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Yi'lnity $H 8t$ Speaking & Listening
lntroduction to the
ISE ll $peaking & tistening exam
The aim of the Trinity College London's lntegrated Skills in English (lSE) exam (Speaking & 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. lt is an integrated and commu-
nicative exam, which 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 task in the speaking part of the exam replicate real-life exchanges, in which the candidate and the
examiner share information, ideas and opinions.
ln the listening part of the Speaking & Listening module (the lndependent listening task) recordings are
played by the examiner in the interview followed by various tasks, which vary in format depending on the
exam level. 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
A $PEAKING exam with 3 tasks and a LISTENING exam with one task.
Tiining: 25 minutes (23 minutes exam, plus 2 minutes examiner administration time).
Level: Cl of the CEFR
lnterpretation
{.:::l:'i:. Excellent achievement - at the upper end of the CEFR level
?, .,,. .."Oaable achievement - of the CEFR level, possibly newly qualified at that level
ti,:,.i,:.: Non-achievement - not of the CEFR level
6,1..:, No topic task, no perfiormance to rate
SPEAKING SFCT*A}{
#a:re 4 The ToPic Task
LeSSOn I '{"1"r y".,.,:": "f;:rr. ;, i page 6
"i
Lessan 2 ?h* Ts:*i*'?xek. page 10
Reference pages
-i-r.:: "..:,:.
LesSons I & 2: i ,.' page 40
:-IS?SNNG SETGN
The lndependent listening task page 51
SXTRAS: Addiional exam pracice fbn the lndependent Lisrening Task page 58
r Speculating
. Hypothesising
. Summarising
Please note that the language functions are cumulative through the ISE levels. There are no suggested
grammar structures for ISE lll. Candidates are exPected to use a broad range of complex structures
to express thoughts clearly.
mt
ffi
LeSSOn I ryr** ?'*mic Yas$q. sas"s $
ln this lesson you will learn about the format of the Topic Task, Part l.
Exercise I
Listen to the recording. This is an example of the Topic Task, Part I . For questions $ -$ choose the correct opton or write
a short answer as appropriate.
Yn*"* False
3.
1". The topic is talked about from the very start of the interview.
7.
2. Part 1 is a discussion of the topic between the student and the examiner.
3.
3. The examiner makes notes about the student's performance while listening.
4. How long is Part 1? &.
't -
rrcpre .
r(ery'en1$er
" Practise your presentation and try to get the timing about right,
so that you can say all that you want to say in around 4 minutes.
Try to finish your discussion and asl< the examiner if they have
any questions.
Don't worry if you see the examiner writing notes while you
speak. They are not marl<ing you. They are making notes about
the things you say to use in the discussion phase in Part 2.
Try and finish your presentation within the 4 minutes, but don't
worry if the examiner stops your presentation before you have
finished. lt must end when time is up.
Keep your language quite formal and polite.
Tniniry iSf; tt Speaking The Topic Task - $,art I
Exercise 2
When discussing the topic, you talk about both sides of the argument. This is likely to involve supporting your points
with 'advantages and disadvantages'. Put the words in the box in the correct column based on their meaning.
.Advantages Ssadvartxg*s
pitfa lls
downsides
u psides
benefits
drawbacks
pros
cons
Exercise 3
You should choose a topic that promotes discussion not a fact-based one. This task is not simply about reporting facts or
describing things; it is about expressing and supporting viewpoints.
Which of the options would make the best topic, A or &? Choose the correct answer.
-1
J 1. A. The most popular forms of ecotourism
-j
J B. The effects of ecotourism on people and the land
l
3. A. Different types of voluntourism*
B. Making a profit out of volunteering
voluntourism'. a form of tourism (travellers take parf in voluntary work, usually for a charity)
Exercise 4
Your topic should not iust be based on the pros and cons of something, although they are likely to be included. Your topic
should promote discussion and exploit the language functions of the level (see p. 4). Your topic could be, for example:
A Problem and solution topic
B Cause and effect topic
C For and against topic
Match these topics to the topic types above. Write A, E or e on the line.
Exercise 5
&.. Earlier, we looked at a few different ways to talk about advantages and disadvantages. What are some different ways
to say 'for' and 'against'? Write the missing letters.
&- lf you feel (or don't feel) very strongly about something, say so. Use an intensifier lil<e 'extremely'
Write the missing letters to complete the sentences.
*, Sometimes, you are neither or nor against somethlng. How do you say that? Put the words in the correct order
to make sentences.
t, I / strongly/ the / about /don't / issue / feel / one way orthe other / .
D. Are you 'for' or 'against' these things? Worl< in pairs. Tell your partner your opinion and explain why
(by highlighting advantages or disadvantages). Use some of the new phrases you've learned.
t " Building more roads in the countryside so people have easy access to beautiful and scenic places.
?. Allowing the sport of hunting as a way to control wild animal populations.
3. The use of nuclear power instead of fossil fuels such as oil and coal.
4. Searching for oil and gas in unexplored parts of the Arctic.
5, Banning cars from cty centres.
Exercise 6
\ow worl< in the same pairs and follow the instructions. Homeworl<
topic that you are interested in. lt can be any topic
Picl< a
Student l: Consider this topic in more detail: you want so long as it is an opinion-based (forlagainst)
Building rosds in he csuntryside so peopfe hcve cccess to beoutif,r.ll
subject. For example:
p/oces.
Giving pcrents rnsre leeve forn work whe* tfiey loe ciildre*"
3rainstorm ideas for and against the proposal" Use the suggestions
on page 40 to help you. Then follow the template on the same Research the subject online. Find out as much information
rage and make notes for a short presentaton. When you have as you can about both sides of the argurnent. Then script
finished, give your short presentation to Student 2. a formal presentation on the subiect. The presentation
should last about four minutes. Practise your timings and
Student 2: Consider this topic in more detail: shorten or lengthen the presentation as required.
Eonning cors porn cify centres- You can use the template on page 40 to help you.
Brainstorm ideas for and against the proposal. Use the suggestions
on page 40 to help you. Then use the notes template on the same
page for a shor-t presentation. When you have finished, give your
short presentation to Student l.
W
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3ri*iy !S# {F Speal<ing The Topic'fask - ffars !
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HUNTING
WILD ANMAL$!I
Exercise I
Lool< at the images. What do they show about the different sides to wildlife tourism? Discuss in pairs'
Use the questions below for help if you need ideas.
$ How do you thinl< wild animals feel when they are surrounded by crowds of people?
? Are there any benefits to wildlife tours lil<e safaris and whale-watching?
3 What problems can be caused by wild animals becoming very familiar with people?
4 How do you feel about wildlife hunting holidays?
5 What are some of the drawbacl<s to having a lot of tourlsts visit a scenic place?
Exercise 2
Match the linking phrases in the box to the section of your presentation they would probably be used in.
Exercise 3
Number the sctions of this presentation in the correct order from l-7.
A. E.
_ Although it is true that you cannot stop progress and _ Thirdly, I feel it is time overpopulated parts of the world
that we must find a way to accommodate the growing started adopting new policies on children. Governments
human population and its demand for natural resources, I
should limit the number of children couples are allowed to
do not believe we should put our own concerns before have. This is the most sensible approach because, with peo-
those of the rest of the natural world. I think we can deal ple today living longer than ever before, our population
with the problems caused by an ever-growing population issues will only increase In future. Having fewer children
without destroying the beauty around us. would help ease the world's population difficulties.
B.
F.
_ lt is my belief that everything must be done to protect
the natural world and we must ensure that we do not allow _ ln short, I recognise that we face significant problems
our precious wild landscapes to be swallowed up by human caused by overpopulation and a shortage of resources.
activity. However, I feel we can solve these problems without nega-
tively impacting on the environment and the natural world.
We just need to adopt smart new building policies, use tech-
nology to improve our supply of key resources and take
c.
measures to reduce the number of children being born.
_ Secondly, I believe we can solve the issue of scarce
resources without destroying our planet. Where energy is
concerned, let's focus on creating more efficient renewable
technologies. That way, we will not have to mine and drill
the land and destroy precious wild habitats any more. G.
Where water is concerned, there is an abundance of sea _ Firstly, I believe we should build our cities up and down
water; so let's use technology to find efficient ways to turn rather than sideways. New technology allows us to construct
this into fresh water for drinking, farming and so on. very tall buildings that are safe. Similarly, we can also build
underground complexes that people can live and work in
with the technology we have today. Doing this would help
us to accommodate more people without having to find
D.
new land to build on.
_ ln this presentation, I wish to examine the question of
how we can accommodate the ever-increasing human pop-
ulation of the world without damaging the natural environ-
ment or wildlife.
-&"!"irlity
,$tr $$* Speaking The Topic Task - Pr't i Tr
Exercise 4 L
Put the linl<ing phrases in the correct column according to their function.
ln short, ...
Furthermore, ...
ln addition, ...
To sum up, ...
While...
ln summary ...
What is more, ...
Having said that, ...
To conclude, ...
Although ...
Exercise 5
Choose the correct options to complete the sentences.
* While I ln addition, it is true that there is a serious problem, I believe it can be resolved without harming the natural
world around us.
2 To concludg, I Having said that, it is my belief that I have shown that the benefits outweigh the disadvantages
considerably and that is why I am in favour of investing in renewable energy.
3 There are a number of advantages to opening up the countryside to more tourists. Having said thot, / While I thinl<
the downsides would be verT serious and wildlife would be adversely affected.
4 Not only can we build up in our cities, but we can also take advantage of the space underground.
Furthermore, I Although we can use the space inside the structures we build more efficiently.
Exercise 6
Worl< in pairs, Student I and Student 2.
S"{reffit i; Turn to page 40 and read the script about mal<ing the countryside more accessible. Then follow the instructions
below the text.
Scl,.dffit ?: Turn to page 42 and read the script about making the countryside more accessible. Then follow the instructions
below the text.
:
Yrnity *Sffi {fi$ Speaking The Topic Task - Part I
Exercise I
Look at the images. Discuss the future of the planet from an environmental point of view. ls the future bleal< (negative) or
encouraging? lf you need help with ideas to tall< about, considerthe questions below.
$What predictions have people made about global warming? Do you believe them? Why? / Why not?
? Do you know of any endangered animals and habitats around the world? What can we do to protect these?
3 Should we l<eep on lool<ing for new supplies of fossil fuels? Why? / Why not? What alternatives are there?
4 How do you feel about nuclear power?
$ What can we, as individuals, do to help protect the natural world?
& What should governments be doing to help protect the natural world?
? Are there any signs that global warming may already be happening? lf so, what are they?
& What might be the consequences of global warming for humanity?
T?r:ity $Str ,* Speaking The Topic Task - F;*rt !
Exercise 2 E
& Work together again in pairs. Read the text of a short recording about people's opinions on nuclear power. l:
Speculate about where you think the phrases in the box should go in the text.
a- Two in every ten people b. Two fifths of people c. One third of people
d. Seven out of ten people e. The maiority of people
in countres with nuclear power programmes are opposed to the use of this energy source.
Just {?} said they thought that nuclear power was safe and that more power plants should be built.
f ?i felt that nuclear power and fossil fuels could be completely replaced by renewables within the
next 20 years. {4} believed that it was OK to continue using existing nuclear power plants, while
C Discuss the beliefs of the people surveyed with your Partner. Do you agree with them?
Exercise 3
Quantifying other people's opinions and making general statements about them.
%
Rernditiber!
5"c
M__ _ people are anti nuclear power in this day and age.
Exercise 5
Now, let's revise what we know about the Topic Task, Part L Choose the correct option or write short answers.
I Part I is a presentotion / discussion .
Exercise
Work in pairs, Student I and Student 2.
\ow it's time to give your topic presentation to your partner. Student l, using the notes you wrote for
romework, give your presentation to Student 2. Student 2, time it and stop Student I after 4 minutes.
Remember!
When you make a point, you must support your argument. Do this by developing/explaining it with more details, using
an example, or by quoting some relevant factual information.
For example:
D ev* I* 5:i nx:'* x6* x! n i r.x g
main point] Constructing new paths and signs in the Scottish Highlands would make the area much safer for visitors.
fexplain/develop it] These paths and signs would reduce the chances of hikers gettng lost, which is a leading cause of
accidents and fatalities. There would, therefore, be far fewer such incidences in the mountains.
Qu**ing a fx**
[main point] There is a commonly held belief that nuclear energy is very unsafe. This is simply wrong. fsupporting fact{s)]
ln all the time that nuclear power plants have existed, there have only been three major accidents. 33 countries have been
using nuclear power for collectively around 16,000 reactor years. The number of accidents is, therefore, actually tiny.
Homework
\ow that you have given your presentation in class, asl< yourself the following:
G Wos it
long enough or too longlshort? Do I need to oddlremove some content?
* Wos my outline plon clear? Could I follow it easily ond present my topic with a good flow? Con I make it cleorer?
* Did / support my orguments properly? Do I need to find out more obout the topc to justify my position?
Make any changes you think are necessary to your notes based on your answers to the above questions. Then, use your final
set of notes to produce a handout for the examiner. Remember that this should be very easy to follow and contain a summary
of all the key points of your presentation. Basicall it should be a longer version of your personal notes that someone who is
not familiar with the topic could understand.
Show the handout to your partner or teacher in the next class. Make sure that they understand the content and that they
think it is clear enough.
Trinity *Sffi l Speaking The Topic Tasl< - Fa"* ?
Exercise I
Listen to the recording. This is a sample of the Topic Tasl<, Part 2. For questions I -4 choose True or False.
Now let's look at the text of the discussion the examiner and student had and analyse it more closely.
What types of questions can I be asked? J&etiv* lirxe*':ixg
F**:. d* { ha:y rrty*e!{
Look at the highlighted comments from It is importont to show thot you hove listened to
*ir:i* .el r'*sg:*neJ?
the examiner. You can be asl<ed to: (ond understood) whot the other person hos soid.
There ore some stock
- explain/develop Il You con do this usrng cn ;j{r,:;:,;-'::,ilir:'ri':!,'i':i
n;* phrase
phroses ond exclomotions
- jar*t!fyld*S**:e$ ffi /ike ::;.,:::i Of ,itir,,:,:r ji..i:,i Of yOU COn festOte the
thot people use noturolly '..r..,
when they wont ta buy - ....i. i.. r i4 :.7:;,. .l -,t" , li point in your own words E to show that you hove
themse/ves o moment or - t'::iil: ':,;i'rrr ;it: -i1.:,,''r;.,';i: .iji understood.
two to think obout whot
they wont to soy. Examples Examiner: Elena, I'm very sorry but I'm going to Student:...jt:j::irt:.i:iri:ji.:i.i; And I think they do know
ore underlined. have to stop you there. I would like to discuss better. Often, they are aware of the damage their
some of the points you've made in your presenta- actions cause, but they are just out to make money
'T**"*-t*e!rixg' tion generally. I was wondering, first: have you so they don't stop. I think they sometimes take
any direct experience of voluntourism your- advantage of people's goodwill and desire to help.
It is important to allow a self? ll Examinen : :-"r:,. i,l.i mr'it y*L el*.r:'t thin{< the
bolonced discussion.
You should be oble to main-
Student: Um ... not really -
but I do a lot of in**x{ry s8'e"sld {:* sh!-!t e3*w*; e!*spit* t}:e
charity work, so I have seen first-hand the good it harn: if e;an aruse,$X
tain the conversotion. To do
does. That's why I'm so upset about reports the
this, you must sometimes Student: No, because I don't think all voluntourism
voluntourism industry is tal<ing resources away
invite the exominer to take is bad. Ithink there are examples of very well-run
from charities. For example, I volunteer at weel<-
turns; to respond. Usuolly, programmes that do help. lt would be a shame to
ends with a charity that rescues injured wild ani-
you do this by soying some- lose these. What I'd like to see nstead is a situation
mals. I'm training to be a vet, so my help can
thinglike ]rr - )'.+).or
sometimes make a real difference. lmagine what
where the ndustry is better-controlled, you know?
by osking o question.ffi Examiner: #i{, s* i{ y** r,;*;'* ill g*rvr:r'r*x**'r'1,
would happen if no-one volunteered at charities E
like mine. *r: g::r-t fut:*" ":41 E :tt*t;",i #
mc:*'t gle rr:de Examiner: I do; there is no question of how much Student: Well, first I'd have controls in place to
Defend your point of view good charities do in different areas. But I get the limit the profits voluntourism companies could
politely ond respect other
viewpoints.
feeling you don't blame the voluntourists them-
selves for the problem. Can you explain why? El
make. Second, I'd employ inspectors to visit the
sites where the voluntourism activity tal<es place
I
lf the examiner mokes o go.od student: yes. Lgucst . . . I think mosr people who
point, you do not hove to dis- sign up and puy-or,"y for a voluntouiist oliday
and checl< that the activty s actually beneficial.
I
Examiner: !i;;r::,i.* that all sounds fine in principle,
ogree with it. You can
ocknowledge that the point is
are... kind of... well-intentoned; they are not just but don't you think it's a little bit unrealistic, though?
I mean, sending lots of inspectors off to checl< all the
I
thinking about rhemselves and booking a luxury
volid and chonge your mind or
ogree somewhot, so /ong os
holiday, r+;,, :-:;*e*l # programmes sounds very expensive, for example.
* y** r*a!l3r e!":tn!* il's fcaci&le? ffi
I
you exploin why.
Here, for example, the student
Examiner: So, what you mean is they are
trying to do the right thing? El Student: No. i I
recognises voluntourists ore
portly to blome far the problem,
Student: Yes, exactly.
Examiner: #*C i* i1*r-* *ny p*in* in i:*ir;g
that might be a little unrealistic cost-wise, but
something has to be done. We could ... erm ... I
at least pass laws to limit how much money these
but then explains why she vv*i!-i*t:r:ti*ned ii f r,'" {::tr'i ' rllv \^'p - *r companies can make and control the types of
does not wont to crticise \ !nd:er* if y** *tai<* fil*li$t-* s*'*l'*r ii,sf**.*? ffi projects they are involved in, g-*tt k**crf ff
them too much.
\
\ Student: Well, no, of course; there is definitely Examiner: i.):' 7.:.:. -:-,,,::{ li1:t E
some ignorance there. But we don't live in a per- jli r;,il,,nrrr, -*
r. :
fect world and people can't always do the right
Student: Um ... I think it's unlikely to at the
,li?:fv dr:lu; !)llir';".rit! thine. vou know? I quess ... um ... even if these
f
Exercise 2
A Listen to the extracts l-7. Which style of discussion is suitable for an exam?
B Listen again. Match the problems (A-G) to the extracts (I -7). You do not need to write a problem beside the extract
' you chose in Exerclse 2 A.
Exercise 3
ow I
letr 'Vrite the phrases in order of probability from (meaning most probable) to 5 (meoning /eost proboble).
)nev
,,# definitely won't
elP.
might/maylcould
e
.::=:&:i happen probably won't
.'.;;
..t';#
,a::'i*l
probably will
rrism
.run .',.=iS definitely will
-' to
Ltion
cw?
Exercise 4
-atch the phrases ( l-5) in Column A to the phrases that mean the same (A-E) in Column B.
to:
tl
'le
.ce
t.
I
t" k's extr:emely/trighly likely to happen ' ia$ there's a good chance it will happen '
i*l!
:iple,
ugh? ,
t it's quite iikely to happenl , ,$: there s not really any chance it will happen '
-!,,.t .
ll thel
3. it's as- iit<ety as not likel)to happen U.: theiels,a very distinct/strong possibilty it will happen
le. i*"t*
t It's unlikeir to fappen ' , i , 1S there s flfty-fifty chance it will happen
I
Exercise ,5
',
Complete these sentences with your own ideas about the topic in square brackets [ ].
Write your sentences down first, and then compare and discuss in pairs.
/ere l
;ee, :
Five years from now ...
rich l
or
:risis
I [robots] There's a good chance that ...
len l
2 feducation] lt's extremely unlikely that ...
(it 3 [medicine] There's a fifty-fifty chance that ...
)Yes
low, 4 [travel] lt's quite likely that we won't ...
W
ft:*'F*pie Ya*E<' Frl ?
F.*
hxerelse 3 H
Choose the best option to complete each sentence. :-.
I We probably will have found / b* lin<iing a cure for cancer by the end of the decade.
.i: We probably will be living / have lived on Mars within the next 20 years.
:,i We probably will be using/ have used flying cars in the year 2040.
,i We probably will be clcsing/ have closej down all nuclear power plants before 2050; there will be none left.
i We probably won't have relied / be relying on fossil fuels any more in 2025.
xerss* ?
Work in pairs. Look at the images below and discuss the future of the planet and scientific developments. lf you need help
with what to discuss, read the questions. (Note: tn to use the language from Exercises 3-6 in your discussion.)
ln 20 years'time ...
Homeworl<
For each of the homeworl< tasl<s in lessons 4 and 5, work with the same partner if possible.
Give your partner a copy of your Topic Tasl<, Part I presentation and take a copy of their
presentation home with you.
Read your partner's presentation and thinl< of as many questions as you can to ask them about it.
Write a list of these questions.
Give your partner a copy of the list of questions in the next class and keep a copy for yourself.
Ncte:
This homework task is a very imPortant way to help your partner'
so do it carefully. Think of as many questons as you can to ask
them about their presentation.
e Ask them to explain and develop the points they made
c Ask them to justify or defend their arguments
e Ask them questions that involve speculation
q rffi-
-,in .;*. ,
'\j
kl'
q/
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T?'i;'ri*y *$# e** Speaking The Topic Task - Far* ?
l
LeSSOn 5 y$xm"Vwpc"Km.s&qu ffimr* ? I
Hypothesis ]
ln this lesson, we are going to use the language of hypothesis.
Exercise I
l& Match l-3 to A-D to make as many complete sentences as possible.
Sixn
* Complete the sentences in the short presentation wth the correct form of the verb in bracl<ets.
I
get student loans instead (or not go at invest in education. This is true of
education should be free for all. And all). This means they leave university
if you think I don't include third-level with huge debts putting them at an
almost every country. To use the UK )
as an example again, a recent report
educatign in this comment, you even bigger disadvantage. The system showed that the poorest people pay
:
{ r} (be) wrong. Already clearly favours people from wealthy almost l0olo more of their income in
in countries across much of Europe, backgrounds. taxes than the richest people. This
primary and secondary education are Some people argue that if universities does not make sense to me. lf more
free. However, if parents want to stopped getting fees, they iS) _ taxes had been collected from the
send their children to university, there
- (not able to) maintain rich over the years and if this money
{.}} _ (be) usually huge high teaching and research standards. had been invested in education, uni-
fees to pay. ln England, for example, I admit that if fees were abolished, it versities iE) _ (not have to)
universiry fees presently cost up to {e} _ certainly start charging fees in the first place.
f9,000 per year. This is a big problem. (present) fundraising challenges, but lf you ask me, education {S} _
lf parents are on low incomes, they universities should be funded by the (be) a basic human right. Therefore,
i3) (not able to) afford state, not by students, in my view. lf it should be open to everyone, not
to send their children to university for the state had had a fairer tax system just to those who can afford it.
three
--or four years now. They - the over the years, there {?} _
children * {4} _ (have to) (be) a lot of money available now to
f What would happen if all forms of education were free and there were no private schools or universities?
lf that happened,
? lf technology keeps improving, will students need to go to classes at all in future or will virtual learning take over?
E
-1 lf teachers and lecturers are sl<illed and knowledgeable, their students respect them - do you agree?
'{ lf you had attended school many years ago, how would things have been different? Have they changed for the better
or for the worse now?
Exencise 2
A, You are going to listen to a discussion about free education. You will hear the discussion twice.
Worl< in pairs. Student l, turn to page 45 and follow the nstructons. Student 2, turn to page 46.
F{ote: lf your partner gets stuck, help them - you have a full copy of their part of the dialogue..
Exercise 3
With a partner, look at the images for ideas and discuss the education system in your country today. lf you need help, ask
and answer the questions below.
tuu,
A
va
3, a *tn
I Would students perform better at school if they had less (or no) homeworl<?
2 What are the benefits and drawbacks if schoois provide free food for students?
3 lf students are divided into classes by ability from a young age, is this a good or bad thing?
4 lf a student is bad at academic subjects, should we (l) allow them to focus on applied learning (subjects like woodworl<,
metal worl<, other crafts, etc), or (2) let them leave school and do an apprenticeship instead, or (3) insist that they
continue with their academic education?
5 lf you were in charge of deciding the school curriculum, what subiects would you put more emphasis on?
6 Are final exams good or bad in your view? What would be the benefits and drawbacks if schools used only continuous
assessment to grade students instead?
7 lf you had been a teacher in your secondary school, how do you think you would have coped?
8 lf you were the principal of a school, would you insist that students wear school uniforms? Why (not)?
Exercise 4 Hornework
A For homeworl< in the last lesson, you wrote some I Lool< at the questions your partner has written about
questions for your partner about their presentation. your presentation. Think about how you would reply to
them.
Now look at their presentation again and write some
more questions for them (keeping a copy for yourself).
? Practise giving your presentation using your notes for
help/cues) because you will give your presentation n
the next lesson and then have a discussion with your
The additional questions should be hypothetical ones.
partner about it.
Write as many as you can think of.
3 Study the list of questions you wrote about your partner's
B Give your paftner the list of questions. presentaton for homework the last time.
Hxensise ff
,-' Young people ought to have the righr to vote Young people should definitely be allowed to vote
from the age of I 6. t
from the age of 16.
-'n
Young people could have the right to vote from ;
L
Young people should possibly be allowed to vote
the age of I 6. from the age of 16.
3 choose the best option from the words in italics to complete each sentence.
i Some young people feel that they don't hove to / mustn't respect people in authority any more because there are
no consequences when they misbehave.
? Parents feel guilty about working long hours away from the family, so they feel that they
have to / can spoll their
children with gifts to make up for this time away.
'i Youths today don't have to / mustn't spend as much time using digital devices
- they are losing their social sl<ills.
'* The educaton system must I could have got better. This is the only explanation for why this generation of
students,
grades are better on average than the last generation's.
'! Teenagers today can't I mightn't have less free time than previous generations. Many of our parents and grandparents
had to worl< to support their families and go to school at the same time, so this is simply
untrue.
d lt's possible that teenagers today2!gh'91-mus! mature more quicl<ly than they did in the past.
'Frinicy ;S 6tl Speaking The Topic Task - Parr ?
{,* Complete each sentence with the correct form of the verb in brackets.
The government should (pass) a law to allow l6-year-olds to drive a long time ago.
3 You should (able to) leave school when you are l4 years old.
A
ry The law should (allow) teenagers to work full-time from the age of 15.
$ Parents should (not malce) their children study so hard when they are young
because youth is supposed to be a time of fun.
s Social network sites should (have) a minimum age for users of their sites from
the start to prevent access by young teens and children.
Complete the second sentence so that it has a similar meaning to the first sentence. You must use the words in brackets.
Young people today should be more environmentally aware than past generations because of what they are taught
at school.
Young people today more environmentally aware than past generatons based
on what they learn at school. (supposed, be)
3 lt is essential that all young people have the right to a free education.
Exercise 2
With a partner, lool< at the images for ideas and discuss the lives of young people in your country today. If you need
help, ask
and answer the questions below.
1g
lii
HARI
.,
li. .tr
I
I Are young people, especially children, spoiled too much by their parents today? Explain.
? What are the benefits and drawbacl<s of social networl<s and the internet for young people?
Should young people use
these seryices less?
3 Some say young people today are very selfish and only thinl< about themselves. Do you agree? please explain using examples.
4 What age should young people be allowed to worl< from? Explain.
$ What are the advantages and disadvantages of getting worl< experience while at school or university?
& Should young people be allowed to drive cars when they are l6?
? What is the voting
age in your country? Should it be changed? How can we get more young people involved in politics?
& Should young people today have more rights and freedom? Explain.
I Do young people in your country get free healthcare? Should they?
$& How can young people mal<e a real difference to the world we live in? What must they do?
Trinity ISE ll Speal<ing The Topic Tsl< - Fart 2
Exercise 3
A Now worl< in the same pairs as you did for the homeworl<.
Student l: Give your four-minute presentation to Student 2, using your short notes to help you.
Student 2: Listen to Student I's presentation. Time it and stop Student I when 4 minutes are up.
B Student 2, now ask Student I questions and have a discussion with them about their presentation. (Use the questions
you wrote down about their presentation for homeworl< for ideas on what to discuss.)
Exercise 4
A Now you will swap roles.
Student 2: Give your four-minute presentation to Student I , using your short notes to help you.
Student l: Listen to Student 2's presentation. Time it and stop Student 2 when 4 minutes are up.
B Student I , now ask Student 2 questions and have a discussion with them about their presentation. (Use the questions
you wrote down about their presentation for homeworl< for ideas on what to discuss.)
Homework
ieflect on how successful your presentation and the discussion of your topic n class were. Can you improve your own
I :.esentation?
Remember!
Find as many people as you can to practise
discussing your topic with outside of class.
lf posslble, swap your presentation with a
different partner from class every weel<. They
can write questions to asl< about your presentation
and you can write questions about theirs. Then
you can each give your presentation and have a
discusslon about it.
You can even discuss your topic with friends and
family at home if necessary. The questlons they
asl< you will give you new ideas for what to thinl(
about and discuss in the exam.
However, remember the aim is NOT to memorise
your presentation.
t-
E:
Lesson I
Exercise I
.{ Listen once to the recording. This is an example of the Collaborative Task. For each question, write a short answer or
choose the correct option.
I What is the main topic of the conversation? 3 What is the woman's view on competitve sport?
(select two options)
l1 how to mal<e students more competitive
* a new.sports initiative in schools l&, lt can build social skills.
fr improving the health of students ffi lt makes everyone equal.
ff lt doesn't benefit everyone.
3 The woman believes that competitive sport ) lt has more value than non-competitive sport.
Tip!
ffi Now answer these questions about the Collaborative Task. ln this task, you must lead
Choose the correct option. the conversation and take
the initiative. Ask questions
& This tasl< lasts {lll_! minutes.
and make comments.
? lt involves a discussion I presentation .
Do not expect the examiner
3 The student / examiner has the information about the situation to control the conversation
and the student / examiner usually asl<s most of the questions. for you.
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Trinuy l$ Speal<ing The Collaborative Tasl<
Exercise 2
Now look at the images and discuss the subject of celebrity role models in pairs. Thinl< about some of the different dilemmas
celebrity role models may face in everyday life. Ask and answer the questions if you need help and ideas for what to discuss.
I Would you agree that ... F"i All things considered ... ,
I can see what you are gettng at ... I I wonder if it might be better if ... ?
S
I
ffi I suspect that it is true that ... What you are saying makes a lot of sense ... Z :
c
K lt might be the case that ... K What do you consider to be ... 7
3
+
F Basicall we can understand that ... L What are your thoughts on ... I
t 5
.
E
A
You may find the phrases above helpful to use in Exercises 4 and 5.
Exercise 4
Worl< in pairs. Student l, turn to page 48.
Student ? Student I will start and tell you about their dilemma.
You are going to find out more about it and discuss it. ffi
Follow these prompts to complete the tasl<.
_%
.,:t
l: Find out as much information as you can about the dilemma.
?: Find out what the options are.
3: Find out what the consequences of the options are.
4r Tell Student I what you would do in their situation. 'fr
:-
"5
5: Listen to Student I's concerns and respond appropriately.
tr
q
#ffi
Exercise 5 BI
Worl< in pairs. Student 2, turn to page 49.
Student l: Student 2 will start and tell you about their problem.
You are going to find out more about it and discuss it.
Follow these prompts to complete the tasl<.
Homework 6
Lesson 2
Opinions
ln this lesson we will do an exercise related to the homeworl< and then focus on opinion-type questions.
Exercise I
Work in pairs and discuss the dilemmas you wrote for homeworl<.
Str"dent t:
l" Find out as much information as you can about Student 2's dilemma.
2. Find out what the options are.
3, Find out what the consequences of the options are.
4. Suggest what Student I should do - say what you would do.
5" Listen to Student I's concerns and give your opinion.
6. Sum up what you thinl< is the best way forward.
Exercise 2
A Listen to the recording, which is an example of an opinion-type Task 2 question, and match the statements ( I - I 2)
to the speakers Man-Woman). Some statements can be matched to both spealcers.
$taternents
I Parents spoil young people and give them too many Presents.
? You cannot generalise and say all young people are spoiled and selfish.
3 Because young people are spoiled so much, they become very self-centred.
4 Discipline and poor behaviour are big issues in the education system.
$ Misbehaviour in school is another example of teen selfishness.
& Students today do not have more difficult lives than past generations.
? When students misbehave, it is because they need help not because they are selfish.
Youths are very environmentally conscious.
S Youths are open-minded and accepting of diversity.
| & The media paints youths in a negative light.
Now look at the script on page 30. Write the items underlined next to their correct functions.
I a rhetorical queston:
5 politely disagreeing:
? challenging an opinion:
C Now work in pairs and discuss whether or not you think young people today are self-centred. You can use the examples Er
from the dialogue to help you and your own ideas as well. Try to use the language of some of the functions identified in Nc
Exercise 2B (politely disagreeing, etc). ide
was growing up, my parents insisted that I worked hard to and are exposed to more diversity. How con peolle who core
'earn' any presents I got. For instance, when I wanted a new Passionotelv about our Plonet ond who wont to reslect the dif-
games console, I had to do the washing and ironing every ferent cultures thot exist there be self-centred? They sound
weel<end for l2 weeks first. So, you see, clearly not every very open-minded rather than selfish, wouldn't you say?
young person is spoiled. Examiner: Hmmm. I hoven't really thought obout it like that
Examiner: Well, perhaps I was exaggerating a little, but I before. I guess you've got o Point. The media can be unfair.
really do thinl< young people are more self-centred today. And perhaps if their elders were less critical of them, young
Just think about how disrespectful they are towards their people would show us even more of their positive traits.
elders, like their teachers, for example; misbehaviour in Maybe we have a responsibility to lead by example in trying
schools has become a huge problem. tosee the good in what they do to encourage more of this
Ster*eCt On thot point, I think we con both ogree. Discipline positive behaviour.
is definitely an issue in schools today. However, I thinl< if you Stt*de&c, On that point we can definitely agree. lt's about
try to understand it from children's perspectives, you will time we started giving young people more credit. lf their
see that they are not being selfish but crying out for help elders don't respect young people, why should young peo-
and attention. What I mean is that because school is so ple respect their elders.
competitive and stressful today, students often get frustrat- Examiner: Yes, I think that's a verT good point.
t\
ed and misbehaviour is a way to express that frustration.
OK. Thanl< you. We'll end the task there.
?t
Also, unfortunatel we live in a world where both parents 3\
4t
%ipt 5t
&\
Practise the different functions 7\
of debate, such as those &T
listed in Exercise 28' 9F
Be familiar with a varietY
,&t
of linking Phrases used r
for each function'
r=rin;tv Gilr SBea<i*g
Tle follaborative Thsk
xe"*Ese 3
Now lool< at the images and discuss the subiect of stereotypes in pairs. Ask and answer
the questions if you need help and
ideas for what to discuss.
&'w
Rhetorical questions are a way of restating the point you want to make in question form.
You are not really asking a question - you are implying that there is only one answer to the
question and that the answer is very obvious. You are actually emphasising your point.
Women are not bad drivers because statistically they have fewer crashes than men on the roads.
How can women be bod drivers when they hove fewer croshes stotisticolly thon men on the roods?
? Male ballet dancers must be incredibly strong athletes. So the idea that they are less masculine because they dance is
rather silly.
3 The idea that beautiful people are always happy is ridiculous - just thinl< about all the problems famous and so-called
'beautiful' celebrities have in their personal lives.
4 There is no one type of 'beautiful' anyway because each individual sees beauty differently; beauty is in the eye of the
beholder.
B We also use questions to invite agreement. Write the opinions as question as in the example. Use the phrases in brackets.
N Being tall isn't necessarily a sign of good health. pl/ouldn"t you cgree)
Wouldn't you ogree that being tall isn't necessorily o sign of good health?
? I think most stereotypes are negative. {Wculd you sgree wtth me)
E
3 I believe the image of young people as portrayed by the media is very negative. {Don't you fnd) A
Sr
t We also use questions to check understanding. Put the words in the correct order to mal<e questions as in the example.
CK
4tryingIsayIthatItoIyouIareIwomen/jobsIthanIsome/bettersuitedImenIareItoI?
Trinity SE lll Speaking The Collaborative Thsk
D Match the queston sets (l-3) to their functions (A-E). There are two functions you do not need.
, you know?
k Tip!
, right?
, wouldn't you say?
Practise using functional
, don't you thlnl<?
questions like those in
Exercise 4 in the rest of
the exercises in this lesson.
Exercise 5
A Worl< in groups of four to six. First read this opinion:
Young people are extremely interested in celebrity. However, I om very doubtful
about, whether there are mony positive celebrity role models.
B Role-play your flnished dialogue with a partner. Then have an open discussion on the subject with them and talk
about any points that weren't mentioned in the written dialogue.
Exercise 6
A Work in pairs. First read this opinion:
Successful business peaple ffioke the best role models for the young.
Student l; You agree with this opinion. Write down (in note form) as many ideas as you can thinl< of to support
your argument. lf you need help, there are some ideas on page 49.
Student 2: You disagree with this opinion. Write down (in note form) as many ideas as you can think of to support
your argument. lf you need help, there are some ideas on page 49.
B Now have a discussion on the subject and share your differing points of view.
Tryto use some of the functional language highlighted earlier in this lesson.
Homework
Consider the following subject:
Children should be ntroduced to comrytitive sport from as yourrg an {tge ss poxible. Cosuot *ort does not horc the same beneftts.
Write down as many benefits and disadvantages of young people taking part in competitive sport as you can think of.
Then do the same for casual sport.
lri*i*y t$f !t Speaking "E
?re e*llaborative Tasl< T'
tess*m 3 E
Situations
ln this lesson we will do an exercise related to the homeworl< and then focus on situation-type questions.
Hxerase B lr
Work in groups of three or four. Have a debate with your group about the benefits and drawbacl<s of encouraging children P
to play competitive and casual sport.
Use the notes you made for homework to help you with ideas. Try to use functional language highlighted in the last lesson A
in your group discussi,:rn.
Go around the group in turn. Each student gets to mal<e one point, then the next student can respond.
N
*xeneEse ?
Now look at the images and discuss the subject of competitiveness in pairs. Ask and answer the questions if you need help
and ideas for what to discuss. N
lc
B
: ls it important to experence failure in life? Why (not)?
? What is your proudest achievement? S
3 Would you describe yourself as a competitive person? What are the dangers of being over-competitive?
4 Do you feel there is a lot of competition at your place of study/work? What kind of competition do you face there? S
How does it affect you?
1 Why do successful athletes enioy so much respect and attention? Should they? T
i, Some people say that your whole life is lust one big competition. Do you agree?
What areas of your life are very competitive?
? Do you enjoy compettive sports or do you prefer particiPating for fun or not at all?
Exercise 3
A Listen to the recording, which is an example of a situation-type Task 2 question.
complete the interview notes by writing the exact words or phrases that you hear.
lntenriew motes;
Problem?
- Player gets incredibly {l} _ in important {?}
Always an issue?
- No, not in {3} _ of competition
ldeas:
- Nerves are {16} ,especially when playing in front of audience
- lf you {17} yourself to the situation more often, your performance should improve
- Play in front of people even outside of {18}
Expect {19} the next time you play
- This might help you {?0} and perform better
B Now, work in pairs and take it in turns using the interview notes to role-play the tennis player and the other person
Student l: Ask the questions first. Listen to Student 2's answers and then give your opinion when you have all the
information that you need.
Exercise 4
A Work in pairs again. Student l, turn to page 50. Student 2, turn to page 50.
&*irx*y *$tr & Speaking The Collaborative Task Tr
E
ffi Now continue as instructed below.
Le
$fldent ?, ask Student I questions based on these three cues: It'
Student 2, having listened carefully to the answers, ask Student I any other questions of your own you may have
about the situation. Then offer them some advice on what to do.
Exercise 5
& There are many different ways to speculate about and suggest the reasons for something by asking questions.
Complete the second queston so that it has a similar meaning to the first question, using the word(s) in bracl<ets.
Write no more than five words in each gap.
) ls the reason you are losing customers that you don't have free parl<ing near your shop?
free parking be the reason for your loss of customers? {eould, lack}
;& Maybe the issue is that your competitor has a better selection of stock - is that possible?
that your competitor has a better selection of stock? {per}raps}
ffi There are also many different ways to make a suggestion or give advice on what action to take using questions'
Complete the second question so that t has a similar meaning to the flrst one, using the word in brackets.
Write no more than five words in each gap.
Why don't you lower your prices to make your business more competitive?
your prices to make your business more competitive? {c*nsidered}
? What about getting in some new stock so that you have all the latest styles of shoes?
gettng in some new stocl< so you have all the latest styles of shoes? {throught}
3 Do you think it might be a good idea to stop charging customers for parking?
wise to stop charging customers for parking? {rnight}
T"inlcy $K &t SpeaE<ing T"e cEiab*raive Tas<
HNereise S
Let's get competitive!
It's time for a game and there can only be one winner ... !
A You have three minutes. Thinl< of and write down as many problem situations
as you can.
(For example: My car won't stort ond I can't get to work.)
E Now work in pairs' Take turns to read out your problems. Your partner must suggest
a solution or offer their own idea
(e'g' Might you be oble to get o lift with one of your colleogues?). Keep going until one
of you runs out of problems or can,t
thinl< of any more ideas. The other person is the winner.
Fdomewonk
-lere are a number of statements. Read the statements
and consider how you would discuss them and what points
ou would raise.
!' Young people'need to find ways of becoming more financially independent
from their parents.
?" There needs to be a rearistic barance between ambition and abirity.
3' Everyone should be carefur about the infruence of the media.
!
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Itl 1::
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Tl- mty ISE l
Speaking section
ffimwffi ffi
Homework c
ffiPffiAKING: Speech Template cr
i3. Aclcnowledge the other side of the argument briefly] For oll the reosons cited above, while I ocknowledge that in some
Although t is true that ... I think the orguments forlagainst woys it would be nice for people to hove eosier occess to the
ore stronger. Highlonds, I thinkthis would do more horm thon good. In short, the
drowbocks, like endongering people, droining the resources of
[4. Justify your opinion] One reoson I think this is becouse ...
emergency serylces and harming noture, for outweigh the benef;ts.
[5. Give another reason] Another reoson I think this is thot .. .
Do you hove ony guestions for me?
[6, Summarise] In summary, I'm (not) in fovour of ... becouse ...
Trinity ISE lll - Speaking Part I - The Topic Task
Comprehenson q uestons B Now present the presentation to Student 2 using only your
notes to help you. Don't worry if the presentation isn't 4
Choose the correct option or write a short answer"
minutes long. This is just for practlce to get you used to
I The topic of the speech is: using notes, and to get you familiar with how to structure
A How to mal<e the Scottish Highlands more accessible to people your presentation.
B Whether or not the Scottish Highlands should be opened up
You can spend more time collecting information and things
to more people
to say on your chosen topic for the exam. You can also
C The effect of more activity in the Scottish Highlands on the
emergency services
time your presentation in practice so that you get it as
close as possible to the four-minute mark.
2 The speal<er _ the proposal.
l\is in favour of B rejects
Sample notes
3 The speal<er argues that more paths would make the mountains Topic: is opening the Highlands up to the public good or bad?
safer.
A True B False
View: Big mistake
From the point of view of safety, what does the speaker think Downsides:
more hil<ing in the mountains would possibly cause an increase - Attract inexperienced hiker; make mistal<es; serious accidents
in?
- More accidents : more pressure on rescue teams and
other emergency services
According to the speaker, what effect would more activity in the
mountains have on the resources of the emergency services?
- More people in area = bad for wildlife; litter problem;
human activity could cause animals stress
What two problems does the speaker think more tourist activity Conclusion:
in the Highlands would cause for the natural world? - Drawbacl<s outweigh benefits
and - Endanger people; drain resources from essential services;
harm nature
The speaker believes there are more than
to the ProPosal.
A drawbacks ... benefits B benefits ... drawbacks
Task
A ln the exam, you cannot take a script like this in with you.
You can only use short notes for reference. Use the
template below to put the script into note form.
-bpic:
/iew:
3enefit:
Jownsides:
lonclusion:
Y*"*rc*v gSffi &$A - Speakins ffiax't { - The Topic Task
In this presentation, I om goingto consider whether or not it s o S The speal<er believes there are more than
good ideo to make the Scottish Highlonds more occessible to the to the proposal.
public.
lL drawbacl<s ... benefits & benefits ... drawbacks
It is my personol belief thot this is defnite ly the right thing to do.
I will exptoin my reosons for holding this belief shortly but first I
will readily ocknowledge thot there ore some issues thot need to Task
be token into considerotion. lt s importont to moke sure thot ln the exam, you cannot take a script lil<e this in with you.
betfer occessibitity does not negotively offect the locol wildlife or You can only use short notes for reference. Use the
environment. fhls is o possibility unless there is proper policing
template below to put the script into note form.
ofthe orea by wordens, ond so on.
However, I believe there ore significont benefits to improved oc- Topic:
cessibi/ity. First of all, the Highlonds is one of the most beoutiful
parts of the IJK ond t is right thot more people should be oble to
opprecote its beouty. Additionolly, I believe that if people experi-
View:
enced the noturol beouty of the Highlonds, it would make them
more environmentolly conscious.
Secondly, without a doubt, improved occessibility would moke
Downside:
the areo safer for hikers. Novigotion n the Highlonds con be
very difficult, especially in bad weother. This meons thot peoPle
often get lost, ond thot con be very serious and leod to iniury or
worse. Hoving better paths ond signs would result in fewer inci- Benefits:
dents of this kind ond would reduce the stroin on emergency
services, therefore.
Lost but not /east, ottroctng more people to the oreo would
generote much needed income for locols. There ore not o lot of
job opportunities in the Highlonds so mony young people who Conclusion:
live there hove to move to other ports of the UK to find work.
It is very sod thot they ore forced to leove their home. A bigger
tourism industry would support more iobs ond would help to
so/ve this problem. Perhops this would be the b(gest benefit $3 Now present the presentation to Student I using only your
of oll. And some of the extro money generoted could ideolly notes to help you. Don't worry if the presentation isn't 4
be spent on Protectngthe locol wildlife ond nature too. minutes long. This is lust for practice to get you used to
5o, in short, while I do think thot we hove to be very careful using notes, and to get you familiar with how to structure
about moking sure thot new visitors to the Highlonds do not
your presentation. You can spend more time collecting
domoge the environment, I believe that the benefits to moking information and things to say on the topic you prepare for
the areo more occessible ore very significant. Therefore' I am the exam. You can also time your presentation in practice
so that you get it as close as possible to the 4-minute mark.
certain it is the right thing to do. Do you hove ony questions?
T*pic: Task:
The benefits of nuclear power outweigh its drawbacks. ,& The notes oboye aren't suitable for use in the exam.
They are too long and some of the points are fully scripted.
$4y belief: Now lool< at the shortened notes below. Complete them
I am fundamentally against the use of nuclear power in using exact words or phrases from the original text above.
any circumstances.
'Y'ope
;
Reasons pe*pl* support fhe r.sc *f naetear pewer: - do benefits of nuclear {l; drawbacl<s
Nuclear power is a lot cleaner than fossil fuels. lt is also less
expensive than some renewables. lt gives countries without f*{y befi*f:
abundant natural resources control over their energy supply. - no; strongly {?} _ nuclear
- lduci*ar F*wr gcn*rati*n is n*t ex:*r-:*iv* o nuclear : { 3} than renewables & fossil
o Although plants cost a lot of money to build, they can be fuels
used for a very long time
c Furthermore, producing nuclear energy is a lot cheaper - l-l*e !*ar p*v]#'- nt u:sed as !+/eapits
than both renewables and fossil fuels once the plant is . materal no good for ( | 4) _ - need
built {t5}_
c tal<es {;6} _ to produce
- i'i-cf*ar p*\j!*r chfi*$t b* ***d as weap*ns . very { I 7} _ process, so low { E}
c The nuclear material used in power plants cannot mal<e c compared to other industries = very (19)
bombs. You need enriched uranium to do this.
o Enriched uranium tal<es a long time to produce and the Corciusien:
process is extremely complicated. The risk it could be
- (20) fears
produced by dangerous organisations is very low.
e In fact, the risl<s of accidents of any sort in the nuclear
- nuclear = very {2 I i and {??}
industry are extremely low compared to other industries.
It is incredibly safe.
I Now use the notes to give a presentation to Student I
on the topic.
onclusi*n:
Although there are some fears about the safety and cost of
IMPORTI\NT
nuclear power, these are mostly misguided. Nuclear power is
actually extremely safe and very clean compared to other en- You are familiar with your own topic, so you just need cues
ergy sources. For these reasons, I strongly support its contin- (short notes with key words) for yourself. Howeve when
ued and increased use. you prepare your handout for the examiner, all your points
should be very clear. So, before the exam you prepare to
give the formal presentation on a topic. You have chosen
what you want to tall< about. You must prepare a handout for
the examiner, using headings and bullets just lil<e in your
notes.
You can even use visual aids if you want to. ln other words,
you can give the examiner graphic information (for exomple: a
diagrom or imoge) if it is relevant to the topic and will promote
understanding.
Yniniry lSH l - Speaking Part I - The Topic Task
Lesson 5:
Exercise 2
Student l
Listen, follow the turns and write short notes about the points Alexandra mal<es. Do not try to write down everything
she says as you won't have time. Just write the key words.
Alexandra: You say education should be free for all, but what about ( l)
Simon: I thinl< there should be no fee-paying institutions.
Alexandra: Are you saying that (2)
Wouldn't this be (3)
Simon: I'm not saying that exactly. What I am saying is that all fee-paying institutons should be tal<en over by the government
and run by the state.
Alexandra: I'm not sure about that. Shouldn't people(4)
Simon: I don't believe so. What about the people who can't afford to pay. lf rich people can buy a better education than
people who are less well-ofl then we live in an unfair society.
Alexandra: OK. But we don't ( do we?
The reason some parents send their children to fee-paying schools is that (6)
They only want to (7) Shouldn't they have the right to do this?
Simon: OK, but why should only some children get the best opportunities? I admit that some state schools are not very good
- on the other hand, some are truly excellent. We need to invest money into weak schools to improve them. That way,
everyone has an equal chance at receiving a good education.
Alexandra: But not all (8) . State schools sometimes have (9)
This is part of the reasons why ( l0) .Theyare(ll)
What do we do about ( l2)
Simon: Well, that's a good question. Howeve I don't believe there is such a thing as a bad student. We need a more flexible
school curriculum. Not every student is academically minded so school should have classes suited to students who are practi-
cally minded as well. This would improve such students' motivation levels. Do you know what I mean?
Alexandra: Yes, I guess so. I like ( I 3) too. But I thinl< if your idea is to worl<, the
r l4) and there needs to be ( I 5) . ls that realistic?
Simon: I believe so. The government simply needs to spend more of its budget on education. lf it does this now, it will create
a more skilled workforce and a stronger economy in the future.
Alexandra: Right. So I guess the major disadvantage of your suggestion is that (16) 7
Simon: Yes, that's true, but I think it's worth t because the long-term benefits far outweigh the short-term disadvantages.
We can secure the country's economic future and create jobs for all within a generaton.
Alexandra: You certainly mal<e a strong case but l'm still not sure ( I 7) . After all, money doesn't
3row on trees. lt would ( l8) _
Yr"$r"**ey &S *ge - Speaking Par"t & - The Topic Task
Student 2:
Listen, follow the turns and write short notes about the points Simon makes. Do not try to write down everything he says
as you won't have time. Just write the key words.
Alexandra: You say education should be free for all, but what about existing fee-paying private schools and so on?
Simon: lthinl< (l)
Alexandra: Are you saying you want all fee-paying schools to close? Wouldn't this be a waste of their resources?
Simon: I'm not saying that exactly. What I am saying is that (2)
Alexandra: I'm not sure about that. Shouldn't people have a right to pay for a better education if they want to?
Simon: I don't believe so. What about (3) 7
Alexandra: But not all children want to learn. State schools sometimes have problems with discipline and behaviour. This is
part of the reason why private school students may perform better. They are better motivated. What do we do about the dis-
cipline problem?
Simon: Well, that's a good question. However, I don't believe (10)
We need (l l) . Not every student is ( l2)
so (l 3) . This would ( l4)
Do you l<now what I mean?
Alexandra: Yes, I guess so. I lil<e the idea of a more flexible school curriculum too. But I thinl< if your idea is to worl<, the
whole school system needs to change and there needs to be a lot of investment by the government. ls that realistic?
Simon: I believe so. The Sovernment simply needs to ( I 5) . lf it does this now, it will
( t6)
Alexandra: Right. So lguess the major disadvantage of your suggestion is that a huge amount of money has to be spent now
on education and the benefits will not be enjoyed for several years?
Simon: Yes, that's true, but I thinl< it's worth it because ( I 7)
We can ( l8) in a generation.
Alexandra: You certainly mal<e a strong case but I'm still not sure your plans are realistic. After all, money doesn't grow on
trees. lt would cost a lot to completely change the education system.
k
t-
Ti' nqf ISE lll
Speaking section
ffimrt X
The Collaborative Task
3: Explain ynur options.
The Collaborative Task ("lbsk 2)
Options: You can either tal<e the risk and accept the role,
Lesson I which comes with a huge salary or you can turn it down
and do another romantic comedy instead.
Exercise 4
4: Explain the consequences,
Student l:
Consequences: lf you accePt the role in the crime movie,
Studert l:
You will use this prompt card to explain a you are afraid you may lose some of your fans or damage
dilemma. You are a famous aftist. your image as a role model, but you will develop as an actor.
lf you reject the role, you will be bored, disinterested and
l: Yor start - explain your dilemma in your own words. typecast playing a role in 'another' romantic comedy instead,
Dilemma: You ore afamous ortist ond you hove been osked to but your popularity will be safe.
write obout your work for a school mogozine- The money from
sc/es of the mogazine will go to charity. You don't want to wrte 5: Thanl< Student I for their comments and ideas and say
the article but you don't want to disappoint the students or the what you are going to do to close the conversation.
chority either.
Lesson 3
Student 2:
Exercise 4 Here is your situation:
Student l: I own a smoll shop.lt used to be very profitoble but now it hos
Here is your situation: storted making o /oss ond I om struggling to moke ony money.
The reason for this is a big competitor store opened up on the
My work colleogues ore very competitive ond I feel thot
edge oftown.
this oflects our combined performonce negotively because we
oct os individuals rother thon os o teom. Develop your background story. You have live minutes.
Develop your backgrc,r.nd stoy. You have five minutes. Write short notes on the following:
Write short notes on the following: What type of shop is it and what are the shops strengths and
weaknesses? (eg shoe shop, loyal customers, been in the same
What evidence is there that your tearn's per{ormance has town for many years, good location, no parking, high prices)
been affected? (eg bad atmosphere, low morale, pedorm-
ance figures lower than last year)
-.,.3
't:"9
*t
:....1
..9
:t-
.--.3
,;' What have you already tried to do about the problem that
hasn't worked? (eg run a marketing campaign, have a sale,
\fhat have you already tried to do about the problem that reduce prices)
hasn't worked? (eg bring it up at a meeting) How successful
was that? Could you have done things differently?
ffixee"cise E
A Wth a partner think about how our lifestyle today compares with that of past generations. Work in pairs and have
a discussion on this subject now Use the images to help you. lf you need more ideas on what to discuss, ask and
answer the questions below.
sm i:J
@#
! Are we actually healthier than we were in the past or do we live longer lives now thanks to advances in medicine?
What do you think?
? To what extent has the advent of the internet affected the way we live our lives?
3 Think of some examples of both the positive and negative ways in which technology has changed the way we live.
Do you think the influence of technology overall has been positive or negative on our lives?
4 ln what ways was life different for previous generations (for both the better and the worse)?
5 Would you like to have been born 100 years ago? Why (not)?
& ls the world today a safer or more dangerous place than it was 50 years ago?
Exercise 2
You are going to listen to an example of the lndependent Listening Tsk
Listen and choose the correct option or write a short answer.
4 Then you must say what the talk is about in one or two sentences /
give a summary of all the key points in the tall<.
k
5 You have one / two minute(s) to discuss the key ponts of the talk.
Remmber!
Exercise 3 You are sitting at a desk with the examiner as you listen to
You hear the recording twice in the lndependent Listening the recording. They cannot remain completely still and
Task, so thinl< of it as two different parts of the task: Part I silent, so don't get dstracted by their presence. Focus on
and Part 2. the task and don't worry about what they are doing. They
are not grading or judging you while you tisten.
Let's lool< at Part I first. This is where you listen to get a
It may help you to concentrate if you focus on a point or
general idea of the topic and then summarise what the
oblect in front of you and avoid looking around.
recording is about in one or tvvo sentences for the examiner. lf you want to improve your powers of concentration, you
You are not allowed to tal<e notes. Besides, you don't need can listen to talks at home in front of other people, whh or
:o; you are not tryng to remember every detail and fact. without headphones on. Try not to get distracted by the
nstead, you just want the gist or the main point of what is noises or movements they make.
discussed.
You can find suitable talks on sites like TED.com. Choose
subjects you are interested in or which are related to the
A Now let's practise listening for gist. Listen to two short exam topics themselves.
tall<s and choose the best option (A, B or C) for each
question. Treat the listening exercise just like an exam task, ie listen
once for general understanding, then listen again and surn-
marise the mportant points made.
Talk I
I What is the tall< about?
A life-threatening diseases and the urgent need for changing
lifestyle habits
B our sedentary lifestyle and its effects on social interaction
C ways to cure one particular disease affecting society today
]rlk 2
I What is the tall< about?
A how to solve the problem of indiscipline in schools
B how to encourage healthier living in schools
C how to update classroom teaching methods to engage students in their subjects
Ti"inity l$f tll Listening The !ndependert Listening Tasl<
I These are answers given for Part I of the lndependent Listening. Which answer is the most suitable?
Choose the best summary for each talk, A, B or C.
?alk 6
A The speal<er suggests that life-threatening health issues are increasing at a worrying rate throughout the Western world and
that one of the main reasons for this is our sedentary lifestyle. People work in offices, then sit in front of screens all evening and
don't even go out to shop or socialise as much any more. ln fact, online shopping will soon be more popular than traditional
shopping. According to the speaker, this is a serious problem which will only get worse if we don't change our routines.
B The speaker discusses the health crisis in the Western world; how it is already very serious and worsening. (S)he suggests
that our sedentary lifestyle is a big part of the problem and that unless we change our lifestyles it will only get worse.
C The speal<er discusses the health crisis and criticises people for being laz antisocial and for leading inactive lifestyles.
She/He says that unless we stop being lazy and inactive we cannot solve the problem and it will only get worse.
Talk ?
A The speal<er examines discipline in schools toda suggests ways to improve it and claims students would welcome more
PE (Physical Education) classes being par-t of the school timetable.
B The speaker highlights the need to promote healthier living in schools and says 'there should be more oppol'tunities to
exercise in the school timetable' and that 'we must ensure kids are surrounded by only the healthiest eating options n
school.'
C The tp"k"r highlights the need to promote healthier living in schools, suggests why traditional methods of doing this fail
and mentions ways in which it could be done effectively.
C Now, bearing in mind the explanations you read in checking the answers to Exercise 38, put an X beside the things
you should not do in the exam when you are giving your short summary of what the recording is about to the examiner
in Part l.
! Express your own views on the subject. 5 Report specific facts and figures.
2 Express key information in your own words. 6 Report the speaker's views on the subject.
3 Cover as many details and points as possible. 7 Provide a long and detailed answer.
xerese 4
Worl< in pairs. You will now listen again to the talk from Exercise 2.
A Listen once and then write a short summary of what the tall< was about in one or two sentences. Compare your
summary to your partner's and decide which one is the best.
B Remember, you cannot take notes in Part I in the exam, so now put away what you have written and take it in turns
to summarise the tall< to your partner again in your own words without any notes.
Hxercls* 5
llo Now listen again to the tall< and complete the notes a student has made for Part 2 with words or phrases you hear.
Question: Tll me the different ways the speaker evaluates how healthy our lifestyle today is compared with past
generatons and whether you thinl< he comes to a conclusion.
Trinity ISE lll Listening The Endepende*t Lstening Tast<
Notes
Support for idea we have healthier lifestyles today comes from ...
A Statistics on ( I ) which show both men and women live much longer today than in the past.
A ln 1980, men could expect to live to around (2) and women to around {3}
AToday the ages have gone up to (4) and (5) respectively for men and women.
A lt is predicted that it will soon reach the (6) for both sexes.
A Therefore, if we are living longer toda we must lead (7) than we did in the past.
Conclusions - what accounts for increased longevity if we are not healthier today?
A lt sounds like a (18) to say we live longer today but are less healthy.
A Great progress in the field of ( l9) can explain this.
A Thanks to that progress, even though we tal<e less good care of ourselves than our (20) dd,
we can still live longer.
A lf we hadn't been (2l) in the way we lived, the average life expectancy would already have
passed the (72)
B What do you thinl< is wrong with the student's notes in Exercise 54? Choose Yes or No.
I Are the notes accurate? Yes / No
2 Do they contain only key information? Yes / No
3 Are the notes shorr and concise? Yes / No
4 Would you have time to write these notes while listening? Yes / No
C Bearing in mind the question and the information you need to l<now to answer t fully, try rewriting the notes now in
your own words to mal<e them more effective. Tal<e into consideration the issues highlighted in Exercise 5B.
D Now worl< in pairs. Using only your final shortened set of notes, take it in turns to report on what the speaker says.
You should try to tall< for about one minute.
Honrewo"k
Search online and find a tall< on a subject of interest to you. The tall< should last no longer than about 5 minutes.
Listen to the tall< and (l) write a short summary in one or rwo sentences of what it is about. Then listen again
and (2) mal<e notes on the key information and conclusions in the talk.
Bring your notes with you to the next class to repoft on what you have learned.
Trinity ISE lll Listening The lndependent Listening Task
Exercise I
Worl< in pairs and tell your partner about the tall< you made notes on for homeworl< in the last lesson. Say in one or two
sentences what it was about and then report on the key information and conclusions of the tall< in about one minute.
Time your partner's report and stop them when a minute has elapsed.
Exercise 2
Worl< in pairs and have a discussion on the subject of personal economics - thinl< about how our spending habits and the
financial pressures we face are different to (or the same as) in the past. Use the images to help you. lf you need more ideas
on what to discuss, asl< and answer the questions below.
"*r"**--l
_--,ruLD
-;
*geF?,
I What do you thinl< are the biggest expenses households face today? Do you thinl< the balance of these expenses is any
different to how it was for past generations?
2 What is the housing situation your country? Are homes cheap or expensive? Do most people buy or rent?
lil<e in
What is the housing situation for young adults? Do they find it easy to get onto the property ladder?
3 What are the costs lil<e for families in education today? ls school education free? What about third-level education?
What educational expenses do families have to account for even if there are no school or university fees?
4 Do you thinl< the education system is more affordable and accessible today than it was in the past?
5 Thinl< about the area in which you live: what are the biggest industries and what are the most popular and lucrative
(well-paid) professions? Do you thinl< that the situation was any different for past generations? if so, please explain how.
6 Thinl< about the employment situation inside of most families today. How common is it for both parents to be working?
Why do many families have dual incomes today? What about the position of men and women in the worl<place?
Are women's and men's earnings comparable? Do they have equal prospects in the worl<place?
Exereise 3: Understanding tone of delivery
Often how we say something s iust as impor-tant as what we actually say.
A Listen to the four speal<ers tall< about women's status in the workplace today. Group the speakers according to whether
or not they mean what they say.
B Now listen again and infer what the speakers thinl<. Match the speakers to the opinions.
Speaker I A Feels that men are actually treated unfairly today.
Speaker 2 B Feels that while the situation has improved, there is much more worl<
still to do to achieve equality for women.
a Speal<er 3 c ls enthusiastic about policies which require companies to hire certain
quotas of women and about progress in general on worl<place equality.
Speaker 4 D Feels there has been a very significant change of policy towards
fairer treatment of women in the worlcplace.
;a
Exercise 4: Understanding when people gve an indirect opinion
Listen to each short extract and choose the best option (A, B or C).
.i
I Speal<er I suggests that
A most young adults are better off in economic terms today but admits a few are still in a bad financial situation.
I B the ideal way for young adults to buy a home is with the help of their parents.
C young adults, unlike most other economic groups, are less well-off today than they were in the past.
Exercise 5 (Exam-style'l?ask)
\ow worl< in pairs.
A Student I, listen to the recording once and then tell Student 2 what it is about in one or two sentences.
Student 2, turn to page 58 and read the text of the tall<. Write what it is about in one or two sentences.
Then compare your answer with Student I's.
B Student l, listen to the recording again. Tal<e notes for the following tasl<:
You will tell Student 2: Whot pros ond cons of the introduction of o universol healthcore
system does the speokerdiscuss?
Does he reach o conclusion for or agoinst the policyT
Then tell Student 2 your answer using your notes to help you. You have one minute to speal<.
Student 2, look at the text on page 58 again and mal<e notes on the same question. When Student I tells you
their answer, compare it with your notes. Then, if you thinl< they have missed anything important, discuss it with
them afterthey have finished speal<ing. (Time their presentotion and stopthem ofter one minute.)
s$
Trinity ISE l l-istening Tlre lndependert l-istening Thsk
REDUCED CLAUSES
l. \{ho, whirh, that and be can be omitted in 2. Who, which, that and the main verb can be
defining clauses: replaced by a participle in defining clauses:
e.g. l/a.r sweet shot is the only one in the e.g. Richard Cerc wen the name of the act<r
neighbourhood (that is) open wttil night starrir?g in the.fi\n, Desth in the Valley.
(= who stared)
Relative Clauses (1)
ffipss*sw# wffi21
Expand the reduced relative clsuses belsw.
2. Dr Johannes was the name of the doctor treafing the young girl at the time"
3. Someone not aware of the particular sifuation rnight think we lvere exaggerating the difficulties.
4. A1l of the songs sung by the band were old and boring"
*i2l
i tl
w"ge-poaw*,sw
tr"3e#trLicrk*f
For questions 1-10, read the text bel.ow. Llse the word given in capitals to farm u word that fits in eadt space. There k an
example at the beginnng {0).
original builder. Since the (4) .....".,....... there have been reports of a 'cold atrnosphere' , rul DESPAiR
behind the organ. Although $ 5million has been spent on (5) ...".."........ since l90fj, : (7) EXTEND
the Great Theatre is still in (6) ...."""........ need of {7) ....".,.".-."". repairs. ltlow
i tsl AMBITION
there are (8) .......".....-. plans to spend a further $ 67 million or (9) ,........,
every aspecf ofthe theatre. The (10) has asked for nearly' three-quariers of iol MODERN
that from the National Lottery. :(10) h{ANAGE
Relative Clauses (1)
:41
For questions 7-8, read the text below and decde which snswer (A, B, C or D) best fits each gap.
ipl
isl
For qaestions 1-9, yead the text below and think ofthe word which besffits each space. {Jse only one word in each space.
There is an example al the beginning (0).
ffi
a) Relative Clauses (2)
A. Sentence Transformatians.
NON-DEFINING RELATIVE CLAUSES: 1. The anthology, in which her paper was published,
PREPOSITIONS AND PRONOUNS
is on the bookshelf.
1. FORMAL style: preposition + pronoun: The anthology, ................, ..... , is
Use which or whom immediately atter a preposition.
on the tlookshelf.
Never use that or who after a pronoun:
e.g. The gutr, tvith which the vic/ia rucls shot, ltas not been
.fbund. 2. Mr Carter, who I was talking to you about. is also coming.
2. INFORMAL styte: pronoun ... preposition (at the end Mr Carter,
of the clause): is also coming.
e.g. Ile gun, which the victn wls slrof with, has not been
fowd.
3. They bought a house, whose price was extortionate.
3. Possession: noun + of which or that ... of:
They bought a house,
e.g. Ile lent ne a book, whose title/the title of wlziclt I've
.forgotten, was extol'tionate.
e.g. Dei.rdre has to (ttend tu*o conferences, brth af wltich f. I paid a hefty fine for parking illegally,
arc in Stain. my licence has been revoked.
The lad,*'s penrls and fur coas, most of *^hich w^t 2. The exarniner asked me questions on areas
destroyed in the.fire, were belieted ta be imitatians.
I knew nothing.
the first/second/last etc. + of which/of whom, 3. I forgot to use a key ingredient, ......".........".
the youngest/rnajority + of whom, the meal turned out to be delicious.
a number of which/whorn 4 .There were thousands of participants, .............
e.g. Hugh has to attend three ea4ference$, t.frst of whiclt had bought several tickets.
r ir /li homekwtt. 5. New technology mobile phones can pick up a signal
Londoners, the majorir- of whom do not ew*fi trs, you happen to be.
normally travel to r"or* b public transport.
6. We went to France in 2012.
during which, despite which/whom, at which point/mq we decided to get married.
in which case/evtnt etc. 7. I met up with Jack and Jill last night, ...........
e.g. lftey enjoyed a homenwde meal, after which thel' tttrtk complained about their spouses the whole evening.
a ktng walk along thr seafront. 8. He was an obscure poeti "......"".". ...."... poems
are unfamiliar to the general public"
9. You rnay wish to unsubscribe, ............."...
you should contact customer services.
10" This particular album is made up of a collection of songs,
had been banned in England until
very recently.
b) Participle Clauses
C. Sentence transformations.
1. When she opened the door, she saw the parcel on the
PARTICIPLE CLAUSES
door mat.
In participle clauses we replace the relative pronoun and the she saw the parcel on the
verb. Participle clauses give extra information about time' door mat.
reason, cause, conditions and results of the main clause.
The subjects of the participle clause and the main clause are
2. Because she hasn 't got a degree, she is very unlikely to
usually the same.
get the job.
Time: she is very unlikely to get
e.g. Turning at the corner, she saw the other car and came the job.
to a halt. (AsAVhen she turned at the comer.)
Reason/Cause: 3. Because it was ironed a second ago, the shirt felt very
e.g, Not being partcularly hard-working, she is unlikely to hot on the skin.
get promoted. (Because she is not hard-working.) the shirt felt very hot
Not having worked before, I couldn't tell if the offer on the skin.
was good or-not. (Because I hadn't worked before).
Condition: 4. Because she wasn't able to tell anyone, she sat alone in
e.g. Washed by hand, the delicate fabric will not be harmed. her room and brooded.
(If it is washed by hand.) she sat alone in her
iri
Fill in the gaps with a relutive adverb or pronoun. Sometimes a preposition is also required.
l. flat
The he lived was on a very noisy road.
2. The pub ....... they were supposed to meet, has closed down.
3. The reason ....... he divorced his wife has never been very clear.
5. The table ....... they sat, was facing the busy road.
10. The day .............. I started my new job, was the best day of my life.
3. Consumed / Consuming daily, the vitamin will treat the deficiency in a month.
4. Having called / Calling everyone, Lucy put the phone down and headed for the door.
5. Criticising / Criticised for her performance, the artist felt unappreciated.
: ttl
.1,
For questions l-g, )ea the text below und decide which unswer (A, B, C or D) best fits each gap.
wwwwwdffiwi4l
For questons 1-9, read the text below and think of the word which best fits each space. (Ise only one word in each space.
There is an example at the beginnins Q).
DAVID COPPERFIELD
One of Charles Dickens's most famous and best-loved novels is David Copperfield. It tells the story of Copperfield
(0) from his bifth six months after his father's death. (1) . his birth, his mother argues wirh her husband's
rich aunt, Miss Betsey Trotwood, (2) . ............. is upset because David turns (3) .. . .............. to be a boy.
Dickens based Miss Betsey (4) ............... a Mary Strong, who lived in Broadstairs, Kent, where Dickens
spent many family holidays and (5) much of David Copperfield was written.
David Copperfield spends his early childhood with his pretty young mother and their servant, Peggotty. There's a
drawing in the book (6) .. .......... shows them in church, David looking up at his mother (7) .. . . .....
Peggotty keeps an eye on their house out of the window to 'make herself as sure as she can that it's not (8)
robbed, or is not in flames'. But Mr Murdstone, a handsome young man, has his eye on the pretty young widow, her
house and her small income, left (9) ... her by her dead husband. Mrs Copperfield ignores Peggotty's
warnings, and marries Mr Murdstone. This totally changes David's life because he and Murdstone dislike one another.
mwffiwwr**wi 5l
For questions 1-10, read the text below. Use the word given in capitals to form a word that ftts in each space. There is an
example at the beginnins Q).
(0) FAME
WHO WAS CHARLES DICKENS'S?
(1) BEAR
Charles Dickens was one of the world's most (0) fuuau authors and the Dickens
House Museum was once his home. (1) . . .. .......... in 1812 in Pofismouth, his (2) REMOVAL
family moved to London in 1822, but his father was put in prison in 1824 for not (3) TMPOVERTSHED
paying his debts, and the twelve-year-old Charles was (2) .... from
school and sent to work in a factory to help support the family. Charles considered (4) APPLTCMTON
this period to be the most terrible time in his life and his family's (3) .... . ........
(s) OBSERVE
would be a great influence on his later writing. Charles (4) ...... ........... his unique
power of (5) ............. to London, the city in which he spent most of his (6) ROUTTNE
life. He (6) . . .. ....... walked the city streets, 10 or 20 miles at a time, and
(7) DESCRTBE
his (7) .......... of nineteenth-century London allow readers to experience
the sights, sounds and smells of the old city as it was at the time. Dickens's genius (8) APPEARANCE
(8) ............ . on the world stage at a time of many changes in London,
(9) DRAMA
the most (9) ... . . . of which was, probably, that of the (10)
of the railway. (10) coME
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a) Causative Form
have someone do something 3. Fay did not make the curtains herself.
e.g. They're having the plumber install a new pipe.
2. when consequences are brought about: 3. He accidentally caught his top in his fly.
e.g. You'tl have the whole country complaining if you
increase this fax.
E
Causative Form and Adjectives
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get it all done, had him playing, have you going, had Joe look it up on, have someone ring,
had my car stolen, had anyone complain, get a firm to do
1. If you give me your phone number, I'11 ............... you as soon as possible.
3. We'Il never be able to move the grand piano without help. Why don't we it for us?
4. No, John! I won't round the pub every evening. You need to spend time with your son.
5. I'd never heard of this disease before so ...................
I Oxford Internet Encyclopaedia.
6. It's too much work. I won't be able to ................. .......... before the end of the week.
7. I've never about this particular teacher before. I think you're exaggerating.
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For questions 7-8, read the text below snd decide which unswer (4, B, C or D) best fits each gap.
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For questions 1-10, reqd the text below. Use the word given in capitals at the end of some of the lines to form s word that
fits in the space in the same line. There is an example at the beginning (0).
(1) AMAZE
The Victoria and Albert Museum's (0) collections span two thousand years of
history in nearly every area, from many parts of the world, and visitors to the (2) AVAIL
museum will enter a treasure house of (1) . ........... beautiful objects.
The museum was established in 1852, with the aim of making works of art, in (3) INSPIRATTON
all forms, (2) ............... to all, to educate working class people and to
(4) EXHIBIT
(3) . ............. British designers. Our collections make us a world-leader
in (4) ........... .. of fashion and textiles, accessories, jewellery,
(s) DECORATE
metalwork, furniture and all other forms of (5) ........... . art from all
periods. We have also (6) .......... fine art - painting, drawings, prints (6) ACQUISTTTON
and sculptures - in order
to tell a more complete story of the history of art and
design. The Young People's Programme aims to (7) ................................. young (7) DTSCOURAGMENT
people, aged 14-25 from wide (8) .......... backgrounds to become
(8) CULTURE
involved with the V&A collections and make museum visits part of their
(9) ... . . . . life and leisure time activity. The programmes for young (9) SOCIETY
people are (10) and attempt to cater for their specific needs
and taste. (10) VARIETY
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For questions 7-9, resd the text below and think of the word which best fits each space. Use only one word in
each space. There is an example at the beginning (0).
ADVERTISING
Some claim (0) thetadvertising exerts an evil influence on people. persuading (1) . . ............. to buy products they
don't really need or want. Others argue that (2) . ....... performs an important function (3) . ............... it
provides information about products and services in order (4) .... . ...... ....... people to then be able to make
(5) ...................... their own minds. It could also be argued that advertising promotes competition among companies
and is, (6) . , a healthy thing because it helps provide employment and keep prices down.
Unfortunately, we all know how irritating TV adverts can (7) . . Just when we have settled down to
watch our favourite programme, the interruptions begin, spoiling our concentration. However, some people go even
so far as to say that the quality of some advertisements is much higher than (8) . in some of the
programmes and that advertising, therefore, provides excellent entertainment.
Clearly, what is wrong with advertising in the main is the false promises it makes, You know the drill: wear this
perfume and all the men will find you irresistible, buy this car and all the women will chase (9) .......,.............. you.
Frankly, I find this sort of distortion of the truth, quite immoral.
EII
Inversion
e.g. Little did she suspect who he was. 2. I will never speak to her again
Rarely does she visit them any more.
Never
INVERTED CONDITIONALS
C. Fill in the blanks as in the example.
lst Conditional:
0. Had he arrived (arrive) earlier, he wouldn't have missed her,
e.g. Should you {- Ifyou (should)} see her, let her know.
3rd Conditional: 2. ......................... (be) unwell, he would rake the day off.
e.g. Had he arcived {= If he had arrived} earlier, he
wouldn't have missed her 3. .......................... (be) truthful he might not have left her.
ATTENTION
4. ................. . (be) Harry, Ron would be dead.
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For questions 1- 10, complete the second sentence so thqt it has a similar meaning to the first sentence, using as many
words of the original sentence as possible.
2. He had never for one moment imagined that it could happen to him.
Never .......... .. that it could happen to him.
5. It was not until 1945 that the war finally came to an end.
Not until 1945 ............ to an end.
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For questions 1-10, resd the text below. Use the word given in capitals to fotm a word that jlts in each space. There is an
example at the beginning (0).
(0) PEACE
DOVE OF PEACE (1) TNVESTTGATE
(2) EXrST
'Dove of peace' it is called, but it is not always as (0) ppgegful as it is made out to be. I had
(3) FAIL
spent the day on an (1) ........... tour of the city looking for a (2)
(4) EXPECT
address. Accepting my total (3) ............... as a detective, I chose to have dinner at an
(s) UNDERSTAND
outdoor restaurant. During dinner, quite (4) a dove landed on my table,
(6) PAIN
clearly on the (5) that it would be fed. But when I refused to feed it, it
bit me (6) . on the thumb, an (7) ........... that drew blood. As I resisted (7) TNJURE
the (8) ......... to slap it I heard (9) ............. behind me and realised that I (8) TEMPT
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For questions 7-9, read the text below snd think of the word which best fits each space. Use only one word in each space.
There is an example at the beginnins Q).
SURVIVAL
They had long waited for this day. It had (0) been the first in many years that their crops had not been destroyed
(1) ..... ....... drought, insects or even soldiers. Many days had been spentplanting, caring (2) . . . .
small fields of corn, squash, watermelons and pumpkins. The people had done all this secretly. Only two or three
people (3) . . ......... go at any one time to tend to the crops. They were always very cautious and suspicious
of (4) .......... who came too close to their tiny fields, for there were, at that time, rumours of soldiers
in the area.
The people worked hastily preparing for a feast. Much time had gone into this celebration (5) . . . ...... they
had decided they were safe. Maybe it (6) ..................... the weariness of the people, maybe they were tired
(7) ........-......... running from soldiers or maybe they needed something to make (8) .................... laugh. Maybe
it was all these things. (9) ....... ...... the reason, they were having a feast.
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For questions 7-8, read the text below and deci.de which answer (4, B, C or D) best fits each gap.
PORK
If you eat in a French or Cantonese restaurant, you will be sampling some of the finest cuisines in the
world. (1) the menu there will be at (2) one, and often many, pork dishes. In France, even
small villages have their own butcher's shop (3) specialises in cooked and cured pork. In China,
pigs are everywhere and everyone eats (4) . Yet pigs are, literally, dirty animals, and can be
dangerous to eat. Pigs wallow in mud and eat all (5) ........... of rubbish (6) . ... which they contract
parasitic worms that can cause disease in humans if the meat is not cooked (7) . ..
But why do pigs wallow in mud? The reason for this is that wallowing in mud is a more efficient way
(8) losing heat than a regular bath in water.
A. Sentence transformations.
1. I don't think she's at home. The car's gone.
She .............. (leave) the house.
The car's gone.
He can't/couldn't have seen it. I had it with me. 4. I don't think it was Peter you saw. He's not in Athens.
(conclusion/negative deduction) It .................. ..... (be) Peter you saw.
B. Sentence transformations.
1. I don't believe he stole it. He's a good person.
C. Sentence transformations.
1. They didn't call to say they'd be late.
Should (not) have ... ought (not) to have
They ............ (call) to say they'd be
criticism, unfulfilled obligation, expectation, late.
assumption
D. Sentence transformations.
1. They are late. Maybe they missed the bus.
May/might (not) have ... could have They ............ ..... (miss) the bus.
E. Sentence transformations.
ATTENTION
1. You were very rude. That was quite unnecessary.
I did not need to do it. = I did not have to do it (and
I didn't do it).
You .............. .......... (be) so rude.
so
2. He didn't do the washing up because Mathew had already
I needn't have done it. = I did it but it wasn't necessary.
done it.
e,g. I called her to tell her but she already knew. She .............. .......... (do) the washing up.
So I needn't have called hex
3. I took my umbrella because I thought it would rain, but it
I didn't call her because it was not my responsibility.
didn't.
I didn't need to rng her myself.
I ................... ..... (take) my umbrella with me.
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Past Modals
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Sentence transformations. Fill in the blanks using past modals.
4. I don't think she's at the office. She usually leaves work early.
She .............. the office.
8. I took a taxi because I thought I might be late, but I arrived there far too early.
i ................... ...... a taxi.
12. I am most annoyed that you told her before you told me.
You .............. me first.
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For questions 1-9, read the text below and think of the word which best jits each space. Use only one word in each space.
There is an example at the beginnins Q).
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For questions 7-8, read the text below and decide which answer (A, B, C or D) best fts each gap.
CAVIAR
It was mid-morning (1) .......... the fishermen pulled in a sturgeon, a variety the Iranians call 'chalbash'. The
chalbash looks like a cross (2) .......... a catfish and a stegosaurus. It has whiskers and rows of sharp, bony
protrusions along its back where other fish (3) .......... have fins. (4) .......... the dock, two fishermen leapt
from their boat and placed the quivering fish in a wooden box'
(5) .......... the processing building, the men put on white boots, smocks, caps and masks. They wash their
hands and snap on rubber gloves (6) .......... if getting ready for surgery. The fish is brought in and laid
(7) .......... on the granite floor. They wash, weigh and measure it. Carefully, an assistant slices open the fish's
belly and reveals the roe: thousands of gleaming black eggs, each about the size of the point (8) .'........ a dull
pencil.'
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For questions 7-70, read the text below. use the word given in capitals to form a woril that fits in each space. There is
an example ut the beginning (0).
(0) TNFORM
TOURISM
(1) PUBLISH
We had spent winter seeking out (0) informstion regarding a decent summer breakaway;
(2) PROMOTE
we had sifted through (1) ............... galore' all the (2) (3) ADVERTISE
literature, travel guides, a million newspaper and magazine (3) """""""' (4) COMFORT
We had read about (4) .......... . .. .. little package tours which were
(5) FASHION
(5) ........... . but treated holiday makers like so many sheep, and we could
(6) REDUCE,
have written a book about low-season (6) . 'Let's do something
with a (7) .' said Kate. I agreed. I was open to any (7) DIFFER
(8) .............. .. by now. So we spent two weeks on an African safari and it (8) SUGGEST
was an (9) ............... .... success. I get the (10) ..'.'..'..... ""' that
(9) QUALIFY
we'll be going again. (10) IMPRESS
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Conditionals
A. Fill in the blanks using the appropriate form of the
verb in brackets.
1. You can't get a rise because you are not a good employee.
TYPE 2: Hypothetical/Unreal present If you .......... ......... a good employee, you
If + past (simple or continuous) + a rise.
would, should, might, could + bare infinitive 2. I advise you to see a doctor.
e.g, If I were rich (which I am not), I w-ouldn't be If L....................... in your shoes, I ................... ................... a
If + past perfect (simple or continuous) + If you .......... for a pay rise, you ......................... it.
would/should/might/could have + past pafiiciple 2. You really ought to have seen a lawyer.
ul
Conditionals
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3. I will lend you my book only if you promise to return it within a month.
Only if you .............. my book within a month .........'.......'..........' you'
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8. If I hadn't bumped into him, I would never have found out.
I would never have found out.
9. If she had been extra careful, she would not have ruined it.
she would not have ruined it.
10. If you don't cut the grass, your garden will look honible.
Unless ...... , your gardenwill look horible.
11. The contract will be signed only if the money is paid in advance.
Unless the money , the contract
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For questions l-15, resd the text below snd. think of the word which best fits each space. Use only one word in each space.
There is an example at the beginning (0).
POSITIVE LEADERSHIP
No two people view the (0) same situation exactly alike. When you look at a glass of water that is (1)
halfway, do you see it as (2) ........ ......... half-full or half-empty? In (3) words, do you have an optimistic
or pessimistic outlook (4) ......................... things? And what effect does your outlook (5) . . ..........'... on the way you
relate to (6) .............. .... , particularly your subordinates? By expressing a positive attitude towards
(7) .'.......'.'...
you are leading, you will receive a positive response in (8) ........... . Do you think your leadership has anything
to (9) ..................... with your team's performance? Peter Grainger, a British training consultant and author of Managing
people,(10) ...................... an expert in improving work perfotmance and management skills. He believes that a person's
(11) ........ .. to deal successfully with some areas of work environment, (12) '. failing in others,
is largely (13) ........... . to personality. It's your personality that forms your personal style, and
(14) ........ . understanding more about your character will (15) .... you the chance to develop
--
Conditionals
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For questions 7-8,read the text below und decide which answer (A, B, C or D) best fitseach gap.
POISONED BY LEAD
Wealthy Romans loved wine and drank prodigious amounts of it. (1) doing so they were unwittingly poisoning
themselves with lead leached from the wine cask linings by the acidity of the drink. Lead poisoning specifically struck
(2) . ........ the ruling classes, who were the main consumers of expensive commodities (3) . . .. as wine, olive oil,
honey-derived drinks and preserved fruits, (4) of which were stored in lead-linedjars. They also absorbed lead
from the lead plumbing in the water supply system. When in 150 BC women were (5) allowed to drink wine, the
lead build-up in their bodies reduced their fertility, and the few children they (6) became weak and listless. The
ruling classes lost their vigour and grip (7) ...........the empire. It is well known today that lead damages the brain, muscles
and nerves, and causes anaemia. The theory that the Roman Empire succumbed to a slow but lethal exposure to lead
(8) ........... has been backed up by the discovery of lead in ancient bones.
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For questions 1-10, reud the text below, Use the word given in capitals to form a word that fits in euch space. There is an
example at the beginninq (0).
(0) VARY
HERE COMES THE BRIDE
(1) CENTRE
The bride, of course, is(0) inv&riably late, and, as she is, after all, the (1) .........
(2) PATTENT
character in the drama, people who have arrived early must wait(2).................... until (3) BORE
she appears. (4) COMMTT
(3) ............... begins to play its part. The groom has time to reconsider the (s) ABSENT
(4) ........ ..... he is about to make, the best man (5) ..... fingers rhe (6) WrSE
ring and wonders about his friend's (6) . ......... in taking this step. The priest (7) ADD
does a mental (7) ........... of the (8) ...... at the door, but, shush, (8) rAKE
the organ starts up, announcing the (9) ......... of the bride, who is (10) .................. (9) ARRTVE
dressed in white. (10) cusToM
Passive Voice
be + being +past participle: is/was being done/will be The embassy (by the demonstrators).
being done/will have been being done 3. They are serving the tea.
3.Infinitives The tea
Present infinitive:
4. The police had planned the raid then.
(to) be + past participle
The raid ...................... then.
e.g. It needs to be done.
5. I do not own the building.
Perfect infinitive:
(to) have been + past participle The building
SPECIAL CASES
C. Turn the following sentences into passive voice.
1. Verbs with two objects:
1. He didn't offer me tea.
give, lend, offer, promise, send, tell
I ................... .............. tea.
e.g. She gave me a pen.
a) I was given a pen (by her).
Tea.............. ................. me.
D. Ttrrn the following sentences into passive voice. E. Ttrrn the following sentences into passive voice.
1. Don't pick up the flowers. 1. He's been looking after the cat.
The flowers The cat by him.
2. Please, clean it up immediately! 2. They will be painting the flat.
It .................. immediately. The flat . (by them).
3. The army took it away. 3. We will have been working on it for a month by then.
It .................. the army. It .................. ...... a month by then.
4. How do you open it? 4. Sophie may ask Peter to help out.
How............ ....................... ? Peter ............ .... by Sophie.
5. How much did you pay for it? 5. Write down her address.
How much ............. ? Her address ... down.
6. Nobody knew it. 6. Someone has broken into the bank.
It ........... .. ... .. The bank
7. I haven't said anything. 7. Why did she call it off?
Nothing Why ............ (by her)?
8. She must send you the letters.
a) You the letters.
b) The letters .......... .......... you.
PERSONAL/IMPERSO{AL CONSTRUCTION
say, believe, think, consider, know, report, expect, understand
F. Ttrrn the following sentences into passive voice. G. Tirrn the following sentences into passive voice.
1. It is believed that the man is a criminal. 1. They believe the man is wearing a black top and blue jeans.
The man ........ a criminal. The man is believed .. a black top
2. They say Sylvia works all day long. and blue jeans.
is
a) It ........ all day long.
2. It is known that the woman was rich.
b) Sylvia ......... allday long.
The woman ................ rich.
3. They say Suzy worked all day long.
is
a) It ........ all day long. 3. It is understood that Lucy told the truth.
b) Suzy ......... all day long. Lucy is understood ...... the truth.
rl
a) It verY stingY.
b) She ........ very stingy.
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For questions 7-9, read the text below and think ofthe word which best fits each space, (/se only one word in each space.
There is an example at the beginning (0).
HANDLTNG ANGER
Anger is an emotion which we all have to deal with at one time or (0) another. Some people claim that they
never try to control their feelings when they are in an angry mood, (1) .. .... .............. indeed in any other mood for
that matter, believing all emotions should be experienced just (2) ...... they present themselves,
(3)...............disagreeabletheymaybe.Nevertheless,(4).......................thevastmajorityofpeople,angeris
clearly an undesirable emotion.
The idea is that giving in (5) ........... your rage is as good a way as (6) . . . . ...... other of handling
anger. Although research shows that this does (7) ............ . ...... or nothing to dispel anger, it may lead to you feeling
considerably (8) ....... . ....... upset.
But if yoi-r prefer not to express your anger, an effective strategy is to have a cooling-off period during
(9) . . . ...... the most important aim is to place yourself in the sort of situation in which there are unlikely
to be further triggers for rage. Indeed, it's hard to remain angry for long when you are having a good time.
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For questions 7-8, read the text below and decide which answer (4, B, C or D) best fits each gap.
SAYING 'NO'POLITELY
For many of us, saying 'no' is the hardest thing we have to do. Spouses, friends, children, bosses, colleagues, charities
and community groups - all weigh in with requests for our time or money, or (l) ........... . We would like to oblige but we
have to refuse demands that will impose too great (2) .. .. . . cost on our own time and tranquillity. Saying 'no' is every
person's prerogative, and it need not seem harsh or unkind. Whenever you find yourself about to say 'yes' but (3)
to say 'no', try one of the following strategies.
Begin with a compliment. When asked to serve on a committee, soften your refusal (4) . . . . saying: 'I'm so glad you
asked. I really admire your organisation, but I'm just too busy to accept your offer.' The same approach works socially.
Try: 'There's no one I'd (5) ........... have lunch with,' when turning (6) . ....... an engagement. Or: 'Jim and I always have
a wonderful time at your parties, so I'm really sorry we can't make it.'And at work: 'I'm sure you wouldn't assign this job
to me if you didn't think I (7) . . .... handle it, but I really am overloaded.'
And when emotional blackmail is used to make you say 'yes', respond (8) . . . only half of what the person says. To
a mother who laments, 'If you cared about me, you wouldn't make me spend Sunday alone,' comment only on the first
phrase. Ask: 'How long have you been telling yourself that I don't care about you?'
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For questions 1-10,, ,ro m, tuxt below. Use the word given in capitals to form a word thqt fitsin each space. There is an
example at the beginning (0).
Expect delays (0) esneciall! if you have to travel. Although you will experience a little (2) SUCCEED
(1) ................ .. (2) . . . .. this is a week to pause and (3) STRESS
plan your next move. It may be a (3) time and you may have (4) PARTNER
a (4) ............. .... problem. However, a new domestic (5) .......... (s)ARRANGE
will work well, but it will require effort and careful (6) . ........... .. on your (6) MANAGE
parl. Under pressure, you may (7) ......... ... agree to a meeting this weekend (7) WrLL
but it is (8) .......... . . that it will go as planned, (9) . . .............................. if a (8) LrKE
lot of money is involved. Just keep your cool and you will be a (10) ...........
(9) PARTICULAR
in the end.
(10) wrN
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