001-011-Succeed TRINITY B1 - Prep Reading - TASK 1-TB_CAE-PR-TEST-1.

qxd 16-Mar-16 2:00 AM Page 1

001-011-Succeed TRINITY B1 - Prep Reading - TASK 1-TB_CAE-PR-TEST-1.qxd 16-Mar-16 2:00 AM Page 2

TABLE OF CONTENTS

Preparation for Trinity ISE I Task 1 Long reading

Section 1: Questions 1-5 Title Matching
Section 2: Questions 6-10 Selecting the True Statements
Section 3: Questions 11-15 Completing Sentences
Preparation for Trinity ISE I Task 2 Multi-text reading
Section 1: Questions 16-20 Multiple Matching

page 4
page 5
page 8
page 10
page 12
page 13

Section 3: Questions 26-30 Completing Summary Notes

Preparation for Trinity ISE I Task 3 Reading into writing
Article
Descriptive Essay
Discursive Essay
Preparation for Trinity ISE I Task 4 Extended writing
Review
Letters and Emails (Informal)
Letters and Emails (Formal)
TRINITY ISE I Reading & Writing PRACTICE TEST 1
TRINITY ISE I Reading & Writing PRACTICE TEST 2
TRINITY ISE I Reading & Writing PRACTICE TEST 3
TRINITY ISE I Reading & Writing PRACTICE TEST 4
TRINITY ISE I Reading & Writing PRACTICE TEST 5
TRINITY ISE I Reading & Writing PRACTICE TEST 6

page 20
page 22
page 23
page 29
page 35
page 46
page 47
page 54
page 57
page 60
page 66
page 72
page 78
page 84
page 90

Section 2: Questions 21-25 Selecting the True Statements

Trinity ISE I Speaking & Listening Overview, Tips and Advice

Preparation for Trinity ISE I - Listening Part 1 Independent Listening

Preparation for Trinity ISE I - Listening Part 2 Listening Task 1: Festivals

Preparation for Trinity ISE I - Listening Part 3 Listening Task 2: Health and
Fitness
Listening Task Cards
Listening Additional Material
Preparation for Trinity ISE I - Speaking Part 1 Be Polite!
Preparation for Trinity ISE I - Speaking Part 2 Explain yourself!
Preparation for Trinity ISE I - Speaking Part 3 Quick-fire round!
Preparation for Trinity ISE I - Speaking Part 4 Rules are rules!
Preparation for Trinity ISE I - Speaking Part 5 Bonjour!
Speaking Project: A step-by-step method of preparation for the Topic Task
Speaking - Additional Material
Speaking - Answers to PART 2: Exercise 5

page 17

page 98

page 100
page 103
page 106
page 109
page 112
page 116
page 119
page 122
page 124
page 126
page 128
page 131
page 131

Published by GLOBAL ELT LTD

www.globalelt.co.uk
Copyright GLOBAL ELT LTD, 2016
Contributors: Linda Lethem, Steve Baxter, Maria Windsor,
Marianna Georgopoulou and Varvara Vallianatou

While Trinity College London seeks reasonably to ensure that an approved publication is accurate and suitable
for exam preparation, Trinity cannot accept any liability for its content.
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omission.
We will be happy to insert the appropriate acknowledgements in any subsequent editions.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

l
l

Preparing for TRINITY ISE I (CEFR B1) Reading - Writing - Speaking - Listening - Students Book - ISBN: 9781781643174
Preparing for TRINITY ISE I (CEFR B1) Reading - Writing - Speaking - Listening - Overprinted Edition with answers - ISBN: 9781781643181

001-011-Succeed TRINITY B1 - Prep Reading - TASK 1-TB_CAE-PR-TEST-1.qxd 16-Mar-16 2:00 AM Page 3

TRINITY ISE I

The format of the Trinity ISE I Reading & Writing Module

Contents

Reading
Task 1 is called the Long reading task. You have to read one long text (about 400 words) and answer 15 questions related to it.
Task 2 is called the Multi-text reading task. You have to read 4 short texts and answer 15 related questions. The four texts have a
connected theme.
Writing
Task 3 is called the Reading into writing task. You have to write an answer to a question related to the theme in Reading task 2.
You use the information in Reading task 2s four texts to help you to prepare your answer. Task 4 is called the Extended writing task.
You have to write an answer to a question using your own ideas. The question will give you key prompts that you must write about.
Time: 2 hours
Task 1

Task 2

Task 3
Task 4

ISE I Reading & Writing Exam

Parts: 4 (Tasks 1-4)

CEFR Level: B1

Long reading
400 words
15 questions
Spend about 20 minutes on this task.

Multi-text reading 400 words 15 questions

Spend about 20 minutes on this task.

Reading into writing write 100-130 words

Spend about 40 minutes on this task.

Extended writing
write 100-130 words
Spend about 40 minutes on this task.

How is this book going to help me?

In this book, you will look at each of the four tasks one by one, starting with Task 1. A simple step-by-step approach is used to
show you how to do each task and the skills you will need to use to manage your time and do well in the exam.

How can I practise and improve my reading and writing exam skills?

First, read this guide to the exam and do the exercises in it. Follow the guide step-by-step. This will help you understand
more about the format of the exam, exam skills and what you need to do in each task.
Next, do the exam practice tests that are also supplied in this book. Try to complete them in exam conditions this means
only allow yourself the amount of time you have in the real exam.
But you can also do more. The reading and writing skills you will learn here are not just for the exam. They are useful skills
you will need to use throughout your education. You can apply and practise many of these skills in other subjects, when you
have to do reading comprehension and answer related questions and when you have to produce written answers.

And you can also get extra practice and make your English-language learning more interesting by reading and writing about
things you enjoy in your free time. Here are some examples of what we mean by this:
Reading practice Read English-language magazines, newspapers or online articles, or online posts about things you are
interested in (e.g. rock bands or celebrities). Then think about what youve read and try to put the information in your own
words. For example, when you read an article, think of your own title for it and your own headings for the paragraphs.
Write summaries of the paragraphs in your own words. Highlight the really important or interesting sentences. Use your
dictionary to help you understand new words and build your vocabulary.
Writing practice After you read these English-language articles, write about them. Maybe there is interesting information
you want to share with other people. Write a blog post summarising what youve read. You have your own opinions. If
the author gives an opinion, think: do I agree with what the author said? Write a blog post sharing your thoughts on the
subject. Or, if the article is from a newspaper or magazine and the topic is important to you, write a letter to the editor
expressing your views. If you have a friend who you think would like to know about what you read, write them an email.
Use these opportunities to make practice a normal part of your routine. Hopefully, it will feel more natural and fun then.
It may even be easier because you are interested in what you are reading and writing about. And the great thing is you
are still practising exam skills.
Writing practice When you watch a good (or bad) film, when you read a book, or when you go to a restaurant for a
meal, blog about your experience. Write a review of the film, book or place. Describe it and think about why you liked
or didnt like it. Or share your experience with a friend. Write an email telling them why they should or shouldnt watch
the film, read the book or go to the place.
Writing practice Keep a diary. Write letters to yourself about your experiences that day, week or month. Write about
what happened at school. Write about your weekend activities. Write about your holidays. Or, if keeping a diary is too
old-fashioned, blog about all your experiences. But be careful not to share private information on the internet.
The point is, you can practise all the skills that you will learn in this book in a way that is more natural, meaningful and interesting for you. Try it! Your English will improve and hopefully you will enjoy the learning experience more because it will feel more
real and relevant.
Then, as you come closer to the exam, you may want to think about reading and writing about exam-specific topics. If you do
want to do that, here are some topics you should focus on: Travel; Money; Fashion; Rules and regulations; Health and fitness;
Learning a foreign language; Festivals; Means of transport; Special occasions; Entertainment; Music.

001-011-Succeed TRINITY B1 - Prep Reading - TASK 1-TB_CAE-PR-TEST-1.qxd 16-Mar-16 2:00 AM Page 4

Preparation for
TRINITY Integrated Skills in English I

Reading & Writing Module

Task 1

Long reading

What do I have to do?

What kind of text?

How long and hard will the text be?

Read 1 long text and answer 15 questions.

The text will be factual or descriptive. It will be about one of the

following subjects:
Travel
Money
Fashion
Rules and regulations
Health and fitness
Learning a foreign language
Festivals
Means of transport
Special occasions
Entertainment
Music
Recent personal experiences

The text will be about 400 words. There will always be 5 paragraphs.
There may be some words you dont know but the text will be aimed
at level B1, which means you should recognise most of the words.
The 15 questions are divided into three sections.

Section 1
Questions 1-5 (Title matching)
You have to choose the best title for each of the 5 paragraphs. There
are 6 titles to choose from, so there is an extra one you wont need.
What about the 15 questions?

How long should I spend on this task?

Section 2
Questions 6-10 (Selecting the true statements)
You are given 8 statements and you have to pick 5 that are true.
You can choose your answers in any order. As 5 statements are true,
3 are false or not stated.

Section 3
Questions 11-15 (Completing sentences)
You will have to write a word or phrase (up to three words) from the
text in a gap to complete each sentence. You must use an exact word
or phrase from the original text you cant use your own words.
Spend about 20 minutes on Task 1.

001-011-Succeed TRINITY B1 - Prep Reading - TASK 1-TB_CAE-PR-TEST-1.qxd 16-Mar-16 2:00 AM Page 5

TRINITY ISE I

Preparation for Task 1 Long reading

SECTION 1: Questions 1-5 (Title matching)

Soon were going to look at our first long reading text. The text is about snowboarding. The topic comes under the general
exam theme of Health and Fitness. First lets think about what we already know about the subject. Look at the pictures and
answer the questions (1-5). Write notes for your answers. Then discuss them with a partner if you can.

1. How many snow or winter sports do you know? List them. Do you like snow sports? Why?/Why not?
2. Which of the snow sports are more traditional and which are more modern?
3. Where do you think the idea for snowboarding came from?
4. Do you think snow sports are dangerous? What do athletes do to protect themselves?
5. What do you think slopestyle snowboarding is? Slopestyle snowboarding is shown in one of the pictures above.

Exercise 1

1. A. Now lets read the text. When you are reading a text, always have a reason or purpose for reading. That way,
you will focus better. Here is your purpose for reading this time: Read the text about slopestyle snowboarding and
choose the correct topic, A, B or C, for each paragraph.
Here, you are obviously not expected to know all these snowboarding terms and a number of other words
and phrases in the text. You should ignore unfamiliar vocabulary and just go for the general meaning (gist).

Slopestyle Snowboarding

Paragraph 1 Many people thought it was impossible, but Billy Morgan just proved them wrong. Hes become the first
slopestyle snowboarder to perform a trick called the 1800 quadruple cork. Basically, he went head over heels four times in
the air before landing his snowboard on the ground again without falling over. The video of his amazing achievement has
been viewed thousands of times on the internet. And now, suddenly, everyone wants to know what exactly slopestyle is.
A What slopestyle snowboarding is
B How to do the 1800 quadruple cork
C A special achievement in slopestyle snowboarding

Paragraph 2 Well, its a type of snowboarding that involves the boarder

following a course down a hill with different features on it, like rails and
jumps. The boarder has to do tricks on these features. The better the tricks,
the more points the boarder scores, and the boarder with the most points
at the end wins. The four main kinds of trick are spins, grabs, grinds and
flips. Boarders have to perform a variety of these tricks on the course.
A How to do slopestyle tricks
B What slopestyle snowboarding involves
C How to judge slopestyle tricks

060-096-Succeed in TRINITY ISE I - B1 - Tests 1-6-new-TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:03 PM Page 60

Test 1
Task 1 Long reading

Test 1

Read the following text about a method of foreign language learning and answer the 15 questions on the next page.

Learning a foreign language

Paragraph 1
Tandem language learning is a new and exciting method of language learning. It involves two partners who are, most preferably, native speakers of different languages. Both speakers want to learn a foreign language and will do so by helping each other. The word tandem itself means a bicycle with
two bicycle seats for two people to sit on, one behind the other. Therefore, one can easily understand how the method got its name.
Paragraph 2
Tandem learning can vary. The language-partners can meet either in person or learn by e-mail, phone
or other media. Learning can be supported by various materials and methods: worksheets, textbooks
or simply informal conversation. The classic style in Tandem learning, though, is that half the time is
given to one partner, the other half to the other partner. For example, a Greek and an English speaker
usually can talk half an hour in Greek and afterwards half an hour in English.
Paragraph 3
The "language learning by exchange" approach first appeared in 19th century England, in what was
called the "mutual system", where pupils were helping each other in order to help the teacher with his
or her work. The Tandem method, though, appeared much later on, in 1971, in connection with the
"audio-visual method" and since then has developed up to the present day, taking different forms as
time went by.
Paragraph 4
Tandem learning is an approach suitable for every age group, from children to senior citizens. It can
be used at all levels of education; that is to say, preschool, elementary school, secondary school and
even university. Research has also shown that it is one of the most successful methods of language
learning for adults, particularly in companies.

Paragraph 5
At first, many people questioned this methods success when compared to traditional language
learning methods. However, research over the years has shown that this method greatly helps to
improve listening and speaking skills. The reason why, is that the two language partners speak, as
well as listen to each other much more than they would in a traditional class. Another benefit gained
through the Tandem method is cultural understanding, as speakers get to learn about the culture of
other countries through conversation. Some speakers have even noticed that they seem to understand their native language more after Tandem sessions, as they start to think more about it.

60

060-096-Succeed in TRINITY ISE I - B1 - Tests 1-6-new-TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:03 PM Page 61

Preparing for TRINITY ISE I

TEST 1 - Task 1

Questions 1-5 (one mark per question)

The text on the previous page has five paragraphs (1-5). Choose the best title for each paragraph from A-F below and
write the letter (A-F) on the lines below. There is one title you dont need.

A
1. Paragraph 1

A Definition of the method

B Suitable candidates for the method

C Origins and history of the method

C
3. Paragraph 3

D Advantages of the method

B
4. Paragraph 4

E Disadvantages of the method

F General background information on the method

D
5. Paragraph 5

Test 1

F
2. Paragraph 2

Questions 6-10 (one mark per question)

Choose the five statements from A-H below that are TRUE according to the information given in the text on the
previous page. Write the letters of the TRUE statements on the lines below (in any order).

C/D/E/F/H
6.
C/D/E/F/H
7.
C/D/E/F/H
8.
C/D/E/F/H
9.

C/D/E/F/H
10.

A Tandem learning was first used in the 19th century.

B Tandem learning was immediately accepted when first used.

C The two partners dont need to be face to face in order to learn.

D The two partners can practise languages in which they are not
native speakers.
E It is possible to gain more inside knowledge of how ones own
language works though Tandem language learning.
F Employees may successfully use Tandem language learning.

G Tandem language learning can also help with reading and writing.
H Partners should participate in equal turns when learning.

Questions 11-15 (one mark per question)

Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word,
phrase or number in the space provided.

helping each other

11. The main idea behind Tandem language learning is that two speakers are ...........
to
learn a foreign language.
be supported

12. Speakers may choose to simply have a talk, or this may ..... by extra work.

has developed
13. Tandem language learning has not remained the same over years; it .....
.
suitable for
14. Learning by Tandem is .....
anyone; there are no age restrictions.

cultural understanding
15. By getting to know the other speaker and where he/she comes from, one gains .....
.

61

097-115-Succeed TRINITY B1 - Listening TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:44 PM Page 98

Trinity ISE I

Speaking & Listening Overview

ISE I Speaking & Listening Exam

Overview

ISE I - Speaking & Listening Module

A fresh approach thats a little different.

This exam has a different format from other exams that you may
be familiar with. For that reason, its very important to know the
format in advance and prepare. Trinity ISE I 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 I Speaking & Listening is one single exam, all done face-to-face
with the examiner.

What about the details?

ISE I is a B1-level exam. It lasts about 14 minutes and there are four different tasks to complete.
Lets have a look:

Task

1. Speaking Task 1: Topic Task

You prepare a topic in advance. Then, in the exam, you will have a discussion about your
topic with the examiner, showing that you can use the language functions of the level.
2. Speaking Task 2: 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
questions/ideas and express your own ideas/ask them questions.

3. Independent Listening Task 1

You listen twice to a short talk and make notes. Then the examiner asks you six questions
and you answer each question in just a few words.

4. Independent Listening Task 2

You listen once to a short talk and tell the examiner what it is generally about. You then
listen to the talk a second time and make notes. You then tell the examiner six facts or
important pieces of information from the talk. Finally, the examiner asks you four questions
about the talk and you answer.
Total time: (This includes about 1 minute extra examiner administration time.)

ISE rating scale

Time
4 minutes

2 minutes
~3 min 15 sec

~3 min 45 sec
14 minutes

All tasks in each ISE level are linked to a particular CEFR level. The rating scales are based on CEFR level descriptors.

98

097-115-Succeed TRINITY B1 - Listening TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:44 PM Page 99

Trinity ISE I

Speaking & Listening Tips and Advice

Tips and Advice

General DOs and DONTs

3 Dont be passive. In this exam, students are encouraged to play an active role in conversation. That means that in the
Speaking tasks you shouldnt be afraid to ask the examiner questions and keep the conversation going yourself.
Dont just wait to be told when to speak. For example, in Speaking Task 2, the Conversation Task, when you give your
opinion on the topic, invite the examiner to respond ask him/her what he/she thinks.

3 Try to speak clearly and fluently. Avoid long, unnatural pauses, if possible. Dont wait for the right word to come into
your head; say whatever youre trying to say in another way instead.
3 Be polite at all times. Practise the art of turn-taking and disagreeing politely. Avoid rudeness, extreme language and
sarcasm at all costs.
3 Always try to explain/develop/exemplify the points you make. For example, its not enough to say:
I dont think people could survive today without mobile phones. You have to explain yourself: I dont think people could
survive today without mobile phones. After all, we need them to communicate, for directions, for entertainment and even
to do business on the move. We use them all the time.
3 Take notes in the Listening tasks when given the opportunity to by the examiner.
3 Prepare well for Speaking Task 1: the Topic Task. Spend time on your topic at home and in class and practise talking
about your topic as much as you can. Even discussing it in your own language with family at home will give you more
ideas for what to talk about on exam day. Most importantly, choose a topic you love you want this to be interesting,
not boring!

ISE I - Speaking & Listening Module

3 Dont give long rehearsed monologues (speeches). You will not get a high grade if you look and sound very unnatural and
say things that are simply learned by heart. Make an effort to be spontaneous (react in the moment). This may seem
difficult at first, but that is where practice comes in. Practise spoken conversation at every opportunity.
Its true practice makes perfect!

Integrated Skills

The Speaking & Listening exam is an integrated skills test. This means that, just like every day in real life, youll need to use
both your speaking and listening skills at the same time. For example, you dont read the instructions for any part of the
exam. The examiner tells you what to do, so you have to listen carefully at all times to what he/she says. In the Speaking
sections, you cant give one long speech. The examiner will interrupt you and ask you questions. You have to listen carefully
to what he/she says in order to reply in a suitable way and get a good grade in the Speaking tasks. In the Listening section,
after you listen to the recordings, you have to tell the examiner your answers. It's not just about listening its listening and
then speaking in the same task.
3 Always listen very carefully when the examiner is speaking. There are no written-down instructions for this exam you
have to be a good listener!
3 If, for some reason, you dont quite hear or understand what the examiner says the first time, dont worry! Just ask
him/her to say it again. Take the initiative.

99

097-115-Succeed TRINITY B1 - Listening TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:44 PM Page 100

Part 1

Listening
Part 1
Independent Listening
Exercise 2 (Track 1)

Exercise 1

A. Now, check your answers to the other questions

in Exercise 1 by listening to the recording of an
example of the Listening section of the exam.

First, lets see what you already know about the

Independent Listening.

Answer the questions below. If you dont know the

answer, have a guess!
1.
2.
3.
4.
5.
6.
7.
8.

The Independent Listening section

of the exam lasts about 7 minutes.
There is ONE task in the
Independent Listening section.

Independent Listening Task 1 is the

start of the test of your listening skills.
You are not allowed to take notes
while you listen.
You listen to two different
recordings.

You write your answers down so that

the examiner can correct them.
You only hear each recording
once.

During the Listening section of the

exam, you are in a large room with
other students.

q
q
q
q

q
q
q

B. Now choose the correct answers to complete the

summary table below.

q
q

Independent Listening

TRUE FALSE

Total time

Listen (2.) once / twice to some basic

information in a (3.) talk / dialogue
Task 1

100

The questions are (5.) asked by the

examiner / written down.
Each correct answer carries one mark.

Listen (6.) once / twice to a factual

recording a (7.) talk / dialogue.

q q

First of all, the answer to Question 3 of Exercise 1 is

important. Independent Listening Task 1 is NOT the
start of the test of your listening skills. In fact, your listening skills are tested from the moment you begin the exam
in the Speaking section. You have to listen carefully to
the examiners instructions and responses.
So dont look at any part of the exam as a test of only one
particular skill. As we shall see later, there is speaking and
listening involved in all sections.

Then respond to (4.) four / six

questions with short answers.

The task lasts about 3 minutes.

The first time, listen and tell the

examiner (8.) what the recording is
generally about / specific information
in the recording.

Task 2

Note!

(1.) seven / ten minutes

The second time, listen carefully for

(9.) details and facts / general information
and take notes.
Report back (10.) six / eight facts to
the examiner.

Answer (11.) two / four questions the

examiner asks you.
The task lasts about 3 minutes.

Did you get all the answers? If not, or if you want to

check your answers, listen again.

116-131-Succeed TRINITY B1 - Speaking TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:52 PM Page 116

Speaking
Part 1

Part 1 - Be Polite!

To start this lesson, listen to the recording. Its got a

special message for you.
(Track 18)

That is an extreme example of rudeness. You might

even think it's funny, but being rude is not acceptable.
It's important to make sure that you always sound
polite in the exam.

Exercise 1

Youre going to listen to some recordings of situations

which have something in common.
Listen and match each recording (1-6) to the correct
picture (A-F).
(Track 19)

F
Recording 1 (Track 20) 1 Picture .......

E
Recording 2 (Track 21) 1 Picture .......
A
Recording 3 (Track 22) 1 Picture .......
C
Recording 4 (Track 23) 1 Picture .......

Recording 5 (Track 24) 1 Picture .......

D

116

B
Recording 6 (Track 25) 1 Picture .......

116-131-Succeed TRINITY B1 - Speaking TB_CAE-PR-TEST-1.qxd 15-Mar-16 11:52 PM Page 117

Trinity ISE I - Speaking

Chat

Now work in pairs or groups. Discuss these questions.

1. What do all the situations have in common?

2. Which situation do you think was the worst example

of rudeness?

Part 1
Polite conversation

5 Dont give orders, e.g. Tell me what you think.

Ask, dont tell. Its rude to order people around.
Use polite questions.

5 Dont be too direct, e.g. You are wrong.

In English, its not good to be too direct with people.
Show understanding and respect their point of view.

5. How often are people rude to you? How often are you
rude to other people?

5 Dont be a bad loser! e.g. Yes. OK. OK. You have a point.
So what?
When someone makes a good point, give them credit.
Its not a competition you have to win; its a discussion.

4. When someone is rude to a person, how does it make

the person feel?
6. Why should we respect and be kind to the elderly?

Exercise 2

Of course, being rude to people is not just impolite; its

also disrespectful. The problem is, sometimes when were
nervous or using a second language we can be rude by
accident. You dont want this to happen in the exam when
you speak to the examiner, so lets think about how to
sound polite in English.

Speaking Task 2: the Conversation Task

Actually, we shouldnt call this just a Speaking task. Its a

conversation, so it involves both speaking and listening.
Its another example of the integrated nature of the tasks in
this exam.
Remember, this is a two-minute conversation. The examiner
will introduce a subject and then ask you some questions about
it. You will have to say what you think. You can and should
also invite the examiner to respond to your comments.
The conversation subjects are:
Travel
Rules and regulations
Money
Health and fitness
Fashion
Learning a foreign language

A. The examiner and the student are talking about money.

Listen to and read a section of the transcript below.
(Track 26)
Examiner: Now well move on to the conversation task.
Lets talk about money. Do you think moneys important?
Student: Um uh Yes, I do. I think without money
you cannot live. Tell me what you think.
Examiner: Yes, of course, money is important, but
I think Id prefer to be happy than to be rich.

Student: You are wrong. Its uh only possible

to be happy when you have money. If you dont have
enough money, this makes you stressed. Therefore,
the richer you are, the happier you are. I am right.

Examiner: But not all celebrities look happy and they

have lots of money. There are stories in the newspapers
every day about their problems. Isnt that true?

Student: Yes. OK. OK. You have a point. So what? Its still
better to have money than to be poor.

NG

5 Dont raise your voice! e.g. YOUAREWRO

.
Your tone of voice should always be calm, relaxed and
soft. Never suddenly talk very loudly or shout! People
think this is aggressive and rude.

Part 1

3. Can you think of any other rude behaviour? Make a list.

B. Listen to the recording again. Then work in pairs. Take

turns to role-play the parts. Student 1, be the examiner.
Student 2, be the student. Then swap.
Examiner, you must be very polite.
Student, you must be very rude!

C. Now listen to the same two speakers again. Only, this

time, they are BOTH polite.
(Track 27)
Write down the new phrases you hear under the original
phrases in italics.

Examiner: Now well move on to the conversation task.

Lets talk about money. Do you think moneys important?
Student: Um uh Yes, I do. I think without money
you cannot live. Tell me what you think.
(1)___________________________
What do you think?
Examiner: Yes, of course, money is important, but I think
Id prefer to be happy than to be rich.
Im afraid I disagree.
Student: You are wrong. (2)________________________
Its uh only possible to be happy when you have
money. If you dont have enough money, this makes you
stressed. Therefore, the richer you are, the happier you
Wouldnt you agree?
are. I am right. (3)___________________________
Examiner: OK, but not all celebrities look happy and
they have lots of money. There are stories in the newspapers
every day about their problems. Isnt that true?
Student: Yes. OK. OK. You have a point. So what?
I see your point, but
(4)___________________________
its still better to
have money than to be poor.
D. Now listen again. Then work in pairs. Take turns to
role-play the parts. Student 1, be the examiner.
Student 2, be the student. Then swap.
Examiner, you
must be very polite. Student, you must be very polite too!

117