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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 communicative 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

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Speaking &. Listening module Exam Format

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Speaking assessment iineludlng interaetive listening)

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Collaborative task

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lndependent listening assessment

ISE rating scale All tasks in each ISE level are linked to a particular CEFR level. The rating scale below shows four distinct scores within each CEFR level:

lnterpretation ¡{.:::l:'i:.

Excellent achievement - at the upper end of the CEFR level

3

Appropriate achievement - at the middle 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

Published by GLOBAL ELT LTD

k copyright @ GLOBAL ELT LTD, 20 l6 wrvw.gl obal el t. c o. u

Andrew Betsis & Sean Haughton Lawrence Mamas, Linda Collins, Marianna Georgopoulou and Varvara Vallianatou have a s3 Every effort has been made to trace the copyright holders and we apologise in adn¡ce 'c' We will be happy to ¡nsert the appropriate acknowledgements in any subsequent ec ::-: All rights rese¡ved. No part of this publication may be reproduced, stored in a ¡.:l

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Lessan 2

4 The ToPic Task

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,,* ...: , . Lesson 5 ir" ':.. Lesson I l: -.- ;;;" . ;. l-essors 2 7' *z* {*i l¡ll.:*s"a¿: l'¡*

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Lesson3

page 43 page 45

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:-IS?SN¡NG SE€T¡GN The lndependent listening task Lesson l: The Format of the lndependenr Listening Lesscr¡ 2:

page 51 page

Task

Recognising tFle speaker's point of view and inferring meaning

SXTRAS: Addi¡ional exam praci¡ce fbn the lndependent Lisrening

Task

sr

page 5b page 58

LANGT¡AGE FUN€TI*NS & GRP,MMAR SECTT*N

page 59

Unit I Unit 2 Unlt 3

page 60

Relative Clauses (l) Relative Clauses {?) & Participle Clauses Causative Form and Adjectives

Unit 4 tnversion Unit 5 Past Modals Unit 6 Conditionals Unit 7 Passive Voice

page 64 page 68 page /¿ page /b page 80 page 84

Language functions fur Ti'inity ISE lll ' lnitiating and maintaining the conversation . Developing and justifying an argument .

Evaluating options, past actions/course of events and different statements

r Speculating

.

Hypothesising

'

Staging (ie a logical signposted structure)

.

Summarising

r

lndicating understanding of points made by the examiner

.

Establishing common ground

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.

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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 opt¡on or write a short answer as appropriate.

1". The topic is talked about from the very start of the interview.

2. Part 1 is a discussion of the topic between the student 3.

and the examiner.

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3.

7.

3.

The examiner makes notes about the student's performance while listening.

4. How long is Part 1?

&.

5. The tone in Part L is quite formal. 6. The examiner tells the student what topic to talk about. 7. The student discusses both sides of the topic. 8. Why does the examiner interrupt the stuoent?

3.

6.

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Topic Thsk - Fax"t

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* * * *

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You choose and prepare a topic of your choice in advance. Prepare well. You must prepare a formal handout for the examiner. You can also make notes for yourself. This is not compulsory but is highly recommended. You are not allowed to have a fully scripted presentation - notes should be short and function as cues for what you want to say.

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
Tniniry iSf; ütt Speaking

The Topic Task - $,art

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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.

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.Advantages

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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.

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l

A. B.

The most popular forms of ecotourism The effects of ecotourism on people and the land

2.

A. The role of nature documentaries in conservation B. My favourite documentary films of all time

3.

A. B.

Different types of voluntourism*

A. B.

A history of hillwalking in the United Kingdom

4-

5.

Making a profit out of volunteering

The consequences of making our mountains more accessible to walkers

A. Solving the African poaching (illegal hunting) B. Endangered mammals of Africa

problem

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.

1.

There should be a ban on all forms of hunting

2.

How the problem of poaching began

3.

How to stop poaching

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ñt! Speaking

The Topic Task - Part

I

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.

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&- lf you feel (or don't feel) very strongly about something, say so. Use an intensifier Write the missing letters to complete the sentences.

lil
'extremely'

!.1 s- ngl_ s_pp_r_ atotalbanonhunting. ?. l'm s* m_w h _t p-_ the increased use of nuclear power. 3" I'm ri__ rea__y i _ f_v*_r ofbanningcarsfromcitycentres. 4. I'm p1-ss' l' n .t_ly á¡t drillingintheArctic. '_ I $, d s_Pp r_ thebuildingofnewroadsforaccesstoscenicareasa a *,

l.

Sometimes, you are neither Íor 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 / 2^"1 I arelthinl< I good I against I for I arguments/ there/ and / this/. 3" I'm / anti / pro / this / neither I nor I *{, I / see / cán / sides I the I of largument / both / "$ l'm / about / issue / this / on the fence / .

.

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The Topic Task - Par{

Ts"intty XSK tX$ Speal(ing

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 c¡ty centres.

Exercise 6 \ow

worl< in the same pairs and follow the instructions.

Student l: Consider this topic in more detail: Building rosds in ¿he csuntryside so peopfe hcve cccess to beoutif,r.ll p/oces.

3rainstorm ideas for and against the proposal" Use the suggestions on page 40 to help you. Then follow the template on the same rage and make notes for a short presentat¡on. When you have finished, give your short presentation to Student 2.

Student 2: Consider this topic in more detail: Eonning cors porn cify centres-

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.

Homeworl< topic that you are interested in. lt can be any topic you want so long as it is an opinion-based (forlagainst) Picl< a

subject. For example: Giving pcrents rnsre leeve

forn work whe* tfiey l¡o¡e ci¡ildre*"

Research the subject online. Find out as much information you can about both sides of the argurnent. Then script a formal presentation on the subiect. The presentation should last about four minutes. Practise your timings and as

shorten or lengthen the presentation as required. You can use the template on page 40 to help you.

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HUNTING

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Exercise

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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
4 How do you feel about wildlife hunting holidays? 5 What are some of the drawbacl
place?

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The Topic Task

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Exercise 2 Match the linking phrases in the box to the section of your presentation they would probably be used in.

ln conclusion,

It is my belief that ... And last but not least, Addiüonally, ...

...

Although it is true that ... ln this presentaüon, l'm going to discuss .. Firstly,...

I S*et[*n

...

é: lntroduction

S*e{i**': ?: State your position SectS*al 3: Aclcnowledge the other side of the argument Seetü*gi 4: Present your first argument S*e{i'¡¡s'* $; Present your second argument

Seetion S¡ Present your final argument

S*efi*sl ?: Reiterate/summarise your position

Exercise 3 Number the séctions of this presentation in the correct order from l-7.

E.

A.

_

Although it is true that you cannot stop progress and

that we must find a way to accommodate the growing human population and its demand for natural resources, do not believe we should put our own concerns before those of the rest of the natural world. I think we can deal with the problems caused by an ever-growing population I

without destroying the beauty around

us.

_

Thirdly, I feel it

is

time overpopulated parts of the world

started adopting new policies on children. Governments should limit the number of children couples are allowed to have. This is the most sensible approach because, with peo-

ple today living longer than ever before, our population will only increase In future. Having fewer children would help ease the world's population difficulties. issues

B.

_

lt is my belief that everything must be done to protect

the natural world and we must ensure that we do not allow our precious wild landscapes to be swallowed up by human activity.

Secondly,

ln short, I recognise that we face significant problems caused by overpopulation and a shortage of resources. However, I feel we can solve these problems without nega-

tively impacting on the environment and the natural world.

c.

_

F.

_

I believe we can solve the issue of

scarce

We just need to adopt smart new building policies, use technology to improve our supply of key resources and take measures to reduce the number of children being born.

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. Where water is concerned, there is an abundance of sea water; so let's use technology to find efficient ways to turn this into fresh water for drinking, farming and so on.

D.

ln this presentation, I wish to examine the question of how we can accommodate the ever-increasing human population of the world without damaging the natural environment or wildlife.

_

G.

_

Firstly, I believe we should build our cities up and down rather than sideways. New technology allows us to construct 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 new land to build on.

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The Topic Task - P¿r't

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Exercise 4

L

Put the linl
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, the downsides would be verT serious and wildlife would be adversely affected.

4 Not only

can

/ While

I thinl<

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, S€¿"¡{reffit

i;

Student I and Student

Turn

2.

to page 40 and read the script about

mal
below the text. Scl,.¿d€ffit ?: Turn to page 42 and read the script about making the countryside more accessible. Then follow the instructions below the text.

Homework When you have completed the notes, practise giving the presentation. Refer only to your notes when doing this. Time yourself, and mal
to It is imPortant to give structure are awarded

your Presentation' Marks and in the exam for how clearlY ideas' logicallY You Present Your above will t-iit
I

f,

helP You

and flow of your presentation' ''

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The Topic Task - Part

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LesSon 3

Exercise

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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
The Topic Task - F;*rt

T?Ír:ity $Str €,* Speaking

!

Exercise 2 &

E¡ l:

Work together again in pairs. Read the text of a short recording about people's opinions on nuclear power. 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 d. Seven out of ten people e. The maiority of people

c. One third of people

in countr¡es with nuclear power programmes are opposed to the use of this energy source. said they thought that nuclear power was safe and that more power plants should be built.

Just {?}

felt that nuclear power and fossil fuels could be completely replaced by renewables within the

f ?i¡

believed that it was OK to continue using existing nuclear power plants, while

next 20 years. {4}

would

{s} S Now listen and C

lil
every plant shut down immediately.

checl< your answers.

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. Match the phrases ( I -5) to the percentages (A-E).

'L¡ the vast majority of people

A

5o/o

2. a large portion of the population 3. the overwhelming majority of people

B

l5o/o

c

55o/o

4,.. a small minority of people

D

78o/o

5;' a tiny percentage of people

*

E:

95olo

%

5"c

Rernditiber! ln your presentation it is always important to acknowledge the other side of the argument. Often this involves presenting another viewpoint. When doing this, you can use phrases such as those in €x**"c!*es 3 and 3. lfyou are expressing a fact, you can use a quantifying phrase (e.g. fhe vost majority of people ...) and if you are expressing a general statement, you can use a less specific phrase (e.g. Sorne people ... I Many people ... A lot of people ...).

I

Write the missing words to complete the general statements M__

_

people are anti nuclear power in this day and age.

A

_ _ _ o _ people feel that we should be investing more money and resources into renewable sources of energy such as solar and wind power.

l_ _s p__u __rly b_l__v_d

thatrenewableenergyisthe

way forward; however, the fact is most renewables remain very expensive.

A l_ r_e

n

__

b

peoplewould be in favourof closing down

all nuclear power plants.

$ l_ _s a c_mm_n_y h_ld

b

f

that there are significant

deposits of oil and gas in the Arctic.

Exercise 4 Student l, turn to Page 43 and follow the instructions. Student 2, turn to page 44 and follow the instructions.

Worl< in pairs.

Rernénrrber! You don't have to make notes for your presentation. However, it is a good idea to do this. That way, if you forget something you want to say or you get a little nervous, you have some help. Your notes should be short and only conta¡n key words and ideas. You want to create cues to help you with your train of

thought. Do not script your whole presentation. This is not allowed. Your notes should be brief.

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Speaking

The Topic Task - Fxrc

I

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 ? How long does it last?

3 Can you script what you want to

4 Do you 5 Do you

have have

.

say in full?

to use notes? to do a handout for the examiner?

S What are the notes the examiner mal
/ No Yes / No Yes / No Yes

Your mork

I

Things to discuss loter in Port 2

Exercise ó Work in pairs, Student

I

and Student 2.

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.

\ow

Student 2, give Student I feedback on their presentation. Think about:

. Was their point of view clear? . Were the arguments linl
. .

well?

Did they acknowledge the other side of the argument? Did they support their points?

-hen swap roles.

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*

Í

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 gett¡ng lost, which is a leading cause of accidents and fatalities. There would, therefore, be far fewer such incidences in the mountains.

Using *,* *xxrxg*ie fmain point] Although there is a problem with overpopulat¡on and a shortage of housing in our major cities, there are other ways to solve this issue rather than building outwards and destroying more of the natural environment. [exanrple] For instance, we could build upwards and have more high-rise buildings. We could also utilise space underground.

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:

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 top¡c to justify my position?

G Wos

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

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Lesson 4

The Topic

Yh* Tr*p*r

Tasl<

- Fa¡"* ?

&as*c, ffiant ?

E

ln this lesson you will learn about the format of the Topic Task, Part 2. The Topic Task, Part 2 lasts about 4 minutes.

A

Exercise

I Listen to the recording. This is a sample of the Topic Tasl<, Part 2. For questions I -4 choose True or False.

l. Part 2 is a discussion between the examiner and the student. 2. The discussion is not related to the topic in Part I . 3. The examiner is the one asl
any direct experience of voluntourism youra

self?

To do

this, you must sometimes invite the exominer to take turns; to respond. Usuolly, you do this by soying some-

]rr -

ll

Student: Um ... not really

)'.+).or

o question.ffi

mc:¡*'t gle rr:de Defend your point of view politely ond respect other viewpoints.

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f

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tt is importonr not jusr

ro

stote your Pasition or v¡ew when osked a quest¡on, but to exploin it. For exomple, here the student not only soys thot she thinks the'voluntour¡sm industry will change in the medium term, she then also exploins that she thinks this is becouse there will be a shortoge of volunteers cousing a crisis.

Student:...jt:j::irt:.i:iri:ji.:i.i; And I think they do know better. Often, they are aware of the damage their actions cause, but they are just out to make money so they don't stop. I think they sometimes take advantage of people's goodwill and desire to help.

Examinen : :-"r:,.

-

i,l.i

the

mr'it y*L¡ el*.r¡:'t thin{<

but I do a lot of charity work, so I have seen first-hand the good it does. That's why I'm so upset about reports the voluntourism industry is tal
in**x{ry s8'¡e¿"sld {:¡* sh!-!t e3*w*; e!*spit* t}:e harn: if e;an ¿aruse,$X

Examiner: I do; there is no question of how much good charities do in different areas. But I get the feeling you don't blame the voluntourists themselves for the problem. Can you explain why? El

Student: Well, first I'd have controls in place to

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-ñor,"y for a voluntouiist Éoliday ogree with it. You can ocknowledge that the point is volid and chonge your mind or ogree somewhot, so /ong os you exploin why. Here, for example, the student recognises voluntourists ore portly to blome far the problem, but then explains why she does not wont to cr¡ticise \ \ them too much.

hove

understood.

some of the points you've made in your presentation generally. I was wondering, first: have you

bolonced discussion. You should be oble to main-

thinglike

point in your own words E to show that you

Examiner: Elena, I'm very sorry but I'm going to have to stop you there. I would like to discuss

'T**"*-t*e!rixg'

by osking

'..r..,

- ....i. i.. r i4 :.7:;,. .l -,t" , li - t'::ii¡l:¡ ¡':,;i'rrr¡ ;it: -i1¡.:¡,,''r;.,';i: .iji

when they wont ta buy themse/ves o moment or two to think obout whot they wont to soy. Examples ore underlined.

tain the conversotion.

n;* phrase You con do this usrng cn ;j{r,:;:,;¡-'¡¡::,ilir:'ri¡':!,'i':i ji..i:,i ,itir,,:,:r ::;.,:::i /ike Of Of yOU COn festOte the

- jar*t!fyld*S**:e$ ffi

thot people use noturolly

It is important to allow

J&etiv* lirxe*':ixg It is importont to show thot you hove listened to (ond understood) whot the other person hos soid.

What types of questions can I be asked? Look at the highlighted comments from the examiner. You can be asl
F**:¿. d¿* { ha:y rrty*e!{ *ir:i* ¿.el r'*sg:*neJ? There ore some stock phroses ond exclomotions

closely.

are... kind of... well-intent¡oned; they are not just thinking about rhemselves and booking a luxury holiday, r+;,, :-:;*e*l #

Examiner: So, what you mean is they are

trying to do the right thing? Student:

Student: No, because I don't think

where the ¡ndustry is better-controlled, you know?

Examiner:

Yes, exactly.

Examiner: #*C i* ¿i1*r-* *ny p*in* in i:*ir;g vv*i!-i*t¡:r:ti*ned ii f r,'" {::tr'i ¡' rllv \^'p - *r !nd¿:er* if y** *tai<* fil*li$t-* s*'*l'*r¡ ii,sf**.*? ffi

Student: Well, no, of course; there is definitely some ignorance there. But we don't live in a perfect world and people can't always do the right thine. vou know? I quess ... um ... even if these

#i{, s* i{ y** r,;*;'* ill g*rvr:r'r*x**'r'1,

limit the profits voluntourism companies could make. Second, I'd employ inspectors to visit the sites where the voluntourism activity tal
¡s

actually beneficial.

Examiner: !i;;r::,i.* that all sounds fine in principle, but don't you think it's a little bit unrealistic, though? I mean, sending lots of inspectors off to checl< all the programmes sounds very expensive, for example. *¡¡ y** r*a!l3r e!":tn!* i¡l's fcaci&¡le? ffi

Student:

El

all voluntourism

think there are examples of very well-run programmes that do help. lt would be a shame to lose these. What I'd like to see ¡nstead is a situation is bad. I

No.

i

that might be a little unrealistic cost-wise, but something has to be done. We could ... erm ... at least pass laws to limit how much money these companies can make and control the types of

k**crf ff i.):' 7.:.:. -:-,,,::{ li1:t

I

:;:::.-;^-,;-^-:;,^--', in the world, -: so think there is a lot of selfishness woutdn't tike to critic¡se people for rryins to

unselfish. *¿;e*É t*e?"

& *:elr¡l*¡:'f y:*ti &.&u.*e;:YÍ?*

be

*cr?s*J

Examiner: Um ... yes, i ':i;i'i:":::

É

¡2":e*¡:-

,l So you think the volunfourists themselves are sometirnes naiveEl

I

I

I I I I

projects they are involved in, g-*tt

Examiner:

jli r;,il,,¡nrrr, -* Student: Um ... I think it's unlikely to

E

:

r.

at the

ts be surprised ¡fif there there were wer -"* - moment, but I wouldn't next five or so years. you see, .n" ;;;;s;;'*],r,¡" "* rTl" :.,T:ilT::-c",]::'-.:cr TJ:1'",.'l:l^:'" trying and will learn - they care. That's better is starting to get a bad name, which ..*^,; dll yuul>Ell ^,;;;^-;::^^, voluntourism all the llls cime Llllls -- dllu and LIlall lust lusl thinl
E

llij-yl'F:9 l-o.i::'''

l"::':a Yl1::T"l:'¡tl-tl-1u and shortage of help for charities. This is when the government will be forced to act. Examiner: Hmm...

i:: So you think

it

will take a crisis before the situation improves signilicantly. H Rignt, well, thank you, Elena. Now let's move on to the collaborative task. OK?

lll

Trinity ISE

The Topic Task - Pa*

Speakins

7

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 ' you chose in Exerclse 2 A.

(I

-7). You do not need to write a problem beside the extract

A The student

¡s

too defensive and could sound rude.

B The student

¡s

very rude and doesn't respect turns.

C The student doesn't maintain the conversation.

D The student doesn't explain their views. F The student doesn't listen to the examiner. F The student monopolises the conversation

€

too much.

The student maintains the conversation effectively.

lse

Speculating about the future

e

Now let's look at the language of speculation.

_ _ _ Extract4 _ Extract 5 _ Extract 6 _ Extract 7 _ Extract I

Extract 2 Extract 3

MC

Exercise 3 ow

'Vrite the phrases in order of probability from

letr )nev

I

(meaning most probable) to 5 (meoning /eost proboble).

,,#

definitely won't

elP.

might/maylcould

e

happen

.::=:&:i

.'.;;

..¡t';# rrism

.run -'

probably won't

,a::'i*l

probably will

.',.=iS

definitely will

to

Ltion

cw?

Exercise 4 -atch the

to: tl

phrases ( l-5) in Column

A to the

phrases that mean the same (A-E) in Column B.

I

'le .ce t.

:iple, ugh? ll thel

t" k's extr:emely/trighly likely to happen '

ia$ there's a good chance it

t

i*l!

it's quite iikely to

happenl

,

,

,$: there s not really any chance it will -!,,.t

3. it's

le.

as- iit
as not likel)¿to happen

will happen

'

happen

'

.

U.:

theiels,a very distinct/strong possibil¡ty it will happen

i*"t*

¡t

It's unlikei¡r to

fappen

'

, i

,

1S there s á flfty-fifty chance it will happen

I

5. ¡t's extremely/highly unlikely to happen

thérels a slim possíbility it wilf happen

rese

Exercise

', ¡/ere

;ee, rich

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. l :

Five years from now ...

l

or

I [robots]

:risis

len

,5

l

There's a good chance that ...

2 feducation] lt's extremely unlikely that ...

(it

3

)Yes low,

4

[medicine]

[travel] 5 [work]

There's a fifty-fifty chance that ... lt's quite likely that we won't ... There's a slim possibility that ...

W

€ft:*'F*pie Ya*E<' F¿rl

?

F.*

hxerelse

H

€3

Choose the best option to complete each sentence.

I We probably will have found

/

/

:-.

b* lin
have lived on Mars within the next 20 years.

.i:

We probably will be living

:,i

We probably will be using/ have used flying cars in the year 2040.

,i We probably

i

will be clcsing/ have close¡j down all nuclear power plants before 2050; there will be none left.

We probably won't have relied

/

be relying on fossil fuels any more in 2025.

€xersÉs* ? 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 ...

: Do you think we will be living longer and healthier

lives?

.,i Do you think astronauts will have returned to the Moon? -:i

Do you think we will be living in colonies on the Moon?

':.

How do you think our homes and workplaces will have changed? What aspécts of life do you think will have changed the most? ln what ways?

::,

ir How do you think the world we live in (the environment and nature) will have changed? ': How will these changes affect our lives? :.::

Do you think family roles will have changed? How?

':i

Do you think different nations will still be fighting and competing with each other or will the world be a peaceful place?

: i,r

Do you think we will still be using fossil fuels? Why? / Why not?

Erir*ícy

XSffi $g*

The Topic Task - Wart

Speal
Homeworl< For each of the homeworl< tasl
I presentation

and take a copy of their

presentation home with you. Read your partner's presentation and thinl< of as many questions Write a list of these questions.

as

you can to ask them about it.

Give your partner a copy of the list of questions in the next class and keep a copy for yourself.

Nc¡te: This homework task is a very imPortant way to help your partner' so do it carefully. Think of as many quest¡ons 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 -..e*-".\

kl' q/

.;*É.

,

Z

T?'i;'ri*y *$# e** Speaking

LeSSOn

5

The Topic Task - Far* ?

y$xm"Vwpüc"Km.s&qu

ffimr* ?

l

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

*

mor: young people from working class families would have got degrees young people from different backgrounds would

t,.

lf we made education free for all,

A

¿..

lf we make education free for all,

B

3. lf we had made education free for all,

C

we make the world a fairer place.

D -

there will be more people from poor baclqgrounds

have equal opportunities.

going to universiry.

Complete the sentences in the short presentation w¡th the correct form of the verb in bracl
fees to pay. ln England, for example, universiry fees presently cost up to f9,000 per year. This is a big problem. lf parents are on low incomes, they

(not able to) afford i3) to send their children to university for three --or four years now. They - the children * {4} _ (have to)

get student loans instead (or not go at all). This means they leave university with huge debts putting them at an even bigger disadvantage. The system clearly favours people from wealthy backgrounds. Some people argue that if universities stopped getting fees, they iS) _ (not able to) maintain high teaching and research standards. I admit that if fees were abolished, it

{e}

_

;

certainly

(present) fundraising challenges, but universities should be funded by the state, not by students, in my view. lf the state had had a fairer tax system over the years, there {?} _ (be) a lot of money available now to

invest in education. This is true of almost every country. To use the UK as an example again, a recent report

showed that the poorest people pay almost l0olo more of their income in taxes than the richest people. This does not make sense to me. lf more taxes had been collected from the

I ) :

rich over the years and if this money had been invested in education, universities iE) _ (not have to) start charging fees in the first place. lf you ask me, education {S} _ (be) a basic human right. Therefore, it should be open to everyone, not just to those who can afford it.

,ü

#

Answer these questions about education with your own views.

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
-

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?

É3 Now discuss your answers

to the questions in Exercise I C in pairs.

?l.inrify

l$f $¡[ Speal
The Topic Task -

Y;¡r*t-

2

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 ¡nstruct¡ons. Student 2, turn to page 46.

B

Now Student I and Student 2, role-play the discussion together.

Student l,

use your notes

to

say Alexandra's

Student 2,

turns

use yours

to

say Simon's turns.

You can use some of your own words to make points so long as the meaning is basically the same as what you originally heard.

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,

3,

A va

a

*tn

I Would students perform better at school if they had less (or no) homeworl
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 A

For homeworl< in the last lesson, you wrote some questions for your partner about their presentation.

Hornework I Lool< at the questions your partner has written about 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 partner about it.

3

Study the list of questions you wrote about your partner's presentat¡on for homework the last time.

4

Bring the following with you to the next class: & Your short notes on your presentation.

The additional questions should be hypothetical ones. Write as many as you can think of. B Give your paftner the list of questions.

&3

Your questions on your partner's presentation.

*'1r¡itv

i$f !;t

Speal
S

$**SSmm

j_!"}Ii.

Tast<

-

Wará Z

?"** T'nr:i* 'lxll<. *ur!.".t.

Modals ln this lesson, we are going to lool< at different uses of modal verbs like should, could, etc.

Hxensise l! Match l -5 to the sentences (A-E) with the same meaning. ff

, '"

Young people must have the right to vote from '16.

,-'

Young people ought to have the righr to vote

-'n

Young people could have the right to vote

"

the ale of

from the age of the age

of

I

I

6.

6.

from

,*' Young people shouldn't have the right - to vote f.o-ih" age of 16. Young people mustn't have the right to vote from

* *'

É3

the age

of

I

ó.

A

Young people ought not to have the right to vote

tá

Young people should definitely be allowed to vote

from the age of I 6. from the age of

16.

; L

Young people should possibly be allowed to vote

D

Young people should probably be dlowed to vote

e

There is no way young people should be allowed to vote from the age of I 6.

from the age of

16.

from the age of I 6.

choose the best option from the words in italics to complete each sentence.

i

Some young people feel that they

don't hove to

no consequences when they misbehave.

/

mustn't respect people in authority any more because there are

? Parents feel guilty about working long hours away from the family, so they feel that they have to 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

-

/

can spoll their

they are losing their social

sl
'* The educat¡on 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
'Frinicy ;Sñ

The Topic Task - Parr ?

6tl Speaking

Complete each sentence with the correct form of the verb in brackets.

{,*

(pass) a law to allow l6-year-olds to drive a long time ago.

The government should

í

2

l6-year-olds should

3

You should

ry

A

The law should

$

Parents should because youth is supposed

(allow) to vote in future elections. (able to) leave school when you are l4 years old.

(allow) teenagers to work full-time from the

of

15.

(not malce) their children study so hard when they are young to

be a time of fun.

(have) a minimum age for users of their sites from

Social network sites should

s

age

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 should be more interested in politics.

¡¡ore

Young people

<¡f

an interest in politics. (ought, take)

Young people today should be more environmentally aware than past generations because of what they are taught

at school. more environmentally aware than past generat¡ons based

Young people today

on what they learn at school. (supposed, be)

3

lt

is essential that all young people have the right

All young people

to

a free education.

the right to a free edl¡cat¡on. (must, granted)

Young people should never have to pay for healthcare services. Young people

(ought, given) access to {ree healthcare

Yrinity g$g egg Speal
The Topic Task - Fart 2

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, and answer the questions below.

1g lii

ask

HARI

.,

li.

.tr

I I

Are young people, especially children, spoiled too much by their parents today? Explain. are the benefits and drawbacl
? What

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? age in your country? Should it be changed? How & Should young people today have more rights and freedom? Explain.

? What is the voting

I

$&

Do young people in your country get free healthcare? Should they? How can young people mal
can we get more young people involved in politics?

in?

What must they

do?

Trinity ISE

¡ll

The Topic

Speal
Tásl<

- 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

I

ieflect on how successful your presentation and the discussion of your topic ¡n class were. Can you improve your own :.esentation?

Remember! Find as many people as you can

to practise

with outside of class. lf posslble, swap your presentation with a

discussing your topic

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

Developing and justifying an argument. ln this lesson you will learn about the format of the Collaborative Task (which will deal with developing and justifying an argument.).

Exercise

I

.é{ 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 competit¡ve sport? (select two options)

l1 how to mal
*

lt can build social skills. ffi lt makes everyone equal. ff lt doesn't benefit everyone. ñ) lt has more value than non-competitive sport.

a new.sports initiative in schools

l&,

fr improving the health of students 3 The woman believes that competitive sport

ih

is too stressful for the majority of students. should not be offered alongside non-competitive spot-t. fr can boost confidence. f;S

Tip!

ffi Now answer these questions about the Collaborative Task. Choose the correct option. & This tasl< lasts

{lll_!

ln this task, you must lead the conversation and take the initiative. Ask questions and make comments.

minutes.

? lt involves a discussion I presentation 3 The student / examiner has the information .

and the student

Do not expect the examiner to control the conversation

about the situation

/ examiner usually asl
questions.

for you.

.,,.ri38t11si:i1,:,

-{\"-

:ji::dg;#;i,i:,:.

_**T t

wee&ü;;:q;;!;;q;+,"-,,.

i*efr4gqj?f,fií.

Triníuy l$ñ

Speal
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.

t Who do young people

lool< up to?

? Why are famous people often role models for the young?

3 Do famous people make good role models in your opinion? What are the advantages and disadvantages of being famous and in the public eye? 5 Do famous people have to be more careful about how they behave in public? Why?

¿&

6 What dilemmas do celebrity role models face? 7 Are family and friends better role models than famous people? Why (not)? S

Are some types of famous people better role models than others? lf so, which types and why?

l Exercise 3 Group the phrases below (A-L) in the table according to their function for Trinity ISE lll.

I (

I

-4). These functions are all Language functions

(

i-

A

That's a valid point ...

G On balance, we can conclude

I €

Would you agree that

F"i

All things considered

I

I

...

I can see what you are gett¡ng at ...

ffi I suspect that it

is

true that

¡

...

K lt might be the case that ... F Basicall¡ we can understand that ...

E E

...

wonder if it might be better if

,

...

What you are saying makes a lot of sense

... What are your thoughts on ...

K What do you consider to be L

...

S ?

...

I

:

Z

c

3 7

+

I

5

t

ó.

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. Follow these prompts to complete the

l: ?: 3: 4r

5:

ffi

tasl<.

Find out as much information as you can about the dilemma. Find out what the options are. Find out what the consequences of the options are. Tell Student I what you would do in their situation. Listen to Student I's concerns and respond appropriately.

_% .,:t

'¡frí :-

"5

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<.

Find out as much information as you can about the problem.

?: Find out what the options

are.

3; Find out what the consequences of the options are. 4: Tell Student 2 what you would do in their situation. 5: Listen to Student 2's concerns.

4

5

Homework

6

Thinl< up your own celebrity role model dilemma.

Decide {!} what the problem is; (?} what the options are; {3} what the consequences of each option are - both positive

-,

and negative.

I

The Collaborative Task

?i'inity tS€ ¡,! Speaking

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. Then change roles and discuss Student I's dilemma.

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. ü Youths are very environmentally conscious.

are open-minded and accepting of diversity. | & The media paints youths in a negative light. I I Young people are criticised too much by their elders. ñ? lf their elders praised young people and were more positive about them, this would encourage better behaviour. S Youths

Now look at the script on page 30. Write the items underlined next to their correct functions.

I a rhetorical

quest¡on:

? asl
4 finding common ground (something you can both agree on):

5 politely disagreeing: & inviting agreement:

? challenging an opinion: & accepting that someone has made a good counter-argument:

Tr"ini*y ¡SC A*¡ Speal
C


T¡"

Er

Now work in pairs and discuss whether or not you think young people today are self-centred. You can use the examples 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

Scx"&p&: Examiner ffemale): Now let's move on to the Collaborative And for this next part, I'll tell you something and then you have to asl( me questions to find out more information Tasl<.

and mal
$tledeffiC (male): Yes.

Examiner: A lot of people say that the youth of today are spoilt and selfish. Personall¡ this is one stereotype that I am in agreement with.

usually have to work now. ln other words, parents spend less time with their children than in the past and kids really suffer because of this lack of help and suppor^t. Do you know whot I meon?

Examiner; I'll grant you school is tough, but past generations of young people had other problems and yet they didn't become self-centred. For instance, they often had to work in difficult lobs from a young age and also try to do their schooling. Are you really suggesting the pressures of youth can be an excuse for this generation's selfishness? No, not at all. That's because I disagree with you more fundamentally - I don't believe the youth of today are S*e*de*flC:

$tq*deñtí I see. Well, that's quite a controversial viewpoint.

actually selfish.

Could you tell me why you feel that young PeoFIe ore sloilt and

Examiner: OK, but what evidence do you have to back that up? We read stories in the news every day about how young people disrespect their parents and the elderl¡ and have all sorts of bad habits. Whot Froof is there to the con-

selfish?

Examiner: Yes, well, it's just that they are given everything they want so they don't learn to be grateful, you know? And because their parents spoil them and give them lots of gifts, they think they are the centre of their world too. ln other words, this causes them to become very selfish and only think of themselves.

I see whot you're saying, but I'm not sure thot ¡t's true. I think it's a generalisation to say that all young people get what they want all of the time. For example, when Steides'$tr OK.

I

was growing up, my parents insisted that I worked hard to 'earn' any presents I got. For instance, when I wanted a new games console, I had to do the washing and ironing every

for l2 weeks first. So, you see, clearly not every young person is spoiled.

weel
Examiner: Well, perhaps I was exaggerating a little, but

I

really do thinl< young people are more self-centred today. Just think about how disrespectful they are towards their elders, like their teachers, for example; misbehaviour in schools has become a huge problem. Ster*eñCt On thot point, I think we con both ogree. Discipline is definitely an issue in schools today. However, I thinl< if you

try to understand it from children's perspectives, you will see that they are not being selfish but crying out for help and attention. What I mean is that because school is so competitive and stressful today, students often get frustrated and misbehaviour is a way to express that frustration. Also, unfortunatel¡ we live in a world where both parents

trary, I meon? S**,{da:rrt: I thinl< the media loves these kinds of negative

stories, but what we don't see is the positive side of youth culture today. Youths are very environmentally conscious. They care about the planet in a way past generations didn't. They are also much more worldly and accepting of different cultures and ways of life because they travel more and are exposed to more diversity. How con peolle who core Passionotelv about our Plonet ond who wont to reslect the different cultures thot exist there be self-centred? They sound very open-minded rather than selfish, wouldn't you say?

with a varietY

of linking Phrases used

for each function'

E

Fl

G

Maybe we have a responsibility to lead by example in trying see the good in what they do to encourage more of this positive behaviour.

to

Stt*de&c, On that point we can definitely agree. lt's about time we started giving young people more credit. lf their elders don't respect young people, why should young people respect their elders.

Examiner: Yes, I think that's a verT good point. OK. Thanl< you. We'll end the task there.

Practise the different functions of debate, such as those Be familiar

.t

Examiner: Hmmm. I hoven't really thought obout it like that before. I guess you've got o Point. The media can be unfair. And perhaps if their elders were less critical of them, young people would show us even more of their positive traits.

%Íipt listed in Exercise 28'

t

t\

?t 3\ 4t 5t

&\

7\

&T

9F

,&t

r

r=rin;tv

¡Gilr

SBeaÉ
Tl¡e 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

What stereotypes are you familiar with? Do you think there is always some truth to a stereotype? please explain. What are the dangers of stereotyping people? There are positive as well as negative stereotypes. Can you think of some examples of positive ones? Do you think we sometimes iudge people before we get to know them? Why (not)? Are you guilty of doing that at times? Why do we often prefer people who are similar to ourselves and who we have things in common with? What do you think makes a person more open-minded? Do you consider yourself open-minded? please explain.

How do you react when you are around people who are very different from you? Are you friends with people of different backgrounds? What are the benefits of having a wide variety of friends in your network?

Trinity !S€

lll

Speaking

Asl

to maintain a conversat¡on

Exercise 4 A Practise mal
questions as in the example. Rewrite each statement as a question.

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.

ü

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 'beautiful' celebrities have in their personal lives.

-

just thinl< about all the problems famous and so-called

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. Ask a question without explaining your opinion when you want to invite agreement or challenge someone to disagree with you.

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

{Wculd you sgree wtth me)

think most stereotypes are negative.

E

3 I believe the image of young people as portrayed by the media

is

very negative. {Don't you fnd)

A

{Don't you think}

St

4 I find it terribly wronS to ludge a person by first impressions.

Sr

t

We also use questions to check understanding. Put the words in the correct order to mal
/ that I arel stereotypes / most / harmful you soying thot most stereotypes ore harmful?

you I saying Are

I

are

I

?

H C(

3 suggesting

I

you I are / women

/ better I that I are / men I than I drivers /

?

CK

3 mean / suggest I do I to I you

I

beautiful

/

people

I that I are / happy I

always

I

?

Tt-

4tryingIsayIthatItoIyouIareIwomen/jobsIthanIsome/bettersuitedImenIareItoI?

Trinity ¡SE lll Speaking

The Collaborative Thsk

D Match the quest¡on sets (l-3) to their functions (A-E). There are two functions you do not

need.

A inviting agreement with the point you just made B restating a point in your own words to show understanding C asking to rephrase a point to help your comprehension D asl
Can you explain what you mean by that exactly? Could you explain that to me again, please? I'm not sure I quite understand your point - could you go over it again please? Would you mind saying what you mean in a different way to help me better understand your point?

What makes you thinl< that? What evidence have you to bacl< that up? Why do you feel that way? Could you give me an example of why you thinl< that? ,

a

k

you know?

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.

Now follow the instructions on page 49.

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

your argument. lf you need help, there are some ideas on page 49.

B

to support

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 íntroduced 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 Then do the same for casual sport.

as

you can think of.

lri*i*y t$f í!t Speaking

tess*m

"E

?re

e*llaborative

Tasl<

3

T'

E

Situations ln this lesson we will do an exercise related to the homeworl< and then focus on situation-type questions.

HxeraÉse

lr

B

Work in groups of three or four. Have a debate with your group about the benefits and drawbacl
to play competitive and

P

casual sport.

Use the notes you made for homework to help you with ideas. Try to use functional language highlighted in the last lesson in your group discussi,:rn.

Go around the group in turn. Each student gets to mal
A

N

*xeneEse ? images and discuss the subject of competitiveness in pairs. Ask and answer the questions if you need help and ideas for what to discuss.

Now look at the

N

A

D

P

H

lc

B

: ls it important to exper¡ence failure in life? Why (not)? ? What is your proudest achievement? 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

S

How does it affect you?

1 i,

Why do successful athletes enioy so much respect and attention? Should they? 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 compet¡tive sports or do you prefer particiPating for fun or not at

? fi ln what ways do countries compete with one another? 't Are you a patr¡otic person? ls patriotism good or bad?

T

all?

Tr"inity ISE

l¡l

Speaking


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} _

Always an issue? - No, not in {3} _

in important {?} of competition

Nervous throughout important matches? Yes, but worst when she has a (4) _ shake and can't hold {¿} _ {5} _

-

properly

Not nervous in early matches because you don't care? No, very {7} _ and want to win {8} _

-

Anything change from early to late rounds?

-

-

No {e} Most

at early matches

{lü}

come to see the big games

Does having audience make you nervous?

-

Yes

\t{orry about what people will think if play badly?

-

Very much

Pretend they are not there?

-Difficultbecausethere,slotsofcheeringand{l¡}-between{N?}

-

Hard to { 83}

_

crowd

How long problem existed - used to playing in front of audience? No, only been in two { !4} Did {15} the second rime

-

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

-

-isten again to check your answers.

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 information that you need.

Studer¡t ?: Answer the questions using the notes. -hen swap roles.

Exercise 4 A Work in pairs again.

Student l, turn to page 50. Student 2, turn to page 50.

all the


&*irxü*y *$tr ñü& Speaking

Tr E

ffi Now continue as instructed below.

Le

$fl¡dent ?, ask Student I questions based on these three cues: 3 You / try I do / something / about / problem 3 What / happen / situation / not improve?

I

It'

A

already?

Student 2, having listened carefully to the answers, ask Student about the situation. Then offer them some advice on what to do.

I

any other questions of your own you may have

fr You will now change roles. $tr-ñdeffit

fo

ask Student 2 questions based on these four cues:

t What / kind / shop? ? What / business's strengths and weaknesses? 3 You / try I do / something / about / problem I already? ¡?.What / happen / situation / not improve? Student 2 about the situation. Then offer them some advice on what to do.

Student | , having listened carefully to the answers,

asl<

any other questions of your own you may have

suggest the reasons for something by asking questions.

Complete the second quest¡on so that it has a similar meaning to the first question, using the word(s) in bracl
f

ls

the problem that your prices are too

high?

that your prices are too high? {might}

)

ls

the reason you are losing customers that you don't have free parl
;& 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.

á 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? gett¡ng in some new stocl< so you have all the latest styles of shoes? {throught}

3

).

'o

Exercise 5 & There are many different ways to speculate about and

H

Do you think it might be a good idea to stop charging customers for parking? wise to stop charging customers for parking? {rnight}

Tí"inlcy ñ$K ñ&t SpeaE
TÉ"¡e

€cEiab*raÉive

TasÉ<

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. You must offer your idea or suggestion in the form of a question. The question should always begin in one of the following ways:

í Might ...

2.

Could

...

3 Haveyou considered ... __:

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.

4" Advertising puts pressure on people to spend beyond their means. 5" There is a way for every Person to express themselves creat¡velx

no matter what their ability.

6" Everyone has a right to justice.

7,

Financial concerns seem

to be ruling the world.

E" Everyone has the opportun¡ty to be

a

good role model. !

"*q

t; 'ii:r

*," i; i

Itl 1:: j: r i;¡i

Tl-¡ m¡ty

ISE l¡¡

Speaking section ffimwffi

ffi

The Topic Task

Yhinisy l$H

lll - Speaking

Part I - The Topic Task

ffiPffiAKING: The Topic Tasl< (Task

l)

Tr

Homework

c

Speech Template

cr

?::.-:,t'..:::'=..:,.a...-=-:a',:,:.;:,:!a-i::..

Paragraph

I

l: lntroduce the subject ofyour

discussion

Paragraph 2: State your opinion

Lesson lt Tl=u;: --*r,-,;ir- "{'.;L+=l:: Exercise 6

Paragraph 3: Briefly acl
$tudent l: Consider this topic

in more detail: Building roads in the countryside so people hove occess to beautiful ploces.

Paragraph 5: Make the second point

to support your opinion

Paragraph 6: Make a final point in supporc of your opinion Paragraph 7: Summarise your views. Ask the examiner if he/she has any questions

Suggested ¿rguments For:

-

More people have the chance to appreciate the countryside Encourages people to go outdoors - a healthier lifestyle Mal
Legson 2z',,-i; = Exercise 6 Student l: ;

Against:

- New roads would ruin the scenery - The roadworks and increase in visitor numbers would put stress on local wildlife We should not encourage people to use their cars more bad for the environment

-

Below is a presentation written by a student on an issue affecting the Scottish Highlands. First read the presentation and answer the comprehension questions to rnal(e sure you understand it.

-

$?r"esen*a*icln f er'rr plate: II

?:'::.¡ ::¡.:''1 ;::,:::,

. Say what you are going to talk about] to talk obout whether or not it is o good idea to ..

In this presentotion, I om going to consider whether or not it is a good ideo to moke the Scottish Highlonds more occessible to the public.

Today I want

[2, State your personal belief] Personolly, I believe .. . [3, Acknowledge the other side of the argument briefly] Although it is true thot .. . I think the orguments forlogoinst ore stronger. f4. Justify your opinion] One reoson I think this is becouse . . . f5. Give another reason] Another reoson I think this is ¿hot . . .

i6" Summarisel ln summory, I'm (not) in fovour of ... because 17. Ask the examiner if he/she has any questions]

Sug¡¡ested frrguments For: problem in cities)

emergency servlces. Bosicolly, it would cost the government more money. Mountain rescue would hove to hove more staff and could not be run on o voluntary bosis ony more. Other emergency services would o/so be offected and their resources droined, so they would not be oble to respond os well to normol incidents.

Against: Businesses could close if fewer people visited the city centre Some people who worl< in the city centre may not have alternative means of transport

-

People should be free to decide how they want to travel

Fresentaf lnn template: I

l.

Say

what you are going to talk about] to talk obout whether or not it is o good ideo to ..

Todoy I want

f2. State your personal belief] Personolly, I believe ... i3. Aclcnowledge the other side of the argument briefly] Although ¡t is true that ore stronger.

... I think the orguments forlagainst

[4. Justify your opinion] One reoson I think this is becouse ...

[5. Give another reason] Another reoson I think this is thot

TÍ A

To

Secondly,

lt would make the roads safer for cyclists and pedestrians lt would mal
-

Thot said, lthinkthe risks outwergh the benefits of this course of oction. Why? Well, first of oll, because I believe that having more poths ond making it eosier for people to hike in the Scottish mounta¡ns would octually be very dongerous. lt would ottroct more ond more inexperienced hikers; people who ore not prepared for the dangerous conditions thot can occur there. I believe this could leod to mare injuries and fotalities.

with an increosed number of occidents ond incidents in the mountoins, this would Put more pressure on the rescue and

This measure would help reduce air and noise pollution (a big

-

I will exploin my reosons for holding this belief shortly but fust I will acknowledge thot there ore some strong orguments in fovour of better occessibility. Perhops the moin one is thot building more poths would, in theory, moke the Scottish mountoins sofer (it would be horder ¿o get /ost) ond so encouroge more people to do heolthy outdoor pursuits like hiking.

..

$tudent 2l Consider this topic in more detail: Banning cars from city centres.

-

It is my personol belief that doing this would be o very big mistoke.

..

.

[6, Summarise] In summary, I'm (not) in fovour of ... becouse ...

Finolly, I believe moking the Highlonds more occessible and encouroging more people to go there would be bod for the wildlife and nature of the area. There would inevitobly be more rubbish produced and this would scor the londscope. Furthermore, rore ond endongered species like the Scottish wildcat would be put under unnecessory s¿ress. Their hobitot should be protected. For oll the reosons cited above, while I ocknowledge that in some woys it would be nice for people to hove eosier occess to the Highlonds, I thinkthis would do more horm thon good. In short, the drowbocks, like endongering people, droining the resources of emergency serylces and harming noture, for outweigh the benef;ts. Do you hove ony guestions for me?

'/ i(

3e

Dc

Trinity ISE lll - Speaking

Comprehens¡on

q

2

notes to help you. Don't worry if the presentation isn't 4 minutes long. This is just for practlce to get you used to using notes, and to get you familiar with how to structure

write a short answer"

The topic of the speech is: A How to mal
l\ 3

B Now present the presentation to Student 2 using only your

uest¡ons

Choose the correct option or

I


the proposal. B rejects

your presentation. You can spend more time collecting information and things to say on your chosen topic for the exam. You can also time your presentation in practice so that you get it as close as possible to the four-minute mark.

Sample notes

The speal
Topic:

is opening

View:

Big mistake

the Highlands up to the public good or

bad?

safer.

A True

B False

What kind of new visitors does the speaker thinl< would be attracted to the mountains if they were easy to get to?

From the point of view of safety, what does the speaker think more hil
Benefit:

-

Harder to get lost

Downsides:

-

Attract inexperienced hiker; make mistal
in?

-

According to the speaker, what effect would more activity in the mountains have on the resources of the emergency services?

-

What two problems does the speaker think more tourist activity in the Highlands would cause for the natural world?

Conclusion:

and

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:

-

Drawbacl
Y*"*rcñ*v gSffi

&$A

-

Speakins

ffiax't { - The Topic Task ?

Student ?:

a What does the speaker thinl< increased levels of tourism

would create more of for young people?

pn*r*nt¿ti*n writ€en by a stud*nl *n an is:ue a{fecting tlr* Scotrish l-"iighiands" f irst r€ad th* pr*senta{i** ard ansv.¡et the ccrrpreir€l-ston quesi:Qrrs i-J lrtr lKe süre ycu ñe!*w

is a

b What does the speal
¡;n¡l*rstanel it.

and

In this presentation, I om goingto consider whether or not it ¡s o good ideo to make the Scottish Highlonds more occessible to the

S The speal
public.

lL drawbacl
than

& 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 be token into considerotion. lt ¡s importont to moke sure thot betfer occessibitity does not negotively offect the locol wildlife or environment. fhls is o possibility unless there is proper policing ofthe orea by wordens, ond so on. However, I believe there ore significont benefits to improved occessibi/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 opprec¡ote its beouty. Additionolly, I believe that if people experienced the noturol beouty of the Highlonds, it would make them more environmentolly conscious.

without a doubt, improved occessibility would moke 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 incidents of this kind ond would reduce the stroin on emergency services, therefore. Secondly,

not /east, ottroct¡ng 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 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 of oll. And some of the extro money generoted could ideolly be spent on Protect¡ngthe locol wildlife ond nature too.

Task Á ln the exam, you cannot

take a script

lil
this in with you.

You can only use short notes for reference. Use the

template below to put the script into note form. Topic:

View:

Downside:

Benefits:

Lost but

Conclusion:

$3

5o, in short, while I do think thot we hove to be very careful about moking sure thot new visitors to the Highlonds do not domoge the environment, I believe that the benefits to moking the areo more occessible ore very significant. Therefore' I am certain it is the right thing to do. Do you hove ony questions?

Comprehens¡on quest¡ons Choose the correct option or write a short answer.

f The topic of the presentation is: A How to mal
speal
3 The

speal
threat to the nature of the Highlands.

speal
for visitors

to the Highlands?

S What does the speal
View: Good

-

the Highlands up to the public good or

and less

bad?

idea

*sw$síde:

-

potential harm to wildlife and nature; use wardens, etc to

control

-

H False

What does the speaker think will happen to people's attitudes towards nature if they visit the Highlands?

5 What does the

"í"*api*: is opening

fficme$its; the ProPosal. B reiects

4

Sample notes

-

? The

& True

Now present the presentation to Student I using only your notes to help you. Don't worry if the presentation isn't 4 minutes long. This is lust for practice to get you used to using notes, and to get you familiar with how to structure your presentation. You can spend more time collecting information and things to say on the topic you prepare for the exam. You can also time your presentation in practice so that you get it as close as possible to the 4-minute mark.

more visits : mal
L(}nclÉ,rslsn: benefits outweigh drawbacl
-

Ynñn**y $SK

$*$

-

Speaking

Lesson 3:*{r*cr

Ei,:+r*ír;,

-{a,s*..

parr ?;*"rt

€¡¡ne

i

I

Look at the notes below on the subject of using nuclear power and do the tasl<.

T*pic:

,& The notes oboye aren't suitable for use in the exam. They are too long and some of the points are fully scripted. Now lool< at the shortened notes below. Complete them using exact words or phrases from the original text above.

$4y belief:

am fundamentally against the use of nuclear power in

any circumstances.

'Y'opíe

Reasons pe*pl* support fhe r.¡sc *¡f na¡etear pewer: Nuclear power is a lot cleaner than fossil fuels. lt is also less expensive than some renewables. lt gives countries without abundant natural resources control over their energy supply. Reaser¡s

&

is m*:-e envi¡-*n¡-.:¡*¡-¡¿ally

rhan f*ssil fr.¡els...

f*{y befi*f: no; strongly {?}

-

ffiease¡rss

happen, it is a disaster. Also, nuclear power in the wrong hands can be turned into a dangerous weapon. We have already seen, for example, the damage that hydrogen and atomic bombs can do. lt is quite frightening. iE

Moreover, the cost of renewables is going down all the as technology improves and better ways are being found to generate energy. Therefore, if we invest more resources in the renewables industry soon renewable energy generation will be very cost effective.

aC?

-

At

rich in *!i or cth*r- l*ssil fi*eis d$ exereise a l*¡ *{ power and ccr:rr*i aver eouni¡-ies tha! do n*t h&ve tl"lese res*x;-*es. o However, nuclear power is not the answer because it is unsafe. Although some countries do not have a large supply of fossil fuels, they all have access to at least some renewable resources. 1 Rivers, lakes and coastal tides can be used to create hydroelectricity, for example. Every country has at least some of these.

r

force of the wind.

o Therefore, nuclear power is not necessary to give countries energy supply independence; renewables can be harnessed to do this instead.

I

a danger

r

used as harmful {$

iój

not safe until {7}

to {*}--

infrastructure {|

3}

)

_

later and {S} can occur

f

}

e¡ps¡5ive than

{i?}

helping cost of renewables fall

o renewables soon more

"

{ lr¿}

_

hr:w to c*ntrol energy supply nuclear = wrong: it's {15} o {$e} rn every country e {*7} in sunny countries i erect { 8e} _ in windy areas

r

ff*r¡e !¡"¡sisn: - nuclear = betterthan {$g}

{?*} renewables

ehe rn<:¡nent, súrne €${.¡*tries

Additionall¡ some countries enjoy a lot of sunshine and can use this to their advantage in producing solar power, while, in windier areas, turbines can harness the natural

ec+-friendiy

n*t r*ally chaap

time

r

nuclear

generates

¡ r

wind energy.

k.

_

. .

r {l*}

i*ss

expenr;ve than g*neretins €*ergy {n*r:i gs}i"¡1* r*n*wai¡ies. r the cost of building a nuclear power plant in the first place is huge. lt is much more expensive than the infrastructure needed for renewable sources lil
r

drawbacl
egainst;

* n*t reaiiy

Furthermore, when nuclear accidents like Chernobyl

- Whiie i: is trr;e th*r pr*di.;cir.g *uciear i:*wer

{l;

control of {5}

ln the meantime, lt is dangerous to the environment and wildlife if it is allowed to leak out of containment.

r

;

do benefits of nuclear

- more eco-friendlythan {3} - less costly than {4} _

iri**dly

o it produces very dangerous radioactive waste material. This materia{ tal
¡

-

Keas¿¡ns ñ*r" sr"ipl**l,t r¡uslear $lewsr":

arn against íts use;

- Although nuel*ar p*\'/sr

ü¿.:sie¡*::

Task:

The benefits of nuclear power outweigh its drawbacks.

I

Topic Thsk

Although nuclear power may be preferable to fossil fuels, there are better and safer alternatives in the form of renewable energy sources. These can offer countries an independent supply of energy at a reasonable cost without the dangers assoclated with radioactive nuclear waste.

Exercise 4 Student

$ _ The

ffi

Now

:

_

safer and not high {?

but not E}

use the notes to give a presentation

to Student 2

on the topic.

IMPORTANT You are familiar with your own topic, so you just need cues (short notes with l
TFir'r¡ty

lsE tll - speak¡ng

p"or | , Th. T"p¡. T"rk

Student 2:

Tasl<:

Lool< at the notes below on the subject of using nuclear

A These notes are not suitable for use in the exam because they are too long and some of the points are fully scripted.

power and do the

tasl<.

Topic: The benefits of nuclear power outweigh its drawbacks.

My belief: I am

fundamentally in favour of the use of nuclear power.

Reasons people are against nuelear power: Many people say it is very dangerous and unsafe because radioactive waste is produced. They also say building nuclear power plants is expensive. A lot of people fear the use of nuclear power in weapons. Reas<¡ns I arn fc¡r

its

c¡se:

- Nucl*ar p<:vlrer i* n*t rintaf* o Altogether, nuclear power has been produced for around 16,000 reactor years by 33 countries. ln that time there have been only 3 major accidents. ¡ New technology is improving safety all the time. o The amount of harmful waste produced is very small compared to the amount of waste produced by other energy fgrms, and nuclear waste is disposed of carefully. o People don't realise solar and wind power produce a lot of waste, such as toxic metals, and also cause disturbance to large areas of land. ¡ ln fact, nuclear power is a very clean energy form. And it is much better for the environment than using fossil fuels.

- lduci*ar F*wÉr gcn*rati*n is n*t ex¡:*r-:*iv* o Although plants cost a lot of money to build, they can be used for a very long time c Furthermore, producing nuclear energy is a lot cheaper than both renewables and fossil fuels once the plant is built - i'i¡-¡cf*ar p*\j!¡*r chfi*$t b* ***d as weap*ns c The nuclear material used in power plants cannot mal
It is incredibly safe.

Now look at the shortened notes below. Complete them or phrases from the original text above.

using exact words

Topic: - benefits of nuclear { l}

drawbacl
My belief: - yes;

strongly {?}

nuclear

Reaso¡-ls against:

- unsafe, due to {3} - {4} _ cost a lot - nuclear technology can mal
o few (ói

in its history - improving safety is produced

.

(7) _ o little {S}

c

¡

solar and wind : much {F} damage areas of {¡ü} _

_

and

nuclear = very eco-friendl¡ therefore

- ¡L.:r!eer p$v!'qr g€neraiie:n - !:út expensiv* o { I l} _: high cost + { ¡2} _

o nuclear :

{

¡3}

tife

than renewables & fossil

fuels - l-l*e !*ar

.

p*v]#¡'- nüt

c

.

c

{t5}_

_

- need

tal
Cor¡ciusien: - (20) - nuclear

I

u:sed as !+/eapüits

mater¡al no good for ( | 4)

fears

= very {2 I i

and {??}

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 nuclear power, these are mostly misguided. Nuclear power is actually extremely safe and very clean compared to other energy sources. For these reasons, I strongly support its continued and increased use.

IMPORTI\NT You are familiar with your own topic, so you just need cues (short notes with key words) for yourself. Howeve¡ when 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
Yniniry lSH ¡lü - Speaking


Lesson 5: Exercise 2 Student l¡ Listen, follow the turns and write short notes about the points Alexandra mal
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 institut¡ons should be tal
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

Alexandra: But not all (8)

a

good education. . State schools sometimes have (9)

.Theyare(ll)

This is part of the reasons why ( l0) 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 practically 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) r l4)

too. But I thinl< if your idea

is

and there needs to be ( I 5)

to worl<, the . 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 generat¡on. Alexandra: You certainly mal
( I 7)

.

After all, money doesn't

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 you won't have time. Just write the key words.

as

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

Alexandra: I'm not sure about that. Shouldn't people have

(2) a right

to

pay for a better education if they want to?

Simon: I don't believe so. What about (3) tf

(4)

7

,

then (5)

Alexandra: OK. But we don't live

in a perfect world, do we? The reason some parents send their children to fee-paying schools is that the free schools in their area are not good enough. They only want to give their children the best opportunity to succeed in life. Shouldn't they have the right to do this?

Simon: OK, but why should (6)

-

I admit that (7) We need to (9) a good education.

on the other hand, (8) . That way, everyone has an equal chance at receiving

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 discipline problem?

Simon: Well, that's We need (l l)

a

good question. However, I don't believe (10) . Not every student is ( l2)

so (l 3)

.

This would ( l4)

Do you l
Alexandra:

Yes, I guess so. I lil
Simon: I believe so. The Sovernment simply needs to (

. lf it does this now, it will

( I 5)

t6)

Alexandra: Right. So lguess the major disadvantage of your suggestion on education and the benefits will not be enjoyed for several years?

is

that a huge amount of money has to be spent now

Simon: Yes, that's true, but I thinl< it's worth it because ( I 7) We can ( l8)

in a generation.

mal
Alexandra: You certainly

k t-

Ti'¡

n¡qf ISE lll

Speaking section ffimrt X


The Collaborative Task ("lbsk 2)

tal
Options: You can either

Lesson

I

Exercise 4

4: Explain the consequences,

Student l:

l:

You will use this prompt card to explain a dilemma. You are a famous aftist.

Studer¡t

l: Yor¡ start -

explain your dilemma in your own words.

famous ortist ond you hove been osked to 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 wr¡te the article but you don't want to disappoint the students or the

Dilemma:

3: Explain ynur options.

You ore a

Consequences: lf you accePt the role in the crime movie, you are afraid you may lose some of your fans or damage your image as a role model, but you will develop as an actor. lf you reject the role, you will be bored, disinterested and typecast playing a role in 'another' romantic comedy instead, but your popularity will be safe. 5: Thanl< Student I for their comments and ideas and say what you are going to do to close the conversation.

chority either.

2: Explain tlre cause of your dilernma. Why you don't wont to write the orticle: Although you are a very famous artist, you have a major exhibition in the near future and you do not have time to write the article. On the other hahd, you do not want to let people down'

3; €xplain youn options'

üpticns: You can either reiect the invitation to write the article, or admit that you do not have time to write it' 4: €xplainr the consequen€es' Consequences: lf you refuse to write the article, the students will be upset and the charity will probably lose a lot of money as fewer magazines will be sold. lf you ask someone else to help you write the article, it may not reflect your true ideas so you are worried that young people won't respect you as a role model. 5: Thanl< Student 2 for discussing your dilemma with you and say what you are going to do to close the conversation.

Exercise 5 Str¡dent 2: Student 2: You will

use this prompt card to explain a prob-

lem. You are a famous actor.

l: Yor¡ start -

explain your problem in your own words.

Dilemma: You ore a fomous octor ond you have been offered o greot role in o crime movie bosed on true events. You reolly wont to occept the role but you don't think you should. 2: Fxplain the cause of your problem. Why you don't think you should accept the role: Although the script and cast for the movie are great and you would really enjoy the challenge of the role, the real person ir is based on is a hated figure and you are worried about what this could do for your public image. So far, you've only done popular romantic roles the public love.

3: fixplain your options. tal
Options: You can either

Exercise 5 Student 2:

4: Explain the consequences"

Student 2: You will

use this prompt card to explain a prob-

lem. You are a famous actor.

l:

You start

-

explain your problem in your own words.

You ore o fomous octor ond you hove been offered o in greot role o crime movie bosed on true events You reolly want to occept the role but you don't think you should.

Dilemma:

?: Explain the cause of youl" problem. Why you don't think you should accept the role: Although the script and cast for the movie are great and you would really enloy the challenge of the role, the real person it is based on is a hated figure and you are worried about what this could do for your public image. So far, you've only done popular romantic roles the public love.

Consequences: lf you accept the role in the crime movie, you are afraid you may lose some of your fans or damage your image as a role model, but you will develop as an actor. lf you relect the role, you will be bored, disinterested and typecast playing a role in 'another' romantic comedy instead, but your popularity will be safe. 5: Thank Student I for their comments and ideas and say what you are going to do to close the conversation.

Ti'inlfy ¡SE l¡l - Speakins

Fart ? - The Collaborative Thsk

Lesson 2

Exercise 54

Exercise 6

Each student should have one sheet of paper. On it, they should write the first turn in a dialogue on this subject, following the instructions. Once they have written one turn, they should pass the sheet of paper to the next person in their group. The sheet of paper should continue to be passed around the group for different people to write on until all the turns ( I - l 0) are complete. Then each student should collect their sheet.

Student l: A Stucrent

l:

Successful busíness people moke the best role models - Show young people what's possible if you work hard and

are motivated - Have a comfortable lifestyle young people should aspire to (nice house, car, etc)

Read all previous turns carefully to mal
Note:

- Other successful people like celebrities are usually

controversial and poor role models by comparison

lnstructions:

I

Student | : [give your opinion on the subject and asl<

- lnspire young people to worl< hard at school to become

what Student 2's opinion is]

successful too

2 Student ?: [you must politely disagree with

Student I's opinion, say something to support your argument and then invite Student I to reply]

Student

X: fRespond

- Play an ¡mportant role in the economy and make a valuable contribution to society

to Student 2's comment and then $t¿rdent ?:

ask a rhetorical question]

Student 2: [Respond to the question and make another point in favour of your side of the argument]

Student l: [Restate Student 2's last point

in your own words to check that you understand what they are saying.]

Student 2: [Confirm if Student I has understood your point and invite them to agree with it.]

Student l: [Disagree strongly with Student 2's point

and

explain whyl

side of the argument]

Student l: [Find some common ground with Student I -

show that you agree somewhat with what they have to say]

your view on the subject.]

-

They are often motivated by money and greed They often have very dominant, bully-type characters to get what they want

- Healthcare professionals, volunteers and so on are better role models because they show more of a social conscience - Celebrities and athletes can also be great role models and inspire young people to work hard so they can enjoy the

rewards of success

Student 2: [Accept that Student I has made a good point and move on to make another po¡nt ¡n support of your

¡0 Student 2: fConclude the conversation by summing

Successful business people do not moke the best role models

up

- Young people

should be encouraged to find role models in

areas that interest them, not just business

?inity ISE lll

Pzrt? - The Collaborative

- Speaking

Lesson 3 Exercise 4 Student l:

Task

Student 2: Here

Here is your situation: My work colleogues ore very competitive ond I feel thot this oflects our combined performonce negotively because we oct os individuals rother thon os o teom. Develop your backgrc,r.¡nd stoy. You have five minutes. Write short notes on the following:

What evidence is there that your tearn's per{ormance has been affected? (eg bad atmosphere, low morale, pedormance figures lower than last year)

is

your situation:

I own a smoll shop.lt used to be very profitoble but now it hos 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 edge

oftown.

Develop your background story. You have live minutes. 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 town for many years, good location, no parking, high prices)

-.,.3 't:"9

*t :....1

..9 :t-¡

.--.3

,;'Í \¡fhat have you already tried to do about the problem that hasn't worked? (eg bring it up at a meeting) How successful

What have you already tried to do about the problem that hasn't worked? (eg run a marketing campaign, have a sale, reduce prices)

was that? Could you have done things differently?

What do you think will happen if the situation doesn't improve? (eg will have to let staff go, will lose business)

\{hat do you think will happen

if

the situation doesn't improve?

(eg staff will leave, profits will suffer, custorners will leave)

il,

T!"inity l$g

l¡l

The !ndependent Listening

Listening

Lesson F ;

*fhe

Forr'¡rat of

the lndependent Listening

Ths!<

Task

ln this lesson you will learn about the format of the lndependent Listening Task.

ffixee"cise

E

A W¡th 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?

? 3

To what extent has the advent of the internet affected the way

we live our

lives?

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? ln what ways was life different for previous generations (for both the better and the worse)?

4 5 Would you like to have been born 100 years

ago?

Why (not)?

or more dangerous place than it was 50 years

&

ls the world today a safer

? I

ln whatways have advances in different modes of transport affected our lives?

ago?

Would you say life for people living 50 years ago was more or less convenient and comfortable? Please explain.

Trinity ISE

lll

The lndependent Listening

Listening

Tasl<

Exercise 2 You are going to listen to an example of the lndependent Listening Tásk Listen and choose the correct option or write a short answer.

I You hear

a tall<

/ conversation.

2 You hear the recording once / twice. tall< is about in one or two sentences give a summary of all the key points of the tall<.

3 First you must say what the

/

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<. 5 You have one

/ two minute(s) to

/

discuss the key po¡nts of the talk.

6 Can you take notes while the recording plays? YES / NO

k

ñ

Remómber!

Exercise 3 You hear the recording twice in the lndependent Listening Task, so thinl< of it as two different parts of the task: Part I and Part 2.

You are sitting at a desk with the examiner as you listen to the recording. They cannot remain completely still and silent, so don't get d¡stracted by their presence. Focus on 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 general idea of the topic and then summarise what the recording is about in one or tvvo sentences for the examiner. You are not allowed to tal
It may help you to concentrate if you focus on a point or oblect in front of you and avoid looking around. lf you want to improve your powers of concentration, you can listen to talks at home in front of other people, whh or without headphones on. Try not to get distracted by the noises or movements they make.

discussed.

A Now let's practise listening for gist. Listen to two short tall
You can find suitable talks on sites like TED.com. Choose subjects you are interested in or which are related to the exam topics themselves. Treat the listening exercise just like an exam task, ie listen once for general understanding, then listen again and surnmarise the ¡mportant points made.

question.

Talk I I What is the tall< about? A life-threatening diseases and the urgent need for changing B C

lifestyle habits our sedentary lifestyle and its effects on social interaction ways to cure one particular disease affecting society today

2 Which of the following

A B C

is a lcey/main point?

online shopping is becoming very popular and may soon surpass traditional shopping a lot of people today work in offices from nine in the morning to five in the evening the inactive nature of our daily routine contributes to the international health problem

]¡rlk 2 I

What

A B C

is the tall< about? how to solve the problem of indiscipline in schools how to encourage healthier living in schools how to update classroom teaching methods to engage students in their subjects

Ti"inity

I

l$f tll

The !ndepender¡t Listening

Listening

Tasl<

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
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
Talk ? A The speal
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"ák"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.

4 Quote directly from the recording.

€xere€se 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:

Téll me the different ways the speaker evaluates how healthy our lifestyle today is compared with past generat¡ons and whether you thinl< he comes to a conclusion.

Trinity ISE

lll

Listening

The Endepende*t LÉstening

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. Counter evidence comes from ... A New research from scientists in the (8) A Suggests we are (9)

A

than past generations.

Rate of occurrence of (10)

health issues and

(l l)

is now higher

from a ( l2)

than ever before by an average of around (l 3) A The research suggests we are a lot more ( l4) in the treatment of our health and looking after our bodies than ever before.

AThe (15) A Based on a (16)

are not at all suspect of 6,000 adults over the course of ( l7)

A One of the most comprehensive studies of its

l
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
A lf we hadn't been (2l) passed the (72)

less

good care of ourselves than our (20)

d¡d,

in the way we lived, the average life expectancy would already have

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
D Now worl< in pairs.

Using only your final shortened set of notes, take it in turns You should try to tall< for about one minute.

to report on what the speaker

Time your partner when they are talking.

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
Bring your notes with you to the next class to repoft on what you have learned.

in

says.

Trinity ISE

lll

Listening

The lndependent Listening Task

Lesson 2: Recognising the speaker's po¡nt of view and inferr¡ng mean¡ng ln this lesson you will practise tasks that help you to recognise the key points the speaker is trying

to

mal
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.

_--,ruLD *¿¡geF?, "*r"**--l -;

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? What is the housing situation for young adults? Do they find it easy to get onto the property ladder? lil
3 What are the costs lil
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
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
B Now listen Speaker I

again and infer what the speakers thinl<. Match the speakers to the opinions.

A B

Speaker 2

Feels that while the situation has improved, there is much more worl< still to do to achieve equality for women. c ls enthusiastic about policies which require companies to hire certain quotas of women and about progress in general on worl
Speal
a

Feels that men are actually treated unfairly today.

Speaker 4

;a Exercise 4: Understanding when people g¡ve an indirect opinion Listen to each short extract and choose the best option (A, B or C). .i

¡

I

Speal
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. B the ideal way for young adults to buy a home is with the help of their parents.

I

C young adults, unlike most other economic groups, are less well-off today than they were in the past.

2

Speal
A

she wishes she had a lifestyle more lil
3

Speal
A

4 Speal
4

university fees and feels they should not be imposed. B is strongly in favour of university fees and thinl
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
system does the speokerdiscuss? Does he reach o conclusion for or agoinst the policyT 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
s$

Trinity ISE

¡¡l

l-istening

Tlre lndepender¡t l-istening Thsk

fixe¡"eis* 6 (Exam-style Task) Now worl< in pairs. A Student 2, listen to the recording once and then tell Student I what it is about in one or two sentences. Student | , read the text of the tall< below. Write what it is about in one or rwo senrences. Then compare your answer with Student 2's.

B

Student 2, listen to the recording You will tell

again. Take notes for the following tasl<:

Student l: What

daes the speaker say abaut the arguments for and agoinst raising the minimum wage? Does she .ame aut in favour ofthe proposal or nat?

Then tell Student I your answer using your notes to help you. Student l, lool< at the text below, again, and mal
ffiKYRAS:Additional exam practice for the lndependent

Listening Task

lA Economic

lssues: Listen to the tall< and summarise what ¡t is about in one or two sentences. I B Now listen again and Tell me the speaker's attitude ta market econamies in genera!, and in particular her cancerns about welfare, safety ond security in such economies. 2r4 Economic issues and Lifestyles: Listen to the tall< and summarise what it is about in one or two sentences. 28 Now listen again and: Iell me the different conclusions the speaker draws about our spending hobits today, ond in particulor the trends he identifies os positive and negative for consumers.

TEXT from page

57

fixes'eise S There is much debate at the moment over whether or not we should introduce universal healthcare in this country. Presently, heaithcare is only available to those who can afford to pay for it. As we all l
TEXT from page

58 ffxs¡"sÉse 6

There is always a lot of debate when the subject of the minimum wage comes up. Many people argue that it is too low, while others warn of the dangers of increasing it. Well, let us look at these so-called dangers first. lncreasing the minimum wage would naturally increase costs for businesses. When costs increase, so do prices. That means products could become slightly more expensive. Moreover, small companies with tight budgets might be put out of business if they couldn't afford the additional costs of the wage increases, so jobs could be lost in that way. lndeed, there is also a job risk depending on how big businesses would react. lf wages are increased, in this globalised economy we operate in, they may simply decide to move their offices to another country with cheaper labour. ln this scenario, increasing the minimum wage would be counterproductive in the sense of actually putting people out of jobs rather than making their situation better. The risk of significant job losses in large companies is particularly concerning. However, let us asl< ourselves for a moment how ¡ikely large companies which have invested huge amounts of money into their businesses in this country are to simply move elsewhere if there is a small pay increase. Yes, they might save on labour costs ¡n a new base, but would they have access to the same quality of facilities and services - lil
There may indeed be a slight increase in prices for consumers and some small businesses may feel more financial pressure, but let's consider if the benefits of an increased minimum wage offset these downsides, shall we? And for a start, let's lool< at the social benefits. The purpose of the minimum wage is to enable worl
Relative Clauses

(l) A. Combine the two sentences into one sentence. Make ob'a relative clause. Give all the possitrle

RALATIVE CTAUSES a subordinate clause which provides us more information about a person or thing in a main with

A relative clause is

forms.

clause.

Relative clauses are introduced either with a relative pronoun (who, whom, which, that, whose) that can refer to the Subject or Object of the main clause or with a relative adverb (when, where, why).

1. a. The couple were very nice. b. I met them at the corner shop last night.

2. a. Do you know the family?

1. who and whom refer to people: e.g. The neighbours who live next door have two daughters.

b. They live upstairs from me.

Stephen is a car mechanic whom you can trust.

2. which refers to things: e.g. The CDs (which/that) she bought are expensive.

3. a. She talked to the man.

tl. He was sitting next to her on the train. 3. that refers to people and things (in defining clauses only): e.g. The trffic police fficer who/that showed me the way was particuiarty helpful. 4. whose indicates possession: e.g. The woman whose car was stolen has notiJied the police.

4. a.

A pupil

asked the teacher a question.

b. She couldn't answer it.

5. when indicates time: e.g. Awgust is the month when most people go away on holíday. a" That's the woman.

tr. Her daughter is a mechanic.

6. where indicates place: e.g, This is the hotel where we stayed last year 7. why indicates reason: e.g. I don't understand (lhe reason) why we have to go there Jirst.

é. a.

I don't understand the reason.

b. I must get it stamped and signed.

ATTEl\TION it refers to the subject main verb: of the e.g. The man who lives across the road ís a lawyer. 1. The pronoun cannot be omitted when

2. The pronoun may be omitted when it refers to the object the main verb: e.g. The man (whom) I have spoken of is a lawyer.

7.

a. Christmas is a time. b. The family get together.

of

DEFINING CLAUSES

NON.DEFINING CLAUSES

1. The clause identifies the noun that the clause is referring to and so the clause (not the pronoun)

1. The clause gives extra information about the noun that the clause is referring to and so the clause (not the pronoun) can be omitted.

cannot be omitted.

2. No commas. 3. We can use that. 4. We can omit the pronoun when it is the object of the verb.

2. The clause is separated from the rest of the sentence by commas.

3. We cannot use that. 4. We cannot omit the pronoun under any circumstances-

Relative Clauses (1) DEFINING CLAUSES B- Complete the sentences with the words below.

Examples:

I.

The coJfee (which/that) she made u,as ye¡"! (But the coffee I made was strong.)

we¿1ft.

that, what, whatever, whenever, whoever, wherever, which, which

2. Jarcd x,orles.fir a company that makes lighters.

3. Today I met tut old.friend (who/tlmt) I hadn't seen .for over é ¡ecrr. 4. I met tlrc famil¡- *^hose daugltter is Maty'5 flatmate. In the examples above, the relative clauses identify which or what kind of person or thing the speaker is referring to.

l.

She's obviously very much in love with haven't got a chance with her.

2. She iust shows up bothering to phone first.

him.

she feels like

means I

it wiüout

3. She comes and goes as she pleases always doing .,.,.,.,.,.,...... she likes.

NON-DEFINING CI-AUSES

4- I haven't

Examples: '1,.

The coffee, yt,hich she made, was uery weak. = The rctfee ¡r¿s weafr.

(Oh. by the

wa¡ it

was made by her.)

5. He wants to return the lost the receipt. 6.

2. Jared told nte about his comp&nJ*, **hiclt is about to ck¡se tlr¡wn.

rcceived

Invite

7" You can hold the

I ordered

object,

¡,et.

would be fine

if

he hadn't

... you like, except for her!

party

you like as long as it's within

a ten-minute drive from the school.

3. Today I met Susie, o^ho(nt) I hadn't seen for sir yecrs. 4. Sa.ran, whose daughter is Man,'s.flatmate, is in hospilal. In the examples above, the relative clauses do not identify üe person or thing the speaker is referring to. We already know that. Instead, the clauses provide extra (parentherical) information about the person or thing.

8. The hook .......... you ordered hasn't arrived yet.

C. Expand the reduced relative clauses t¡elow"

l.

Anyone caught driving without a licence will be fined 1000 pounds.

R,ELATIVE CLAUSES Special Notes 1. In non-defining relative clauses which can rei'er not only to a single noun but also to the whole situaüon described in the main clause: e.g. ,S/re had obviousb: been cry,iltg, w*hich upset me tremendousl.r-, 2. whateve¡ whoever, whichever, whercver and whenever can replace relative pronouns when these refer to unknown

2. His teacher is the only person interested in helping him.

3. Harrl Erar and The Secret Pancake is the title of the book coming out tomoffow.

or indeterminate things or people: e.g. Take whatever you w-ant.fv)m. the sttie (anything you want). 3. what can replace a noun! not a pronoun: e.g. Tbll me what you ruor¡f (the thing that you want) d,?d I'll cheek to see if we've got ü. I'm afraid v,e ltavcn't got the sauce lhat you otdered. Ma¡altern.ative?

I suggest an

REDUCED CLAUSES l. \{ho, whirh, that

and be can be omitted in

defining clauses: e.g. l/a.r sweet sho¡t is the only one in the neighbourhood (that is) open wttil niúúght

2. Who, which, that and the main verb can be replaced by a participle in defining clauses: e.g. Richard Cerc wen the name of the act<¡r starrir?g in the.fi\n, Desth in the Valley. (= who stared)

Relative Clauses (1)

-.- ^.ifI '**-, ffwq*p*rll-#: Underlíne oo,

,or)

' I

or words in the sentence that can be omítted. 1. Is there a way that I can persuade you fo give it up?

2. Is there anything that I can do to help? 3. Johanna has bought a rare antique which is worth many thousands.

4. The number of people that have been injured has not been asce{ained. 5. Is there any cake that's left over after the child's raid in the kitchen? 6. Anyone who is interested in joining should click here. 7. The speech that was made by the Minister was not well received. 8. The restaurant which you recommended to me fumed or¡i to be a rip off. 9. The poem that was recited by Mary was not known to us. 10. A Wedding in Soho is the title of the irlm that is being shown tonight.

ffipss*sw#

wffi21

Expand the reduced relative clsuses belsw. 1. Anyone not carrying an ID

will not be admitted into the building.

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"

5. None of the vehicles used in the race suffe¡ed any damage"

*i2l tr"3e#trLicrk*f i tl w"ge-poaw*,sáw

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 beginníng {0).

THE GREAT THBATRE One major problem with fhe Great Theafre is its (0) atoastics. The Vicmrian solution fo the problem was a canvas awning in the roof. A place where more than tr00 million people, famous and (1) " . hale spent tirne over I25 years. has its share of ghosfs. Among

(2)

......... a former clerk of works with a club foot, said to haunt the stairs looking for jobs to do. There is also a littie old rnan in a cap. first seen in 1924 by workmen repairing the organ and since (3) ........"...... ....... as Father Willis, the instrumenl's thern is a limping man,

:

(0) ACCOUSTICALLY

:

(1) K}IOW

i

tzr SUPPOSE

:

(3) IDENTITY

i

t+.r

: original builder. Since the (4) .....".,....... there have been reports of a 'cold atrnosphere' , since l90fj, : behind the organ. Although $ 5million has been spent on (5) ...".."........ need of {7) ....".,.".-."". repairs. ltlow the Great Theatre is still in (6) ...."""........ (9) ,........, there are (8) .......".....-. plans to spend a further $ 67 million or¡ every aspecf ofthe theatre. The that from the National Lottery.

(10)

has asked for nearly' three-quariers

of

i

SIGHTS

(5) IMPROVE

rul DESPAiR (7) EXTEND

tsl AMBITION

iol MODERN :(10) h{ANAGE

Relative Clauses (1)

:41 For questions 7-8, read the text below and decíde which snswer (A, B, C or D) best fits each gap.

R"UNNTNG THE

HAL[,

Keeping one of Britain's best-loved public buildings running is a constant struggle for fhe staff, rnany of (l) ..... may have to work l4-hour shifts cleaning (:2) .....after each event. Twelve full+ime cleaners get (3) ..... more than 200 mops a year. Each month the 766 doors require 25 litres of paint; up to 35 metres of carpet wear (4) ..... , 30 chairs (Si ..... to be repaired and 400 light bulbs replaced. (6) ..... they decorate, they have to be very caretul ('7) ..... timing. as rhe smell of paint can affect singers badly. Twenty staff members carry radios at all times, tuned to four different channels: for stewards and housekeeping, show management and elecfricians, catering and, last but not (S) .. .. , security.

l. 2. 3. 4. 5. 6. 7. 8.

A whom A down

B them

A through A out A needn't A When A around A most

B over

C those C out

Bup

C under C down

Boff B must B Once

C After

Bto

C about

B first

C leasf

C got

D cleaners D around D done

D much D have D As soon D for D second

as

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).

THE GREAT FIALL Two enormous wrestlers roll around the ring. (0) tattoos shout their encoüragement. Beside {2)

jewellery scrsam hours

as

loudly as they can

(4)

(3)

úl

the ringside seats big men

"......-....-..

(1)

.......... eanings and

, their wives and girlfriends, glittering with gold

.......... the wrestlers. The noise is tremendous. Twenty-four

, the scene at the same London hall is almost unrecognisable. Now. a pop group,

......,......." girls in their early teens, are screaming and (7) their heads. ......"........ the show, the corridors are full of

Boyzone" is performing. Five thousand people, (5)

clapping their hands (6)

..........,,...

young fans trying to catch sight of their idols. Stewards in red and blue jackers ralk anxiousty (S) ......."....... their radios. Security, (9) ...,......,.... always, is a rop prioriry.

ffi

a) Relative Clauses (2) A. Sentence Transformatians.

NON-DEFINING RELATIVE CLAUSES: PREPOSITIONS AND PRONOUNS

1. The anthology, in which her paper was published,

is on the bookshelf. 1. FORMAL style: preposition + pronoun: Use which or whom immediately atter a preposition. Never use that or who after a pronoun: e.g. The gutr, tvith which the vic/i¡a rucls shot, ltas not been .fbund.

2. Mr Carter, who

Mr Carter,

of the clause):

is also coming.

Ile

gun, which the victün w¿ls slrof with, has not been

fowd. 3. Possession: noun + of which or that ... of: e.g. Ile lent ne a book, whose title/the title of wlziclt I've .forgotten,

..... , is

on the tlookshelf.

2. INFORMAL styte: pronoun ... preposition (at the end e.g.

................,

The anthology,

I was talking to you about. is also coming.

3. They bought a house, whose price was extortionate.

They bought a house, was extol'tionate.

B. Complete the senfences with the phrases below.

QUANTITYING NON.DEFINING RELATIVE CLAUSES alVboth/either/neither/none/tralf/any/each/fedmany/ much/oney'somry'several + of which, of whom, of whose e.g. Dei.rdre has to (ttÍend tu*o conferences, br¡th af wltich

arc in S¡tain. The lad,*'s penrls and fur coaÍs, most of *^hich w^€t€ destroyed in the.fire, were beliet¡ed ta be imitatians. the first/second/last etc. + of which/of whom, the youngest/rnajority + of whom, a number of which/whorn e.g. Hugh has to attend three ea4ference$, tá€.frst of whiclt

r i¡r /li¡ homek¡wtt. Londoners, the majorir¡- of whom do not ew*fi türs, normally travel to r"or* b¡ public transport.

during which, despite which/whom, at which point/ümq in which case/evtnt etc. e.g. lftey enjoyed a homenwde meal, after which thel' tttrtk a ktng walk along thr seafront.

both of whom on top of which atlout which at which time in which case

f. I paid a hefty

several of which a number of whom

wherever in spite of which most of whose

fine for parking illegally,

my licence has been revoked. 2. The exarniner asked me questions on areas

I knew nothing. 3. I forgot to use a key ingredient, ......".........". the meal turned out to be delicious.

4 .There were thousands of participants, ............. had bought several tickets.

5. New technology mobile phones can pick up a signal you happen to be. 6. We went to France in 2012. we decided to get married.

7. I met up with Jack and Jill last night, ........... complained about their spouses the whole evening. 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 verb. Participle clauses give extra information about time' reason, cause, conditions and results of the main clause. The subjects of the participle clause and the main clause are usually the same.

she saw the parcel on the

door mat. 2. Because she hasn 't got a degree, she is very unlikely to get the job. she is very unlikely to get

Time: e.g. Turning at the corner, she saw the other car and came to a halt. (AsAVhen she turned at the comer.)

the job.

Reason/Cause: e.g, Not being partícularly hard-working, she is unlikely to

3. Because

get

promoted.

it was ironed

a

second ago, the shirt felt very

hot on the skin.

(Because she is not hard-working.)

Not having worked before, I couldn't tell if the offer was good or-not. (Because I hadn't worked before).

the shirt felt very hot on the skin.

4. Because she wasn't able to tell anyone, she sat alone in

Condition: e.g. Washed by hand, the delicate fabric (If it is washed by hand.)

will not be harmed.

her room and brooded. she sat alone in her

room and brooded.

Result: e.g. The nanny never showed up, making it impossíble mother to 80 to work that daY. (As a result of the nanny not showing up...)

for

the

5. Because she hadn't done her essay, she decided not to show up in class that day. ...... , she decided not to show up

in class that dav.

Special Notes

D. Sentence transformations.

The tense of the participle clause is usually indicated by the verb in the main clause.

1. The man who iumped the queue was saying

1. The

-ing participle infers active voice and could refer

to both past and present: e.g, Assuming you'd líke to go, (= I assume)

I

can arrange

for a lift'

2,The past participle infers passive voice and could refer to both past and present: e.g. Carefully maintained, it would last a long time. (= If it is carefully maintained) 3. The perfect participle refers to one thing happening before another: e.g. Having promísed to reward het I took her shopping. (= Because/after I had promised)

'I only want

to ask a question.' The man

jumped

'I only want

to ask a question.'

2. After he had been left to fend for himself, the boy stafied to flee. the boy started to flee. 3. After she'd been given an incredible amount of homework, she decided to stay

in and

study.

amount of homework, she decided to stay in and study.

Relative Clauses (2) and Participle Clauses

iri Fill in the gaps with a relutive adverb or pronoun. Sometimes

flat 2. The pub 3. The reason l.

....... they were supposed to meet, has closed down. ....... he divorced his wife has never been very clear.

4. An Indian restaurant is a

table 6. The chair

preposition is also required.

he lived was on a very noisy road.

The

5. The

a

place

....... one can have spicy food.

....... they sat, was facing the busy road. ....... the cat is sitting, needs painting.

7. A theatre is a building

....... plays are performed.

season ....... these animals hibernate. 9. 2014 is the year ....... his book was published. 10. The day .............. I started my new job, was the best day of my life. 8. Winter is the

fiü !¡o5mrrl t.i ,. liil t",t

P":i;,'(.{|\ti ,r' .l? ¡4 , t !1 1 i J4

Underline the correct answer.

l.

Not owníng / owned a car,I have to take the bus to work.

2. When discussing

3. Consumed

/

Consuming daily, the vitamin

4. Having called 5. Criticising

/

/ discussed a patient's psychological problems, try to be as discreet

as possible.

will treat the deficiency in a month.

/ Calling everyone, Lucy put the phone

down and headed for the door.

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.

AFTER THB WEDDING he is very unhappy. And when his mother dies a After the wedding, David is sent to boarding school (1) (2) ........... before his twelfth birthday, he is taken out of school and sent to work in a warehouse in London. This mirrors Dickens's own leaving school when he was a child, (3) ........... he was sent to work in a factory. Copperfield works ten hours a day, six days a week (4) ........... a pay that's quite adequate for a boy of his age at the time. In his breaks he wanders around the area, behaving (5) ........... an adult visiting public houses and drinking alcohol. But David is (6) ........... very unhappy (7) ........... his life that he eventually runs away to his aunt, Miss Betsey Trotwood, who adopts him and brings him (8) ........... as a gentleman.

1. 2. 3. 4. 5. 6. 7. 8.

Awhich Alot A and Aon Abadly Asuch Afrom Aup

Bthat Bhour B in spite Bin Blike Bso Bfor Bon

Cwho Dwhere Cdecade Dlittle C however D though Cat Dfor Cto Dwrong Cnot Donly Cwith Din Cabout Daround

Relative Clauses (2) and Participle Clauses

wwwwwdffiwi4l For questíons 1-9, read the text below and think of the word which There is an example at the beginnins Q).

best

fits each space. (Ise only one word in each

space.

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)

rich aunt, Miss Betsey Trotwood, (2) . ............. Dickens based Miss Betsey (4)

............... (5)

. his birth, his mother argues wirh her husband's

is upset because David turns

(3)

..

. .............. to be a boy.

a Mary Strong, who lived in Broadstairs, Kent, where Dickens

spent many family holidays and

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.

5l

mwffiwwr**wi

For questions 1-10, read the text below. example at the beginnins Q).

Use the word given

in capitals

to

form a word that ftts in each space. There is an

(0) FAME

WHO WAS CHARLES DICKENS'S?

(1) BEAR Charles Dickens was one of the world's most (0)

fuuauí authors and the Dickens House Museum was once his home. (1) . . .. .......... in 1812 in Pofismouth, his family moved to London in 1822, but his father was put in prison in 1824 for not paying his debts, and the twelve-year-old Charles was

(2)

this period to be the most terrible time in his life and his family's (3) .... . ........

......

(5) ............. to London, the city in which he spent most of his life. He (6) . . .. ....... walked the city streets, 10 or 20 miles at a time, and 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

.

the most (9) ...

of the railway.

on the world stage at a time of many changes in London,

. . .

(4) APPLTCMTON

(s) OBSERVE

........... his unique

power of

(8) ............

(3) TMPOVERTSHED

.... from

school and sent to work in a factory to help support the family. Charles considered

would be a great influence on his later writing. Charles (4)

(2) REMOVAL

of which was, probably, that of the (10)

(6) ROUTTNE

(7) DESCRTBE (8) APPEARANCE (9) DRAMA (10)

coME

EilI

a) Causative Form

A. Write sentences in the way shown: 0. Susan did not make that skirt herself. She had it made.

CAUSATIVE FORM have/get something done (= to employ or otherwise engage someone to do something for you) e.g. I'm having/getting the roof repaired tomorrow. I'm having the flat redecorated.

l. I'm not cleaning the jacket

mysell.

2. They haven't painted the house themselves

have someone do something e.g. They're having the plumber install a new pipe.

3. Fay did not make the curtains herself.

get someone to do something e.g. The got the owner to pay for the new heating system.

4. Fanny employed a professional photographer to take

photographs of the whole family.

have something done can also be used to replace passive voice. Here the subject is the victim of a misfortune or accident: e.g. Jack and Jill had their passports stolen. =

5. Daniel won't ser¡¡ice the car himself.

Their passports were stolen from them.

get something done can also be used when the subject causes something to happen intentionally or accidentally: e.g. Itruill be another couple ofhours before I can get it

finished. (intentional) but He got his finger caught in the doox (accidental) have something/someone doing L. when someone won't allow something to happen: e.g. I won't have you talking to your síster like that! Now, ap olo g i s e imme diate ly !

2. when consequences are brought about: e.g. You'tl have the whole country complaining if you increase this fax. 3. v,'hen someone persuades/causes something or someone to do something: e.g. I'll have him doing his homework in no time. I'll have it working again in under a minute.

B. Sentence Transformations. 1. Debby's driving licence was taken away by the police.

2. May's nose was broken in a fight last night.

3. He accidentally caught his top in his fly.

4. She taught him how to build the structure on his own in no time.

5.

If you reveal this information, it will make the whole department turn against me.

E

Causative Form and Adjectives

m*ffitrffi$***i

I

I

Complete the sentences with the phrases below.

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

2. Unfortunately,

...............

phone number, I'11

I've

you as soon as possible.

...... last night.

3. We'Il never be able to move the grand piano without help. Why don't

4. No, John! I

won't

we

it for

us?

round the pub every evening. You need to spend time with your son.

................... 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. 8. The n'ew music teacher ................... ........ the piano in a jiffy. 5. I'd never heard of this disease before so

I

ffimwwmm*"i21 For questions 7-8, read the text below snd decide which unswer (4, B, C or D)

best

fits each gap.

THE SIGNIFTCANCE OF LONG HATR In Israel and other parts of the Middle East, women often kept their hair covered by fabric draped (1) .......... the face like a hood. Hairstyles in the Middle East and elsewhere, in fact, held deeper significance. Some cultures considered women's long hair to be sexually provocative and so (2) .......... had to be either covered up or controlled (3) ... ...... tight plaits, rolls or buns. The prophet Samson's power was recorded in Scripture as (4) .......... connected to his long, thick hair. And (5) .......... the Polynesians of the Pacific, the first time a boy's hair was cut marked his coming (6) .......... age. It was also a way

(7) ..........which he was now different from women. Hair was thought to contain the 'mana', or power, and so the cutting of hair was a risky business. To mark the special haircutting ceremony, the women of the Cook islands draped specially-decorated quilts about the room. These quilts were then given (8) .......... gifts. 1.

) 3. 4.

6. 7. 8.

A A A A

from

Bin

Con

D about

that

B B B B

these

C they

Dit

with

Con

Din

very

C not

D being

from

Cin

from complete

A among A such A from Aas

Bof

C not

D like D only

B with

Cin

Dbv

Bto

C for

D with

Causative Form and Adjectives

3l

ffimwwlm;ff**l*i

For questions 1-10, reqd the text below. Use the word given in capitals at the end of some of the lines fits in the space in the same line. There is an example at the beginning (0).

THB VICTORIA AND ALBERT 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

will enter a treasure house of (1) . ........... beautiful objects. The museum was established in 1852, with the aim of making works of art, in

to

form s word that

(0) COLLECT (1) AMAZE

(2) AVAIL

museum

............... to all, to educate working class people and to (3) . ............. British designers. Our collections make us a world-leader in (4) ........... .. of fashion and textiles, accessories, jewellery, metalwork, furniture and all other forms of (5) ........... . art from all periods. We have also (6) .......... fine art - painting, drawings, prints

(3) INSPIRATTON

all forms, (2)

- in order

to tell a more complete story of the history of art and design. The Young People's Programme aims to (7) ................................. young people, aged 14-25 from wide (8) .......... backgrounds to become and sculptures

involved with the V&A collections and make museum visits part of their (9) ... . . . . life and leisure time activity. The programmes for young people are

(10)

(s) DECORATE (6) ACQUISTTTON

(7) DTSCOURAGMENT (8) CULTURE

(9) SOCIETY

and attempt to cater for their specific needs

(10) VARIETY

and taste.

ffi;mwswmffimmi

(4) EXHIBIT

4l

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.

(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 Unfortunately, we all know how irritating TV adverts can

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 A. Put the words in order to create sentences using inversion as in the example.

NEGATIVE ADVERBS 1".

never (before/again)

0. Hardly I had ar:rived the went alarm off when.

2. rarely

Hardly hqd

3. seldom 4. little 5. hardly/barely/scarcely (ever/when/before) e.g. Little did she suspect who he was.

I arrived when the alarm

1. Scarcely she had the building when Scarcely

went off.

it started to rain left.

2. I will never speak to her again Never

Rarely does she visit them any more.

B. Put the words in order to create sentences using inversion.

RESULT CLAUSES

1. So she fell she asleep on the couch was so tired.

so/such (that)

So

e.g, Such was his envy that he dívorced her. So ignorant was he, that he didn't even realise he was being snubbed.

2. Such the shattered explosion windows force the of that was the. Such

INVERTED CONDITIONALS

C. Fill in the blanks as in the example.

lst Conditional: e.g. Should you

{- Ifyou (should)}

see her,

let her know.

1.

2nd Conditional: e,g. Were she {= If she were} here,

I

(arrive) earlier,

.................

(decide) to stay longer, inform the

2. ......................... (be) unwell, he would rake the day off.

{= If

he had arrived} earlier, he

wouldn't have missed her

ATTENTION Had it not been for =

3. .......................... (be) truthful he might not have left her. 4.

.................

D.

Fill in the blanks as in the example.

. (be) Harry, Ron would be dead.

If it hadn't been for/but for

0. Only by chance did

ONLY Invert the main clause: 1. Only whenlafterlby, Not only...but also, Not only but... as well

2. Only when/not until (that) 3. Only ifA{ot unless, only then, only by chance, only in this way, only with difficulty, only yesterday e.g. Only when/after he had spoken to her, did she realise her mistake. Only by working hard/hard work can one make mone\).

he wouldn't have missed her,

receptionist.

would fire her.

3rd Conditional: e.g. Had he arcived

0. Had he arrived

I hear (I heard)

abour rhe wedding.

................ (pay them off) ..................... (he was able) to keep them silent.

1. Only by

2. Not

only

.... (he lied) to her but he also cheated

on her.

until homework

3. Not

(she had finished) her ......... (she went out) with her

friends. 4. Not

unless

(she 5. Only

...... (she apologises)

will get) her toy back.

if

..................... (you study) hard

(you can pass) the exam. 6. Only with difficulty ......................... (she was able) to stand.

Inversion

:

ill

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. 1. I have never in all my life been so insulted.

Never

..........

so insulted.

2. He had never for one moment imagined that it could happen to him. Never

..........

.. that

it could happen to him.

3. He was so unpopular that he didn't even get a single vote. So

................

he didn't even get a single vote.

4. He didn't only break it, he also lied about it.

Not

only

.......... about it.

5. It was not until 1945 that the war finally came to an end.

Not until 1945

............

to an end.

6. I had never been more mistaken before. Never

before

.. mistaken.

7. The parties did not agree to anything at any point in time.

At no

time

to anything.

8. You must not disturb me for any reason whatsoever.

On no account

...................

....... me.

9. It was only then that he believed her. Only

then

............. her.

10. It was the first time I had been to Paris. Never

Hü#sryFff

before

. Paris.

4*"i21

For questions 1-10, resd the text below. Use the word given in capitals example at the beginning (0).

to

fotm a word

that

jlts in

DOVE OF PEACE 'Dove of peace' it is called, but it is not always as (0) ppgegful as it is made out to be. I had

........... tour of the city looking for a (2) (3) Accepting my total ............... as a detective, I chose to have dinner at an address. a dove landed on my table, outdoor restaurant. During dinner, quite (4) that it would be fed. But when I refused to feed it, it clearly on the (5) that drew blood. As I resisted . on the thumb, an (7) ........... bit me (6) (8) (9) behind me and realised that I to slap it I heard ............. the ......... spent the day on an (1)

had been the source of a little, light (10)

each space. There is an

(0) PEACE (1) TNVESTTGATE (2) EXrST (3) FAIL (4) EXPECT

(s) UNDERSTAND (6) PAIN

(7) TNJURE (8) TEMPT (9) LAUGH (10) ENTERTATN

Inversion :tl

I

.51 For questions 7-9, read the text below snd think of the word which There is an example at the beginnins Q).

best

fits each space. Use only one word in each

space.

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

(3) . . ......... go at any one time to tend to the crops. They were always very cautious and suspicious who came too close to their tiny fields, for there were, at that time, rumours of soldiers of (4) ..........

people

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 ....... ...... the reason, they were having a feast.

(8)

.................... laugh. Maybe

it was all these things. (9)

ffimmwm#

ffi'ffi,i4|

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 one, and often many, pork dishes. In France, even the menu there will be at (2) world. (1) small villages have their own butcher's shop

(3)

specialises in cooked and cured pork. In China,

. Yet pigs are, literally, dirty animals, and can be pigs are everywhere and everyone eats (4) ... which they contract dangerous to eat. Pigs wallow in mud and eat all (5) ........... of rubbish (6) . (7) . .. parasitic worms that can cause disease in humans if the meat is not cooked

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.

3.

AOn A all A which

4.

Air

6.

A species A from A accurately

1.

2.

8.

Aof

BAt

cup

B B B B

C C C C C

least and

this type

Bof B properly B for

best

D From D most

witch

Dit

them

D pig

kind

D

for

Dbv

sorts

C correct

D good

Cto

Din

Past Modals

A. Sentence transformations. 1.

I don't think she's at home. The car's She

..............

gone.

(leave) the house.

The car's gone.

Must have ... I can't have ... / couldn't have assumption, deduction, certainty, conciusion, negative deduction

2. I don't think he has taken it. I would have seen him. .......... (take) it without my seeing He ............... him do it.

e.g. She's not answering her phone. She must have left ít at home. (assumption/deduction)

He can't/couldn't have said anything without my hearíng it. I was with him all the time. (certainty) He can't/couldn't have seen it. I had it with me. (conclusion/negative deduction)

3. I don't think he told her because he didn't know about it. ........ (tell) her. He ............... 4. I don't think it was Peter you saw. He's not in Athens.

..................

It

..... (be) Peter you saw.

5. It isn't possible that she was involved in the robbery. She was in hospital.

She..............

......... (involve) in

the robbery.

B. Sentence transformations. 1.

He

Past modals (other uses) surprise, disbelief, annoyance, irony, assumption, cerlainty e.g. He's an honest person. He can't/couldn't have cheated' (surprise, disbelief)

I've waited for an hour'

You

I don't believe he stole it. He's

a good person.

...............

2. Why didn't you ring me to tell me

You

..............

(steal) it.

it was cancelled? (ring) me.

I'm not pleased.

might/could have told me

you weren't coming. {annoyance)

I might/should have known it wouldn't work. Nothing he ever does works. (ironY) 'someone called at 3.' 'Oh, that would have been Sophie. She said she'd drop by'' (assumption, cerlainty)

3. How could he have passed? He never studied.

I

...................

(know) he would fail.

4. Someone called but they put the phone down as soon they heard my voice.

Oh,

that

.....(be) MollY.

She's too embarrassed to speak to anyone else' 5. No one could have moved that table without help. (move) that table She ..............

all by herself.

as

Past Modals

C. Sentence transformations.

Should (not) have ... ought (not) to have

1. They didn't call to say they'd be late.

They

criticism, unfulfilled obligation, expectation,

............

(call) to say they'd be

late.

assumption e.g. They ought to/should have notified me earlier.

2.

He

(criticism/unfulfilled obligation) He ought to/should have arrived by now.

3.

(expectation /assumption)

I don't think he's at work. It's 7 o'clock.

...............

(finish) by now.

I am most annoyed that you borrowed it without asking me. You .............. (ask) if you could borrow it.

D. Sentence transformations. 1. They are late. Maybe they missed the bus.

May/might (not) have ... could have

They

possibility

............

..... (miss) the bus.

2. It is possible that he has not been notified.

e.g. She never showed up. She might/may not have been told about ít. (possibility)

He didn't phone me. He may/might/could have forgotten to do so. (possibility)

He...............

....... (notify).

3. I didn't recognise the language. Maybe it was Greek.

It

..................

(be) Greek.

4. Shall we tell her the news? Maybe she hasn't heard. She

..............

(hear) the news.

E. Sentence transformations.

ATTENTION

I did not so

I

need to do it. = I did not have to do didn't do it).

I needn't have done it. = I did it but it wasn't e,g.

I called her to tell her but she already So I needn't have called hex

it (and

necessary.

knew.

I didn't call her because it was not my responsibility. I didn't need to ríng her myself.

1. You were very rude. That was quite unnecessary. You

..............

.......... (be) so rude.

2. He didn't do the washing up because Mathew had already done it. She

..............

.......... (do) the washing up.

3. I took my umbrella because I thought it would rain, but

it

didn't.

I ...................

..... (take) my umbrella with me.

4l

Past Modals

.: : , .tll Sentence transformations. 1.

Fill in the blanks

using past modals.

It was not my fault. I did not deserve to be punished.

L..................

...... punished.

2. It was wrong to take my car without asking.

..............

You

without asking.

3. Punctuality was not essential.

One.............

punctual.

4. I don't think she's at the office. She usually leaves work early. She 5.

..............

the office.

I don't believe he has done such a thing. He

...............

such a thing.

6. I knew he'd get lost. He never consults a map.

L..................

...... he would get lost.

7. 'Someone stopped by earlier but they didn't leave a name.'

that

'Oh,

...... (be) Sandy. She said she'd drop by.'

8. I took a taxi because I thought I might be late, but I arrived there far too early.

i ...................

...... a taxi.

9. They haven't arrived yet. Maybe they missed their flight. They

............

their flight.

10. Maybe no one told her.

She.............. 11.

I don't reckon she's at home. She starts work at 9. She

12.

..............

....... (leave) the house by now

I am most annoyed that you told her before you told You

q"ffis#ffffHu*i

........... told.

..............

me.

me first.

2l

For questions 1-9, read the text below and think of the word which There is an example at the beginnins Q).

best

jits

each space. Use only one word in each space.

CHESS: HUMANS VERSUS MACHINES Chess had long (0) been considered a game at (1)

...........

only humans can excel. Players need to employ

logic and strategy, combined (2) . . . .................. creative and adaptable gameplay, (3) ' . . ..........'..... an attempt to understand how an opponent's skills or weaknesses (4) . ...................... be used against them. Often, character traits (5) . . ....... .......... as aggression, caution and recklessness will determine how a game is played, and good players will to evaluate a new opponent from their early moves, and adapt their own style of play accordingly. be (6) ........... .... many conceded that computers sulpass humans in logical analysis, it was widely believed that But (7) .... is, the ability to actively compete and the desire to succeed, ultimately the emotional human factor, (8) gave humans the upper hand. Machines, it was theorised, could not anticipate or comprehend the seemingly illogical winning and losing come up with and idiosyncratic moves that humans with their comprehension (9) ............ to trap and bluff a fellow, human player. This is how things stood a few years ago. But things have changed.

Past Modals

:31 For questions 7-8, read the text below and decide which answer (A, B, C or D) best fíts 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.'

1. 2. 3. 4. 5. 6. 7. 8.

fttr;guqqffi ft,',till,.

g+mq

i

4

B but

C how

B between

C over

D for D with

B should

C has

D had

AFrom

B Beside

CAt

DIn

ABy

C Indoors C only

D Inside D and

Ain

B Into B even B out

Aon

Bin

C over C from

Dup Dto

A before A among A would

Aas

|

For questions 7-70, read the text below. an example ut the beginning (0).

use the word given in capitals to form a woril that fits in each space. There is

(0) TNFORM

TOURISM

(1) PUBLISH

We had spent winter seeking out (0) informstion regarding a decent summer breakaway; galore' all the (2) we had sifted through (1) ...............

literature, travel guides, a million newspaper and magazine (3) """""""' .. little package tours which were We had read about (4) .......... . ..

.

was an (9)

...............

we'll be going again.

.... success.

I

get the (10)

..'.'..'.....

(3) ADVERTISE

(4) COMFORT

but treated holiday makers like so many sheep, and we could . 'Let's do something have written a book about low-season (6) .' said Kate. I agreed. I was open to any with a (7) (8) .............. .. by now. So we spent two weeks on an African safari and it

(5) ...........

(2) PROMOTE

""'

that

(5) FASHION (6) REDUCE, (7) DIFFER

(8) SUGGEST (9) QUALIFY (10) IMPRESS

rl J

Conditionals A. Fill in the blanks using the appropriate form of the verb in brackets. 1.

TYPE 1: Future possibility/probability If

+ present (simple or continuous)

+

future or imperative or can, ma1t, might, must, should, owght to, had better + bare infinitive e.g. If she is workíng,

I will not disturb

you

(be) a good boy, you

(can/have) desert. 2. If

he's

(find) it difficult, you ..............

(should/give) him a hand. 3.

her.

If

ifhe is ...................... (not/go),

he ................

(had better/call) and let them know.

If there is a problem, notify the manager.

4. If

you

....... (lose) your ID, you ..............

(must/tell) the police. 5. If

you

....... (not/want) to see her, you ....... (ought/leave) immediately.

6. lf

you

........ thave) a headache,

(take) an aspirin.

B. Sentence transformations. Fill in the blanks. 1.

TYPE

2:

Hypothetical/Unreal present

If + past (simple or continuous)

+

a rise.

would, should, might, could + bare infinitive e.g, If

I

were rich (which I am not),

You can't get a rise because you are not a good employee. If you .......... ......... a good employee, you

I w-ouldn't be

2. I advise you to see a doctor. If L....................... in your shoes,

I

................... ...................

doctor.

working there.

3. He is here because he likes you.

If he

............

you,

he

C. Sentence transformations.

TYPE

3:

Hypothetical/Unreal past

If you ..........

would/should/might/could have + past pafiiciple e.g. If

I had been there (which I was not), I'd

Fill in the blanks.

1. You didn't get a pay rise because you didn't ask for one.

+

If + past perfect (simple or continuous)

.......... here.

have

for a pay rise, you ......................... it.

2. You really ought to have seen a lawyer.

If I

...............

in your position, L..................

a lawyer.

helped her.

3. He didn't come because you didn't invite him.

He

IMPERATIVE: Replaces Type

I

e.g. If you ctre late one more time, you'll be fired.= Be late one more time and ltou'll be fired! =

Don't be late next time or you'll

be

fired!

...............

if you ...........

D. Sentence transformations.

...... him.

Fill in the blanks.

If I catch you cheating in the exam, I will fail you. in the exam and L.......................... you! in the exam or L............................ you!

a

Conditionals

POLITE REQUESTS: If + future/would e.g.

I'd

be

grateful if you would ask her (polite request)

E. Sentence transformation. Fill in the blanks.

I ...................

(appreciate) it if you

..... (reply) at your earliest convenience.

R Sentence transformations. Fill in the blanks.

ZERO: General truths

1. Plants that aren't watered regularly, wither and die.

If+present+present e.g. If you heat water, it boils

If you

2.

..........

plants regularly, they

The baby is crying because it is hungry.

If the baby

,

it ......................

.

G. Sentence transformations. Fill in the blanks. 1.

Unless: unless (= if not) + affirmative

If you don't water the flowers, they will die.

Unless

e.g. Unless you work harder, you will get the sack. = If you don't work harde4 you will get the sack.

the flowers, they

2. If you don't feed the baby, it will continue to cry.

Unless

......... the baby,

3. The money will only be paid

if

it

...... to cry.

a new contract is signed

Unless a new contract

H. Sentence transformations. Fill in the blanks. will lend you my car only if you promise to drive carefully. Only if you .............. my car.

1. I

Only if + inversion in the main clause e.g, Only if you work harder will you keep your job.

2. Medicines are effective only

Only

I.

INVERTED CONDITIONALS TYPE

1:

e.g. If you (happen to) see Mary, ask her to ring me. : Should you (happen to) see Mary, ask her to ring me.

TYPE 2: e.g.

If she rang you/were to ring you, how would you feel about it? : Were she to ring you, how would

youfeel about it?

TYPE 3: e.g. If I had(n't) relied on Jason, I wouldn't have ended up in this mess.

:

Had

I (not) relied

wouldn't have ended up in this

mess.

on Jason,

I

if

taken as prescribed.

if

. effective.

Sentence transformations.

Fill in the blanks.

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' :l::"::

':::: :-: ll'" -l *::l::;-.

Ti;e,.

see me

him my gree,ings

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Conditionals

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Fill in the blunks using conditionals'

Sentence transformations. 1.

I advise you to

If I

speak to the teacher.

...............

I

.. in your position,

.........'.........

to the teacher.

2. He is angry because he is jealous.

Ifhe.............

.....,

he

.............. angry.

will lend you my book only if you promise to return it within a month. my book within a month .........'.......'..........' you' Only if you ..............

3. I

4.

I'll

tell you, only if you promise not to tell.

Only

if

..........'..'.'... You'

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6.

If you happen to come

across

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it, let me know. let me know.

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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

10.

she had been extra careful, she would not have ruined it. she would not have ruined it.

If you don't cut the

grass, your garden

Unless 11. The contract

Unless the

will look honible. will look horible.

...... , your garden

will be signed only if the money is paid in

money

advance.

, the contract

will keep your secret only if you pay me. Only if you ..............

12. I

.... your secret.

t2l For questions l-15, resd the text below snd. think of the word which There is an example at the beginning (0).

best

fits each space.

Use only one word

in each

space.

POSITIVE LEADERSHIP No two people view the (0) same situation exactly alike. When you look at a glass of water that is (1) words, do you have an optimistic halfway, do you see it as (2) ........ ......... half-full or half-empty? In (3) or pessimistic outlook (4) ......................... things? And what effect does your outlook (5) . . ..........'... on the way you (7) .'.......'.'... relate to (6) .............. .... , particularly your subordinates? By expressing a positive attitude towards . Do you think your leadership has anything you are leading, you will receive a positive response in (8) ........... 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) ........

..

is largely (13) ........... (14) ........ .

.

'. failing in others, to deal successfully with some areas of work environment, (12) to personality. It's your personality that forms your personal style, and .... you the chance to develop understanding more about your character will (15)

natural strengths while tackling your limitations.

--

Conditionals : a)l

.rt 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.

AIn Ato

B But

C Thus

Bat

C with

B B B B

D expensive

few

C same C all

then

C once

D first

6.

A such A little A not A bore

born

D borne

7.

Ain

Bon

C bear C from

8.

A poisoning

B poisoned

C poison

D poisons

1.

2. 3. 4. 5.

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like

DAs D for D both

D onto

4l

For questions 1-10, reud the text below, example at the beginninq (0).

Use the word given

in capitals

to

form a word

that

fits in

euch space. There is an

HERE COMES THE BRIDE The bride, of course, is(0) inv&riably late, and, as she is, after all, the (1) ......... character in the drama, people who have arrived early must wait(2).................... until

............... (4) ........ .....

begins to play its part. The groom has time to reconsider the

(5) ..... fingers rhe (6) . ......... in taking this step. The priest of the (8) ...... at the door, but, shush, the (9) ......... of the bride, who is (10) ..................

he is about to make, the best man

ring and wonders about his friend's does a mental (7)

...........

the organ starts up, announcing dressed in white.

(1) CENTRE (2) PATTENT (3) BORE (4) COMMTT

she appears.

(3)

(0) VARY

(s) ABSENT (6) WrSE (7) ADD (8) rAKE (9) ARRTVE (10)

cusToM

Passive Voice PASSIVE VOICE

A. Ttrrn the following sentences into passive voice.

1. Simple Tenses be + past participle: is/was/has been/will be/will have been done

2. Continuous Tenses be + being +past participle: is/was being done/will be being done/will have been being done

3.Infinitives Present infinitive: (to) be + past participle e.g. It needs to be done.

l. They

Their sitting room ............ 2. The demonstrators were attacking the embassy.

embassy

The

3. They are serving the tea.

4. The police had planned the raid then.

raid

The

The building

B. Ttrrn the following sentences into passive voice.

can, must, may, be going to, have to, used to etc.

1. We are going to fire her soon. She is

modal + be + past participle e.g. You must ask them first. They must be asked first.

C. Turn the following sentences into passive voice.

e.g. She gave me a pen.

a) I was given a pen (by her). b) A pen was given to me.

1. He didn't offer me tea.

I ...................

.............. tea.

Tea..............

................. me.

2. He killed her with a gun.

..............

She

2. Make, see, help, hear:

e.g. She made me eot ít up. : I w*as made to eat it up.

We were

4. doer

it.

+

............... a gun.

3. They have used cotton to make this top.

:

allowed to

e.g. He let us

................... soon.

The company

1. Verbs with two objects: give, lend, offer, promise, send, tell

He helped me (to) finish I was helped to finish it.

going

2. They have to sue the company.

SPECIAL CASES

--+

...................... then.

5. I do not own the building.

MODALS

Let

(by the demonstrators).

The tea

Perfect infinitive: (to) have been + past participle e.g. It was said to have been done.

3.

redecorated their sitting room.

leave.:

allowed to leave.

but

This

top

.. cotton.

4. The nurse didn't let me see her.

I ...................

................. her.

5. The muggers made us give them our money. We

...............

our money.

6. We heard them leave the building.

by

material -+ with/of /in e.g. It was covered with/in snow.

They

............

..... the building.

Passive Voice

1. Imperative

3. Question Words +

muslshould be + past participle:

WhalWho/l4/hen /Wherey'WhyAlow + auxiliary verb/modal + Verb +

e.g. Please return it now. : It must/should be returned now. 2. Phrasal Verbs/Prepositions e.g. They will carry out the plan. The

4. Negative Words No-one +nodoer: e.g. Nobody claimed

Subject+ Past participle:

:

:

It wasn't claimed.

e.g. Who wrole this book? = Who was this book wrítten by? = By whom was this book written?

plan will be carried out.

it.

any

+no:

e.g. They didn't do anything. Nothing was done.

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 cat

The flowers

2. Please, clean it up immediately!

It

2. They will be painting the flat.

..................

immediately.

3. The army took it away.

It

..................

the army.

4. How do you open it?

How............ much

...........

flat

. (by them).

3. We will have been working on it for a month by then. It .................. ...... a month by then. Peter

?

.............

?

6. Nobody knew it.

It

The

4. Sophie may ask Peter to help out. .......................

5. How much did you pay for it?

How

by him.

............

.... by Sophie.

5. Write down her address. Her address

... down.

6. Someone has broken into the bank. The bank

.. ... ..

7. I haven't said anything. Nothing

7. Why did she call it off?

Why

............

(by her)?

8. She must send you the letters. a)

You

b) The letters

the letters. .......... you.

..........

PERSONAL/IMPERSO¡{AL CONSTRUCTION say, believe, think, consider, know, report, expect, understand

Personal: He is believed ... person + passive + full infinitive

lmpersonal: It is believed that he ... it + passive + that + clause

F. Ttrrn the following sentences

into passive voice.

1. It is believed that the man is a criminal. The

man

........ a criminal.

2. They say Sylvia works all day long.

is b) Sylvia a) It

........ all day long. ......... allday long.

3. They say Suzy worked all day long.

is b) Suzy a) It

........ all day long. ......... all day long.

Present (same tenses)

:

It is said that she e.g. People believe she is clever. is clever. She is said to be clever.

:

Past (different tenses)

e.g. People believe she was clever : It is said that she was clever : She is said to have been clever

G. Tirrn the following sentences into passive voice. 1. They believe the man is wearing a black top and blue jeans. The man is believed .. a black top and blue jeans.

2. It is known that the woman was rich. The

woman

................ rich.

3. It is understood that Lucy told the truth. Lucy is understood

...... the truth.

4. They consider her to be very stingy.

is She

a) It

b)

......... very stingy. ...... very stingy.

5. They consider her to have been very stingy.

is b) She a) It

verY stingY. ........ very stingy.

rl

tr rqrTff+. -u"*-

I

i

I

For questions 7-9, read the text below and think ofthe word which There is an example at the beginning (0).

best

fits each space, (/se only one word in each

space.

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,

that matter, believing all emotions should be experienced just

(1)

.. .... .............. indeed in any other mood for

(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) . . . .

anger. Although research shows that this does (7) ............ . ...... or nothing to dispel anger,

considerably (8) But

if

(9) . . .

yoi-r

.......

...... other of handling

it may lead to you feeling

. ....... upset.

prefer not to express your anger, an effective strategy is to have a cooling-off period during

......

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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2l

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?'

1. 2. 3. 4. 5. 6. 7. 8.

Aboth Aa Aalso Abut A wish Afor Ashould Ato

Bnot BBnot Bfor B prefer Bout Bwould Bfor

Cneither Cits Cused Cand C rather Cdown Ccould Con

Dall Dthe Dwanting

Dby D like better

DuP Dmight

Dat

Passive Voice

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3l

For questions 1-10,, ,ro¿ m, tuxt below. example at the beginning (0).

Use the word given

in capitals

to

form a word thqt fitsin each

space. There is an

(O)

HOROSCOPE

SPECIAL

(1) FTNANCE

Expect delays (0) esneciall! (1)

................

..

if you have to travel. Although you will

(2) . . . ..

plan your next move. It may be a a (4)

.............

(3)

experience a little

this is a week to pause and time and you may have

.... problem. However, a new domestic (5) ..........

.. on your will work well, but it will require effort and careful (6) . ........... (7) agree to a meeting you ... this weekend parl. Under pressure, may ......... that it will go as planned, (9) . . .............................. if a but it is (8) .......... . . lot of money is involved. Just keep your cool and you will be a (10) ...........

in the end.

(2) SUCCEED (3) STRESS (4) PARTNER

(s)ARRANGE (6) MANAGE (7) WrLL (8) LrKE (9) PARTICULAR (10)

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