t matter Just practise however you can, ‘You're going to hear a talk about foreign-language learning. The first time, just listen. Then I'l ask you ‘generally what the speaker is talking about, Track 1 2. Ifyou want more practice, you can listen again to the recordings in the Focus section, Listen to each recording once and then, using your own words, say what tis generally about. 6 9 Tracks 1-3 Extra! Go on the internet and find a vlog (video blog) on a subject that interests you, Watch and listen to the viog. In the next class, be ready to: 1. Say what viog you chose, 2. Say what it was about (topic, purpose and viewpoint) 3, Say if you found it interesting or not, and why.‘Trinity ISE Il - Independent Listening Part 3 Listening for specific information What do you already know? ‘The subject of this lesson is the Natural World. Let's get thinking about what we already know. Look at the pictures, Then read the question and make some short notes for your answers. Finally, discuss your answers with a partner, or in groups. |. What endangered species of animals do you know about? List as many as you can. 2. What are some of the causes of animals becoming ‘endangered? 3. Why do people hunt animals for their fur and body parts? What can be done about this problem? 4. What is your opinion of hunting sports, like fox hunting for example? Do you approve or disapprove of them? Why? 5. What are some of the problems caused by global warming? 6. What do you think of nuclear power? Is it safe? What about renewable sources of energy, like solar, wind and hydro power? What are the advantages and disadvantages of these types of energy? Part 3 istening for spet formation Before you listen to the recording for the second time, the examiner ‘will tll you what to listen for and invita you to take notes if you wish. DO take notes. You have to remember considerably more informa- ton to answer this question, so make it easier for yourself by writing down the key things you need to know. This lesson will focus on the artof note-taking It’s important to keep your notes short, simple and easy to follow. ‘And never prioritise your notes over listening tothe rest of the recording. Ifyou are making notes too slowly, then you must learn how to shorten your notes. You must keep up with and follow the recording; otherwise, you will miss important information. When you answer the examiner's question, you must try to answer all parts ofthe question within one minute Make it easier for yourself to answer by not trying to use the same ‘way of expressing the points as the speaker did. This may be unnec- cessarily complex and difficult. Simplify and use your own words to get the ideas across. Exercise | = Track 12 A. Listen to this short recording about wind energy and choose the correct notes, A, Bor C. (7 A. Advantages of wind energy: ~ turbines are very attractive ~ a renewable fossil Fue! ~ cost has fallen 18% since 1980 turbines can be put on coal factory sites ~ better than solar panels on farms ~ suitable for conditions in Scotland, not the rest of UK BB. Advantages of wind energy: ~ green form of energy ~ doesn't contribute to glabal warming + the source will not disappear, unlike fossil fuels + cost has reduced by 80% since 1980 because of new technology - low operating costs too = turbines take up a smaller amount of space. UK has good wind energy potential, especially Scotland . Advantages of wind energy - clean form of energy = no pollution at al unlikely to disappear like fossil fuels ~ cost has reduced by 8% since 1980s thanks to new technology ~ operating costs ere very low ~ turbines take up less space than coal factories ~ most of UK has good wind energy potential, except Scotland ‘Teinity ISE I! - Independent Listening B. Check your answer to A on page 20. ‘The notes are correct, but there's a problem with them: they are too long and detailed. You don't have time to make such detailed notes in the exam. Try to shorten the notes. You will only have a minute to report the points to the exam iner. Use key words, and make sure you can follow what you write, C. How did you get on? Compare your notes with the sample (on page 20. They don’t have to look exactly the same, pro- Vided you can understand them and report all the informa- tion from the original recording. If you want to change any- thing about your notes to make them clearer, do that now. . Finally, in pairs, take turns to report on the information you heard in the recording using your notes to help you. Practise at home le can be hard to put your answer together using your notes. ‘At first, you might get stuck, or find that you are very slow to speak. Don't worry, This is something that will improve ‘with practice, There's no secret to getting better at using your notes except to practise as much as you can, ‘We're going to do some more practice now. Exercise 2 - Track 13 {A Usten tothe recording about poaching in Aa The question i: Expla the problem and how icon be resohed Select th right et of notes, A, B or €. (2 A. Problem: illegal hunt of rare sp. in Afr 6g white rhino (5) Cause: ~ poverty + war + feed shortages = hunt for money + food Solution: - West: money + support more police - education + skills for poor ~ catch criminals + buyers (+ punish) B. Problem: — - orly 5 rhinos left Cause: war ¢ food shortages + hunting Solution: —~ more police = punish hunters - educate police ~ stop African buyers and sellers ©. Problem: — - elephants and rhinos killed Cause: ~ poverty + war + food shortages Solution; + train police and rangers + punish villagers = educate them in jail + stop internat, criminals B. Now check your answer on page 20 to make sure it's right. Next, work in pairs. ‘Take turns to report the information in the recording back to your partner, using the notes from Exercise 2 to help you remember what to say and link your ideas together: Exercise 3 A. For this exercise, get into pairs, Student | and Student 2. (Track 14) ‘Student |, go to page 19 and read the transcript of the recording about desertification. Make detailed notes on the key points to answer this question: Explain the causes of desertification in Central Africa and what is being done about it ‘Student 2, listen to the recording and make short notes to answer this question: Explain the causes of desertification in Central Africa and what is being done about it. 6? ‘Student 2, when the recording has finished, report back to Student 1, using your notes to help you, Student I, listen to Student 2's speech and check the information Student 2 reports against your notes. If Student 2 misses anything important, discuss it after he/she has finished talking, B. For this exercise, stay in your pairs, Student 1 and Student 2. (Track 15) Student I ten carefully to the recording about fox hunting in Britain and make notes to answer this question What ere te arguments for and ans fox bunting? €2 ‘Student 2, take a break! You should listen too. Your task comes later. Just got a general idea of what the recording’s about for now. ‘Student 1, when the recording has finished, report back to Student 2 ‘Student 2, listen to Student I's speech carefully and take rotes on the key points. When you've finished, go to page 19 of the book and read the transcript of the recording. Compare it with your notes. Are you missing any key infor- ‘mation? Ifso, discuss this with Student |ISE Il - Independent Listening Exam Question! Now its time for an exam-style question. In the exam, you will (1) be told what to listen for by the examiner, and (2) be invited to take notes. ‘You will then (3) hear the recording for the second time. ‘Once the recording has finished, you will then have to (@) report back to the examiner orally in a minute. Remember, DO make notes to help you. But don't worry about your notes making sense to anyone else except you ~ they will not be marked, so the handweit- ing doesn't need to be neat. They are just for your eyes. c But remember, you give your answer by talking to the examiner. Only your oral answers are graded, be Note: Before doing Exercise 4, listen to the recording : about nuclear energy once to get a general idea ‘of what itis about. ©) Exercise 4 - Track 16 Listen again to the talk about nuclear energy. This time make notes as you listen, if you want to. Then I'll ask you what the arguments for and against using nuclear power are. ©) Practise at home A. Before the end of class, get into pairs: Student | and Student 2. (Track 17) Student 1, this is your homework task: Read the transcript on page 20 about fracking and make notes on the key points to answer this question: What are the arguments for and against fracking? Then listen to Recording | and make notes to answer this question: Explain why soya became a popular food and outline some of the recent health concerns about eating it. (Once the recording has finished, use your mobile phone to record yourself reporting your answer. Student 2, this is your homework task: (Track 18) Read the transcript on page 20 about soya and make notes. ‘on the key points to answer this question: Explain why soya became a popular food and outline some of the recent health concerns about eating it. Then listen to Recording 2 and make notes to answer this question: What ore the arguments for and against fracking? (Once the recording has finished, use your mobile phone to record yourself reporting your answer, B. In your next class... Student 1: Play your answer for Recording | for Student 2 to compare with the notes he/she took from the transcript. ‘Student 2: Play your answer for Recording 2 for Student | to compare with the notes he/she took from the transcript Now work in pairs, Take it in turn to report back to your partner. After both of you have spoken, compare your notes and see if either of you missed any key points, Extra! Go on the internet and find a viog (video blog) on a subject that interests you. Watch and listen to the vlog and make notes on the key information init. ‘Then record yourself reporting your notes on your mobile phone. Bring this recording to the next class and share it with a partner. “Trinity ISE Task Cards | 2a [eee Listen to Student 2 talk about a village, and answer these questions. Complete each sentence with a word, phrase or number you hear on the recording. Independent Listening Task Cards 1. Hillton quickly developed in the late 1880s when 2. By 1910, there were 450+ 3. In the 20th century, mining _______was discovered. in the little village. started to get better 4. As a result, not as many were needed to mine the coal 5. The village's population started to 6. By the end of the very quickly. . the village was gone, Pesce | Read the following at a normal pace for Student 3 to listen to when Student 3 is ready. Practise reading the script to yourself first. A recent report claimed that the small town of Hart in Hampshire is the best place to live in the UK. It based this claim on certain key findings that have to do with life expectancy, employment, the rate of crime, weather and edu- cation statistics. And for people who say money doesn’t matter, well, it clearly did in this study. The people of Hart earn an average of £839 per week. Compare that with just £629 for the rest of the UK. Might the locals’ wealth hhave something to do with the fact that they lve longer? Men in Hart have a life expectancy of 83 years, which is the longest in the country. Moreover, 97% of Hart's residents claim to be in good health and the rate of unemployment is one of the lowest in the UK. ‘Student 2 is going to listen to Student 3. Your job is to try to distract Student 2. You are not allowed to talk, make loud noises, touch or get very close to Student 2, but you can do the following: 1. Look Student 2 directly in the eyes and stare at him/her for a long time. | 2. Make silly faces at Student 2. | | | 3: Fidget; move your arms, hands, books and pens around a lot. But remember, you cannot make loud noises. | Student 2 must be able to hear the recording properly.“Winity ISE Il - Independent Listening ‘Task Cards ‘Task Cards Read the following at a normal pace for Student | to listen to when Student | is ready. Practise reading the script to yourself first. In the late 1800s, the tiny village of Hillton developed very suddenly when coal was discovered in the local area, “| | Hundreds of new homes were built to accommodate workers mining the coal. By 1910, there were 450-plus homes in the once tiny village. However, a5 the 20th century progressed, mining technology began to improve. As a conse- quence, over time, fewer and fewer workers were needed to mine the coal. As miners left the area, the population lation had disappeared altogether. Hillton was a ghost town — or ghost village Student 3 is going to listen to Student I. Your job is to try to distract Student 3. You are net allowed to talk, make loud noises, touch or get very close to Student 2, but you can do the following: I. Look Student 3 directly in the eyes and stare at him/her for a long time. 2. Make sill faces at Student 3, 3. Fidget; move your arms, hands, books and pens around a lot. But remember, you cannot make loud noises. Student 3 must be able to hear the recording properly. | | L Listen to Student 3 talk about a city cycling scheme and answer these questions. Complete each sentence with a word, phrase or number you hear on the recording, 1 has the biggest bike rental scheme in the UK. 2. In year | of Liverpool's scheme, bikes were rented out times. 3. There are over 120 from which you can rent a bike. 4. The rental cost is £9 per 5. One benefit of the scheme is it removes pressure from 6. Ie also helps to bring the level of down. E of the village began to fll even more quickly than it had risen inthe frst place, By the end of the 19608, the popu-| ty ISE Il - Independent Listening Task Cards Student I is going to listen to Student 2. Your job is to try to distract Student I. You are not allowed to talk, make loud noises, touch or get very close to Student 2, but you can do the following: |. Look Student | directly in the eyes and stare at hinvher for a long time. 2. Make silly faces at Student |. 3. Fidget; move your arms, hands, books and pens around a lot. But remember, you cannot make loud noises. ‘Student | must be able to hear the recording properly. Le Listen to Student | talk about the best place to live in the UK and answer these questions. Complete each sentence with a word, phrase or number you hear on the recording. LA called Hart is supposed to be the best place to live in the UK. 2. That claim is based on results which analyse life expectancy, employment, weather and education, rates, 3. Earnings in Hart average per week. 4. In the rest of the UK, the average weekly wage is just 5. Hart's live on average 83 years, 6. Hart has alow ‘compared to the rest of the UK. k Read the following at a normal pace for Student 2 to listen to when Student 2 is ready. Practise reading the script to yourself first. The city of Liverpool has the biggest bike rental scheme in the UK outside of London. The scheme is only just into its second year, but already it hos been a great success. In year 1, there were over 55,000 bike hires and 300,000| | Imiles covered on rented bikes. This is music to the ears of local councillors, who are very pleased with the pro- Ject's success. They want to turn Liverpool into a cycling city. Bikes are already available at over 120 stations and It costs just £9 to join the rental scheme for a week, or £3 if you prefer to pay by the day. The benefits of the scheme are threefold: firstly, cycling is a very healthy activity for local residents; secondly, having more people use bikes takes pressure off the public transport network: thirdly it helps to reduce pollution.ity ISE Il - Independent Audioscripts Listening — Audioscripts ‘ducation is compulsory in America but school is not. While the majority of students are sent to either public or private schools, a tiny number, around 3% of the student population, is home-schooled, But is it really sensible of parents to educate their children at home? Wel, the realty is that for some parents there is simply no other choice. In rural parts of America, the nearest school can be very far away indeed. Its quite understandable, therefore, that some parents don't want to force extremely long commutes on their children. Family circumstances can also make regular school attendance difficult. For example, parents who move around a let for their work cannot sim- | ply send their children to different schools every other ‘week, The child would find it very hard to settle and focus, Ie is easy to sympathise with home-schooling parents in these and similar circumstances. ‘Another common reason given for home-schooling is con- ‘cern over safety and behavioural problems in state schools. "| In particularly poor and deprived areas, this fear is very real ‘The influences children encounter at school are very often not at all positive. However, only a small number of parents ‘who homeschool say this or any reason previously mentioned is why they do not send their children to school, In fac, ‘THE most common reason, given by almost haf of parents, Is that they think they can do a better job themselves than a ‘government or private school can at educating their children. ‘Once upon a time, education was free in the UK — and by that | mean it was free to go to primary school, secondary school and university, if you wanted to. Well, not anymore. Third-level education has not been free for a number of years. In fact, it is becoming extremely expensive; with [course fees now costing on average around £9,000 each year. But why do we charge students to learn? Afterall, doesn't this make society less equal? If only the wealthy are able to afford university, then the gap between rich and poor will ‘widen. Besides, isn't education a basic right? And isn’t pro= viding it a basic service the government should be responsi- i ble for? After all, our taxes are supposed to cover basic services Is it really fair to ask for more money? ‘The cost of third-level education has now got so great, in fact, that students from less wel-off families are either tunable to go or are getting into debt just to pay for univer- sity. And this puts them under financial pressure from a young age. It’s another disadvantage for graduates from poor backgrounds as they compete against the wealthy. __ Having more debe when they graduate means they have less chance of being able to buy a home of their own in the future, (On the other hand, universities themselves argue that fees | are a very necessary part of the education process. Without Exercise 4 ~ Home-schooling Audioscript (Track 9) ‘And perhaps parents are | capable of schooling their children at primary level but the range and difficulty of subjects in secondary education is much greater. Most parents would surely struggle to give as com- plete an education as state schools for that reason. Besides, education is only one consideration. Children who attend school also learn social skills and make friends. They are in real danger of slower social development, or of feel- ing lonely if they are home-schooled instead, In short, there is no doubt that some parents can and do educate their children successfully at home ~ and have very ‘good and understandable practical reasons for doing so. However, are we expected to agree with the reason most, parents give -that they can do a better job than the state? ‘At school, each subject is taught by a qualified professional in that area. Can parents possibly know more about all the school subjects than people who have specifically studied them for years? ‘And even if a few very talented ones can, can they also tensure that their children get enough social development at home? This all seems extremely unlikely. Exercise 5 ~ Cost of studying in the UK Aucioscript (Track 10) them, they claim that UK universities wouldn't be able to compete with foreign ones and build and maintain facilities of the very highest standard. ‘They argue that the money that fees bring in is necessary if the UK is to. continue producing world-class grad- tates, which attract the best compa- ries here, Indeed, recenty, a high-profile Oxford University represen- tative suggested fees should be raised even higher than they are at the moment. He suggested it costs around £16,000 a year to educate a student at Oxford. As mentioned, fees are presently around £9,000, which is considerably less. However, since most ordinary families already struggle to afford the cost of university, asking for fees to be increased further seems a very questionable policy indeed. Perhaps ‘our universities do need a lot of investment to remain some | of the best in the world, but should students really be pay- | ing for this? Does the government not have a responsibility | to find the money from elsewhere? Everyone should have an equal opportunity to go to university but, more and more, only the wealthy enjoy that choice. reeeeees ‘Trinity ISE 11 - Independent Listening FHEEE cvercse 34 Desert In many parts of the world, land that supports life is being lost to desert. This process, where good land for plants to ‘grow and animals to live on dries up and turns to dust, is called desertification. It is a very serious problem in some hotter parts of the world where there is a shortage of water, particularly Central Africa ‘The main causes are nearly always due to human activity. For example, deforestation. Trees are often cut down to make room for farmland. The problem with this is that trees hhold the soll together and keep the good nutrients ~ the food that makes it possible for plants to grow ~ in the ground. Without trees, these nutrients can disappear and the land then becomes dry. Adding to the problem and mak- ing the process of drying quicker isthe fact that farmers let their cows and other farm animals graze or feed on the land. ‘Overgrazing has serious consequences because It also harms the soil And sometimes, when humans build dams (walls across rivers) to collect water or change the course of rivers, this also affects the condition of the land too. It takes water away and causes more drying. These issues together create a sit- uation where desertification can take place, Natural events, like drought — long periods with no rain — can then speed up the process even more. One of the best examples of the problem occurs in Niger. There alone, it is estimated that 1,000 square miles of land are lost every year to the Sahara Desert, However, steps are being taken to solve the problem. Many villages are taking responsiblity for it themselves by setting Audioscripts ion Audioscript (Track 14) up self-help groups to tackle the issue. These groups are involved in activities like tree-plant- ing. They are also trying cout new farming meth= ods that do not damage the soil But the resources of small African communities are limited and the only way to really solve the problem and help stop and reverse desertification is with investment and help from. ‘outside. And it seems that this help is finally coming. After ‘many years of discussions and inaction, a huge tree-planting project across II different African countries recently got underway. The project, named Great Green Wall of Africa, is funded by the African Union, the European Union, the World Bank and international investors, It aims to plant a 4,800-rile long wall of trees across Africa to stop the Sahara Desert from increasing in size. Alot of planning goes into the planting process. For exam- ple, in very poor areas where trees were often cut down and sold for money in the past, vilagers now have reasons to protect them. Gum trees, for example, are being planted. These are more valuable alive than dead. Villagers can make money from collecting the gum and selling it. We won't know for some time ifthe tree-planting project can succeed in stopping the desert’s progress, but there is a lot of hope and optimism right now. Exercise 38 ~Fox Hunting Audioscript ack 18) For a number of years now, fox hunting with dogs has been ilegal in the UK. However, the new government is suggest- ing that there should be a vote on allowing the activity again, ‘The issue has divided society and proved very controversial Both sides feel very strongly about it. ‘On one hand, animal rights groups are very much against the legalisation of fox hunting. They claim that itis wrong for a ‘number of reasons. First of all, scientific evidence suggests that hunted animals feel a lot of stress and pain, so fox hunt- ings simply cruel. Secondly, fox hunting isa pleasure sport and most people think itis morally wrong to kill animals for fun, And, thirdly, what about the animals’ rights? Animals have the same right to life a people leis wrong to killa per- fon, soit is wrong to kill an animal. Both acts are murder, animal rights groups say On the other side are the supporters of hunting. They argue that being hunted is a natural pare of life for animals, so organised hunts aren't doing anything wrong. Furthermore, since many of the natural predators that would have hunted foxes no longer exist in the UK, they say hunts take on this Tatural role instead, They also say that hunting provides an Important service to the countryside, Without it, the popu- lation of foxes would grow too big and they would § become pests (problem ani- ‘mals for society) Another argument to support hunting is that it has a long tradition in Britain and the sport is part of British culture. It also provides employment, Hunters say that hunted ani- mals die a relatively painless death, though most scientists disagree with this claim. Personally, | believe the scientists. ‘And if the fox population does become too big, surely there. are more humane ways to control It. So I think Britain could do without the return of this particular part ofits culture, 's fox hunting a sport? Well, are the foxes having fun? The argument for fox hunting is simply net convincing in my view.| ‘Winiey 1SE H - Independent Listening a (EERIE Practise at home 1A - Soya Auctiosc: Soya has become a hugely popular health food. Especially for vegans - people who do not eat meat and dairy products because they believe the way these are produced is cruel to ani- mals. However, recently, people have started to question the health benefits of soya, So, is ita wonder food or now? Wall, soya certainly has plenty of plus points. Iti high in pro- tein, which is especially good for vegetarians and vegans, who | do not enjoy the proteln benefits of eating meat. I is also an ‘extremely adaptable ingredient and can be used to produce had heard ‘A.For questions 1-3, complete the second sentence with the correct form of the verbs in brackets. 1. believe the problem is worse than ever befre,” She said that she (believe) the problem (is) worse than ever before. 2. Ive done volunteer work with the homeless many times in the pst.” on He said that he (’ve done) volunteer work with the homeless many times in the past. Pp ee a ema a 3. “I'm trying to help improve the situation by working in a soup kitchen some evenings, but itis often hard to find time 3. s most crime caused by poor people, or is wealth not the issue? eaiats 4. What do you think are the main reasons for youth unemployment? She said that she (?’m trying) to help the situation by working in a soup kitchen some 5. What should the government do about the problem of youth unemployment? ‘evenings, but that it (is) often hard to find time to volunteer 6. Have you ever done any volunteer work? 7. Think about when you were young - what did you use to do then that you miss now?B. When might you use reported speech in the Speaking exam? Well, perhaps when you want to repeat ‘what someone already said as a reminder, or to question ‘what they meant. For example: Male: Each individual has a role to playin making society better... [speech continues} .. I don't think individual people can improve society ~ it's the government's role. Female: But earlier you said that each individual had « role to ploy. How can that be true if you now say it’s the govern ‘ment’s responsibilty? Now, get into groups of three, Student |, Student 2 and Student 3. We're going to do a reporting game to prac- tise reported speech, Here's how it works: Part | Student | and Student 2, you are going to have a discussion about the following tople: I ive in a fair and equal society. However, there's a problem... You can't talk to each ‘ther. You can only whisper (speak very quietly) to Student 3. So, each time you want to say something, tell Student 3 and ask him/her to pass on the message. Student 3, your job isto listen to Student I's points and report them to Student 2, and to listen to Student 2's points and report them to Student I Part 2 Student | and Student 3, you are going to have a discus- sion about the following topic: ‘Young people today do not respect their elders. However, there’s that problem again! You can't talk to teach other. You can only whisper to Student 2. So, each time you want to say something, tell Student 2 and ask him/her to pass on the message. Student 2, your job is to listen to Student I's points and report them to Student 3, and to listen to Student 3's points and report them to Student | Part 3 Student 2 and Student 3, you are going to have a discus- sion about the following topic: Animals are just as important as people in society. But there's that problem again! You can't talk to each ‘other. You can only whisper to Student |. So, each time you want to say something, tell Student | and ask him/her to pass on the message. Student |, your job isto listen to Student 2's points and report them to Student 3, and to listen to Student 3's points and report them to Student 2. Exercise 2. Used to ‘A. Complete the conversation with the correct form of the verbs in brackets. Male: What (I)__(used to) do when you were younger that's different now? Do you think things hhave changed for the better or worse? Female: When I was younger, ! (2) (used to) chat to my neighbours a lot. We don't do thot these days. But 1@) (not / used to) chat to my family in America very often because we didn't have the internet bock then, whereas I chat to them all the time now. | guess some things have changed for the better, and some things hhave changed for the worse. 'B, Make alist of things that you used to and didr't use to cdo when you were younger ~ things that you do / don't do today. Then share and discuss your list with a partner. Exercise 3. Modals (for suggestion) A. For 1-2, choose the correct answer to complete the suggestion ‘Things we want the government to do to improve our ‘education system (because a better education system creates a better society): 1. The government should / ought to invest more money in teacher training. Teachers need help ond support in order to deliver the best lessons they can 2. The government had better to / better had / had better build more schools, too, Class sizes are too large and it’s very, hhard for kids to learn. 3. the government to do to make the education system better B. For 3-4, write your own suggestions on what you want ‘Then share your ideas with a partner and discuss them. ‘Tinity ISE Il - Speaking Exercise 4 Modals (for possibility) and Expressions of Certainty ‘A. Complete the phrases in tho table. Writ the missing letters [ Question: Wil happen in the future? 9% chance Expression 100 happen, 1 _ly happen 50 h_happen 25 a_ly won't happen ° wor't happen. Listen to the recording and write the missing phrases that you hear in the gaps. (Track 24) Will the world be a more equal place to live in in the near future? tm) that won't happen. | think there are too many problems to solve. And I'm (2) It will take more than a few years to solve all of them, In fact, 'm (3) and more equal world, For example, even here in a rich ‘country like the UK, the gap between rich and poor contin- les to get bigger. According to recent reports, a growing If welll ever lve ina fairer numberof families now depend on charity to provide simple things lke food, Therefore, 'm (4) thatthe situation is, sadly, getting much worse. . Check your answers to A and B on page 40. Now workin pairs. Discuss this topic and try to use some of the grammar and expressions of certainty you've learned Will we ever live in a world without crime? Part 4 Exercise 5 Present perfect continuous ‘We use the present perfect continuous to talk about some- thing that started in the past but hasnt finished yet. For example: I've been reading about global warming lately a ‘A. Complete this discussion with the correct form of the verbs in brackets People say that improving society starts at home. What have you been doing lately to help ‘and support your family? well, 1(1) (try) to do the daily chores a lot more, | mean, I didn't use to do many at al but then I realised how tired Mum is when she gets home from work, so | (2) (do) a lot more lately to help her out. | (3) (take) the dog for walks too. That's a big commitment - you have to walk him twice a day for one hour. And 1 (4) _ (help) ‘my younger brother out with his homework so Mum and Dad don't have to and can have a little rest time instead. 16) | suppose; but every little helps. (not / do) anything amazing, B. Now check your answers to A on page 40, Then, in pairs, discuss this question: ‘What, if anything, have you been doing recently to help protect the environment? Exercise 6 Conditionals ‘A. Read the information about the second and third conditional forms. Then pick a topic that interests you (any topic) and write one second conditional question and one third conditional question about that topic. Second conditional We use the 2nd conditional to elk about imaginary situations in relation to the present or future. ‘Question form f+ past simple [what Wwholwhere/when/how +] would + verbs 2g; Ifyou won the lottery, what would you spend the money on? 10g; Ifyou were rich, would you donate much money to charity? Third conditional ‘We use the 3rd conditional to tak about imaginary situations in the past, ‘Question form 1+ past perfect [what\wholwherefwhenthow +] would have + ppast participle ‘eg. Ifyou had listened to your parents more asa young hi ‘would you have made as many mistakes? (08; Ifyou had ved ina time period like the 1800s, would life have been very different? B. Now, find a partner. Ask and discuss your conditional ‘questions. Then listen to your partner's conditional {questions and discuss his/hers too. aTein ISEM- Speaking Part 5 Fluency First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs. Y paar ty ars 1. Some people say sports like horse racing are cruel to animals - what do you think? Are there any sports apart from horse racing that you find cruel? 2. [sit falr to keep wild animals, like snakes, as pets? Do you think animals suffer or benefit from living with humans? 3. Why do you think some people decide to become vegetarians? Would you ever consider being a vegetarian? Why? / Why not? 4, What effect might global warming have on wild animals? 5. Do you think z00s are a good or a bad thing? Explain your answer. Part 5 “Buy yourself time’ to speak fluently Inthe exam, you wil gin marks if you speak clearly and naturally without long pauses or hesitations. Therefore, don't get stuck trying to find the ‘perfect’ word for what you want to say. ie’s rot there when you want It, dont step speaking. Continue and just make your point in another way. That said, even native speakers have to think about what they want to say from time to ‘ime, But they don’t pause unnaturally for long periods to do so. Instead, they use filler words and utterances to ‘buy’ them a litle ‘more time, We wil look specifically at time-buying phrases lator inthis lesson. ‘Another thing that improves your fluency isthe use of linking, pphrases. Speaking sno different to writing: you still have to ink your ideas together for thom to sound natural and make sense, but the way you link your ideas will be less formal So, these three tips will help you improve your fluency and sound ‘more natural * Don't waste time finding the ‘perfect’ word; say it another way. Use time-buying phrases to allow yourself time to think * Use linking phrases throughout your discussion to join your ideas together. Exercise | Time-buying Phrases Listen to the recording and follow the transcript. Highlight or underline the words/phrases the female speaker uses to buy time, (Track 25) Male: Do you think it's right to keep animals as pets? Female: Um, the way I see it, so long as the animals are well treated, there's nothing wrong with thet really. Er, actually, | should clarify my statement a little, | mean, | think it’s OK to keep animals like cats and dogs and things as pets, but not wild animals. The thing is, they should be free. I's just not, well right to keep them in one place all the time. That's crue. | guess what I'm trying to say is it depends on the animal; wild animals are @ definite no, but, you know, | can't see anything wrong with keeping, lke, domestic animals as pets. Check your answers on page 40, ‘Tip! Here are some more useful filer phrases... | Responding to a quest Hmmm | Let's see Developinglexpl The thing is. What I'm trying to say is What I mean is | Tues ing your point Exercise 2. Time-buying Phrases ‘A. You are now going to listen to a short dialogue. Pay Sj _stomton © where the speakers se pute. Flow Harry: Personally, I'm against zoos. What do you think? species. That's a pretty. well, important thing, ‘animals aren't, lke, kept in tiny spaces. ‘Stevie: That's true. The thing is, though, 200s are realy, wel, ‘important, you know, educational valu. But we don’t live in a perfect world, so 200s, um, have a roe, ‘Check your answers on page 40. the way the speakers talked on the recording But don't forget, you should only use these phrases when you need to buy time. Note! | Qn pages 36.37, there is a detaled list of linking phrases for ‘Speaking, organised according to function. Each day, before YoU do Speaking practice, refer to pages 36-37 and pick one ‘9F tWo new phrases to try to use that day, Become familiar with them gradually in this way. the dialogue in the transcript below and mark the pauses. Stevie: Um, I'm not so sure, I mean, they help protect endangered Harry: OK, but, you know, so do safari parks. The difference is the popular They attract lot of young people. I think they've got Harry: Hmmm. Actually, { hadn't thought of it ike that, I guess, ina perfect world, no wild animals would be, like, kept in 200s, B. Now work in pairs. Role-play the dialogue trying to copy Part § Exercise 3. Linking Phrases ‘A. Sequencing phrases ‘These are phrases that help you list or put your ideas in order. You can use words lke Furthermore and ‘Moreover in Speaking, but you can also use some less formal Speaking synonyms, Write the missing letters to complete each phrase, First, Furthermore, B. Contrasting phrases (Track 27) ‘These are phrases that help you introduce a different point of view. There are very useful when looking at the advantages and disadvantages of something. Listen to the dialogue and write the missing phrases in the gaps. ‘Male: What about free-range farming? Where all the animals have lots of space to move around in? w that seems very fair and reasonable to me. (2) : | sometimes wonder why more farms aren't free-range Female: | think it is very fair In foc, | think other ferm- ing methods, like factory farming, are incredibly cruel. Imagine keeping poor animals in tiny litte cages their whole lives. How terrible! ‘Male: True, (3) . very few farms are free-range and lm sure that's not Because most farmers are cruel people. (4) . |-do think it might have something to do with cost, Female: Yes, no doubt free-range farming is « lot more expensive. (5) 1 stil think it's less cruel and the right way to go. ‘Male: Does that mean you would be prepared to pay ‘extra for your food in the shops because it would cost ‘more to produce on the farm? Female: Good question! Yes, | suppose I would, 6) + 4 ot of people wouldn't be able to afford to pay more. It would put a lot of pressure on their finances, which is unfir ‘Male: (7) It might be a good thing if people had to think twice about buying farm products. It might make them consider the meat-free alternatives. Don't you think? Female: Well, (8) being a vegetarian, 'm not sure it's fair to ‘make™ people stop eating meat, ist? ‘Male: | suppose not. (9) vif everyone were vegetarian, it would definitely solve the problem of cruel factory farms! C. Now work in pairs. First, make some notes on the following topic: ‘The advantages and disadvantages of vegetarianism. ‘Then, have a discussion about it with your parmer. Try to Include some of the linking phrases used in A and B,a ee yISEM- Speaking Linking Words and Phrases 2_ ‘Winity ISE Linking Words and Phrases | - Speaking Here, there is a detailed list of linking phrases for Speaking by certain functions. Each day, before you do Speaking practice, refer to these pages and pick one or two new phrases to try to use that day. Become familiar with them gradually in this way. Linking Words and Phrases | Words and Phrases 2 i Giving an opinion Inviting a response/opinion Inviting agreement Giving reasons Summing up. Giving examples iE If you ask me, ... What's your view? | Wouldn't you say? Basically, ... i As I see it, How do you see it? Don't you agree? because Allin al. The way | see it, What do you think? Don't you think? Due to... /... due to... To sum up, For example, . ‘To my way of thinking, What's your take on this/it? Wouldn't you agree? because of ... Inshore, ... eyo To my mind, . What's your opinion? .. on account of JOn the whole, .. such as [As far as I'm concerned, Do you have a view on this? since .. In the main, . the In ry view, «.. What's your point of view? To conclude, In my opinion, ... Expressing purpose Giving advice Explai ‘Agreeing strongly Disagreeing politely Interrupting I couldn't agree more. I completely agree. I totally agree with you. Exactly. I know what you mean, but I see what you mean, but... I take your point, but.. I see what you're saying, but. Agreeing Disagreeing more firmly Tagree | know what you mean | guess you're right. | see what you mean. | see where you're coming from. Unfortunately, | (completely) disagree. lim afraid I (totally) disagree. lim sorry, but | can't agree. Im afraid I don't see it the same way as you. (Sorry,) Can | just say... ? |Sorry,) Can | just add ... ? Sorry, | just wanted to add ... Sorry, | just wanted to say ... ]Can I just mention ... 2 [Can | just stop you for a moment? Before you continue, can I just say... ? Sorry, I'd just like to add [Sequencing / Supporting Contrasting Giving results so that so asto .. in order to .. Recovering your thoughts Where was I? What was | saying? If Lwere you, td If were in your shoes, I'd Why don’t you ... ? How about ... ? Have you considered ... ? I think you should Perhaps you should/could ... In other words, .. That is, Asking for clarification I'm sorry, | don't quite understand. [Could you say that again please? I'm sorry, I'm not sure what you mean. Could you say it one more time, please? |Could you repeat that, please? Are you saying ...? Changing direction Clarifying something Firstly, [Secondly, [And another thing, What's more, JOn top of that, Then there's . Furthermore, Additionally, Not to mention Besides, as well. That said, Having said that, Nonetheless, Despite that, Nevertheless, However, (On the other hand, In spite of that, ... Be that as it may, Then again, Because of that, .. As a result, JConsequently, For that reason, [As a consequence, Therefore, . so What about [new subject] ... ? How about {new subject] ... 2 Moving on, . What | meant was What I'm trying to say isTrinity ISE Il - Speaking Project Se 7 “Trinity ISE Ml - Speaking Project Project A step-by-step method of preparation for the Topic Task The Project |) This section is very specific t relates to Speaking Task |, the Topic Task, Follow the steps carefully and make a real effort to | do this project wel. Afterall, this is the only part of the Speaking you get to choose and prepare the topic for in advance, Use that to your advantage. Research + Choose @ topic you are really interested in. It can't be a topic from the list of subject areas for the Conversation, and it must enable you to produce language of the level. For example, Sport at school; Art in education. Whatever ‘you choose, make sure it's something you are genuinely interested in, This will make the project much easier. Next, at home, find out some information about the topic. Read articles in your own language as well as English, and take notes in English. Remember that your discussion with the examiner will only last up to four minutes, so you will need to select information carefully Then, divide the topic into four main areas to talk about, For example, Sport at school: /) Advantages of playing sport ‘at schoo! 2) Disadvantages of sport at schoo! 3) Should sport be compulsory at school? 4) What I would change about ‘my sports lessons. Organise your notes into those four main areas, * Using your notes to help you, prepare a four-minute presentation on your topic for class, Remember this is just for practice and to help you gain confidence. In the exam the topic isa discussion with the examiner, not actually a presentation. It is important to aim for real communication rather than just reproducing facts that you have learnt. Ge | * Once the presentation is over invite the class to ask you questions about your topic. You want them to ask you as. ‘many questions as possible. Encourage lots of questions. Students: When your classmate is giving their presentation, listen actively and take notes. Then, ask them as many ‘questions as you can think of about the topic when they've finshed speaking. The more questions you can think of to | ask them about the topic, the more helpful it wll be. (Not specific factual questions such as When was he born? Discussion and personalised questions, e.g. Why do you like X so much? How long have you liked X? What is the most | impressive thing about X? If you were X, what would you do? What would you change about X if you could?) |) aD | * The most important part of the Class Presentation was the question-and-answer section, Think about what happened, Did the class ask you questions you weren't expecting? Did you have any difficulty answering some of the questions? * Once you have reflected on your performance, evaluate your topic. Ask yourself: © Do | need to find out any more information about it? ‘© Am | happy with the four areas | have chosen to talk about cor do I want to change them? ‘© What, in particular, do | need more practice talking about? ‘+ Make any changes you think are necessary to your project now. ‘+ Now that you have decided on your topic and four areas to talk about, its time to make a mind map or an outline plan. Your mind map or plan should look like this: ‘Area Area | rere \ mo 3 «Area Topic a, ! «Area Area ‘Area + Area 3 a ae 2 sivca *© Keep this mind map or plan, because you wil bring it to the exam with you and show it to the examiner: ‘The examiner will use the map or plan as a guide for what to ask you about. © Next, rewrite your notes for each topic area in a clear way that someone else could understand, You are going to share your notes with another student soon, ‘Students: At this point, I's important to get as much practice as you can talking about your topic from different angles. Even when there's no-one who speaks English around, you can still find a friend or family member to discuss the topic ‘with in your own language. For example, start presenting the information in your notes to them and invite them to Interrupt you whenever they want to ask a question to find out something specific. Encourage them to ask you lots of questions. Even though this conversation will be in your first language, it will stil give you plenty of ideas for what you can expect to be asked by the examiner. You can then practise answering the questions in English later © Work in pairs. Exchange copies of each other's notes. Give your partner your clearly written notes organised under the four areas you've chosen to talk about. Take a copy of their notes. * Athome, study thelr notes carefully. As you go through their notes, think about possible lines of questioning for your partner. Write dawn as many questions as you can think of for each section of notes. Spend time doing this for your partner — it wll really help them prepare. * Organise your questions clearly and connect them to the notes. You are going to have a discussion with your partner in the next class, so good preparation is important to make the discussion as helpful for them as possible. * In your next class, get into your pairs again, Student | and Student 2. * Student I: Tell the examiner (your partner) what your topic is and begin talking about i. Listen carefully and answer any ‘questions you are asked (and be prepared to ask questions, too; to check what your partner means or to ask for their pinion, for example). Stuelent 2: Listen actively to your partner and ask questions about the topic (use the questions you have prepared at home to help you) or make comments + Now swap roles, Student 2: Tall the examiner (your partner) what your topic is and begin talking about it. Listen ‘carefully and answer any questions you are asked (and be prepared to ask questions too; to check what your partner ‘means or to ask for their opinion, for example), Student I: Listen actively to your partner and ask questions about the topic (use the questions you have prepared at home to help you) or make comments. | Stuclonts: During this discussion, as well asin the actual exam, do not enter into long, memorised monologues. You “pill not get a higher grade ifyou do ths. Remember, iti a discussion; there are two speakers. It should defintely |s2und natural; not rehearsed, * Thinkc about how easy it was for you to talk about your topic and answer your partner's questions. Did you struggle 4 lot? Were there any questions you didn't expect? * Practise in the areas where you need to improve most. Take every opportunity to discuss your topic in both your first language and in English right up until you actually take the exam.Exercise 1C - Rude Audioscript Male: | think the rudest behaviour is when a person starts having a really loud conversation on their phone in publ... Female: Hold on a minute. That's absolute and complete nonsense. Gossiping about a person is far ruder and it hures thelr feelings. I'm right, aren't F? Admit it. | Male: You're dead wrong, actually. That’s a stupid answer, ‘What's the big deal about gossiping? The person may never find out you're talking about them, so how can they even know if it's rude or not? Well, what do you have to say to that, huh? Female: OK, but so what? It doesn’t matter if the person doesn't know, you stil shouldn't do it and it's really bad behaviour. Besides, people usually find out about gossip, so they almost always DO get hurt. You see? Ha. Now who's right Male: Oh, well done you. You're so smart! Talking loudly on. |) atrain or bus affects all the people around you, though, So, ‘even if both actions are rude, my example’s way worse. I'm right, you see. Ha! Answer Key for Exercise IC - Polite Audioscript Male: | think the rudest behaviour is when a person starts having a realy loud conversation on their phone in public: Female: Um, can | just say something? I'm not sure | agree. Gossiping about a person is far ruder and it hues their feel- ings. Don't you think so? Male: I'm afraid | couldn't disagree more. What's so bad about gossiping? The person may never find out you're tall ing about them, so how can they even know if 's rude oF not? Wouldn't you agree? Female: Um, | take your poin, but it doesn’e matter ifthe person doesn't know: you stil shouldn't do it and i's really bad behaviour. Besides, people usvally find out about gossip, s0 they almost always DO get hurt: You agree with me, don't you? Male: Yeah, I see where you're coming from. Talking loudly fon a train or bus affects all the people around you, though So, even if both actions are rude, my examples considerably worse, Surely you'd agree Part | | mean, I think i's OK to keep animals Exercise 1 Exercise 2 like cats and dogs and things as pets, 1B. 2B:1.C 2.¢ but not wild animals. The thing is, they 1. Um, ean use say something? should be free ~ it's just not, well, right |)" Imnot sure | agres. Exercise 3 to keep them in one place all the time, | 2. Don't you think so? 3A. |. If were you, | would That's cruel. I guess what I'm trying to | | 3.I'mataid I couldn't disagree more. 2. Why don't you ...? say sit depends on the animal ~ wild 4. Wouldn't you agree? 3. think you should animals are a definite no, but, you 5. Um, I take your point, but.. 4: Itmight be a good idea to know, | can't see anything wrong with | 6. You agree with me, don't you? 5. Perhaps you should « keeping, lke, domestic animals as pets. | 7. Yeah, I see where you're coming j from. Pare 4 Exercise 2 | 8. Surely you'd agree. Exercise 4 2A. | 4A, 100% definitely Harry: Personally, 'm against 200s. | | Pare2 75% probably What do you think? Exercise | 50% may / might Stevie: Um [pause], I'm not so sure | I. the way I see it 2. wouldn't you say 25% probably 3.1 see where you're coming from, but 0% definitely, 4. mustn't it? 5. fair point 7. But what was | saying? Oh, yes 8. But what about Exercise 5 Exercise 2: 1.0 2.C 3.E 4.B 5A 5A. 2. We don't know. We are not told in | 4. No! The female speaker never asked animals as pets? ‘why the man was stressed. She she give good advice? 6. Sorry, could I ust add one more point? 4B. |. almost certain 2. pretty sure Harry: OK, but, you know [pause], so 3. not realy sure 4. fairly certain do safari parks. The differance is the I. have been trying Part 3 2. have been doing Exercise | 3. have been taking I. The man is stressed and he needsa 4. have been helping way to feel better 5. haven't been doing value. the conversation, Part 5 thought oft like that. | guess [pause], | 3. The woman advises him to takea Exercise | Ina perfect world, no wild animals holiday. Male: Do you think i's right to keep would be, lke [pause], kept in zoos. Female: Um, the way | see it, solong 200s, um [pause], have a role. never found out anything whatsoever as the animals are well treated, there's about his problem, so how could nothing wrong with that really. Er, actu- ally, I should clarify my statement a litle, ‘mean [pause], they help protect endan- gered species. That’s a pretty, well [pause], important thing, animals aren't, ke (pause), kept in tiny spaces Stevie: That’ true. The thing i, though [pause], 200s are realy, well Ipause), popular. They atract alot of young people. | think they've impor- tant, you know [pause], educational Harry: Hmmm [pause]. Actually | hadit But we don't live in a perfect world, 59 ate Ess ihe ideal for the Subject areas included in the Conversation task of Trinity ISE II: the Speaking exam Subject areas © Society and living standards © Personal values and ideals © The world of work © National environmental concerns © Public figures past and presentVocabulary & Structure Ee a Society and living standards Tip: To describe a place you need to use a variety of adjectives to make your description more vivid and interesting, ‘A. Use the adjectives which describe the places below to fill in the blanks. isolated, popular, ‘overpopulated, boring, industrial, ugly, inconvenient, relaxing city urban area densely populated fe modern © popular - Bees unattractive littered ¢ historic ‘stant remote COUNTRYSIDE rural area friendly oe auiet © peaceful ‘ pleasant environment ° —- / dull picturesque qaet © peaceful o far SUBURB/OUTSKIRTS ‘@ wooded/planted with trees (ro regular public transport) Note: We say. a house/Tat In the suburbs 2 toe et onthe otis Speak! f@ Where do you live? (mention place, address) ‘© Describe the city/countryside/suburb you lve in using the adjectives above. Give reasons why you feel this way. BIO{| @ Use the adjectives above to descrve your neighbourhodé B. Collocations Look at the adjectives below and use the given nouns that these adjectives describe best to fill in the blanks, building, atmosphere, area, pollution [Le buitw central ‘© crowded Isolated @ noisy ‘© off-the-beatentrack a @ remote ‘9 run-down ‘© poverty-stricken ‘e huge / vast polluted ‘e calm 7 cosy @ friendly gloomy ‘hostile / loving sence relaxed (3.< attractive 7 appealing @-crumbiing @ smoky ¢ gloomy / depressing fe modern / ancient / 014 nnn | mutt-storey (renovated / imposing ¢ typical / traditional environmentally friendly upper/middle/low class [a0 ar chemical environmental @ noise @ toxic water @ lend Speak! (refer to the atmosphere, buidings, traffic, pollution fe You want to learn about the place your Facebook friené lives in, What questions would you ask him/her? r Reading C. Read the text and answer the questions. write a maximum of five words for each answer. An example is done for you. Society and living standards Big Cities are Dying In the recent few decades there has been an increasing and constant shift of human popdations from rural regions to urban centres which have been expanding at a tremendous rate and reducing vast parts of wooded land. This mass migration has caused a lot of considerable changes to both regions. It has deteriorated the life of peoole in urban areas and has destroyed the balance of biodiversity in rural areas. The findings of recent reports on the living conditions of big cities are terribly disappointing. City planers claim that this dramatic growth of urban regions has turned cities into packed and polite places, whose inhabitants are gradvaly choking by tonic fumes. The rise of sky-high buildings, skyscrapers, bad city planing, the high population density and lack of green areas have negatively affected the quaity of cily lif. Big city parts are decining and are becoming fthier and uglier. But how could these big urban centres be improved? There is a great number of structural changes and substantial improve iments that could be made, What cities really need first is welhdesigned city planning with effective road networks, squares and reliable public transport wich wil immensely facttate trafic and ease traffic congestion, Not to mention, the creation of large green areas, such as parks, which could also contribute positively to a cleaner and healthier city environment. What the state could also do is to fight air pollution. Strict restrictions should be imposed on those factories whose poison ‘ous chemical emissions pollte the atmosphere and cause all sorts of health problems, chronic, incurable or fatal diseases to the people of urban centres. ‘Therefore, those manufacturers who break the law should receive heavy fines so as to conform to existent environmental laws. In adltion, old fleets of buses should be replaced with new ones which will greatly reduce greenhouse ges emissions. AS for ars? One effective solution for them is to run in the city centre on alternate days for less congested streets and less poluted atmosphere. Second, the purchase of hybrid cars will dtinitely help us reduce the levels of potion as these cars use less petrol and are environmentally friendly. Last but not least, city dwellers! ecological awareness should be raised so that they can take the initiative to look after the atea they lve in. They shoud all try hard to keep their neighbourhood clean, encourage recycing and develop projets for planting more trees and creating more green areas. To achieve this, they have to cooperate with the local authorities and green clubs or any other environmental orgarisation so that they can contribute effectively to the process of saving our cites ‘Alin al these changes will definitely improve citizens ives and create a better and healthier environment in big cities. D. Match the words with the building below. [Example: What causes the expansion of big cities? a the shift of human populations terraced houses, mansion, detached houses, ——$_—__] flat, semi-detached houses, cottage 1. What does the expansion of urban areas towards rural areas Types of houses atfect negatively? 2. What are the findings of recent reports tke? 3, What did the dramatic growth of urban regions make cities look tke? 4. What makes city populations unable to breathe clear air? 5. How are big city parks declining? 6. How should manufacturers who break the law and don't respect the environment be punished? 7.Why should hybrid cars be promoted? 8. How couid city-dwellers be encouraged to take itiative in improving their city? Ba s ee 5 Speak! ‘@ What's your house/tiat lke? ‘© You'want to rent a house/Tlat and you see an advertisement. What questions would you ask the owner on the phone? Ask about: its type, location, style, size, facilities and cost. 8. What two main things should city dwellers do to clean up and improve their area?Society and living standards Tip: A description of a place can be seen in magazine atte, travel guides o eters. It can be writen in a frm, semiformal or informal style depending on the target reader. Listening 1 points bel in nl ee ie Ee BP te Ne B. FLAT IN THE CITY CENTRE | activity 1 hectic/stressful lifestyle © less privacy ian | y picturesque ‘= high cost of living @ | | answer these questions. overpopulated e entertainment facilities | | easy to run and maintain j00d job op ese 2a) more wasteful | | 6 What sights do you visit when you go abroad? =r = ee (2) | _») claustrophobic ‘+ Why is it important to visit museums? THE CITY [> access to pubic transport ¢) inaccessible + Have you ever visited a museur? What was it Ihe? |. shopping facilities | Simore secure . ee [Bisadvantaze = 1 good education (schoo!s, | +0 privacy (nosy neighbours) universities, ibraries) | + not spacious The following tasks are designed to help you deal with the Trinity ISE 1 independent Listening Task. | nama + lack of storage (cinemas, theatres, art, galeries, + polluted atmosphere Activity 2 | + no parking facilities restaurants, ight chbs Disadvantages You will hear the recording about the National History Museum once, write in one or two sentences what the speaker is talking about. Remember! Formal Style: « advanced vocabulary - frequent use of passive + no contractions - avoid phrasal verbs or colloquial language + no description of feelings * use of participles ‘+ complex language + no exclamation marks + formal inking words (eg. furthermore) .| | Semi-Formal Style: + personal/triendy tone | =| + less use of short forms (contractions) careful use of idioms THE COUNTRY + non-colloguial language + wide use of adjectives # heavy/dense traffic (traffic jams) + pollution (air/noise pollution) high crime rate ES + cirect or indirect questions Clean air = Tess traffic Informal . + friendly tone + everyday expressions + use of short forms Activity 3 + use of idioms idiomatic expressions/phrasal verbs/colloqual + people closer together (better language (eg. What's up?) «pronouns aften omitted in letters |" Social relationships, stronger bonds] language (eg, What's wp. promo | You will now listen to the recording again, Make some short notes in order to help you answer the following question: | jpn so Mit eR a) “What is the necessary information one needs to know about the National History Museum?" #- less stressful life Linking words . : . - ® slow pace of le G. choose the correct words to complete the extract of Natural History Museum an article below and then answer the questions. Opening times daily: 1000am. - 1750, Are you aware of the environment? Then you should have tana Caen a modern home which respects the environment. Such a gr Mase ent oper. —— ne business) home should be equipped with the latest energy-saving | | 2. Wildlife Photographer of the year, ticket: enn «limited opportunites (for education, technology so that / so 251) to contribute toa less ol 3 Darwin Exibiion tet mn 7 food be, medal care, E ted wort ° entertainment) P - If our home is well designed and well inswated, it'l be 4 Admission to the MUSCUTE one F. Fill in the blanks in the boxes below. Choose a, b, ¢ or less energy wasteful. But / Moreover (2) how can you 5. Planning your visit With .uninnimsnnewiyinnmin 4 to complete them. achieve tis? By having a home witha good number of 1 ones onthe grower 7A HOUSE IN A SUBURB ] energy saving feces such as / such an (3) efficent and p Zones onthe goumion: -———————— TE nompolting central heating and a solar water heater to 2. Zone on the first and s€C07 10015, nnnennnennn oitas a pan 1.) easier access | save energy and money. stated wals and double or tile 8. Donation to help the museurt doen cmunwnca(t) | /heaper rent | lazing windows can also provent heat from beng wasted &. Spacious and pleasant ) more greenery | In this way, t can defintely have te suitable insulation and {more privacy €) reguar puble | an environmental sendy heating system 1 less noise and traffic less potuted | transport At the end, / Final, () hig technology equipment, ike atinoschere — computer-controledappiances and stateot-the-art devies, [Dieaavantagee ike eneey ecient light bubs, can make it easier to run isolated and more economical to matin no shopping and transport facilities expensive to maintain and heat not secure enough (easy be broken into) need to do-a lot of commuting inconvenient Answer the questions. 2) What's the style of this description? Semiformal or informal? SS b) Where can such a text be seer?Speaking - 1 A. Improve your speaking skills Before you answer the questions below, spot the mistakes in the given questions/answers and correct them. 1. - Where you live? ‘4. - Do you think the furnitures of your room needs any change? [ive in 45, Bond Street Well, what it really need is some sort of rearrangement. 2. - Where is your home? 5. - Do you have to make any jobs in your garden this week? My home is in the outskirts of the city, Oh, yes! What | have to do is to trim the fence because en it has become overgrown. 6. - Do always you keep your room tidy? Definitely no. I's often untidy. To tell you the truth, | don't have the hour to tidy it up. 3. How you get to the city centre? ~ I get there with car B. Situations Get on-line Use the situations below and urself. oe ee oe Find information on the internet about: 1. You dort te ving in your area but somewhere else visited. Write a short summary and present your work in class. rather - 2. Your parents have told you that you are going to mave house. really love the idea 3. Your parents have asked you to spend your weekend with them in the country. keen - - - = Likes /Dislikes/Preferences © 1 like/dontt tke living ‘© | would prefer to live in. rather than in ‘© Id really love the idea of living © Id rather live in... than in ‘© | prefer living in a house to living in a flat Not exactly! 'd prefer svc ‘© Im not keen on going . : —— . ‘¢ Im afraid, | wouldn't lke to tim not th Speaking Helpline 4. You are asked to say if you want to buy a new bookcase for your room. Listing Advantages/Disadvantages ‘© A main advantage/isadvantage of living in is ‘© Another advantage/cisadvantage is of your area ‘© On the one hand, To be honest, one of the main advantages of My @f€8 man On the other hand, 5. You are asked to mention one advantage and one disadvantage On the other hand, ann - en speaking use correct intonation and pronunciation ofthe words you are using. Likes & Dislikes a famous historical site in London you want to visitor you have - Society and living standards Speaking - 2 Activity 1 ‘Answer the questions below: Places 1. What kind of home would you like to live in if you could choose? 2. What Is your city/town/village like? 3. Would you like to live in @ skyscraper? Why? Why not? 4. Do you like the city/town/village where you live? Activity 2 Role-play the situations below with another student: A. (Role Play) B. (Role Play) Were friends | sta © Were rien You want to learn about my room, You start. 1 Do you tke the area you live in? © Wee new neighbours. © We're classmates. | start You want to ask me about the local buses. 1 Do you spend a fot of time at home? You start. . © Were friends, ‘¢ Were new neighbours. | start You want to learn about how you can get to 1: Hi How do you fee! about your new home? ‘my home, You start © Youre a stranger. You want to learn about the pros and cons of 1: Do you prefer your new home to your old one? my area where you are planing to rent the house next to mine, ‘© Youre my cousin, | start Note: Now listen to a speaking model Activity 3 Give your opinion on one of the topics below: Topics | A. Life in big cities. i B. The benefits of environmentally friendly homes. ‘C. The advantages and disadvantages of settling down in a foreign country. =|») - Vocabulary & Structure Tip: When describing an event, sound as natural an ‘A. can you circle the words which don't describe a natural disaster? Odd One Out 1. snowslake snowstorm — biizzard hailstorm 2. thunderstorm gale raindrop torrential rain 3. heatwave sunstroke sandstorm drought 4. hurricane tornado typhoon breeze 5. landslide fog volcanic eruption earthquake B. Match the words with their meanings. ‘monsoon blizzard tornadoftwister downpour|cloudburst drizzle hurricane whirlwind Types of weather [eyclone/typhoon hailstorm shower a | a short petiod of rain fine, ight rain a heavy fall of rai it often starts suddenly Storms & Strong Winds a period of very heavy rain in particular countries ‘a very strong wind which moves very fast in a spinting movement that causes lots of damage violent tropical storms with very strong winds a violent storm with heavy rains and high winds {snow storm with very strong, B, nen | HS very strong winds which move in a Circle, often with a long, narrow, funnel ike a cloud 2 storm during wtich small balls of ice fall from the sky tke rain - ane Speak! ~ Have you ever been caught in @ storm? What was it tke? teresting as you can. Collocations C. Match the words below. 1 air cee a) face 2. galeforce b) forecast 3. climatic ¢) flood 4. poor 4) conditions 5. weather nnn @) winds 6. weather beaten eunn, —_f) changes 7. lightning ano hvisiity 8. thunder cnvwen —H) conditioner 9, flash ') conductor 10. extreme weather 3) bott i) strike AL. ightring D. Match the expressions with their meanings. @ a gloomy day ® a humid day @ achilly, damp day @ a hazy day © a dull day @ a clear day @ a bright, sunny day @ a scorching hot day ese full of fight) ith no cloud: misty) What a day! a - ee ( cloudy) (& hot and sticky) Ge — 7 (= nearly dark which makes you feel sad) Reading E, Read the text below and answer the questions. Polar Bears Nowadays, the polar bear is classified as a vulnerable species with 5 of 19 polar bear subpopulations in decline. Not so long ago, polar bears were a symbol of cold but these days they are a symbol of warmth. The traditional threats to them - hunting and toxic waste - have been overshadowed by a new and much more significant one; the ice around them is metting at an alarming rate and we are to blame. ‘This threat is not new but about as new as deforestation. For many years unrestricted hunting raised international ‘concem for the future of the species. However, over the last few decades polar bear biologists have expressed grave concems about another more frightening and permanent threat. This is the impact of global warming including the belief that the current warming trend imperils the survival of the species. The key danger posed by global warming is malnutrition or starvation due to habitat loss. Thinner sea Ice tends to deform more easily which appears to make it more difficult for polar bears to access seals which are thelr staple food. Hunting for them has become a dangerous mission because of the climatic change and the thinness of the sea ice or the disappearance of it. In this case what should be noted is that in some areas there is evidence that sea ice breaks up three weeks earlier than it did 30 years ‘ago. As a result, the earlier melting of spring ice and the later formation of autumn ice have an immediate impact on. their abilty to feed, National environmental concerns Research has shown that warm- ing climate has already affected various aspects of polar bear life Considerably. So this polar species. has done what environmentalists could not; it has opened a window | ‘on global orisis. it has become a barometre as far as the pollution of! ‘our planet is concerned. In other wards, it was the last straw. It has caused so much global concern that we have all begun to sense this imminent danger more clearly. We have realised, quite late though, that pollution will devastate the whole world. But do we have the right to destroy the environment, exterminate species and affect biodiversity? Another question raised Is: Are we too late to avert these effects of the recent melting of polar ice? If the answer Is Positive then there is no time to waste. We should all be ‘aware of this ruthless destruction of our planet and take immediate action to protect or save what has been left unspoit or untouched. Pollution, in all ts aspects, Is of course the cause for what is happening. It is estimated that We will soon face serious problems of survival ifthe world around us keeps being destroyed at such a rate, Man-made pollution will be destroying more and more species thus decreasing the number of millions of species of all types of life which once used to thrive but are now becoming ‘extinct, The ruthless ecological destruction is already threat ‘ening our own existence. 1. The number of polar bears is A. increasing incredibly. B, drastically decreasing . gradual rising D. not clearly defined 2. The most important threat for the polar bears nowadays is A. the illegal hunting of them. B. the shrinking of polar ice. . the fact that the ice is getting solid D. the polar snowstorms, 3, What are the effects of global warming on polar bears? A. They are threatened by lack of water. B. The weather conditions are getting more extreme, ©. The strong sun rays dazzle them . Their natural environment is being destroyed 4, What is the polar bear fed with? A. seals B. sea birds ©. sea weed D. tiny sea creatures 5. What is their search of food like? A. a long journey B. an unsafe task ©. a dangerous crossing D. an unsteady long walk 6. Why have polar bears become a barometre? ‘A. Because they have caused great concern about the negative effects of polution B. Because they cant find food easily in the polluted water. . Because they can't protect themselves from hunters . Because they can't hunt at night 7. What do people begin to be aware of? [A the senseless destruction of our natural world B. the danger of the contamination of the waterways . the danger of the total destruction of rainforests D. the danger of extinction wid animals face '8. How can we prevent the present environmental destruction? ‘A. by helping polar bears to survive B. by taking strict measures against the hunting of polar bears C. by sending scientists to do some research on polar bears D. by taking urgent measures“Tip: Words expressing sound make your description more vivid F. Match the verbs below with their meanings. Verbs expressing Sounds a) make a noise lke a series of knocks 1, creak eo b) (of leaves) make short, sharp sounds €) (of a door) make a short, sharp sound 3, flutter unum 4) (f the wind) blow hard and make A. rustle ean, lone loud noise 5 rate 00h wings make a srs of ack delicate movements up and down or cao side to side 7. Wow eae). Sound that a floor makes when you step on it 8) of the wind) move quickly making a high sound Speak! - How would you feel and what would you do if you found ‘yourself in an area being struck by a hurricane? ‘What would you do if you saw a forest fire? Fill in the blanks with the verbs below to complete the text. Use these verbs in the correct form. force arouse curl flow block erupt rise Volcanoes Active volcanoes may even (I) any tie tile dormant volcanoes stay silent and are Ikely to become active again in no time. During a volcanic eruption gases, lava and red-hot rock are now (2) Out of the Crater LAVA sanemnnnennnn (3) ‘and clouds of black ash cover the whole area around, while tall, dark, ColuM OF SMOKE ne wn () in the air and _ (5) the rays of the sun. In many active ‘ant volcanoes one can almost always see wisps of smoke (6) out of their craters and their upper slopes are black and barren and look lonely and threatening. ) people's fear and spread great alarm, panic and devastation Volcanic eruptions have alWaYS awmnenennnn H. Choose the right words to complete the short texts below. Environmental Problems and Solutions | ‘A. Our planet is Under Threat | Air Pollution | car extausts, factory and milear plant omissions / emissions (1) create ai pollution which i the main reason for global warm- |ing. No doubt that the Earth's climate is threateningly getting | warmer and warmer. That's why air pollution should be fought and reduced and our environmental awareness shou be raised |to save our planet before it is to0 late | Contamination of water | Factores and industries dump ther poisonous chemical waste / | rubbish (2) into our seas, lakes and rivers and pollute our water reservations / reserves (3). Whole families of marine life are | being kiled clean water i being contaminates and gradvaly divirished. Fresh water isa if giving source and should be | reserved / conserved (4), | Littering Since litter is a serous teat to our health and our environ ment, we should al ty to take recyclable waste products to recyelng, By processing / assessing 5) tem into nw products | we can contrnute to reducing the reduction / consumption (6) of | natural resources. This effort should be encouraged because many products can be recycled into new things so as to be reused | | Deforestation | the destruction of rainforests and forests by speculators, tim | ber companies, farmers and fires resuts inthe damage of the habitat of wld species and the gradual disappearance of rain | forests. No doubt that human population expansion / elimina: tion (7) and the creation of urban areas and farm land dont only lead to the explosion / disturbance (8) of the ecosystem | ut it also treatens ou own existence sine forests clean the air we breathe in. These vast green areas of our planet shoud |be preserved and new laws should be put ito effect to con | serve them. In other words, reforestation should be encouraged. | B. Our planet can be saved! | Alternative/Renewable sources of energy can save | our word Solar / Sun (1) energy can be generated in parts of the \worid witere there is enough sunight. Solar panels convert sunight into electricity Wind strength / power (2) can be produced by wind turbines wien the wind blows. Hydropower / Wave power (3) can be supplied by huge dams, waterfalls and waves. Crashing water is @ powerful source of enerey. _ National environmental concerns istening Activity 1 Answer these questions, 1. What isthe weather ke cing the cferent season in your ount 2. What was the weather like when you went on halday last? 3, What must people do in case of a heat wave or an earthquake? The following tasks are designed to help you deal with the Trinity ISE u mdependent Listening Task. Activity 2 ‘You will hear a recording about the Emergency Hotline once. Write in one or two sentences what the speaker is talking about. Activity 3 You will now listen to the recording again. Make some short notes in order to help you answer the following question: 19 agair tes in order to hel e / t are the most important things one has to do before, during and after an earthquake?” ve " Emergency Hotline Preparations for Earthquakes ‘At home avoid dangerous spots 1 Learn the kiss of life and. 2. Keep dangerous liquids in During the trémor 3B. Get UNMET nn 4, Stay under a 5. Dont USE the een After the tremor 6. Don't operate... 7. Don't U5 the nnn 8 Tum on portable radio f0F nen Nuclear / Nucleus (4) energy is also considered to be ‘environmentally friendy and safe. Is this so?Speaking - 1 A. Improve your speaking skills Spot the mistakes in the sentences below and correct them. There may be two mistakes in a sentence. 1, There is a great number of casualties and rescue teams have been sent of the earthquake-stricken area, 2, Lots of people have been buried on the rubble of the bullings which have collapsed 3. An avalanche - a large amount of ice, snow and rock sliding quickly up the side of a mountain - caused the death of two skiers and destroyed a big part on the alpine vilage. B, Situations Expressing doubt / Making deductions 1, We are friends. You want to ask me about the weather tomorrow. You start. Wa ne - = ~ 1 suppose it anne a 2.We are classmates. You want to take part in the tree planting project organised in your area tomorrow. You start What if we.. 3. You are a member of a green clib. You want to ask your friend to join the green club. You start | was wondering if yould tke ... ‘Sure. | magine a 4. You are an ecologist. You want your friend to help you with a clean-up project in your area tomorrow. You start 00d YOU nner os 4, Hurricanes often sirike the country causing utter destruction, and devastation from coastal towns and areas. '. The river has overflowed and large parts of the area are covered on water. Helicopters are dropping food supplies to people in the areas which have been cut out 6. | used the fire extinguisher to put the fire off and prevent it by spreading Get online Find information on the Net about: = one of the endangered species: giant pandas, elephants, tigers, blue whales, or rhinos (WWE endangered species protection) write a short summary and present your work in class. Read the phrases and expressions in the Speaking Helpline Carefully and use as many as you can in the Speaking Test. Speaking Helpline Useful phrases/expressions Expressing doubt Its dfficutt to say whether. Perhaps/Maybe |/they won't. wonder if we coud. Im not sure but. ‘That sounds good but. tm afraid tm not that Keen on Making deductions ‘© | suppose/assume... ‘© It/They may/might/could be. ‘© It looks Ihe... (snow) © get the impression that. © it must be very interesting indeed: | suppose itl be. Tip: yu dntinow orremembe ord wen ditusing ato to pata, Don pai National environmental concerns Speaking - 2 Activity 1 Answer the questions below: Our Environment - Weather - Natural Disasters 1. Have you ever been caught in any extreme weather contitions? What was it fike? 2. Are you afraid of thunder? Why?/Why not? How would you react in case of fire at home? 4. What can you do to keen your area clean? Activity 2 Role Play Role-play the situations below with another student: A. (Role Play) Were friends. | start Its a fine day today, isnt it? B. (Role Play) = Wee frends: You want to adopt an endangered species of arimal. You start Wee friends. | start 1: It looks lke snow, doesn't it? | am a member of Greenpeace. You are doing a school project on renewable sources + We are classmates. | start. of energy. You start 4 Im not sure but | think that the beach cleanup project starts on Sunday. Im a receptionist You're our teacher. | start. " You start I can imagine how you felt when the fire broke out in your home, L work atthe aiport. ‘You telephone to ask if there are any delays or cancellations due to bad weather conditions. You start Activity 3 Give your opinion on one of the topics below: TOPICS A. The effects of the weather on people's mood. B. How the weather can affect the economy of a country. C. Mention some of the serious environmental problems our planet faces.Vocabulary & Structure The world of work ‘Tip: When writing about or describing someone's education, qualifications, work experience, character/personallty and interests try to be as persuasive and natural as you can. ‘A. Can you spot the odd one out in each of these sets of words? Odd One Out budget ‘occupation perks profits payment work job wages salary promotion advantages manager benefits appointment colleague employee overcharge reduction discount sales Useful Words/Phrases B. Choose the right prepositions. My father is a dactor of / by profession. Tomorrow is a national holiday out of / off work Tim in charge of / at a multinational company. He's an efficient and responsible worker and he'l soon get an increase at / in salary 5. She often spends her pocket money in / on eccentric clothes and accessories 6. Students should always talk to professionals for / with ‘experience in / about the career they are interested on / in, after considering their values, skils and interests. 7. Internet advertising appeals at / to teenagers who surf the Net looking for / in bargains 8. He bought @ coat at / in 2 low price in /on the January sales; he likes to pick up / on bargains. 9. The shop assistant told me to try the jeans out / on but unfortunately they didnt fit wel 10. My friend Terry works for / on a compary as ‘an accountant 11. if you work hard, youll be paid for / off and your cereer will take on / off. 12. Helen is used to buying new outfits and accessories fon / in an almost daily basis. Spealt What do you spend your pocket money on? Why? How aften do you go shopping for new clothes? al] C. Match the synonyms. L Words 2 3, 4 5 6. 2. 8. employment alfirm - post . by industrious/difgent 3. dismissed en 0) 8 reduction 4) work increase vennne @)fired/sacked 5. company 4) postion purchase ) discount hard-working hy buy ‘connected to Shopping D. Underline the correct words. The TV set he bought was defective and he asked for a retun / refund | don't often use my credit / identity card to buy the things | want. | prefer to use cash. In the flea shop / market | found some rare stamps fon seling / sale ‘They bought a new car and agreed to pay for it in five instalments / debts. Aiter I had paid for the CD the cashier gave me the recipe / receipt. AAs | was driving | could see huge billboards / leaflets advertising all sorts of products. If you pay in cash / cheque, you'l receive a 20% reduction . This shop owes its success to the good service it gives to its clients / customers The purpose / reason of advertising is to make us buy and that's why it has become more and more persuasive Speak! + Do you think itis dificult to get a good job nowadays? Why? ~ What qualities should a good employee have? Reading E, Read the 4 texts below. There are ten questions about the texts. Decide which text (A, 8, C or D) gives you the answer to the questions. The first one is one for you. A. Making a Living | work in a factory and do hard work with my hands, that is, 1 do manual work. When working conditions are unsatistactory or ‘our wages low, we often go on strike to express our dissatistac- tion. However, one of workers’ worst fears is to be made redun- dant, or purposefully be dismissed on the sligtest excuse. This is when employers think that by replacing workers with ‘machines, their business will be much more profitable So you ‘an imagine how insecure we all feell As you know, if you are out of work, the unemployment benefit you recelve Is undoubtedly not ‘nough to make ends meet, especially when you have a family to ‘suppor. You need to find another job the soonest possible - ‘something not that easy. There is such a sharp rise in local | unemployment and there are so many factories closing down that, finding a proper job is just wishful thinking today. Hi AnnMaria, Good to hear from you. As you've written, you spent the whole day shopping, last Saturday. well, 1 know what a happy shopper you are and that you like to have a (heed every now and then. Of course, shopping is therapy but, unlike you, t'm a completely reluctant shopper! t always find shopping, especially for clothes, boring and tiring. 1 could say, 1 only go when t really have t0 and never on Saturday, as it's far too busy. Anyway, I'm thinking of having a working holiday this year. What about you? tots of kisses, Melanie €. Hobby Craze! Going ta auctions looking for famous people's clothes and articles to bid for is & very expensive hobby, Sometimes {ou have to bid very high prices in order to acquire some- thing you like ‘A characteristic example is that of the famous white disco suit worn by dancing superstar John Travolta in the 70s film ‘Saturday Night Fever”, which was sold for £92,000, more than three times its predicted price. An. anonymous European collector outbid everybody ese to secure the three-piece outfit at an auction at Christie's. __ As fur as this hobby is concerned, you can’t imagine what great lengths acollecos wll go to, in order to equi an object. Money is nothing when eompared to | the need to satisly one’s ego and outbid other collectors, The world of work D, Advice on how to use your money wisel Dont be wasteful x Leones Use @ piggy bork or open a bank account to eave some money for a rainy day. Be a wise spender and avoid going on shopping sprees regularly Dorit use your credit card unwisely. Invest your savings ond earn interest on your money i you have @ deposit accoun. Dont forget thot "money makes the world go round So il must be spent corefully and the right investment should always be mad in good time. Which text: 1, mentions a way of buying celebrities’ items? c 2. is about workplace problems? ‘3. mentions that shopping is not everyone's hobby? 4. suggests ways of making more money? 5.is written about different types of shoppers? Which text gives the answers to the following questions? 6. How can you handle your money successful? 7. How excited can some people be when buying unusual objects? ‘8. What financial dificuties can one face when sacked? 9. How much uninteresting can shopping be? 10. Where does self-satisfaction count more than money? Speak! How can you make a good impression when having a job interview?Words often confused F. choose the right words to complete the texts below. income reward donation i ~ ‘of £2,000 will be offered for the return of the stolen painting, 2, The famous film star made @ ed £25000 to the starving children in Africa, 3. He works hard to earn his living and fortunately he has by 8% managed to raise his = rise raise arise 4, He is an efficient worker and able to face any problems that may .. seven he workplace 5. The price of breat is expected to next month, 6. The board of the company has decided 10 nun the workers’ wages and improve working conditions. gain win earn THe il anne 2 lot of money working as a tour guide this summer. 8, The experience she saw 8S a part time reporter last winter, helped her enter the world of show business, 9. She never expected to the first prize when she entered the competition suit fit match 10. The shoes youve BOUEN vivwnsninannene YOUF handbag very much, LL, The red T-shirt wmononanne yOu better than the green (one, | think that's the T-shirt you should buy. 12, The jeans | bought yesterday waewnnnannnew Me Ihe a glove, G. Form nouns from the verbs below. apply resign . dismiss |. negotiate satisty achieve - promote L 2, 3 4, 5, retire 6. 7, 8, 9. ). emoloy quality |. Use the verbs in Exercise G in the correct form to fill in the blanks below. You can use some of them ‘more than once 1. As soon as he : hel take up golf 2. He decided 10 smn from his job and get a new one because he WAS! mewn with his salary. 3, He worked fard £0 sane a is goals and 1 enn ‘o.a higher positon 4, The trade union started to . see With the government for higher wages. 5, Alarge number of workers will soon be e from the factory because of the economic crisis. 6. She seven FOF the job as soon as she read about it inthe paper. 7 How many people is the factory going to 18, The company is planning tO mewnennanannm @ great umber of manual workers soon because of the current financial crisis 9. She has managed to get a better position in her companys he has just B€2M non -»- to a director. Speak! = Do you think the internet is the most important source of job hunting? Wry2/Why not? Do you tke going shopping with your friends or your parents? Wy? |. choose the correct words to complete the text below. Are robots going to take over the world? Present day robots bear little Identity / resemblance (1) to the humanoid figures of science-fiction and are essentialy computer-con: troled machine tools that can be programmed to perform / reform (2) ‘any numberof functions such as the concentration / assembly (3), of mactine parts. Robots can carry out / carry an (4) dangerous, uncomfortable, exhausting or monotonous tasks and do them with greater speed and accuracy / frequency (6) than human beings. They pley an increasingly significant role in the movement towards industrial confirmation / automation (6), especially in Japan, the world leader in the production / reduction (7) and use of robots. Listening Activity 1 ‘Answer the questions. The world of work ‘© Why do public transport strives make people suffer? © Ifyou won the lottery, what car would you lke to buy? ‘© What things get on your nerves? The following tasks are designed to help you deal with the Trinity ISE M independent Listening Task. Activity 2 You will hear the recording about the Charity Fundraising Day once. Write in one or two sentences what the speaker is talking about. Activity 3 You will now listen to the recording again. Fill in the gops withthe missing words or phrases in the following notes in order to help you answer the question: “What are the most important features of the Charity Fundré ing Day?” CEO CCCES CC ECS Notes Example: The fund raiser is in aid of ..Cancer Research 1. Cancer Research representatives wearing .. Will be available to help 2, If you are hungry; you-car\ always try the ... 3. In the top school playground a. - wittbeheld. 4. If you're not feeling too adventurous you could always stick to the from the stalls 5. It's a small price to pay for having a good time as all money goes ... : The lucky winner of the sport races, will win a meal at La Pasta Belle. - 6. If speed is what excites you, then you are sure to enjoy the. 7.The .. interesting predictions! is sure to take a look at your palms and make some 8. Buy your ‘and be in with a chance of winning the ultimate prizeGet online Find information on the internet about: Online Shopping: Customers - trends - Wikinedia Write a short summary and present your work in class. Speaking - 1 A. Improve your speaking skills Before you answer the questions below, spot the mistakes in the given questions/answers and correct them. There may be two mistakes in one sentence. What do you spend your money in? 4, What thing do you like best from your work? Wel, its @ satisfying job and the working condition are ideal Well like buy CDs because | ike listening at music. 2. - Do loften have to make overtime? No, not very often, Only when you have something 5. What about your new job? urgent to finish Its better from lexpected. 3. Are you in duty now? No, im not. tm just leaving, B. Situations: Asking for Information Complete the questions/answers below. 2. You've just got your degree. | start. Would you like to make a wish for your future? 1. | am the interviewer. I start wish : why = suited forthe job? rm sure youll finally make it. Don't worry. | hope so. Wel | believe | have all the skils and qualifications this job requires. 3. You have an old car | start | se.. So you think youl have the chance to pane cece eater on career, wor't you? I wish Absolutely f you employ me, of course! ee . | think that if you start saving money, youll soon get one, See That's what tm doing at the moment. What — As a secretary, my duty is to write letters and organise 4. You asked your friend to lend you some money. | stat. meetings, How about the money you wanted to borrow from your frend? AE YOU nnn your present job nl (or are you in search of @ new one? To tell you the truth, | wi but he didnt lend it to me. Nol ike it very much. | really enjoy what tm doing Reedy (ati shatied Read the phrases and expressions in the Speaking Helpline 8, You are in a bank. You want to change some money into British e carefully and use as many as you can in the Speaking Test. pounds. You start. CAM YOU nnn _ - Speaking Helpline —— _ please? ‘Asking and giving information How much 2 ‘@ What could you do if you got this job? ~ ~— Well Id say, | coud. la ‘© What's it tke being. As far as | know, you need to have. ‘© Do you thick you are suited for this kind of job? Yes, | think lam. Ihave all the skills and qualifications that../ dont think so. tm not good at/suitable for. C. Situations: Wishes for the present/future Complete the answers. 1 1m your teacher. I start What would you lke to be when you grow up? Wichoe tur the pressut7turure. wish | = : . ‘¢ | wish/If only | were/had.. tut | dort thnk | can make it. ‘© | wish only | could. Well if you study hard, youll be able to realise your dream. [hope to have. I's up to you Id really tke to. That's true. l Know | have to study harder from now an, sal] The world of work Speaking - 2 ‘Answer the questions below: Work - Shopping 1. Do you think you need to know English well to get a good job? Why? 2, What job do you thnk is the most suitable for you? 3. Would you choose to do manual or clerical work? 4, What work would you never consider doing? Activity 2 Role Play Role-play the situations below with another student: One of you is plays the role of a careers advisor. You are going to discuss what job you are suited to. Take 20 seconds to think about what you want to say. Why don't you start? Jobs Job 1: teacher - Skils/Abilties: patience, likes being with children Job 2: doctor - Skils/Abltes: people skils, good at science Job 1: architect - Skils/Abiities: - eye for detal, good at drawing Job 2: policeman/policewoman - Skils/Abilties: - ability to cope with the unexpected ick reflexes Activity 3 Give your opinion on one of the topics below: TOPICS A. Do you think that money brings happiness 7 B. Is volunteer work worthwhile? C. What counts most - job satisfaction or money?A Reading - 1 Public figures past and present ‘A Worldwide Famous Pop Star E, Read the short texts and underline the correct words to complete them. Shokita is top popstar, successful Vocabulary & Structure FAMOUS PEOPLE songwriter, musiclan, record prodicer ‘ond dancer, Born end raised in Colombia Martin Luther King and being of Lebanese originality / ‘Tip: When describing person you can refer to his/her outward appearance, personaly (character) and interests. descen) (6) 100, har songs have rock ‘and roll, Latin and Middle Eastern lfluences / effects (7) Describing people Tip When dsorsng a person you have to give He was a Baptist pastor and the ‘which she successful combines with belly dancing while A. Circle the sutable adjectives which describe the woman's examples and justify the adjectives you ae using auld leader (1) ofthe American performing. She has received mary rewerds / awards (8) outward appearance and then match the adjectives with civil rights movement. An enlightened td she's interested in word history, She's o philonhro their definitions to describe her personality. lecth ir detinitc preacher who fought for the legal and pist ond ahe lends / donates (9] money to many chor — B. Match the adjectives with their definitions. social equality / identity (2) of black Americans. His, ‘She has recenlly been choset as a Unicet Goodwill Justifying adjectives non-violent competition / struggle (3) earned him the Seated eee eae Nobel Peace Prize in 1964, He was constantly He UL abused, attacked and arrested for his beliefs and was ‘Ambassador for her compassion and grect commiiment 10 helping children, as well as for her involvement in global 1. generous deeply or looking at things seriously isses finally assassinated on 4th April, 1968 2. superficial __ b) someone showing pity, sympathy y ea and understanding ~ anemia trustworthy - meane who is alk uc it n ti ns lessees Wo nett F. Fill in the blanks using a suitable preposition. ee possessions Princess Diana Are you a film buff? €) someone who is witing to give Se crue BRE 6. modest ‘realy ee fie. 1. Could you write @ 1VIOW sannenmnnnes 8 fil fOr someone that you can rely on — f) someone having a desire to be rich, Outward Appearance successtl or powerful Diana, Princess of Wales, 2. Which novels the fm *Olver Twist" adapted 1. Age: teenage, middle-aged, in her 30s, elderly ; ‘married Charles, Prince of - . ici at eter C. Put the prefix in, un, ir, il to form their opposites. Wales in 1981 and became eee er ahodt Opposites ‘one of the most popular, lovable / 3. What films are shot studios and not aoe a disagreeable (4) recognizable faces in the . ‘ocation? cee feo che oder roe 1. responsible ct sn ‘world. She adored elegant clothes and was.‘ 4, Hair: dark, fair, red, blonde, going grey, ie __ famous for her fashionable style. She tray- 4. Do you atways sit he front row at the straight, wavy, curly, spiky, untidy eeee elled all over the world and visited many cinema? 5. Clothes: loose, tight, colourful, smart/elegant, formal ; [ a developing countries showing her deep Bier conservative, informal, casual, eccentric 4, reasonable _ en sSomnbaesion’ tH SUHEHAG children lave you ever left the cinema seuamnonmmene the interval 8. ddscreet —— She was a philanthropist and supported | because a flm was so bad? re eee ee eae 6. legal —— the work of many demonstrations / 6. How interested are you in what g0€5 01 aunanwnuon She is: tar charities (5) which aim to fight drugs, 1 energetic ea talecone abuse, poverty and Aids, Unfortunately, eee : very gute - her marriage was a loveless one and she 7. Would you prefer to be stage, or D. ract nouns of the adjectives given below. 2. independent b) able to take quick eerie ie] coset f Mt g got a divorce in 1996. She was killed in a a filme decisions Adjectives pours} car accident in. ae! 1997. m8 3. courageous «) confident and free to 1. proud - - es 8. Can you reserve cinema seats - the box oie 2. response = . office in your country? 4, responsible 3 sonraus — . 9. Has an usher ever shown you aa the wrong 68 someone who prefers , 5. decisive os physical activities 4. aggressive = = seat in the stalls: pra 5, hesitant . 7 10.00 you pay attention tothe tralers now But she sometimes tends to be: 6. steady 7 movies? 6. quick tempered oo son 7 11.» firm on television is terityng, do you switeh Oe ee 8. sensi - ~~ to another channel or keep on watching? 9. calm : : 12, What sort of fms af et nenn-nvaw the 1980? Speak! 10. modest - - ! Describe your best friend. Follow the order above 111. famous i — 1 Speak (outward appeerance, pesonalty + good ard bad points) poner E What frm af entertainment do you prefer? Why? col [aReading - 2 G. Read the text and fill in the gaps with the correct sentences A-H. Write the letter of the missing sentence in the box in the gap. There are two extra sentences ‘you will not need. ~ Being in the Show Bizz Glamour, fame, glory, wealth and success surround thse pop stars, fm stars and television celebites who have reached the peak oftheir carers in the wonderful world of sho tsiness It cannot he deried that they have got al that others coud ever wish for. [BJ _] They travel al over the word, spend their otdays in exotic destinations, stay at lnxious hotel, buy expensive cars a ive in splencel properties For instance, one of ther main objectives i to take extra Care of their outward appearance at any price, someting wich demands a fot of effort and money. To achieve this, they put themselves on exhausting and urhelthy diets and pay te