CEFR
B2
Exam Preparation & Practice
ISE II
Listening & Speaking Module F
B
Andrew Betsis Sean Haughton
GLOBAL EL ELT T
Trinity ISE II
Listening & Speaking
Introduction to the ISE II Listening & Speaking exam The aim of the Trinity College London’s Integrated Skills in English (ISE) exam (Listening & Speaking module) is to assess candidates’ competence in speaking and listening in English, in a context which reflects their real world activity and their purpose for learning English. It is a communicative and performance-based p erformance-based exam which retains a strong integrated and real life identity. In addition, the purpose of the Listening & Speaking module is to provide an exam of English within a school, college or university context which is relevant and authentic to the intended candidate’s circumstances and future aspirations. The tasks are conducted as one-to-one, face-to-face, oral interviews between the candidate and one examiner. examiner. The tasks at the Speaking exam replicate real-life exchanges, in which the candidate and the examiner pass on information, share ideas and opinions and debate topical issues. The tasks at the Listening exam are administered by way of recordings played by the examiner during the interview, interview, followed by various tasks. tasks. The audio part of the listening exam is pre-recorded to ensure standardisation of the listening output.
Exam Format A SPEAKING exam with three tasks and a LISTENING exam with one task. Timing: 20 minutes Level: B2 of the CEFR
ISE rating scale All tasks in each ISE level are linked to a particular par ticular CEFR level. The rating scale below shows four distinct scores within each CEFR level:
Score
Interpretation
4
Exce Ex cellllen entt achi achiev eveme ement nt - at at the the up uppe perr end end of th the e CEF CEFR R lev level el
3
Appro Ap propri priat ate e ach achie ieve veme ment nt - at at the the mid middl dle e of of the the CE CEFR FR le leve vell
2
Accepta Acce ptable ble ach achiev ieveme ement nt - of the CEF CEFR R leve level, l, poss possibl iblyy newl newlyy quali qualifie fied d at tha thatt level level
1
NonNo n-ac achi hiev evem emen entt - no nott of of the the CE CEFR FR le levvel
0
No to topi picc tas task, k, no pe perf rfor orma manc nce e to ra rate te
Published by GLOBAL ELT LTD www .g lob ale lt. co. uk
Copyright © GLOBAL ELT LTD, 2015 An dr ew Be ts is an d Se an Ha ug hto n Marianna Georgopoulou and Lawrence Mama s and have also contributed to this publication. Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omission. We will be happy to insert the appropriate acknowledgements in any subsequent editions.
British Library Cataloguing-in-Publication Data A catalogue record of this book is available from the British Library. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in a ny form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
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Listening & Speaking - Student’s Book - ISBN: 978-1-78164-256-6 Succeed in TRINITY ISE II Listening
Trinity ISE II
Listening & Speaking
TABLE OF CONTENTS ISE II Speaking and Listening Exam Overview, Tips and Advice Preparation for Trinity ISE II
Listening Part 1 Focus Preparation for Trinity ISE II
Listening Part 2 Listening for gist Preparation for Trinity ISE II
Listening Part 3 Listening for specific information
page 4 page 8
page 10
page 12
Listening Task Cards
page 15
Listening Audioscripts
page 18
Listening Answer Key for the Listening Section
page 20
Preparation for Trinity ISE II
Speaking Part 1 Polite vs Rude Preparation for Trinity ISE II
Speaking Part 2 Turn-taking Preparation for Trinity ISE II
Speaking Part 3 Information Gaps Preparation for Trinity ISE II
Speaking Part 4 Grammar Preparation for Trinity ISE II
Speaking Part 5 Fluency
page 22
page 24 page 26
page 30
page 34
Linking Words and Phrases
page 36
Project: A step-by-step method of preparation for the Topic Task
page 38
Speaking Audioscripts
page 40
Speaking Answer Key for the Speaking Section
page 40
Unit 1 Society and living standards
page 42
Unit 2 National environmental concerns
page 48
Unit 3 The world of work
page 54
Unit 4 Public figures past and present
page 60
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Trinity ISE II
Listening & Speaking - Overview
ISE II Speaking and Listening Exam Overview Different isn’t bad… This exam is different from most other exams. For that reason, it’s very important to know the format in advance and prepare. But remember, different doesn’t mean bad – so it shouldn’t make you worried. The Trinity ISE II is student-centred and the aim is to allow you to give the best account of yourself that you can in a natural communicative environment. Put simply, it gives you the opportunity to show that you can use English in conversation, just like you would in the real world.
m a x E g n Different how? i n Most exams have separate Speaking and Listening sections: e the Speaking is face-to-face but the Listening is paper-based. t s However, the ISE II Speaking and Listening is one exam and it is i L all done face-to-face. There is no paper-based Listening part. d n a What about the details? g Well, ISE II is a B2-level exam. It lasts approximately 20 minutes. During this time, there are four different tasks to complete. n i k Let’s have a look: a e p Time Task S I 1. Topic Task I 4 minutes E You prepare a topic for discussion in advance. Then, in the exam, the examiner asks you S questions about your topic. I 2. Collaborative Task The examiner plays a role. They tell you something general about their imaginary situation or dilemma. You have to ask them questions to find out more about the situation or dilemma and give them your opinion/recommendation/advice.
4 minutes
3. Conversation Task The examiner asks you questions about a topic you haven’t prepared and you have a discussion about the topic with them.
2 minutes
4. Independent Listening Task You listen to the examiner’s spoken instructions. Then, you listen to a recording twice. The first time you listen, you must report back to the examiner on the general topic. The second time you listen, the examiner encourages you to take notes on some specific information, which you m ust then report back to them. Total time: (This includes about 2 minutes extra examiner administration time.)
4
8 minutes
20 minutes
Trinity ISE II
Listening & Speaking - Tips and Advice
Tips and Advice General DOs and DON’Ts
Don’t be passive. In the three Speaking sections of this exam, you are expected to play an active role. That means you should be prepared to ask the examiner questions and invite their thoughts and responses to what you say. Don’t give long rehearsed monologues. You will not score highly if you look and sound very unnatural and say things that are simply learned by heart. Make an effort to be spontaneous (react on the spot). This may seem difficult at first, but that is where practice comes in. Practise spoken conversation at every opportunity. Try to speak clearly and fluently. Avoid long, unnatural pauses, if possible. Don’t wait for the right word to come into your head; say whatever you’re trying to say, in another way instead. Be polite at all times. Practise the art of turn-taking, and of interrupting and disagreeing politely. Avoid rudeness, extreme language and sarcasm at all costs. Always try to explain/develop/exemplify the points you make. For example, it’s not enough to say: I don’t think people could survive today without mobile phones. You have to explain yourself: I don’t think people could survive today without mobile phones. After all, we rely on them to communicate, navigate, entertain and even to do business on the move. They are with us constantly. Take notes in the Listening Task (Independent Listening) when given the opportunity to. Bring a mind-map card for a topic you have prepared to the exam. You will use this in Speaking Task 1, the Topic Task. Similarly, you should properly prepare and practise for this task in advance.
Speaking Task 1: The Topic Task This task is unique in the sense that you can prepare your topic for it in advance. Choose any topic that interests you. Prepare well and practise discussing your topic as often as you can. Bring a mind map with your topic notes to the exam and show it to the examiner. Do not be upset or concerned if the examiner interrupts you on several occasions during your discussion of your chosen topic. It is very likely that you will have a lot to say and could go on talking for considerable time because you have prepared. The examiner wants to ask you specific questions and encourage a spontaneous conversation; that is why he/she is likely to interrupt you. It doesn’t mean you have done anything wrong.
I S E I I S p e a k i n g a n d L i s t e n i n g E x a m
Do the Speaking section of this book to help you prepare.
Speaking Task 2: The Collaborative Task In this task, the examiner will read you a prompt: a description of a situation/problem/dilemma. You need to find out more information about the situation/problem/dilemma. It is very important that YOU take the lead in this section and be prepared to ask the examiner questions to find out more details so that you can offer good opinions, comments or advice. Do lead this task and ask the examiner plenty of questions. Listen carefully to the responses so you can build a better picture of the situation/problem/dilemma. The Information Gaps lesson in particular will be helpful in preparing for this task. Here are a selection of sample prompts: • [Problem] Even though I perform really well at work and get great feedback, I’ve got no confidence and I am always afraid of making mistakes. • [Opinion]
I think work experience counts for more than qualifications, so, when I’m hiring staff, I don’t even look at the qualifications section of their CV.
• [Opinion]
None of the young people who join my company as new employees seem to be very hard workers. It seems to me that young people in general are just lazy.
• [Problem]
I don’t get on very well with my Mum and it upsets me.
• [Dilemma] My oldest child says he wants to leave school. He’s legally old enough to do that and there’s nothing I can do to stop him. • [Dilemma] I’ve been invited to go on holiday with my best friend’s family to Barbados. It would be an amazing experience but I’d miss my sister’s birthday.
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Trinity ISE II
Introduction
Speaking Task 3: The Conversation Task This is a discussion between you and the examiner of a specific topic that you have not prepared. You may be required to discuss a problem and solution, the advantages and disadvantages of something, give and justify your opinion, etc. The discussion topic will come from the following broad topic areas: • Society and living standards • Personal values and ideals • The world of work • National environmental concerns • Public figures past and present
m a x E g n i n e t s i L d n a g n i k a e p S I I E S I
All of the Speaking lessons in this book feature a variety of discussion topics that offer great practice for the exam. For example, the opening question sets linked to the pictures, as well as the numerous topic questions posed throughout each lesson. You will get plenty of practice for this section, therefore, just by going through each of the lessons step-by-step.
Listening Task 4: The Independent Listening This is the only part of the test where you will not interact with the examiner in conversation. Instead, a recording will be played twice for you to listen to. The first time you hear the recording, you will be required to listen for gist: to listen for the general idea and report that back to the examiner. The second time you listen, you will be asked to listen for detail: to listen for the important information and report back a summary of those key points to the examiner. Listen very carefully to the examiner because the task instructions will not be written down – he/she will only tell you. Make sure you take notes during the second listening to make it easier for you to remember what you want to say and organise your thoughts. Do the three Listening preparation sections of this book, which take you through the task step-by-step.
Using this Book This book has three separate sections. The Listening section (Task 4: Independent Listening), the Speaking section (Tasks 1, 2 and 3) and 4 theme-based units for the Conversation task, which can be covered either before, or after you start the Listening and the Speaking sections. You should try to cover the material in the Listening section first, in the order it appears in this book, as a step-by-step approach is used. For the second section of the book, Lessons on Speaking, it is recommended that you do the lessons in sequence, as they develop important speaking skills in a step-by-step manner. However, you can start the Project at any time – the sooner the better. Both the Listening and Speaking sections of this book are extremely exam-focused and there are lots of opportunities to do exam-type questions throughout, giving you plenty of practice to ensure that when exam time comes around, you are wellprepared and ready to maximise your potential and show the examiner what you know.
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Trinity ISE II - Independent Listening
Listening
7
Listening Part 1 - Focus 1 t r a P
What do you already know? Let’s get thinking about what we already know the subject of this lesson. Look at the pictures. Then read the questions and make some short notes for your answers. Finally, discuss your answers with a partner or in groups.
Concentrate! ‘Pretend you are the only person in the room.’ The Independent Listening Task is very different to the ones you may be familiar with from other exams and to how students normally practise Listening questions. Because of this, there are some things you have to prepare yourself for. For a start, it’s not paper-based and you are not in an exam hall with other students. It’s just YOU and the EXAMINER in a room together at either end of a desk as you listen to the recording play. If you are shy or self-conscious, this can be intimidating. More importantly, it can dis tract you from the task. You mustn’t let it. Don’t worry about what the examiner is doing while you are listening and don’t be tempted to look at them to find out. This is only likely to make you more distracted. Try to forget about the examiner altogether and focus on a point in the room while you listen. For example, stare at the play button on the recording device, or look at the tip of your pen. Then listen carefully to the recording and think about nothing else. You can practise this at home with some of the example questions from this book. Ask a friend or family member to sit down at a desk with you (it only takes a few minutes of their time). Then play the recording twice. The first time listen for gist (explained later) and the second time listen for specific information (also explained later). Stare at something specific to help you concentrate and avoid looking at your friend / family member or what they are doing. To improve your powers of concentration, ask the other person to fidget (make a lot of small movements that could be distracting) and try to ignore them. Don’t worry, though, the examiner won’t be trying to distract you in the actual exam!
Practise this kind of listening as much as you can so you get comfortable with it. The aim is to blank out or ignore everything else and focus entirely on the recording. Another useful way to improve your focus is to deliberately put y ourself in distracting situations while you listen. For example, using headphones so as not to inter1. Why do so many people live in cities? What advantages fere with anyone else, go into a room full of family or friends. They will probably be moving around quite a lot and talking. The headdo cities have over rural areas? phones will block out their noise (so the situation is like the exam, 2. Now think about the disadvantages of living in a big city. where you will also have a quiet room) but their movements will What are they? be distracting and you may lose concentration while listening to the 3. Would you prefer to live in a large country house or in a recording. The more you practise listening in this kind of situation, nice city flat? Give reasons for your answer. the more your concentration and focus will improve.
4. Cities usually have a lot of traffic problems. What are the transport options for people living in cities, apart from their cars? List as many as you can think of. 5. What are the problems associated with the different transport options you listed in the last question? How can these forms of transport be improved? 6. Do you think people living in cities have a similar lifestyle to people living in rural areas? Explain your answer with examples.
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We are going to do a few simple listening exercises now that challenge your ability to concentrate and focus on what you hear. These exercises may seem a little silly or even funny (which is good!) but there is a point to them, as well, so please take them seriously. They challenge your ability to focus on listening no matter what distractions there are around you.
Trinity ISE II - Independent Listening
Part 1
Exercise 1 A. For this exercise, you need groups of three, Student 1, Student 2 and Student 3. Each student has a different task. Student 1, read the Task Card 1 on page 15 of the book and follow the instructions when the other two students are ready. Student 2, read the Task Card 1 on page 16 of the book and do the same. Student 3, your Task Card 1 is on page 17 of the book. When all three students are ready, start the exercise. B. Now it’s time to swap roles. Student 1, read Task Card 2 on page 15. Student 2, read Task Card 2 on page 16 and Student 3, read Task Card 2 on page 17. Get ready for your new roles, then start the exercise. C. Now repeat for Task Card 3. Exercise 2 So, how was Exercise 1? Easy or hard to concentrate?
4. People who live there use their _____________ a lot due to poorer transport links.
We’re going to try one more exercise now. It’s about a survey on the best places to live in the UK. This time, watch the video, or listen to the recording. Listen carefully to the speaker and answer the questions below.
5. The weather makes Inverness not very suitable for _______________ .
Complete each sentence with a word, phrase or number you hear on the recording (maximum 3 words).
7. Inverness is safe and the _____________ is low there.
1. Inverness came __________________ in the survey of best places in the UK to live. 2. Inverness is located in the __________________ . 3. Internet and __________ are not very dependable there.
P a r t 1
6. Inverness’s job market is ___________________ and there are fewer jobs there than in big cities. 8. Home-owning is a ________________ that’s possible for most people. 9. The city’s location promotes healthy living and Inverness has good facilities and ________________ . 10. ____________________ connections to other cities are excellent and there is an international airport.
Practise at home Here are some more Listenings you can practise at home. Pick a distracting place, put your headphones on and try to answer the questions.
A. Listen to the recording and answer the questions. Complete each sentence with a word, phrase or number you hear (maximum 3 words). Play the recording as many times as necessary for you to complete all the answers.
B. Listen to the recording and answer the questions. Complete each sentence with a word, phrase or number you hear (maximum 3 words). Play the recording as many times as necessary for you to complete all the answers.
THE PROBLEM There is a housing crisis in London.
THE PROBLEM There is a large divide between the north and the south of England in terms of wealth and opportunities.
Examples of the problem: - only (1.) ___________ homes for sale in London this week could be bought by first-time buyers - the average age of first-time buyers will soon rise to (2.) ________________ - 60% of first-time buyers use their (3.) __________ for a house deposit Cause of the problem: - first-time buyers have to compete with wealthy (4.) ______________ from the UK and abroad
THE SOLUTION Control (5.) _________________ : - at the moment landlords can increase as much as they want after the (6.) _________________ - needs to change Build (7.) _________________ : - only allow them to be sold to (8.) ____________ - if there’s no competition from the wealthy, prices will be (9.) ________________
Extra! Go on the internet and find out as much as you can about a serious problem in a city/town/village near where you live and ways to help solve it. Make some notes, then write out a full speech on the subject (about 400 words).
Examples of the problem: - average salaries in Northern England are up to (1.) __________ less than down south - too few (2.) __________ are being created - as a result, (3.) __________ is at 10% in the north compared to just 5% in (4.) __________ - young people are forced to move to London, causing a (5.) __________
THE SOLUTION Spend money on improving the (6.) __________ of the north: - for example, build a high-speed rail system between the north and (7.) __________ - improve local transport systems too - improve the (8.) __________ for 4G mobile phones Give (9.) __________ more power and control over decisions: - allow it to make its own (10.) __________ and increase investment In your next class, make pairs. Read your speech to your partner. Ask them to listen and then summarise the problem and solution in their own words. Then swap roles. You listen and report back on your partner’s speech.
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Trinity ISE II - Independent Listening
Part 2 Listening for Gist What do you already know? Let’s get thinking about what we already know about the subject of this lesson.
2 t r a P
Look at the pictures. Then read the question and make some short notes for your answers. Finally, discuss your answers with a partner or in groups.
Part 2
Listening for the general idea: topic, purpose and viewpoint Before you listen to the recording for the first time, the examiner will ask you a simple question. It will require you to listen for gist. Listening for gist involves listening for the general point. You don’t have to recognise and understand every word; you don’t have to remember every detail; you just have to get a general idea of the subject of the recording. When listening for gist, think about three things: (1) Topic, (2) Purpose, (3) Viewpoint (what point the speaker is making).
Exercise 1 OK, listen to the recording about secondary education in the UK and choose the correct answer, A , B or C. Only choose your answers to questions 1-3 when you have heard the full recording; not before. 1. The TOPIC is: A. comparing private and state school education. B. how the private school system works. C. researching who goes to university. 2. The PURPOSE is: A. to show that state schools are better than private schools. B. to see if private schools really are better than state schools. C. to examine the cost of private school education. 3. The VIEWPOINT is: A. private school education is no different from state school education. B. private school students have an advantage but this is very wrong. C. parents should never send their children to private schools.
Exercise 2 OK, listen to the recording about education and careers. This time make short notes in your own words. Write your answers on the answer lines. 1. What are the advantages of going to a private school? Do you think private or state schools are better? Which would you prefer to go to and why? 2. What do you think is more important for getting a good job? Work experience or qualifications? 3. Do you think school uniforms are a good or bad idea? Why?
2. Purpose: _______________________________________________ _______________________________________________
4. Would you like to be home-schooled? Why? / Why not? Think of as many advantages and disadvantages of home-schooling as you can.
3. Viewpoint: _______________________________________________ _______________________________________________
5. Is education free in your country or does it have to be paid for? Do you think education should be free for everyone? Why? / Why not?
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1. Topic: _______________________________________________ _______________________________________________
Before moving on to the next question, compare your answers for Exercise 2 to the answers on page 20. They should be quite similar.
Trinity ISE II - Independent Listening Exercise 3 Now, listen to three different recordings about the same topic: school uniforms. Match the recordings (1-3) to the statements ( A -C). 1. Recording 1
____
2. Recording 2
____
3. Recording 3
____
A. Although school uniforms do play a role in making students feel equal, the drawbacks of wearing them are too great to justify their use. I am against school uniforms for that reason. B. There is a very strong argument for making students wear school uniforms, but I also think a case can be made for not having them. Therefore, I find it hard to decide on this issue. C. Although there are strong arguments against wearing school uniforms, equality is the most important issue and, as I believe school uniforms promote this, I support them. Before you do the next exercise, check your answers on page 20. The purpose of Exercise 3 was to see if you could infer/recognise the speaker’s viewpoint. Hopefully, this exercise shows the importance of listening very carefully and being able to recognise speakers’ views even when they express them indirectly. You heard three recordings in which each speaker said very similar things, but, at the end, each of them also had a very different point of view to the others.
Exam Question! Now it’s time for an exam-style question. In the exam, you will (1) be told what to listen for by the examiner. You will then (2) hear the recording once. Once the recording has finished, you will have to (3) report back to the examiner orally. You do not make notes during the first listening. Remember, you won’t write your answers down; you will say them. This is not a pen-and-paper exam. You give your answers by talking to the examiner.
Part 2 Exercise 5 You’re going to hear a talk about the cost of education in the UK. The first time, just listen. Then I’ll ask you generally what the speaker is talking about. OK? Student 1 and Student 2, work in the same pairs, but this time: Student 2, you are the examiner. Go to page 18 and read the transcript of the recording. Make a note of the general idea. Student 1, you are taking the exam. Listen to the recording. When it’s finished, turn to Student 1 and explain what the recording is generally about.
P a r t 2
Student 2, listen to Student 1 and, when they have finished speaking, confirm in your own words what the recording is about, using your notes. If Student 2 missed anything important, make sure you mention it.
Tip! It’s important when saying what the topic is generally about to show the examiner that you recognise the speaker’s own point of view. Don’t forget to do this!
Practise at home 1. Here is another Listening to try. You can say your answer to a friend or family member, or even the pet dog or the mirror! It doesn’t matter. Just practise however you can. You’re going to hear a talk about foreign-language learning. The first time, just listen. Then I’ll ask you generally what the speaker is talking about.
2. If you want more practice, you can listen again to the recordings in the Focus section. Listen to each recording once and then, using your own words, say what it is generally about.
Exercise 4 You’re going to hear a talk about home-schooling as part of the US education system. The first time, just listen. Then I’ll ask you generally what the speaker is talking about. In the exam, you would speak to the examiner. Today, you are going to work in pairs, Student 1 and Student 2.
Student 1, you are the examiner. Go to page 18 and read the transcript of the recording. Make a note of the general idea. Student 2, you are taking the exam. Listen to the transcript. When it’s finished, turn to Student 1 and explain what the transcript is generally about. Student 1, listen to Student 2 and, when he/she has finished speaking, confirm in your own words what the transcript is about, using your notes. If Student 2 missed anything important, make sure you mention it.
Extra! Go on the internet and find a vlog (video blog) on a subject that interests you. Watch and listen to the vlog. In the next class, be ready to: 1. Say what vlog you chose. 2. Say what it was about (topic, purpose and viewpoint). 3. Say if you found it interesting or not, and why.
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Trinity ISE II Speaking Step by step preparation for the 3 tasks of the Trinity ISE II Speaking exam
Speaking 1 t r a P
Part 1 - Polite vs Rude
Always be polite to the examiner
First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs.
It’s very important to speak politely throughout the exam, even when you disagree with or want to interrupt the examiner. NEVER behave rudely.
Exercise 1 A. Listen to the recording and answer the questions. 1. Are the speakers being rude or polite? _________ 2. How do you know? Is the tone of the conversation calm or aggressive? __________ 3. What about the language they use? Is it moderate or extreme? __________ 4. When a compliment is given, is it sincere (honest and real) or sarcastic? __________ B. OK, obviously both speakers were very rude. That was an example of how not to speak. But we can learn from it. Remember to avoid these things: Don’t be sarcastic! Don’t be aggressive! Don’t use extreme or bad language! In fact, with a little bit of work, we could turn our two speakers into angels! Listen to them again. Compare the transcript of the original recording below with what you hear this time. Write the phrases that replace the words in italics in the space below.
Male: I think the rudest behaviour is when a person starts having a really loud conversation on their phone in publ… Female: (1) Hold on a minute. That’s absolute and complete nonsense. Gossiping about a person is way more rude and it hurts their feelings. (2) I’m right, aren’t I? Admit it. Male: (3) You’re dead wrong, actually. That’s a stupid answer. What’s the big deal about gossiping? The person may never find out you’re talking about them, so how can they even know if it’s rude or not? (4) Well, what do you have to say to that, huh? Female: (5) OK, but so what? It doesn’t matter if the person doesn’t know; you still shouldn’t do it and it’s really bad behaviour. Besides, people usually find out about gossip, so they almost always DO get hurt. (6) You see? Ha. Now who’s right?
1. What behaviour do you find rude? Think of as many examples as you can and list them in order, starting with the worst behaviour. Explain your choice of worst behaviour.
(1) _____________________________________________
2. How do you feel/react when someone is rude to you? Describe a time when you experienced rudeness.
(2) _____________________________________________
3. Have you ever been very rude to someone? If so, describe what happened? Did you regret your rudeness later?
(4) _____________________________________________
4. Is it important to be respectful of our elders? Why? / Why not?
(6) _____________________________________________
5. Are the teachers in your school respected by students, or do students behave rudely?
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Male: (7) Oh, well done you. You’re so smart! Talking loudly on a train or bus affects all the people around you, though. So, even if both actions are rude, my example’s way worse. (8) I’m right, you see. Ha!
(3) _____________________________________________
(5) _____________________________________________
(7) _____________________________________________ (8) _____________________________________________
Trinity ISE II - Speaking
Part 1
C. OK. Check your answers at the back of the book on page 40 to make sure they’re correct. Then find a partner because for this section you will work in pairs.
Exercise 4
Now it’s time to role-play. Listen to the rude recording again. Then go back and read the original transcript of the dialogue in B. One student should take each role. Role-play the characters and try to copy what you heard in the recording. Be just as rude, sarcastic, loud and aggressive!
Sometimes it is necessary to be rude. Do you agree?
D. Now listen carefully to the polite recording. Notice how the voices change. Role-play the dialogue again, but this time using the polite phrases from B. Be calm, polite and respectful throughout.
Exercise 2 Match the polite phrases (1-9) from the transcript to their functions (A -E).
1. Um, can I just say something? 2. I’m not sure I agree. 3. Don’t you think so? 4. I’m afraid I couldn’t disagree more. 5. Wouldn’t you agree? 6. Um, I take your point, but ... 7. You agree with me, don’t you? 8. Yeah, I see where you’re coming from. 9. Surely you’d agree.
__________ __________ __________ __________ __________ __________ __________ __________ __________
A. Inviting agreement B. Interrupting politely C. Politely disagreeing D. Politely acknowledging a point but disagreeing E. Politely acknowledging a point
Exercise 3
Now it’s time for free-speaking practice. First, working alone, make notes on the following subject:
Then, work in pairs and have a discussion about the topic. You can use your notes to help you. Remember to be polite throughout the discussion. Interrupt your partner while he/she is speaking at least once.
Tip! When you have a topic discussion where you have to give your opinion, it’s not very different from what you have to think about when writing an essay. You have to do the same things in order to support your answer. That means: Develop your points to explain what you mean. Use examples or supporting information.
P a r t 1
For example, imagine I wanted to discuss this topic:
You can never be too polite. Do you agree? If I started off by saying this: ‘I disagree and I feel that you can definitely be too polite. What do you think?’ It’s not good enough because I haven’t explained how I formed my opinion. I need to do that with an example or supporting information Supporting point: ‘I disagree and I feel that you can definitely be too polite. If you are polite all the time, people will take advantage of you. Sometimes you have to be more assertive or rude even to get what you want. What do you think?’ Example: ‘I disagree and I feel that you definitely can be too polite. For example, if there’s an emergency and you have to get to hospital very quickly, you’ll waste time saying polite goodbyes to everyone. You should just go. What do you think?’
Occasionally in conversation, there will be some confusion. You may need to (a) Ask for clarification, or (b) Give clarification. Here are some useful phrases to perform both functions. Put the words in the right order.
Ask for clarification 1. please / you / explain / could / that / to / again / me / ? _____________________________________________
2. sorry, / don’t / understand / I / I’m / quite / . _____________________________________________
3. more / one / time / please / , / . _____________________________________________
Give clarification 1. meant / I / was / what / … _____________________________________________
2. trying / say / to / what / I’m / is / … _____________________________________________
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Trinity ISE II - Speaking
Part 2 Turn-taking First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs.
2 t r a P
Part 2
Exercise 1 Listen to the dialogue and write the missing phrases that you hear in the gaps in the transcript.
Female: OK, well, (1)___________________________ , being a celebrity sounds fantastic. For a start, everyone knows who you are. You’re popular, too, and a role model for young people who want to be just like you. It’s a great life, (2) ___________________________ ? Male: (3) _________________________ , ______ I’m not so sure. What about all the paparazzi who chase celebrities around? You’ve got no privacy and you’re never left alone. Your personal life is in the newspapers and when you make a mistake, everyone knows about it. I think that must be incredibly difficult, (4) ___________________________ ? Female: (5) ________________________ . But I think … Male: (6) ___________________________ ? What if you have children? Their privacy will suffer, too. They have to pay the price for your fame. Female: Point taken. (7) _________________? _________, I think another advantage of fame is that it gives you the power to really make a difference in the world. You have more money, influence and resources than ordinary people, so you can do things they never could. Don’t you think? Male: Yeah, that’s very true. Um … (8) ___________________________ friends? Do you think it’s possible to trust anyone around you when you’re rich and famous?
1. What famous celebrities and sports stars do you know? List some of them. Which one is your favourite and why? 2. What are the advantages of being famous? 3. Are there any drawbacks to fame? 4. Would you like to be famous? Explain your answer. 5. Do you think your personality would change if you were famous? Why? / Why not? What about your friendships? 6. What would you spend your money on if you were rich and famous and could buy anything you wanted?
Take the lead! Be proactive. In the exam, you are expected to show that you can start, develop and keep a conversation going. This involves turn taking. You won’t score well in the Speaking tasks if you just speak in one long monologue. You must invite the examiner to take part in the conversation too. So don’t keep talking and talking until the examiner stops you. The Speaking test is supposed to be like a real-life discussion. In real life do you keep talking until the other person tells you not to talk anymore? No. You invite them to participate. You ask them que stions or give them a sign that you want them to start taking part or respond to what you’ve said.
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Exercise 2 Check your answers to Exercise 1 at the back of the book on page 40. Turn-taking often involves the following functions: A. give your own opinion clearly B. invite a response C. interrupt politely to make an important point D. recover your thoughts when interrupted E. change the angle/direction of discussion to keep a conversation going Match the phrases from the dialogue in Exercise 1 to the functions, A -E.
1. But what was I saying? Oh, yes … 2. Sorry, could I just add one more point? 3. But what about … ? 4. Wouldn’t you say? 5. The way I see it …
__________ __________ __________ __________ __________
Trinity ISE II - Speaking
Part 2
Exercise 3
Exercise 4
OK. First check your answers to Exercise 2 at the back of the book on page 40.
Now act out the dialogue you wrote in Exercise 3 in your pairs. Practise it a few times together. Try to sound polite and interested in what the other person says.
Now, you’re going to work in pairs, Student 1 and Student 2. Your topic of discussion is:
Celebrities are good role models for children. Do you agree? Follow the instructions below to write a sample dialogue for the discussion topic. Make sure you use the turn-taking phrases you’ve learned in Exercise 1 and Exercise 2.
Student 1: [You start. Give your opinion and invite Student 2 to respond.] _______________________________________________ _______________________________________________
Exercise 5 Now it’s time for free-speaking practice. First, working alone, make notes on the following subject:
Celebrities are happier than ordinary people because they have so many things ordinary people don’t. Do you agree? Then, find a partner and have a discussion about the topic. You can use your notes to help you. Remember to be polite throughout the discussion. Make sure you take turns to participate.
P a r t 2
_______________________________________________
Student 2: [Acknowledge Student 1’s opinion politely but disagree and explain why. Invite a response.] ______________________________________________ ______________________________________________ ______________________________________________
Student 1: [Acknowledge Student 2’s point. Then, start writing your next point – but don’t make it. Give the dialogue back to Student 2 because Student 2 interrupts you.]
Tip! When you are not speaking, you should be actively listening. To show that they are listening, people often give certain cues or signs while the other person is talking. For example: Nod your head in agreement, or to show that you have understood a point. Make eye contact. Use phrases like ‘uh huh’ while the other person is talking to show you are paying attention to their points.
______________________________________________ ______________________________________________ ______________________________________________
Student 2: [Interrupt Student 1 to make an additional point and invite a response.] ______________________________________________ ______________________________________________ ______________________________________________
Student 1: [Acknowledge Student 2’s point. Then recover your thoughts and return to the point you were going to make before you were interrupted. Invite a response.] ______________________________________________ ______________________________________________ ______________________________________________
Student 2: [Acknowledge Student 1’s point. Now change the angle/direction of discussion. Make an unrelated point.] _______________________________________________ _______________________________________________ _______________________________________________
25
Trinity ISE II 4
theme-based units ideal for the Subject areas
included in the Conversation task of Trinity ISE II: the Speaking exam
Subject areas Society and living standards Personal values and ideals The world of work National environmental concerns Public figures past and present
41
Unit
1
Society and living standards
Vocabulary & Structure Pre-speaking Activities Tip: To describe a place you need to use a variety of adjectives to make your description more vivid and interesting.
1. attractive
cosmopolitan
..................................................... /
CITY urban area
densely populated
modern
.....................................................
popular
..................................................... / unattractive
littered
historic
2. distant/remote
.....................................................
friendly
quiet
peaceful
pleasant environment
................................................. / dull
.................................................
picturesque
COUNTRYSIDE rural area
3. quiet
SUBURB/OUTSKIRTS
peaceful
far
.....................................................
wooded/planted with trees
..................................................... (no regular public transport)
Note:
We say: a house/flat in the suburbs a house/flat on the outskirts
Speak!
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1. built-up central crowded isolated noisy off-the-beaten-track remote run-down poverty-stricken huge / vast polluted 2. calm / cosy friendly gloomy hostile / loving relaxed stuffy
.................................................
.................................................
3. attractive / appealing crumbling smoky gloomy / depressing modern / ancient / old ................................................. multi-storey renovated / imposing typical / traditional environmentally friendly upper/middle/low class 4. air chemical environmental noise toxic water land
.................................................
Speak!
Where do you live? (mention place, address)
Describe the city/countryside/suburb you live in using the adjectives above. Give reasons why you feel this way.
Use the adjectives above to describe your neighbourhood (refer to the atmosphere, buildings, traffic, pollution). You want to learn about the place your Facebook friend lives in. What questions would you ask him/her?
Society and living standards
Unit
1
Reading Big Cities are Dying In the recent few decades there has been an increasing and constant shift of human populations from rural regions to urban centres which have been expanding at a tremendous rate and reducing vast parts of wooded land. This mass migration has caused a lot of considerable changes to both regions. It has deteriorated the life of people in urban areas and has destroyed the balance of biodiversity in rural areas. The findings of recent reports on the living conditions of big cities are terribly disappointing. City planners claim that this dramatic growth of urban regions has turned cities into packed and polluted places, whose inhabitants are gradually choking by toxic fumes. The rise of sky-high buildings, skyscrapers, bad city planning, the high population density and lack of green areas have negatively affected the quality of city life. Big city parts are declining and are becoming filthier and uglier. But how could these big urban centres be improved? There is a great number of structural changes and substantial improvements that could be made. What cities really need first is well-designed city planning with effective road networks, squares and reliable public transport which will immensely facilitate traffic and ease traffic congestion. Not to mention, the creation of large green areas, such as parks, which could also contribute positively to a cleaner and healthier city environment. What the state could also do is to fight air pollution. Strict restrictions should be imposed on those factories whose poisonous chemical emissions pollute the atmosphere and cause all sorts of health problems, chronic, incurable or fatal diseases to the people of urban centres. Therefore, those manufacturers who break the law should receive heavy fines so as to conform to existent environmental laws. In addition, old fleets of buses should be replaced with new ones which will greatly reduce greenhouse gas emissions. As for cars? One effective solution for them is to run in the city centre on alternate days for less congested streets and less polluted atmosphere. Second, the purchase of hybrid cars will definitely help us reduce the levels of pollution as these cars use less petrol and are environmentally friendly. Last but not least, city dwellers’ ecological awareness should be raised so that they can take the initiative to look after the area they live in. They should all try hard to keep their neighbourhood clean, encourage recycling and develop projects for planting more trees and creating more green areas. To achieve this, they have to cooperate with the local authorities and green clubs or any other environmental organisation so that they can contribute effectively to the process of saving our cities. All in all, these changes will definitely improve citizens’ lives and create a better and healthier environment in big cities.
Example: What causes the expansion of big cities? the shift of human populations
terraced houses, mansion, flat, semi-detached houses,
1. What does the expansion of urban areas towards rural areas
detached houses, cottage
Types of houses
affect negatively? ......................................................................................................................................
2. What are the findings of recent reports like? ......................................................................................................................................
3. What did the dramatic growth of urban regions make cities look like?
1. ..............................................
2. ..............................................
3. ..............................................
4. ..............................................
5. ..............................................
6. ..............................................
......................................................................................................................................
4. What makes city populations unable to breathe clear air? ......................................................................................................................................
5. How are big city parks declining? ......................................................................................................................................
6. How should manufacturers who break the law and don’t respect the environment be punished? ......................................................................................................................................
7. Why should hybrid cars be promoted? ......................................................................................................................................
8. How could city-dwellers be encouraged to take initiative in improving their city? ......................................................................................................................................
9. What two main things should city dwellers do to clean up and improve their area? ......................................................................................................................................
Speak!
What’s your house/flat like? You want to rent a house/flat and you see an advertisement. What questions would you ask the owner on the phone? Ask about: its type, location, style, size, facilities and cost.
43
Unit
1
Tip: A description of a place can be seen in magazine articles, travel guides or letters. It can be written in a formal, semi-formal or informal style depending on the target reader.
B. FLAT IN THE CITY CENTRE Advantages easy to run and maintain economical .............................................................................(2) access to public transport shopping facilities
THE CITY Advantages ●
.....................................................
●
good education (schools,
no privacy (noisy neighbours) not spacious lack of storage polluted atmosphere no parking facilities
..................................................... (cinemas, theatres, art, galleries,
restaurants, night clubs) Disadvantages ●
.....................................................
●
heavy/dense traffic (traffic jams)
●
pollution (air/noise pollution)
●
.....................................................
●
.....................................................
●
high crime rate
Remember! Formal Style: advanced vocabulary - frequent use of passive no contractions - avoid phrasal verbs or colloquial language no description of feelings use of participles complex language no exclamation marks formal linking words (e.g. furthermore)
Semi-Formal Style: personal/friendly tone less use of short forms (contractions) careful use of idioms non-colloquial language wide use of adjectives direct or indirect questions
THE COUNTRY
●
Informal friendly tone everyday expressions use of short forms use of idioms/idiomatic expressions/phrasal verbs/colloquial language (e.g. What’s up?) pronouns often omitted in letters (e.g. Hope you can find a solution)
●
less stressful life.
●
slow pace of life
people closer together (better social relationships, stronger bonds) .....................................................
.....................................................
●
Advantages clean air - less traffic ● ●
more wasteful claustrophobic inaccessible more secure
Disadvantages
universities, libraries) ●
2. a) b) c) d)
Linking words
Disadvantages ●
●
Are you aware of the environment? Then you should have a modern home which respects the environment. Such a home should be equipped with the latest energy-saving technology so that / so as (1) to contribute to a less pol-
..................................................... (everyone knows everyone else’s business) limited opportunities (for education, good jobs, medical care, entertainment)
luted world. If our home is well designed and well insulated, it’ll be less energy wasteful. But / Moreover (2) how can you achieve this? By having a home with a good number of
A. HOUSE IN A SUBURB Advantages ● ● ● ● ●
it has a garden .............................................................................(1) spacious and pleasant more privacy less noise and traffic - less polluted atmosphere
Disadvantages ● ● ● ● ● ●
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isolated no shopping and transport facilities expensive to maintain and heat not secure enough (easily be broken into) need to do a lot of commuting inconvenient
1. a) b) c) d)
easier access cheaper rent more greenery regular public transport
energy saving facilities such as / such an (3) efficient and non-polluting central heating and a solar water heater to save energy and money. Insulated walls and double or triple glazing windows can also prevent heat from being wasted. In this way, it can definitely have the suitable insulation and an environmentally-friendly heating system. At the end, / Finally, (4) high-technology equipment, like computer-controlled appliances and state-of-the-art devices, like energy efficient light bulbs, can make it easier to run and more economical to maintain.
a) What’s the style of this description? Semi-formal or Informal? b) Where can such a text be seen?.............................................................
Society and living standards
Unit
1
Speaking - 2 Activity 1
Places 1. What kind of home would you like to live in if you could choose?
2. What is your city/town/village like?
3. Would you like to live in a skyscraper? Why? Why not?
4. Do you like the city/town/village where you live?
Activity 2
A. (Role Play)
B. (Role Play) We’re friends. You want to learn about my room. You start.
We’re friends. I start I:
Do you like the area you live in?
We’re classmates. I start. I:
Do you spend a lot of time at home?
We’re new neighbours. I start. I:
Hi! How do you feel about your new home?
You’re my cousin. I start. I:
Do you prefer your new home to your old one?
We’re new neighbours. You want to ask me about the local buses. You start. We’re friends. You want to learn about how you can get to my home. You start. You’re a stranger. You want to learn about the pros and cons of my area where you are planning to rent the house next to mine.
Note: Now listen to a speaking model.
Activity 3
Topics A. Life in big cities. B. The benefits of environmentally friendly homes. C. The advantages and disadvantages of settling down in a foreign country.
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