Laura Clyde Shannon West Pass Trinity with revised ISE examPass Trinity now GESE Grades 1-8 ISE IlGRADE 7 GRADE 8 Contents Page Graminat (6) & Phonology Functions (F) wWita_ National & local produce & products Madals & phrases for expressi Showing uncertainty possibility & uncertainty (G2 F) Madels & phrases forgivingadvice Word Stress & making suggestions (@ &F) Modal verbs ET ell) Used to for describing past Interpreting intonation habits (G8 F) Used to Review units 1-3 26 Cie SET eee Ui Second conditional (G), Expressing Subjectarea vocabulary agreement & disagreement (F) Weak forms & contractions Cie oe customs Relative clauses (G), Eliciting further ides & expansion of ideas & opinions IF) uNT 6 Rec: A CFU Simple passive (6) Discourse connectors (G) Third conditional (G) Contractions & weak forms Expressing Impossibility (F) in conditional sentences Ce 54 Linking words & phrases (G) Baseaiey Scone 60 Past Perfeet (G) Intonation in questions Review units 7-9 66 ie CST x living standards. edspeechiorreporting the Cannected speech conversations of others (G &F) ea old a Present Perfect Continuous (G} Stress & Intonation Expressing feelings (F) toindicate emotion Cue ees) it Pe Expressions fer speculating Using sentence stress ‘and expressing doubt (G&F) to speculate Review units 10-12 86Exam expert Exam expert Topic (T) & Conversation (Q) Interactive (1) Exam advice (T) Intradluction to the phase Choosing a topic (7) Keeping the conversation Exam practice (Cp going Making notes for Identifying key words your topic (T) inaprompt Making notes (7) Exam advice & practice z ‘Asking for further information Concems about yourtopic (7) Taking control aver Asking questions (C} the interaction Introduction tothe phase(T) _Intradluction to the phase Exam Practice (C) Choosing a topic (7) Exam practice fod | € Using mind maps Ms the Responding appropriately (C) conversation going Maintaining the Maintaining the interaction interaction (T & C) Anticipating & Taking control over answering questions (7) the interaction Moreconcems about yourtopic(T) Encouraging comments. Keeping the conversation going (C) ‘Trinity Grades 7-8 Overview 4 ‘Trinity Takeaway 88 Diagnostic Test 6 ISE file 1=) Exam overview TRINITY GRADED EXAMINATIONS IN SPOKEN ENGLISH (GESE), GRADES 7 AND 8, AND INTEGRATED SKILLS IN ENGLISH (ISE), LEVEL II GESE Grades 7 & 8 (CEFR B2) Time: 15 minu ‘armat and procedure: 1. Discussion of a topic prepared by the candidate (up to 5 minutes) + Communicate facts and opinions about chosen topic and engage the examiner In discussion of i + Ask aid answer questions about the topic, giving explanations or clarifying when requested, 2) Interactive task (up to 4 minutes) + Take control over the interaction and maintain the conversation, + Use language functions of the relevant grade when appronriate, 3 Conversation on twa subject areas selected by the examiner (up to 5 minutes) + Answer the examiner appropriately to show understanding, + Share ri Grade 7 exam syllabus: Grammar second canditianal simple passive wiedto relative clauses modals and pheases used to give adlvier andl make suggestions, e.g. should/ought to,could. modals and phrases usted to express possibility and uncertainty, e.g. may, might, discourse connectors, e.g, because of, due to ponsibility far the maintenance of the Interaction with the examin ‘Subject areas for Conversation phase education national customs village ancl city life national and local produce and products early memories pollution and recycling Funetions givingadvice and highlighting advantages and disadvantages. making suggestions describing past habits expressing possibilty and uncertainty elleiting further information and expansion of ideas and opinions expressing agreement and disagreement Phonology + correct pronunciathon of words relewant to the vocabulary for this grade rising intonation to indicate interest andl surprise as apprapelate falling intonation to indicate the end of a turn intonation and features of connected speech beyond sentence leLS UR hed Grade 8 exam syllabus: Grammar + third conditional + Present Perfeet Continuous tense Past Perfect tense reported speech linking expressions, e.g. although... Functions expressing feelings and emotions expressing Impossibility reporting the conversations of others speculating persuading and discouraging Subject areas for Conversation phase + society and living standards + personal values and ideas + the world af work unexplained phenomena.and events national environmental concerns public figures past and present Phonology + correct pronunciation of words relewant to the vocabulary for this grade rising and falling Intonation to indicate giving up and effering turns st1Pss.and intanation to indicate emetion stress, intonation and pitch relevant to the language functions listed above Speaking and Listening Speaking Discussion of a tople prepared by the candidate (4 minutes) + Acollaborative task, where the examiner expresses a dilemma or opinion and the candidate asks. questions to find out more information and keep the conversation going (4 minutes) Conversation with the examiner about one subject area from Grace 8 list (excluding Stange ‘Phenomena and events) selected by the examiner (2 minutes). Independent Listening Candidates listen twice to.a recording. They listen once and report the gist of what they have heard. They listen a second time and report the detail. They are encouraged to take notes during the second isten only (8 minute: Task 1, Long reading: condidates read one long text of approximately $00 words and answer 15 questions (20 minutes). Task 2, Multhtext reading: candidates read four texts of different types related to the same + topic and totalling appraximately 500 words and answer 15 questions (20 minutes). sk 3, Reading into writing: candidates wei fext of 150-180 words in response to.a prompt, ‘using information fram the four texts in Task 2 (40 minutes). Task 4, Extended writing: candidates write a text of 150-180 words in response toa prompt [40 minutes).ED Diagnostic test Listen to the examiner asking some questions and choose the best answer, A, B or C. There is only one B right answer for each question. You will hear each question only ONCE. Good luck! A Because lwant to have a centficate, aC) A Sowhat? B Because of a certificate, © Because | wall practise A Iwas here two years ago, B ve been here for two-years. | will be here for two years Yes Ido, Iprefer to travel by a car. I prefer to travel by car, Iwon't be sure, | thought | like coffee, [think "ll go for a coffee c A 8 c A B c A No, Ihaven't. B No, didn’t. No,/ never tasted it A since Iwas 12 B I want to study for years. Because it’s useful A tilteach maths B like to teach maths. € Idlike toteach maths. A 8 an 25 December Presents are exchanged and lots of foo eaten! © Fortwodays! A No, | don't like dance- music. B like music that makes me dance, € Yes, love musicl A |used ta live in a small village, too. B like villages better. € Was itinice? A lagree, 8 They never do in my country € No, they should never punish them, A Well, natural resources might last longer. B Well, natural resources can last longer. € Well, natural resources must last longer. A Incase I need it in my future career, Because I have two lessons every week € Incase of travelling to England. B What for? © Really? What else do you do? A So have |. B lagree completely. © That's wrong, A Fd like to send my friends emails mare easily, B | have wanted to send my fitends emails. I would havesent alotofemails io my friends. A Itused to be very dirty. Now it's cleaner. B Incase itwas diy, Yes, ithas, Thad mare free time, wall have more free time. might have more free time. Tell something more! Goon, tell me mare! Why did you do that? ‘A Doyou agree that recycling rubbish Is a good idea? B Have you agree that recycling rubbish is a good idea? © Must you agreed that recycling rubbish is a good idea? Ae> noe n ‘A What did your parents do if yau'e pass all your exams? B What will your parents def you will pass all your exams? ¢ What would your parents do if you passed! all your exams? A What dotthey celebrate St Valentine's Day? B Is St Valentine's Day celebrated in your country? € How often do they celebrate St Valentine Day?A Well, guess people would have been poorer, B Well, |suppase people will be poorer. Well, |imagine people are paorer. A Woll, |have improved. 8 Well, I've been studying hard. © Well, Iwill study hard. A Not really, she finished studying when she got married, B. Not really, she finished studying when she had got married. € Not really, she had finished studying when she got marti A You tole me that before. B Because of my religion, € I said earlier thatt didn’t believe in. ghosts. A The Prime Minister ~ in other words the persen who governs the country, B I met Nelson Mandela once. € probably not A Lsuppose so. B They haven't done so. © Goodness! That would be wanderfull A twouldn’t do that if | were yeu. B When did you give it” € Oh,I'm sorry! A Of course I did B Yes, twice! But nabody believes me, © They ate very frightening! A You're right, she newer performed in Italy before last night, B You're right, she was never performing in Italy before last night, You're right, she had never performed in Maly before last night, A Hes talking about the economy, B He had told the truth. © He said that living standards had improved fev the last 5 years. test Orr A I don't ~ unless the crime is really horrible: B I don't -except the-crime is really horrible. € Because some crimes are really horrible. A | don’t believe it B | won't believe you! € Thatisnt believable! A You must not to use your car, B I wouldn't use the car if were you. € You shouldn't have used your car, ‘A Do you think the next Prime Minister is. & woman? B Isit likely to have a woman Prime Minister? C Might the next Prime Minister be a woman? A Hasiife expectancy become more? B Haslife expectancy enlarged? € Has life expectancy increased? A Can you tell me what are your ambitions? B Can you tell me what your ambitions are? © What ambitions can you have? Toll me.GRADE 7 National & local produce & products A Vocabulary ‘Ja Work with a partner. Match the names of the products (1-5) with the photas (A-E). 1) maple syrup 4 caviar 2 tulips. S amber 3 balsamic vinegar lb tisten to Anna and Tim talking about where they think the products and produce Ina) are from. Match the photos (A-E} to the countries (1-8) according to what they say yere are three extra countries. 1 Co Canada 5 C1 ttaly 2 LL Chis 6 1 Russia 3 LC Holland 7 C1 France 4 (tran aC usa ¢ Anna and Tim are unsure about some of their sentences 1 Anna: Isten again and.complete the from thelr conversation. I'm bout think it be Canada. 2 Anna: My brother wouldn't know =he have a... about things lke that! 3 Anna: produc Ww PP es ns Ut | think they Lin France. Of, actually... not ‘aly, What de you think? 4 Thm: Um, I'm... nat Let's leave that om 6 Thm: efor now. re fe IVE aasas MO annus myself, so let'sand uncertainty 1 Modal verbs ~ could/may/might + infinitive Ihcould be Canada. It may be the USA. They might produce it in France, Do you thittk it may/might/could tbe lean? 2 Adverbs maybe and perhaps Or, actually, maybe not Perhaps it’s Italy. 3 Other expressions of uncertainty uncertain Lim not sure, Tim not certain, Tm nat completely sure, I'm really aot sure. ‘ve got ne idea, more uncertain 2a Work witha partner. Ask and answer questions.about where the produets In exercise 1a) are from. Use the language for expressing possibility and uncertainty from the Grammar focus. A: Do you think mapla syrup comes Fram Canada? B: Maybe, but I'm not cerca. It could be the United States, What- do you think? A: | haven't gov a elue, actually! b Check your answers with your teacher. ¢ Work witha partner, Askand answer questions about your experience of the products and produce in exercise 1a), Have you evar tried maple syrup? What wae It ke? Did you like ie? Why/Why hott Where dld you buy It? National & local produce & products 2. Expressing present and future possibility He doesn't have a clue about things like ¢hat! I | Phonology @ Showing uncertainty 3a Listen to the sentences.and underline the word with the main stress in the sentences. 4 © They could be. They may be. They might be, Vie not sure. I'm not completely sure. ‘ey really not sure, ve noidea. haven't gota clue & Pethaps you're right, © a > o m = Naweuna b Now mark where the speaker's voice goes up. (+) ordown (%), € Listen again and repeat the sentences using the same stress and intonation.GRADE7 Vocabulary Sa Work with a partner, Make alist of the different ‘types of places for going faad shopping. Eq. supermarkets b Using your list from a), tell your partner which is your favourite and least favourite type of place fer food shopping, | really like going te the market near my house ~ It haa lote of fruit. and vegetables and they're reaily Freeh and cheap, | hate golna to bla supermarkets cutelde taint. They're too big arid there's toa ich ‘ta choose fram! Reading 62 Work with a partner. Which countries do you associate with these food products? beet USA, Argentina tomatoes potatoes broccoli bananas carrots en aununae lamb - b With your partner, make a list of some advantages for buying local food products instead of products that have come from ahothet region ot from abroad. Eg. Local praducts are fresher. © Read the article. Check your answers to B .a} and compare your list from b} with the information given in the text. d Work with a partner, Ask and answer these ‘questions about food products. 1. What food items ate produced in your area? Are these products exported to ather regions andor abroad? 2 Which local food products do you“your 3. [sit possible to buy au-of-seasen food products where you live? Do yow/your family ever buy them? Why/Why not? 4 Dayoulyour family worty about food miles, when shopping? Writing IGE « see ise fite on pages 110-111, 7 Write a report (150-180 words} for an online magazine for young people explaining in ‘your own words what the text says about food miles and ways to reduce thein. ‘Suggest ways of educating people about the problem.Q Hew many ‘food miles’ have you consumed today? Or, to put it another way, haw much air pallution hhas been created by getting the food to your table? These statistics abmut fond imports to the UK ~ all ‘of which, apart from bananas, can be produced in Britainy= might cause a few surprises. * Two thirds of tomatoes consumed in the UK are 4 imported from Saudi Arabia ~ 3,100 food miles. | * $50,000 tonnes of potatoes are imported into a \ Briain avery year, many af them fram israel — \ 2,200 food miles, Broccoli grows in the UK from February to April, but it is available there all year round, It is imported mainly (ram Spain - 730 foad miles. India is one of the main producers of bananas, along with Ecuador, Costa Rica, the Philippines, and Colombia, India to UK: 5,106 food miles. * China is one of the world’s larges! producers of carrots, followed by Russia and the USA, However, in the UK, mast of the carrots come from South Africa ~ 6,000 food miles, + The UK is the biggest importer af lamb fram New Zealand - 11,200 food miles. Bringing food such long distances is bad for the environment andl it's not good news for eur health, either. Food that has come this far may be days or weeks old, and the older the fruit ‘or vegetables, the fewer vitamins remain in them. So what cain we do to reduce our food miles? Here are some simple steps you can take: * Buy foods that are grown and produced locally whenever you can, including meat and dairy products, * Da your fond shopping at farm shops and farmers’ markets, Eat seasonal foods - dan’t expect to be able to eat everything all year round,ED exam Interactive task @ Introduction to the task a a Listen to the candidate describing the Interactive task te a friend and choose the correct answers in the sentences. 1. Hhiests the candidate's ability 10 mointainé finish conversations, 2 IMlasts forabout 4/6 minutes, 3 Mis started by the examiner asking a .question/makiag a statement. 4 The examinericandidate is responsible for keeping the conversatian going, SW the candidate does not participate, the examiner will/won't help keep the conversation going, 6 After the examiner starts talking the conversation can go in any direction the ccondidates choosesAwill need torbe linked to the examiner's responses G@ b Look at these strategies for kee| o conversation going. Listen to the examples (1-4) of the candidate keeping differant conversations going. Write the number of the ‘example next tothe correct strategy (AE). A (Checking that you have understood, B [> Summarising what the person has said, ¢ Showing interest in whal the person Is. saying D [Asking questions to find out more information. ¢ Work with a partner. One of you Is Student A, the other Student B. Follow the instructions. Student A. Stage 1 You're the examiner, Student B isthe candidate. Start the Interactive task with the following statement: Ihave to go toa wedding ext weekend, but Ihave nothing to wear. Stage 2 You're the candidate, Student Bis the examiner. Listen to the examiner's statement, then respond by using the strategies from bi. Try and keep the conversation going for four minutes. Try and use some language of the level to help the examiner with the peatslem, for example highlighting advantages and disadvantages, making suggestions, expressing poss[billty andl uncertainty, and so on. (See p. 4) Stage 3 Decide with Student B what went well in the conversations and what you could improve. Your teacher will also give you some ideas. Stage 4 Repeat Stage 1 with the following statement: Shave-so much work to.do. My bass gives me too much to do. ‘work late every evening Stage § Repeat Stage 2, Student 8 ‘Stage 1 You're the candidate, Student A is the: examiner. Listen to the examiner's statement, then respond by using the strategies from b). Try and keep the conversation going for four minutes. ‘Try and use some language of the level ta help the examiner with the problem, for example highlighting advantages and disadvantages, making suggestions expressing posslbiiy and uncertainty, and soon. (See p.4) Stage 2 You're the examiner, Student Ais the candidate. Start the Interactive task with the following statement: Hhave to take. veally dificult exam next week. Stage 3 Decide with Student A what went well in the conversations and what you cauld improve. Your teacher will also give yau some ideas. Stage 4 Repeat Stage 1, Stage 5 Repeat Stage 2 with the following statement: Fn really bored where jive. There's nothing ro do, d Change roles and repeat stages 1-2exam EXPERT © Work with a partner. Tell each other about the presentation that you made notes on in b), then decide on the two most important things to do in a presentation, and the twa most Important things hot to do. Topic task @ Exam advice 9a Complete the advice (1-8) about the Topic phase with do ar don't. © 28. choose atopic that you are interested in and know a lot about, choose # topic from the Subject areas for your grade. - prepare a speech - this phase should Writing IEG « See 15e file on pages 103-104/107-108. 10 Choose one, or more, of these wilting tasks. involve a discussion about the topic between you and the examiner, prepare enough material te discuss for up tofive minutes for the graded exams (four minutes for iSE H, da plan andi dugranicta help yo: -n-let the examiner have a copy of your plan {but the plan is not assessed). _--~ anticipate questions the examiner might.ask you about your topic, and think about passible answers. «be prepared toexplain in moredetall what you have said if the examiner asks you to, _n- bring anything that's alive to the exam, eg. insects or animalst b Think about a presentation you have seen in the past, e.g. at school, at work,on TV, and make nates Ih answer to these questions. What was the presentation about? Was it well organised? Was It interesting? Why/Why not? Did the presenter use nates and/or diagrams to-explain things? Did the presenter ask the audience questions? What could the presenter have done to improve thele presentation? A formal email Atelevision company wants to make a documentary about local praducts. Write an email (150-180 wards) to the producer of the programme telling her about a famous product fram your area. Explain how itis made and say how it would benefit your area ifitwas featured on the programme. Article Write an article (1550-180 words) for an online magazine explaining why people In your area ate starting to buy more locally produced food products. Examiner; Do you think that in the future we'll only eat fruit and vegetables grown in. ‘our own counisy? Candidate: I'm not sure but we may eat more local produce In the future than we do now. It might be difficult to change people's eating habits though,Education ‘Ta In pairs, look at the pictures, How is 2a Read the article on the next page about the technology being used for education? Have Use of technology in education, Decide If you ever studied in these ways? the eight phrases in italics are true in your experience, Then compare your thoughts 1b In your opinion ate the following advantages with a partner, (A) oF disadvantages (D} af studying and Jearning with technology? Compare your ‘b Match each of these headings to a paragraph Hdeas with a partner. In the article, There is one extra heading. 1 2 You can study from home or work A. Things to celebrate 2D Youhave to buy equipment B. Making the classroom international 3 CC Connection speeds can be differer € The down side 4 TD You can aceess a wide-range of D Anew skill we all noed information and vesources & Aposhivererolutlon? You need tolearn new skis ro take part 6 [Some people don't have accessClassrooms go digital 1.1L) Worlawice, a digital revolution 1s going on in dlastoois. Many Ministries of Education are aelopting technology as an essential part of the development and delivery of education, Butts this actually helping? aA there are many studies that show that the use of technology improves matiuation, Yprutides expasure athe real ssunld ane males de olisvact vsihe. This last point is put forward frequently for subjects like science and mathematics. Many teachers report that the use of applications like Excel, simulations andl interactive diagrams bring maths and science alive, Technology als helps ieindividuatiseLeanadng milking Ateasier to appeal to different abilities in one elass 3 C1 However, forall the positive studies there are also those that sy that the we of technology Shas elit ou zducatinnal auainaient, Marry studies conclude that students aren't getting better assessment results arc this: has led somne schools to abandon the use of laptops Teachers have had to adapt Sa learn mew hills ancl sometimes “gala ness quallficallon, which tas been Education castly. Not only have they hed to-leam how to-use the technolugy brut also to adape to the changing naure of their role rom an expert or instructor wa faeibaator 40) For all the disagreement, there seems tw be one pot of agreemen. With the rapielly growing number of authors and the ease of publishing content enfine, all students have had to earn baw un assess the ary. of Jnjataactinn. You. really can believe everything you read hese days ane! belone using a reference, students need to be able to assoss if an information source is reliable \ Writing [EG + See i5€ file on pages 110° 3) Write a report (150-180 Words! for your schoal magazine explaining what the article says about technology and education. Offer some advice to peaple studying in this way. Vocabulary 4a Complete the table with the different forms.of the words from the text, like in the ‘example, Listen and check your answers, 'b Complete the sentences with a form of ‘the word in brackets. Listen and check. 1 Itisimportant that employees are both experienced and 5 on « AQualfy) 2 How many... are there at your school? (studyl 3 How long have you heen English? (learn) 4 Lalmosterashed the ear in my driving lesson last night. The nen Was a bit shocked. (instruct) 5. People 50 years ago weren't as well- anne 8 We ate today. (edhucete) ‘verb abstractnoun person adjective Oo. [a education : student 2 information 6 learn 4 ‘acesonent =| qualfeation =What are the differences between the Listening ‘teaching-related words below? Consider 62 Listen toa candidate talking about when we use these words, What the person aan Shans tuoy sec avian eay ane, studying online, Read the advice for online a ‘Work In small groups. Use a dictlonary to help learners below. Put.a tick (v") next to the jeuliyeu bead advice that the candidate mentions, then check with your partner. coach cher professe a ee 1) Printout the course notes and readings, Eg. lim not completely cura but:| think a 20 coms Finnedailivi W Sia nbn a ace ES Cama oust veh pou 4 Boesn't a dean work at a unheroity? 3D Use the chat rooms and message boards as much as possible. fe 4) Make sure you're a self-motivated: 5 Phonology learner. @ Word stress 5 [1 Cheek what technical specifications your computer should hove before 5a. Mark the word stress on each word starting. lke the example in the table n exercise 4a). 6 [1] Take atest to see you are sulted to Then isten tothe words and check lf you nti learning hefare stand are correet. inthe example the word stress changes dependling an the wore form, Which 1b Complete the sentences below with other words inv the table also change like this? the exact words the learner says, Then listen and check your answers, 'b Lisven to the words thatend in tion, What Is common about the word stress in these words? 1) She's just six months old, and | really. wall my time with her, 2. | Just go there at the beginning of each course and download the articles a¢ print pT ta cca coome the a8 you can’t read for tea long on screen, 3. Also. you vo ttifyou haven't got a pretty good computer and Intemet connection, Some of the articles take ages to download. If yaw aren't sure, you os aua tho university,EL cele Lance re hy _ Giving advice and making suggestions The most common way to give advice is with should/should not/shouldn’t + Infinltive without to, ‘You should ask the teacher. You shouldn't study ail ight just before an cat Do you think | should take an evening course after work? To give strong advice we can use ought to + infinitive withour ¢, You really ought to be sure you need a qualification before etudying for It It is very rare to use ought fon the negative form, We use shouldn't Instead. ‘You aughtnit-ta shouldn't study so lata, You hava schoo! tamarrow. Other ways to give advice and make suggestions include... 1 tts (not) a good Idea + Infinitive with to It's a good Idea to find a study partner if you are a eocial learner. {t's not avery gaod idea to... Da you think it’s a good idea to..? 2 IF L were you, { would/would not + Infinitive without to He lwere you, Id send an email to other people In the clase and ask them [wouldn't spend too much tite on Ib If Lwere you 3 could + infinitive without to You could ask them If they have organic ingradleets 4 you'd better + infinitive without fa You'd better ask comebouly for the notes from the lesson ‘you missed. § How/What about + verb + -ing..? Why don't you + verb.? Hawiwhat about taking your clothes vo a charity shop? Why don't you ask before yau go ahead? 6 try in a question: try 4 werb + -ing Have you trled keeping a vocabulary diary of new warde? Ta Expand these sentences into advice. Check bin pairs, write advice or suggestions for these your answers with a partner, situations, using the forms above, 1. shouldfcheck*how much/casts/beforey 1 Your brother has been offered two ‘orderfonline different jobs, but Is not sure which one 2 nat/good/idea/study/onlinesif/not/very? to take, One pays mere but it’s a long motivated commute, The other pays less but ts in the 3. would/nat/borrowsmoneyrgo/holidayél? Bien wore you 2 Your neighbour is thinking of having a lunchtime party, but does nat know what A SID NCES MSE Alas Waa food to rake. I's surnener avd it will 5 had/better/make/booking/because! probably be outsice. restaurant/always/busy 3 Your felend wants to reeycle more. 6 avestey/talieher/instead/ignorerher 4 Yourmother has a terrible headache,~ Wu a a a So Phonology @ Modal verbs 8a Listen to how the modal verbs are pronounced in these sentences. What do you hotice about the last sound of the modal verb? 1 What happens when the word after the modal verb starts with a vowel soune? What happens if it is a consonant sound? exam EXPERT Interactive task [might eat and study orda itan the train, ‘or an holidays, ‘She gives us news there and tells us where we should be up to in our reading, Also, you shouldn't do it if you haven't got a pretty gaod computer and intemet canne-ction, Some of the articles take ages to download. IWyou aren't sure, you should ask the university, ‘There are lots of people working full-time -veho wouldn't be able to attend classes if they had to go to the university. 1 Keeping the conversation going 9a Help to get the conversation going in the Interactive Task by asking questions to find ‘Ut tore information. Match these questions With What you Want to know. wauns ones ve ooo noooo probobilitylikelinoad size ‘duration since last time Fost habits recommended action — duration -quantityfprice H frequency Whatdid you use to-study at university? When did you last study online? How often do you havean artlesson? How bigis your dass? How likely is it that you'll do another course? What do you think you should to? How much daes the course cost? How long have you studied An? Ib In pairs, practise saying these sentences. 1) They wouldn't ask if they already knew. 2. She shouldn't go out alone so late. 3. Why should I wait forher? She newer waits for me. 4 Td beso angry ifitwere me. He could werk hard all day and he never got tired, 6 I might go. 'm not sure yet. Now listen to the sentences. How did your pronunciation compare to the model? teacher will give you information about a situation and start a conversation. In groups look at the list of language functions for Grade 7 on p. 4, Write some questions based on this list and on exercise 9a and pass them to another team, Conversation task @ Exam practice ‘10a Which type of school did you study atfare you studying at? What is the difference between the types of school below? 1 co-rducational/single-sex school 2. private/state school 3. religious/non-religious (secular school 4 academically-oriented/artistic or sports- oriented school 5. large schoo! with many students/small school with few studentsbb Discuss the advantages and disadvantages of these different types of schools. Private schools are expensive, but they probably have excellent facilities, ¢ In pairs, give some advice to the following families about the best types of schools for them. Use the Grammar focus on page 17. 1 Family 1-5 children, of different ages and genders. 2. Family 2-1 son, loves to play sport. Family 3 ~3 daughters. Family 4~2 children.one boy and ane gle. from a Mustiny farily Topic task @ Choosing a topic ‘Va In teams, write alist of topics in five minutes. Choose six ar seven to talk about. Make sure you don’t choose a topic fram the Subject list for the Conversation, b Ask yourself the questions below forthe topics you chose and write ¥ (yes) or N (no). Ifyou answer ‘yes’ for all five questions, thon it could bea good one for you. 1 C1 Amtrealty interested in this tople? 2 C1 Will be able to talk about this topic camfortably in English? 3 0) Dotknaw the vocabulary and grammar relevant to this topic? 4) Will be able to answer questions about this topic confidently? 5) Will have enough to say about this. topic to speak for up to five minutes? € Choose a topic from your list. In pairs, discuss the topic, How mueh can you say about it now? EXPERT @@ in pairs, decide how the discussions went. What want well? What could be improved? Writing TES » see ise file on pages 105-107/109:110. 12 Choase one, or more, of these writing tasks, ‘An informal letter Your English friend! has decided ta ga backpacking for a year on her oven, but her family ore totally against the idea and would prefer her to go to university. Write a etter (150-180 words} to yourtfiendl discussing the advantages ancl disadvantages of her plans and giving her some adtvice about what to to, Areport Your scheol/warkplace is thinking af introclucing some online language courses to help people improve their English. Write a report (150-180 wards) for your teacher? manager stating the advantages and disadvantages of this methad of learning a language compared with mare traditional methods Examiner: What advice would you give to someone learning English? Candidate: Well, they should study hard of course. But they shouldn't just rely-on their -dasses, Visiting a place where people speak English is a good ideaLook at the photos of people's earliest memories. Whatdo you think happened? Biscuss them with a partner. Listen to five people talking about their earliest memories, Match each story toone of the phates. Haw many of your predictions were right? Choose the word that best completes each G@ sentence. If ou are not sure, try to guess. 1 Tremember govgoing to the supermarket, but I don’t remember buy/tuying that ice enam, 2 I vividlyrtocally remember our frst house, It ‘was ona big hill 3 I completehydistinctly vemember leaving my keys here, How strange that they aren't here, 4. I'm s0 sorry. Labsolutely/eompletely forgot it ‘was your birthday today. 5. My earilestéyoungest memary Is of my dad smiling at me while Iwas in bed 6 Thave kind/fond memories of my grandparents, They were invely people LUsten again. Check your answers to a) by finding # similar example tn each conversation,€ Complete the sentences with these words. completely remember clearly vaguely long-tent bad forget memorise 1. That was such a horrible time. | wish lcoulel BL eevee the day when my uncle got married. twas the frst time I saw him ina sult 3. Theone thing that |... remember Is the smell of the eases. can smell thems raw just thinking about it 4 Fm really nervous about the test, Last night Itried 10 everything, but | can’t remember anything now. 5. Fm not sure now. remember you telling me something about it 6 After he was hit on the head he forgot everything. He can't even remember where he lives. 7 Mygrandmatherhas a really good ‘memary, but she sametimes doesn't remember things from yesterday. 8 Fm sorry, Rave a really noone memory for names. What was your name again? d Work with a partner and follow these instructions. 1 Choose four expressions from a} and cl, and write them dawn, 2. Think of something that happened to you ln the last seven days. 3 Plan haw you can tell your story using your chosen expressions. Make short notes if you need to. 4 Nowe give your notes toa partner sa they know which wards you want fa practise 5 Tell your story, Your partner should make sure you use all four chosen expressions 6 Listen to your partner's feedback about how well you used the expressions you planned to, Early memories Phonology IB Interpreting intonation 3a Listen to parts of the conversations about ‘memories again. Decide if the listener is asking for more information (A) or showing surprise and interest (S1.One of the conversations has TE 4.0 50 20 reel b You can show interest and encourage someone ta keep talking by asking questions Listento someexamples from a). Write down the questions you hear. Practise asking for more information in palrs. Student A:Tella story burt stop now and again ‘and wait for your partner to ask a question, Then answer and continue your story and stop again, Continue until you have finished your stary. Student: when your partner stops speaking, use the cards yaur teacher gives you ta ask a questian and keep your partner going. Can you use all your cards? Once you have finished, swap roles. m =Used to for past habits There are several ways we can talk about habits in the past: L used to + infinitive without to, or did not use to + infinitive without te We use this to talk about: ‘a something we often did in the past but we do not do anymare. lused to visit my grandparents every weekend, basstate that lasted for some time in the past. We didn't use to live naar the city centre, 2 would + Infinitive without fo, or would not + infinitive without to ‘We use this to talk about something we often did in the past but do mot do now. [n spoken English we usually use the contractions ‘d and wouldn’t She'd swim for hours, until it was almost dark 3 We cannot use would to talk about states in the past. We use used fo, Wettivetrmrotehouseorsmitirstreet: Ws used to live in an old house In Sitith Street, 4 For quostions, we usually use use fo instead of would. Where rontchpor phy ehergorrmensrtoy? Where did you use to play when you were a boy? 5 When we tell a story about past habits, we often start with used taand continue with would, We used to go ching at Christmas, We'd get up arly in tha morning arid open our presents, ard then we'd go stralgitt outelde in the now to make a snowman, 6 Itis common to use adverbs of frequency (e.g always, never, often, usually) with used to and would. We'd always enjoy the ride home, We never used to.do that when| was young. li a < + So ‘4a Complete the sentences with the correct form of used to, followed by the vert In brackets. 4 Why nnn Song to the cinema? Don’t you enjay scary films? slike) 2 | oscsnsanoue Physics until my'last year at b Underline the correct form, used to or would, In which sentences are both possible? 1 They would/used to walk to school because school, Then Ididn’t understand anything. (ove) in the school you jootball team? (play) 4 Wher your parents before they bought their business? (work) 5 [recognise him, He us to see that band we liked every week years ago, (come with) 6) sa tall, you know. | was the shortest in my class at primary school. (be) they didn'thave a car, 2 We would/iused to play football in the street every night in summer, 3 | would/used to be the tallest hay in my class at primary school, 4 She would/used to have really long hair before she cut i 5 Didn't you use to/ouldn't you live on Ford Street a few years ago?© Complete the gaps in the story with used to ot dida'tuse to. ZU over Forget these sermsmer ameberes -n Austraha. Phmy ware Siec ht nacrntertis tims. ie in acountry tenn, ahich nas abet 39 ainattes Prom the sea 22 tne in the erty te do oat: We Biocsucun Bike d Car them $0 wee wert by bas. e+. Flay in a Ceyeing poetnd id the Fost thing ce ® de asd pull on oth Siclme suits and rain into the Sea. Quer Piends next doer c came with ees cach diy for a axit to the rer. One of ony Firiourite pwts of the diy wet aithen (it Posen go Fe the Conver stare that was ar Cenltiened aat yet ay icanc rang. £8 ke oir boerk ince Bm Ae spin d Now replace some of the wards with would ('d) and would not (wouldn't) and some adverbs of frequency (e.g. always, never, often, usualy) to make it sound more natural. Phonology Bi Usedto B Sa Listen to these sentences. What do you notice abaut the pronunciation of Used to and dicin'tuse ta? We always used ta enjoy ourselves. | didn’t use ta like schaol wher | was a child He used to play basketball with my brather. Did you use to ge to school with my sister? They didn't use to eat much when they were small. ween Now practise saying the sentences, b =— Mad bb In pairs, practise reading out the story from exercise 4d). Note any places where your partner could Improve thelr pronunciation. Swap rales and try again ¢ Now listen to the story. Compare your pronunciation with the model. Give yourself a mark out of 10 for your pronunciation of used to. I Intonation for interest and surprise 68 Listen to these-examples and write down the words that are repeated to show Interest and surprise.Does the intonation tise orfallat the end? bb Listen to six funny experiences that people have had. What word ar wards would you choose to repeatto show interest or surprise? Write the words down and compare with a partner. Then practise saying them with the right intonation, € Tell your parther about something funny that has happened to you or someone you know. Listen to-other people's stories and show surprise by repeating a Word or words they have used. Be sure to use the right Intonation. Who had the funniest story In the class?ED exam =X PERT Topic task Making notes for your topic ‘When you are preparing fer your topic it is helpful to take notes. You can show how different aspects of the taples ane related and itcan help you remember what you'd like to talk about, You can take a plan into the exam: with you, You should make a copy af the notes for the examiner, 7a Imagine your topic is about ways of remembering things. Work In a group: and make a list of methods you can use to remember things. Discuss how effective you think they might be, Together wrlte.a plan for your topic, with very shart notes, 1b th pairs. Ais the examiner and 8 fs the candidate. B leads a discussion on the tople = Children remember more than we first thought Short andl longeterin ‘Our memory is: perhups eur dlfining human charactors tie, Tis the hasis for learns ing and growth, helping us. to improve and develop, Many people know af two types of memory: short: term and longetemt, Shotts term memory is the husis of ory when swe are drawing on a number fof memories to do the task in band, Longeterm meme fory stores facts, events and row ledge and helps as den! swat things that are happen fig new ad to pla for the future, However, thore ate ‘ther types of memory, Narrative and emotion Our memory far etrend~ Hogical events wand narrative ovelops between the ayes sof twos and four, This wou sspond with many people's experi= c, theit earliest memory in soll) reports of people with hein damage and no long term memory, physically ree Dal administered unpleasant make some suggestions about the best ways of remembering things. Change partners and roles. € Read the article below and discuss what it says about early memories, Share some early memories with each other, Writing [EG » See 15E file on poges 103-104, @ Now write an article (150-180 words) for a schoo! magazine explaining in your own words what the article says about memory. Discuss the methadls you use to remember things. Howover, there are other imcrnorics that we all hayes from a mitch enelicr age Our memory for fecl- ing and emotion is fully developed When we are tbo, We are not able (0 relate these feelings oF emotions to events and stories, fut that di hot mean we caMAOL ree mentber. ‘This emotional memory is not remem: tered with our minds but with ur hearts, body and Mfomach, So just as a Baby may remember the love of its parents, she a he will alse remember emotions of fear or pane, ‘Working independently All of these types of memory ean work inde= pendently of each other For example, there are to doctors thatInteractive task & Identifying key wards in a prompt The Interactive Task starts with a prompt (statement) from the examiner. After that it |s your respansiblity to take conteal of the conversation, If you identify a few words in the prompt that are important, it will give you! ‘some ideas about where the conversation can go, If you run out of things to say from one question, you can ask another one to find out more information about the situation to help -work towards a conclusion. 9a Look at the prompt below and underline the Important words that you could base a conversation on. ‘Ym making an Important: speech next week. I'm a bit nervous about It.’ b Look at the questions belaw and match them toa part of the prompt. In paits think about what the examiner might do to overcome the feeling of nervousness and make some suggestions to help. ‘What's the speech about? Why is the speech soimportant? ‘Why are you worried? ... ‘What day nextweek? a... Who willbe listening ta the speect ‘Why were you chosen to make it ‘¢ Usten to your teacher saying some prompts. In pairs write down the key words and then write some questions for each key word. How many questions can you write? ‘Tins Candidate: Wel back until dark, d Now practise with a partner using the prompts Writing [EG » See Ise fite on pages 102-103 /106-107. 10 Choose one, or more, of these writing tasks. Examiner: So what about you? What was it like where you grew up? there wasn't much ta de where [ lived. But that didn't stop us from having fun, At the weekend we used toxdisappear in the mornings on our bikes and wouldn't come exam EXPERT from yout teacher, the questions you wrote, and your ideas for overcoming the problem. Time your conversations. Can you keep the conversation going for four minutes? ‘An informal letter You were delighted to receive a better from an old friend. He used to live in your area, but you have not seen him for many years. Write a reply (150-180 words) to your fiend telling him about the changes that have taken place in your area and recalling some of the activities you used to enjoy doing together. A descriptive-essay Write a description (10-180 words) for afamity magazine of a place you used to visitas a child that has special associations for you. Describe the place, say what you used todo there and explain wrhy it so memorable,Complete the sentences with the words inthe box. could be to practise may scratch Used tohave 'm not sure “delimb shouldn'teat ‘take oughtto see ‘might.come 1 W'S cold Out I wet YOU ame hat and scarf, 2. sa good idea ‘writing test, 3. Ivenever seen it before, | ‘where it came fram, 4) He's not sure if he can make it te the party. He said he 5 When [lived in ROME eee AP expresso every day at 11 6 The baby asleep right now. ‘You should send a text and ask when it’s best toca 7 You doctor If your sore throat gets worse 8 Be careful af the cat. It w= YOU. 9 You so much cream. You'll feel sick! 10 I remember going on holiday to the mountains when | was small. We for hours every day. Complete the text belaw with the vocabulary and expressions provided. You will not need to useall of them. Flot 5005 f'm not sure mighthave been Minit stayed usedto find used to gotup to usedtostay used to allow used to travel Vividly remember were allowed n the things we 2 oon vacation when Iwas younger. My family 1... to Hhaly for sumener every your. We were fascinated by the different things we there For example, there were weny few... where welived, but we save people driving th everywhere in taly, My brother and | thaught they were cute and wanted to have ane as our first ear. why we liked them somuch, 7ensmane because they were sasmall. One year wr ‘an afarm and they had a Flat 800 in one of the fields. My brother and! _- dive it. Wehad so much fun. em Complete the sentences so they are true for you. Compare your kdeas with a partner. Were any of your sentences similar? 1 bmay this weekend. tm not sure, 2. The weather? Ws likely tow tomorrow. 3° you are not happy with something you have bought, you should. You really ought to if you feet il Myearllest memory is 6 When twas small 1 used £0 nnnReview Units 1-3 What do you remember about the Topic task of the exam? 4. Are the following statements true oF false? Can you correct the false ones? 1. There sa lst of topics that you must chonse from. ‘You can take things inte the Topic phase to talk about e.g. photos, You cannot take in any notes, diagrams er mind maps on your topic. The examiner will ask questions so you have tobe prepared to talk about your topicin deptty, ‘You are expected to lead the topic phase, not the examiner. ‘The Topic phose lasts no longer than § minutes, ‘The examiner is nat allowed ta interrupt you o ask for clarification until the end. 8 You must chaose-a topic that is diferent fram the subject areas af the conversation phase. 9 You shauld try and use the grammar and language from the course in your topic. 10. Ifyou have a prepared speech, you will make a kuae ression and may effect your grade, Exam tips — Topic task Units 1-3 Self-evaluation Write ¥ (yes) or N {needs more practice) for each statement. 1 tan tatk about national and local produce and product 2 C1 teantalk about education, 3 C1 tcantalk about memories and things | remember, i 47) Ian express presentand future = = possibility and uncertainty. 5 [7] tcan use different farms to give advice and make suggestions, 6 (1 tan use different forms for talking about habits in the past Now you write ‘can do’ statements like the ones above for the interactiv communicative skills you have practised! in Units 1-3,Ba Match the places (1-4) with the photos (A-D}. 1 atown 3 acity 2 avillage 4 the countryside Listen to the words from exerelse 1, then answer the questions. 1 Are the letters ow in town pronounced /aat oor faa? 2. Are the letters age in village prenaunced Ads or Jewksi? 3. Arethe letters in city pronounced /tfif or fst/? 4 Are the letters ov in countryside pronounced Jad or dau? Listen again and repeat. ‘Work with a partner and ask and answer the ‘questions about where you live, 1. What type of place do you live in? 2 What dovlon’t you like about the place you live? Hive in a village. | ka the fact: that t's easy to gat around — you can walk everywhere ~ but | don't like the fact that there's nothing for young people ta do in the evaninge.Reading 3a Match the headings (A-£) to the blogs (1-5} about life Ina village. D caine: LJ natural surroundings entertainment 1 tanspon £ LC shopping B 'b Read the blogs again, Are the statements true (Tor false (FI? 1 1 tr’s difficult to get to places if you don't havea car. 2 LL) There isn't anywhere to buy food in the village. 3 [J Entertainment in the village is limited. 4 [1 Crimeisa problem in the village. 5) 1) The natural surroundings in the village are helpful for jimaeuilford's work, onee i 4a Work with a partner, Make a list af the achvantages and disadvantages of living In a Village. Use ideas fram exercise 2 and add any more you can think of, Advantages Disadvantages It’ peaceful Publle traneport not usually very good, 'b With the same partner, list the advantages and disadvantages of city living. Advantages Disadvantages There's love ta do. It'6 Holey, ‘¢ Change partners and compare your ideas from a) and b). There's love more entertalnment: Ina clty, That's Important to me, ae | love going to the cinema, | go at least three times a week, | couldn't do that In a village, UES mea Seer 1 poaifocd You can't get anywhere fren here if you harwse't aot a car. They clase the rain slakion yeare ago. Tore are buss fo Une aargat town, Esa cry wo a day ~ anc the last are tack is 6 pat 7 2 aareBeeiked Weta cay — we've got @ oor ar can go- ino tenn (0 the big supermarket thera, We swoulehtt star if cit rs cor, bbacause Inere's a amab gerayal alors in the viloge. Bul il doasn't have much choice ~ and | wo'd spand mora money, becouse: 1's nok cheap. 3 Aged btford ‘Theo's aps and Pat's realy you want {0.90 lothe churn er fo 9 raslawran, yeu hav to 99 Me town, BUL ere are etree | {Tings loco her = you oi ge for es xy | ‘inthe courkyside, or overg, Wi Germindls whal you's nl, raat voi es What | really tke is thot it's so sate here, | can leave my house unlocked without any worries. And ry car, too. I Tved inva cy, ‘sould co that, Simatiters ‘ows tha fact that I's 60 quit hare - ne loud trail, li in tows and cies, just ‘he sound of the best | used 10 tv in Landon and there vB aways noise. The panes Fara ia ut what! neat forthe kind of work | a, 1's alsa very beaut 1's:80 nibe Lo Kook out of your | window an gee rote and twas, Writing % See /SE file on pages 110-111. zZ3qavu5 5 Read the blog posts In exercise 3 again, then write an article (150-180 words} for an online environmental magazine explaining In your own words what the blogs says about life In Villages. Compare this way of life with the situation where you live,» Lad a < fo S =... The second conditional 1 To talk about unlikely or imaginary present or future situations and their present or future consequences, we use the second conditional: if past tense + ‘dAvould + infinitive. ‘We use would when we feel sure about the consequence: We wouldn't starve if we didn’t have a car. if we did all our food shopping in the village. we'd! spend more money. ‘We use could to talk about ability = would be able tor If lived ina city, Fcouldn’t do that, ‘We use might when we'te not sure about the consequence: If he lived in the country, he might fee! lonely. 2. We make questions with the second conditional like this: {question word/s +) would + subject + infinitive, if subject + past tense OR If + subject + past tense, (question word/s +) would + infinitive ‘Would you live ina city f you didn’t have children? How offen would you go to the cinema if you lived in a village? ‘If you had lats of money, would you buy a big house in the countryside? 6a Complete the sentences using the words and phrases from the box. ‘dgo ‘diive couldpass dida'thave didn’t work didn’thaveto do won worked would might feel 11 the lottery, |... travelling fora year BWR ene YOU ne HEY mnns WORK? 3 We... imacityifwe_.... children. 1 really miss city life, A HE cosmos his xaMS IFHE oem harder, but he doesn't study at all. «© Work witha partner. Find out how your FM seaine $0 MUCH Hassoun lesstined inthe partner completed the sentences In b) arian: and ask for more information about your partner's answers. b Complete these second conditional sentences swith yea on ae A: If you had 90 much money that you never had to work, what would you do? B: | think" still work. fd try and become iF | didn’t have to worry about 1 Thad so much money that I never had ta werk, 2 If could choose where to live, | 3 Iflcould change something the world, A: Really? What kinds of things would you ' 4 If lwas the President/Prime Minister of my country, write? B Fiction. The Kinds of things that | ike readingListen to the sentences (1-4) and write the number of words you hear. Contractions count as two words. Listen again and write the sentences, Underline the stressed syllables. Listen again and repeat. Juliet is talking to her friend Tom about moving from the city toa village. Listen and tiek the points they mention, then compare ‘your answers with your partner's. quality of fe 11 the natural enviranment 1 housing (entertainment ethnic diversity commuting crime community spirit Listen again and circle the point/sin a) that Juliet and Tom completely agree.on, then compare your answers with your partner. Listenagain and complete the expressions for agreeing and disagreeing fromthe conversation. 1 Tom: Well, yes, lagnee you toa wees een, BULL depends on your definition of ‘quality of life’, doesn’t it? 2 Juliet:Idon't.__..... that. lt depends. ‘on what you're interested in doing, surety? 3. Tom: Well yes,|___ your... but | like the kind of things that the city has ta offer.. 4 hullet: ¥es, that’s 5 Juliet: Yes, you're © Tom! you mere tha, «that. | Function focus | Expressing agreement and disagreement Full agreement (ies, ) you're right about that) 1 agree completely. Feouldn t agree more. | pves.juhar’s tue, Tull disagreement (7 think you re wrong ‘about that). 1 don think that's tight | itma ple | Some agreement (Well, yes,) Pagree with you ro a certain extent, but. (Well, yes,) I'see your point, butt... Some disagreement T don’t know about that) I'm not sure (about that). | tm not sure that F agree with pou).=D exam ZZ Interactive phase @ Exam advice & practice 9a Complete the advice about the interactive phase using the words in the box. ask exploin opinion say In this part of the exam the examiner may give {af Vass tO tart the conversation. ‘You need to: calf disagree; . sie Hare oH earls . b One of you is Student A, the other Student ‘ _ why youagree oF disagrees B. Read your role cards and follow the . _ the examiner a related question, instructions. Student A Student B Stage 1 You're the examiner, Student Bis the Stage 1 You're the candidate, Student Bis the candidate. Give an opinion about quality of life examiner, Agree of disagree with the opinion in avillage. Respond ta the question that the that the examiner gives. Give reasons why, then candidate asks you. ask the examinera related question. Stage 2 You're the candidate Student Ais the Stage 2 You're the examiner, Student Bis the examiner. Agree or disagree with the opinion ‘candidate. Give an opinion about transport that the examiner gives. Give reasons why, then _—_ in avillage, Respond ta the question that the ask the examinera related question. candidate asks you. Stage 3 Repeat Stages 1 and 2 twice. Give Stage 3 Repeat Stages 1 and2 twice. Give opinions about entertainment and the opinions about community spirit ancl crime in accommodation in a village a village. Topic phase @ Making notes Don't forget that general aspects of town life would not be suitable as a topic in the-exam, 8 It too clase ta one of the Subject areas for the conversation phase, firerpert Yshopning‘TWWa Match the candidate's notes (A-C} about life in their town to theee-of the points on their mind map on page 32. A arecilent underground ~ lots of lines good bus serie ~ Skeguent, eMicieat dridng @ nightmare - heavy traiiie, sepeative. fo park B safe in centre problems an outskirts of city, poorer areas © my area, people don thelp each other idsh aeighbours act very Theadly These notes are good for practising your topic, but the nates you take into the exam should be shorter than this. For example: Transport: underground, bus, driving + Safety: in the centre, in the outskirts + My area: neighbours b Write notes forthe three remaining points on the mind map. Invent information as necessary, Work with a partner and compare your notes from bl. Add any now ideas to your notes. EXPERT Gi d Takei in tursto lead a S-minute discussion using your notes from c). @ Now reduce your notes ton outline plan and repeat your topic from these reduced notes. Writing LEG © See (SE file on poges 106-107/110-113, 11 Choose one, ar more, of these writing tasks, ‘An Informal em: Your friend recently moved from a flat in the city tow farm in the countryside. She Is finding the change difficult and feels lonely. Write an email (150-180 words) to your friend, encouraging herta see the pasitive sides of country life and suggesting ways in which she could meet new peaple Areport ‘You would like to persuade more people to move to your village, Write a report (150-180 words) for a community group explaining the advantages of iving ina village and suggesting ways-of persuading people to move there, Examiner; | think thete’s much better quality of Ife In a_vitlage than in a eity. Candidate: Well, 'm not sire about that. I think it depends what you're into, The natural surroundings in a village can be beautiful, and there's not usually much caime, but in a city there's much mote to do,Match the festivals (1-6) to the photos (A-F}. 1 Camival 2. Diva Hindu Festival af Light 3. Festival ofthe Autumn Moon 4 Halloween 5 New Year 6 Thanksgiving ‘Work in pairs, Answer these questions about each of the festivals in a}. 1 Whore is the festival celebrated? Which time of dea behind the festival? ebrated? jt celebrated? a a 4 ‘Ask yout teacher about any of the festivals in 4) that you aren't familtar with, Answer these questions with your partner 1 Are thefestivals inthe pictures a custom where you live? How do you and your family celebrate them? 2. What other festivals de you f and your family celebrate?Listening 2a Work with a partner. Decide how custarns connected with these aspects of lfe(1-5) could be difficult for someone from another country, 1 fond! 4. dlathes 2. religion 5 topics of conversation 3. timetables b Listen to Emily, a British woman, talking about het experiences of other national customs. Tiek (V) theaspeets of life Ina} that she mentions. € Listen again and say If the statements (1-6) are true (T) or false (F). © Le) Emily found the early start to the day in Mexico difficult, 4 She always used to.go tolbed early in Mexico. 2. 1 She found mealtimes too early in Spain 3 (J She now-ageces with Italians about when to drink certain types of coffee, 4 (1 She only experienced carnival in taly. 5) (1) Carnival is a custom in the Uk, 6 CO Emilyhascelebrated carnival in two places in Italy. Discuss these questions with your partner. DCE city 1 Which customs in your country do people from abroad enjoy? 2. Which aspects oflife in your country might be difficult for people fram another country? 3 Have you ever been to a country where you found certain aspects of life difficult? think people from another country would really enjoy our custom of big, long Iuncheal Everything starve late in the evening here — F you go to a party, It doesn't start until 10 pm, That might be difficult for people from. another country. found shop closing times. difficult. n tha UR ~In the smaller torms, everywhere closes sa early, at around 5.30pm, Listen to the Interview with Emily again and complete the sentences from the conversation, 1 Doyou....... specific customs, the way of life in general? 2 Well, rwoUld be oo fon What You have to say about both 3 And nother counties? 4 Anyway. .~ ating, was there 10. customs about food itself that you found dificult..? 5 Can you —...0Us something . this CUStOM wasn? what Function focus Eliciting further information & expansion of ideas and opinions (Can you) tell me/us (Something/more) ‘about what it involves? Do you mean... (or)..? (And) what about...? It would be interesting to hear/know what you think about...” Talking about foosl/customs, wos there ‘anything to do with this/these that you: could tell me/us more about? 7) a > o m ~I found/think is difficulifinteresting?=D exam Interactive phase Asking for further information 4a Work with a partner, Identify words/phrases |i the examiner's prompt to ask for more Information about A frlend wanbe rhe to go away with her, but ure if ehould go. 1b Listen to.an examiner and candidate having a conversation based on the prompt in a). How many questions does the candidate ask the examiner? What Grade 7 language does the candidate use? (See the checklist on p. 4.) BB « sien asain ond write down te questions and what the candidate says to help solve the problem. Student A. the examiner, Student Bis the candidate, Use the prompt from a) to starta conversation, Respond to the questions that the: candidate asks you using Information fram the recording in b} Stage 2 You're the candidate, Student Bis the examiner. Bevelop a conversation from the examiner's prompt, using language from the the language function checklist on p. 4 to ask for further information, Stage 3 Decide with Student B what went wellin the conversation and what you could improve, Your teacher will als give you some ideas. Stage 4 You're the examiner, Student Bis the candidate. Use-the prompt below to start a canversation, then respond to the questions that the candidate asks you. Prompt. {ve been invited ta a Halloween party atthe weekend, but 'm nat sure whether to ge-or net. Stage 5 Reepeat Stage 3 Stage 6 Repeat Stage 2. 4 One of you ls Student A, the other Student 8, Read your role eards and follow the instructions, Student B Stage 1 You're the candidate, Student Bis the examiner, Use your questions from ¢) and the language from the the language function cheeldist on p. 4 to develop a conversation in fesponse to the examiner's prompt Stage 2 You're the examiner, Student Als the candidate. Use the prompt to start a conversation, then respond to the questions that the candidate asks you. Prompt Agroup of friends went me to go an a lang holiday abroad with them, but fm nat sure about Ie Stage 3 Decide with Student A what went well in the conversation and what you could improve, Your teacher will also give you some ideas, Stage 4 You're the candidate, Student A fs the examiner, Develop a conversation from the examiner's prompt, using language from the Function focus to ask for further information. Stage 5 Repeat Stage 3. Repeat Stage 2 with the prompt: usually spend Neve Year with my Fazmily, bu tis year ve booked to go away and 'm feeling a bit worried.Relative clauses There are two types of relative clauses: CTA) National customs 1 Defining relative clauses are used to give essential extra Information, Without this Information the sentence would not make sense Thad classes that started at Za.m! cade meant that I had to get up at 8,30. 2 Non-defining relative clauses are used to give non-essential extra information. The sentence would still make sense without this information, Coming from Britain, where It’s normal practice to have dinner much earlier, 1 found this cr bit difficult at first, went to the camival celebration in Viareggio, which is also quite famous In Italy. Relative pronouns are used to connect relative clauses. Defining relative clauses that or which to- that sounds more falk about things informal than ‘hich or who that or who to talk abou! people _ Non-defining relative clauses which to talk about things who to talk about people you can't use that in this type of relative clause when to talk about times/ periods when to talk about times/periods where to talk about places where to talk about places 5a Complete the sentences with a relative pronoun from the Grammar focus. 1 Ws the festival in December giveand receive presents. 2 He'sthe man Ives in the big house at the end of the street. 3) What are some of the customs... you like most in your country? 4 In Spain people have lunch very lato, it's normal to have dinner at 10 p.m, 5 She gother degree at the London School of Economics, »«-- sone of the colleges of London University 6 He's manying a woman called Luz. ‘comes from Argentina, people b Join the sentences using a defining or non- defining relative clause. ‘Carnival is a festival It’s held in Spring DDival is holdin Indlia in October oF November, Is a two-day festival celebrated with lights and fireworks. Thanksgiving is a dayof celebration. It is held Inthe US on the last Thursday in November Christmas pudding isa dessert made with dried fruitand nuts, it’s eaten on Christmas: Day. come from France. We eat dinner at around 7.30 p.m, He's the American man, He goes ta the Carnival every yoar,Work with a partner, Answer these questions about natinal customs todo with food. 1. What customsare therein your country associated with food? 2. Are there any fends associated with certain festivals? 3) Make listof any unusual festivals that Jnvolve food, in your country or abroad, 1 Cheese rolling, Gloucestershire, England Every May, hundreds of locals and international tourists run down. steep hillaftera very fast double Gloucester cheese! As you can imagine there isa big risk of injury. The idea is to catch the cheese as itralls dovin at speeds of up to 7okm/h - something which is quite hard to do, due to both the speed and the fact that it starts before the runners! 2 La Tomatina, Bufiol, Spain On the last Wednesday in August, the people from this small town near Valencia thraw overripe tomataes at each ather. The battle is part ofa week- long festival and ance the fun starts, tomatoes are throwe wildly at anything that moves. The fight then, continues for an hour or two until a cannon is. fired and everyone must calm down. 3 The Battle of the Oranges, Ivrea, Italy Just before Lent ewery year residents of this north Nalian town throw a different fruit at each other: oranges. People say that the oranges represent the Now read the excerpt from an article about unusual festivals around the werld that involve food. Are any of the festivals the sameas the anes on yourlist in a}? Which do you think Is the strangest festival? Tell your partner why. head of an ancient duke who was beheaded in the townfor his cruel ways. Ofcourse, when it's cold the oranges are nearly frozen and they.can really hurt. 4 The Night of the Radishes, Oaxaca, Mexico In Oaxaca, Mexico the big Christmas celebration takesplace on 23” December, and they celebrate by making kinds of things out af radishes - fram small animals to scale morlels of carnivals. itis thought that the origin af this festival is cannected to the Spanish missionaries who came to Mexico, Sadly, within 24 hours, the radishes stan tort, and it’s all wasted! 5 Tunarama, Port Lincoln, South Australia This event takes place during the January fish festival, andis a bit lke the Olympic hammer event, but they throw.a large tuna fish rather than a metal ball and chain, Anyone who wants to cary have a go bur the tunamust weigh between eightand 10 kilos. Farmer Olympic hammer thrower Sean Carlin holds the record: he threw his fish 37.23 metSee ISE file on poges 102-103. Choose one of these writing tasks to practise writing about national custams for the ISE ll exam, Adescriptiveessay: Write an essay (150-180 words) for a social studies magazine explaining hat happess in the festivals described in the article on page 38 and expressing your awn feelings about whether ustamns like these are relevant in taday’s worl, See ISE file on pages t05-to7/103-104. An Informal email YYeur Australian fiend has asked you about rational customs ia your country. Weite a6, email (150-180 words} to this fiend describing a national customs, Tell your fiend what this custom is, how popular its andl why. Anarticle "Young people are lasing interest in traditional customs.’ Write an article (150-180 words) for.a age: magazine saying to what extent you er disagree with this-statement. Support your point of view with an example of a particular national custom and say what young peaple’s attitude towards this tradition ts, Examiner; Which customs from your country might be difficult for people from another country? Candidate; Well, timetables might be a problem, because people start work andl schoo! very early in the morning, at ? a.m, usuallyGRADE7 Pollution & recycling Vocabulary ‘Ta Lookat the pictures above. What links are there between these items and the environment? b Write ¥ (yes), N (na) or? (not sure} about the place where you do your weekly shopping. Use your dictionary to help, 10 20 10 al sO 1s there a range of unbleached paper products? Can you find bio-degradable washing products? ‘Ace you encouraged to re-use: shopping bags? ‘Ave the bags they sunnly made from recycled plastic? Da some of the products they sell come from renewable resources, e.g. ‘wood from renewable forests? Do they promate eco-friendly Products with sales.and discounts? eO © Compare your results with a partner. Who is more aware of the products their supermarket sells? Whose supermarket is mote envitonmentally-friendly? od Inppalrs, discuss your opinions about the following. 1. Is arganic food worth the extra money? 2. Doyoudoanything special to save energy? 3° What kinds of things can you reeyele in your neighbourhood? 4 Do you buy refillable cantainers? ‘@ Underline one word from each question in b) that refers to the environment, pollution or recyeling. Now use these words: toask other questions.Reading 2a Read the article below and choose the best title for it. A Congestion Charge has surprising benefits to health B Congestion Charge less successful than planned © Congestion Charge extending to other areas study has estimated ‘that Londones a comnmunity are now ving 1888 mere years than they were before 2003. In 2003 the Mayor of Londen launehed the Congestion ‘Charge in central London, in- troducing an £8 daily charge for vehicles entering the city, In 2007, the zone was. «1 tended tw include is of west London, The charge was introduced to reduce the amount of traffic in the city andl to imerease the funds available wo improve public wansprort ane ities for cyclists and pedestrians. There are cur. rently 5 types of vehicle exempt from the change cluding: mo i¢ and hybrid! cars tive fuels. lly, experts were not optimistic about the: environmental impact of the charge. Since most of Londan’s tatfic is in outer London, where the zone does not apply, they estinated very low re- duetions in noise and air pollution. ‘However, recent studics show a 12% reduction in emissions, This reduction is thought to lead te the health benefits discovered and may also lead to ne- duetions in heart attacks as well as child breathiog problems. The reductions in emissions are glug wy the fact that thore is less traffic and because trafic moves faster and faster moving vehicles produce Jess pollution. Pollution & recycling 1b What isthe significance of these numbers from the article? 1 1888 42007 25 512 38 6 2003 ¢ With a partner, underline all the words you think ate related to pollution in the article e.g. airpollution. How many wards can you find? d We use discourse mar sentences together. below could replace the four discourse markers underlined In the text? 1 yet aas 2 Imadditionto because of 3 newertheless é @ Rewrite each palr of sentences as one sentence using the words in brackets at the end. You'll have to do each one twice! 1 twas cold. They went for a swim, (but edespitethis} (even though} 2. There may be a reduction in heart attacks. ‘There may be a reduction in breathing problems, (in addition to} {and 3. There wasn'ta recycling bin, They put it in the normal bin, (since) (because) 4 There isa shortage at the warehouse, There are no energy-saving light bulbs. (because ‘fl (due to} 5. Organic vegetablesin that store are expensive. He bought them anyway. however) [yet o a > o m =Writing TEM s see SE file on pages 103-104. 3 Refer to the afticle about London's congestion charge. Write an article (150-180 werds) for a schoo! magazine summarlsing in your own ‘words what the article says.about the London congestion charge. Suggest reasons why a congestion chatge should be introduced where you live, ~ Ww a 4 Listening OE aa Lock atthe photos. Whot kinds of pollution C5 dothey show? How de the different types of pollution make you feel? Listen to the conversations about pollution and write the number of the conversation (1-5) on the correct photo. There Js one extra photo which you will not need, € Listen again, Decide if the statements below are true (T) or false (F). ] The waman in conversation 1 has asked the owners of the restaurant to tell thelr Customers to make less noise, ‘The speakers in conversations 2 think that people need fo understand more about the problem of water pollution (The man in conversation 3 thinks that air pollution is worse in seme places than others ] The woman in conversation 4 thinks that it’s impossible to stop this type of pollution. ] The man in conversation § thinks that the problem of this type of pollution can be helped by talking te people. d What types of pollution annoy you? Discuss With » partner giving reasons why.2 Pollution & recycling Simple passive ‘We ise the simple passive when we don’t know who did something or Its not Important whe did It object + be + verb (past participle) Spanich Is epokan in mary countries around the world, For the past, we just change the tense of the verb be. Recycling glace was Firat intraduced to aur neighbourhaod in 1985, The simple passive is often used to descritee haw things are dane, Firot, the paper is collected from recycling bine. ‘Then It is transported to the factory tor recycling. If you want to show who did something you can do this with the word by. ‘The Publish I emiptied by the cleaner. Sa Look at the text on page 41. Can you find @ b Change these sentences into the passive. some examples of the passive? John kicked the ball ‘The taxi picked her up from the shop. ‘The bus driver takes the boy to school, On Tuesday the farmer delivers vegetables tothe shop. Complete the deseription of how to recycle glass using the verbs in brackets, How glass Areeyele) Old bottles and jars OW Inte plant, Allthe glass Sor (st) into colour sgroupsand each one: (wash) to remove any stains or left ver food, Next the glass Pan rush and (met) then mould) into new containers or into) ar other things Finally the glass (send) back to shopsand factorles so it {com.use} again, (turn=D exam Interactive phase lM Taking control over the interaction AS part of the Interactive task, itis your responsibility to keep the interaction going, You have to take control. You'll have 4 minutes: s take your time to explore the subject. One way of doing this is by asking questions. 6a Read the two prompts. With a partner, decide which questions belong to the prompt. Write AcrB. hhinking of atudying ate University in England. but. It not sure what the beet course would be, B ive bean invited te a clean-up day by the local river but: 'm nat went like this make much difference. eure thi 1 DC whyengtana? 2. L. Whatexactly wiltyou be doing onthe day? 3 Who invited you? 4 What kinds of things are you goad at? 8 [2 What would you do'if you didn’t study atuniversity? 6. Sowhydoyou think this might not be effective? bb Work in pairs and follow these instructions + Listen ta three prompts + Write two questions you could ask about each problem, + Swap questions with.another pair and correet any language problems. + Get your questions back and check the corrections, Do you agree? © Now Use the language functions list on page 4 tothink about what else you might say to the ‘examiner about these prompts. d Have the conversations in pairs. A will be the candidate, B will be the examiner, The candidate should use the questions and statements you have thought of and the - examiner should respond, Topic phase 1 Concerns abaut your topic 7a Listen to some people's concerns about the exam. Chaose the appropriate suggestion (&-D) for each person. There Is ‘an extra one you do nat need. What do you think the prablem is for the extra suggestion? ural. How about writing dawn And remett bering tharh Inetead® ape there are other thing make It mare Interesting, How about taking something with you ta help you remember things? Like a photo, a map, a ticket Why don't you choose something you know a lor about? Than fn able to discuss It for five 1b Write allist of the things you think might cause problems in yourexam, then share your thoughts with a partner. Take It in turns to discuss your topics. Make some practical suggestions of what you could do,Conversation phase Asking questions Ga In the Conversation phase for Grade 7, the examiner chouses two subjects from the list below. Match the questions with the subjects. Education National customs Village and city life National and local produce and products Early memories Pollution and recycling What are the advantages of buying food grown in your area? ‘Are there any laws in your city to reduce the amount of smag and car fumes in the air? What isiwas your favourite school subject? Doyyou celebrate any festivals where you live? Ifyou moved to a big city like New York, what would you miss most? 6 (1) What kinds of things do you remember fram your childhood? b In pairs, write down three questions you could ask for each of the subjects above. € Your teacher will call out a subject. Student A (the examiner) should ask the questions sive has for that subject. Student B (the candidate} should answer the questions, giving extra information. Keep asking questions until your teacher changes the subject. Change roles and start again. Teini Examiner; Tell me about what people do with their rubbish in your country, Candidate: Well, mast plastic, paper and glass mubbish is recycled. It is collected from. people's houses every week and then it Is taken to a recycling plant, where it is made into new products, exam EXPERT Writing TG « see JE file on pages 107-108 /111-111. 9 Choose one, or mote, of these writing tasks. A formal letter Write a letter (150-180 words) to the editor of an international environmental publication explaining how your cauntry'senviranment is being damaged by business activities, Express your feelings about the situation and emphasise the need far government action. Areport Your area has been suffering from the effects of pollution. Write: a report (150-180 wards) for an envitonmental committee explaining how the local landscape and lives of residents have een negatively affected by pollution. Make some suggestions to improve the situation.= Ww > iy RE 1. Choose the correct answer/s to the questions below. 1. Choose the comect word ta complete the following sentence. ni place with trees, Fields ond very few houtes around, al Atown BO pay ©) avivage Db ) The counnyside 2 Which reply to the following statement is inappropriate? I think that living ina town is better than living inthe countryside, A _! I'm afraid | disagree completely, BO] Hem not sure that |agree with you. C7 Idan't know about that DO Idan mind, 3. Which reply doesn’t show full agreement with the following statement? Acity has a beter atmosphere for children, There's more to do, A 1 agree completely, B LD Icoulda'tagree more. CL) Lagree with you to a certain extent, but. DO ves, thar’s true, 4 Which modal verb cannot be used bn the following sentence? {she tive inthe city, she . social fife, ao con ave a better 5 Choose the two possible options to camplete the following sentence. She's the woman .......lives on the seeond floor. a that BO) which © 1 ho relative pronoun pO who 6 Which of the following phrases can be used ta elicit further information from someone? aT thwould be interesting to hear what you have to say about... Wi were you, Iwould... as there anything 7. Which suggestionshelp people be ‘greener? AL] Use biodegradable products. 8 CD Buylots of fruit and vegetables. € C1 Use renewable resources, D CJ Don't buy products with unnecessary packaging, @ Which reply to the following statement is Incorrect? want to be move envdroneentally-hiendly [1 How about separating your rubbish for recycling? BO) Have you tried separate your tubsbish for recycling? ¢ D2 Perhaps you could separate your rubbish for recycling? DC) What about separating your rubbish for recycling?What do y jout the Inter \ ; Write ¥ (yes) oF N (needs mote practice} for each statement. 1 (1 tean talk about village and city life. 2 C1 bean talk about national customs. 3 1 Ican talk about pollution and recycling 4 1 Ican use the second conditional conectly. 5 LJ bean use relative clauses correctly. 2 6 (1 can use the passive correctly, Now you write ‘can do’ statements like the anes above for the interactive -and communicative skills you have practised In Units 46National environmental concerns 0 Australia: Land of costly problems LL Thee ate numerous conceens forthe environment in Australia: some BQ eh and accidental, others long-standing and the direct result of human activity, but all of them costly. EAL) include papuiations af mammals, such as rabbits and foxes CE insects: birds; funat and parasites; matine life from fish to mussels and crabs and weeds, all af which were brought to Australia fram other & ands These plantsand animals pose a signifane threat to Australia's bio-diversity because native species can become extinct or struggle to survive, Clearing weeds alone costs an estimated $13 billion a year, Bi 8 () occurs when salt levels in the land Increase. In same areas of Austratla this is making ance fertile land unsuitable for agriculture and animal grazing, In the past, ative plants absorbed the salt in the dirt and salt levels in underground water were stable, However, with European agricultural practices and the removal of native plants, underground salt has washed Into waterways and come to the grounds surface, C[_] levelshavee remained dangerous for over $0 years since British nuclear tests were conducted in the desert area of Maralinga. After numerouscostly clean up. operations, the site is still considered hazardous, Recently, the local Maralinga Tjanutja people were awarded $13.5 million in compensation. DL] have occurred a few tines in Australia's recent history including fone in the Great Barrier Reef, one of Australia’s mast precious natural wonders. A coal ship was en route to China when it ran ageound, damaging its fuel tank, Fortunately, the heavy fuel that escaped was, broker: up with chemicals, preventing an environmental catastrophe take 10-20 years to recover. Nevertheless the ship left a three kilometre scat am the reef, wh hmay Reading 1a Look at the picturesof different enviconmental b Match the words from the previous exercise ) to paragraphs A-D in the text. There Is concerns, Mateh the words (1-5) to each pleture (A-E). one extra title, 1 = Radha © What Is the significance of these numbers In 2 Inwoduced spoctes the text? — 3 Oil spills 1 afew au 4 Q Lite 2 50 5 135 s Soll salinity 3 1020 63Cah CubibalMsbhduuh aubbbbhebbhSebMshtabbsh dubbed Vocabulary Listening © 2a Complete the table with the different forms of the words from the text, Noun verb | Adjective . O extinction extinct: 1 survival 2 to invade B population eat 5 to prevent 6 to recover b Mark the word stress on each word as in the example. Can you pronounce them? Usten to the recording and check, 3a In palrs, look at the photos and discuss the questions below. © Complete the sentences with a form of the word given. 1 What kind of enviranmental disaster do the Inereasingh jog urban areas are 1 Increasingly. growing urban areas are phalires dhowit threatening the of many ‘animelsand plarias, Gui 2. Mave you ever seen anything like this? © 2. The complete of the plan's 3 Has there ever been a similar event in your habitat mean that it became extinet country? Arnott) b Listen to the conversation and answer ® o 3. Because some nature reserves are toa small the Guasiléns Below, they actually divide ‘of animals m twopuiate) 1 What is the name of the event? 4 Controlling the numbers af whales that cary 2) What caused the accident? oe be filled has enabled @ yo.simn If the 3 How much fuel was spilled? pumbers found, (recover) © Read this sentence from the audio, then 5 The protest was about native pnewerthe qunssiehi tse species and national laws to protect them, tehreat) ‘But really, the cyclone had not bul, the accident 6 The best way ta control intraduced species Wouter have heerened: ts them from entering the area 1 Did the cyclone hit? {prevention} 2. Did the aceident happen?oO Ww a < fo S The third conditional To talk about imaginary past events and their results we use the third conditional: IF + had (non) + past participle, + would (not) + have + past participle If they had been more careful, the accident would not have Rappaned, In spoken and informal English we contract auxiliary verbs and negatives. If che shi hadn't crashed. the oll wouldn't. have spllied inte the ocean ‘We-can change the order of the condition and the result, We don't use a comma here Would tha ascident have happened If they hadn't been 60 trea? We often use the third conditional to talk about things we wish had happened in the past. We wauldi't have used 60 many trees if weld started recycling paper seaner. We can use other modal verbs instead of would ta talk about results, IF they'd known that an endangered epecies lived there, they might have eaved It. Ife hadn't moved into their habitat, they could have surved, 4a Nake sentences about the environmental b Complete the sentences using the verbs disaster using clauses 1-5.and A-E, Sometimes supplied, vee eeeathan cine 1 lf fdstudied harder, | mu. better possibility. marks. (get) 1 ithe cyctane hadn't hit, 20 in the disabled cor parking 2 (2 ithe containers hadn't moved, space, I wouldn't have got a fine. (park) 3. [C Ifthe other cargo-had nat been hit, 3) would have done it better the first time: if 4. © less uel had poured inte the ocean, the instructions clearer. (be) (ithe clean-up groups had not worked 4 We. to the beach if the weather so hard, had been better. (go) 5. Would you have started this course if you A the coast wouldn't have been polluted. ae idan Rae alt inca B the area would not have recovered so a uickly 6 1 YOU sien eowen b this city if someone 2 had told you how expensive it was? (move) © they wouldn't have hit the other cargo and made the spill © Listen te four people talking about B theta wouldn't have been a spi ‘what happened to them, Write thitd E So m oo c " Marla, New York 101 found out that volved with the wei ‘thought about it a lot jwod that I wouldn't fool mfonable making a living tke tha, It wa ‘no to all that money, though!Linking words & phrases ~ 3a Complete the table with the linking words and phrases in bold from the emails in exercise 2. To introduce | To add To give ‘Tolink To say a point anather poi examples contrasting something ints in another wor ©.,One thing. Notice how the words and phrases to link contrasting points are used. a Lut a << Oe o Even though Although ‘we've got a car, we try to use public transport whether we can. Though — even though Enever fake my kids to fast-food restaurants, although the food is cheap, though It was hard to say fo to all that money, though. the inxeible scan. (+ noun /nown cows) the fact that the salary on offer was incredible once turmed down a job in spite of | (+ the fact that + verb clause) ‘being offered on incredible solury. (+ vereing + noun close) The incredible salary on offer, In spite of |_| the foet that the salary om offer seas incredible | turned the job down, being offered an incredible salary, b Complete the sentences with a ward or phrase from a). 4 Thate discriminations son when people are treated badly because they come from another country. _ 1don't have any religious be myself, think we should respect the beliefs of other people, 3. Werecycle as much of our rubbish as possible, wee try ta buy Fair Trade products. 4 Ethcalconsumption sa good idea. can be quite difficult to pur it into practic 5. The people who are close to meare the mast important thing iy Pry lf = mn ee imy family and friends 6 ocsucsunul think that's really important is compassion for people in need. that’s important to me is ethical work,Listening 4a Listen to the two conversations and, decide whieh value each ane relates to. Write the number of the conversation, 1 or 2, next to the value. There are two extra values In the list. A [) ethical consumption 8 CO ethical work © CZ support of human rights D [7] respect for animals bb Listen to conversation 1 again and put the sentences in the correct order. A (1) Butthereare things yau can do, 8 0) Orwhat about Amnesty Intemational? You should join them. They do areally good job at promoting human rights. You could join a protest group. Interactive phase Exam practice Student A, 5. Work in pairs, One-of you Is Student A, the other Student B. Follow the instructions to practise persuading and discouraging in the Interactive phase. Personal values & ideals Persuading Notice that when we want ta persuade someone to do something, we usually: + comment on the situation/problem, ‘© make suggestion s/give advice and justify it ¢ Listento conversation 2 again and put the sentences in the correct order. A LJ How could you enjaya job like that? B 1 I think it’s.a really bad idea, (1) Justthink about whatthe company does. DC) Oh, but youcan'tt € C1 You're not going to take the job, are you? Discouraging Notice that when we want ta discourage someone from doing something, we usually: * comment on the situation/problem © dictate and justify the course of action exam EXPERT ‘Student 8 Stage 1 You're the canclidate. Listen to the examiner (Student B}, explain the situation then persuade her/him te be more environmentally friendly. Stage 2 You're the examiner, Explain the following situation to the candlidate and respond to her/his attempts to persuade you: + Yowroften pass people in need on the street, but ‘you never give them maney. Stage 3 Repeat Stage J, but this time discourage the examiner from eating at fast food restaurants. Stage 4 Repeat Stage 2, but this time with the following situation: + You're thinking about joining the army as a career Stage 5 Deciele with Student B what went wel in the conversations and what you could improve. Stage 1 You're the examiner. Explain the following situation to the candidate (Student A and respond to her/his attempts to persuade you to change. + Youdon't recycle any of your household rubbish ‘because yau think it’s too much effart Stage 2 You're the candidate, Explain the following situation to the candidate, then persuade her/him to be more generous to people in need. Stage 3 Repeat Stage 1, but this time with the following situation; + Youlove fast fooctand eat at fastfood restaurants ‘at leat three times. a week Stage 4 Repeat Stage 2, but this time discourage the examiner from joining the army as acareer. Stage 5 Decide with Student A what went well in the conversations and what you could improve) Ww a < fe S Reading 46a Work in pairs. Make a list of charities that you know of and note what they do, VTA fea shy campaigns fer framan rights b Read the advert for a charity called VSO and answer these questions. 1. Was VSO on your list ina)? 2 What does VSO do? Looking for a ehaage in your hfe? Why nor volun ter overseas with VSO — the world’s leading, inde- pendent iatemational developasent arganisation that syorks through volunteers tfight poverty in develop- ing countries, You'll make a real difference — new only’ ter your lie, but ts the lives af same of the world’s poorest people We work on long-term, suttainable solutions ~ we send volunteces rather than money, We have hun- direds oF volunteers. working, ahroud in rewarding oles in aver 40) counties. Volntecting, gives then, invaluable professional experience, a wealth of memones, and a whale new perspective on ki Mast people jota us because they want te‘yive saaie- thing hack’ and find they get much more in return, © Read the text again. Find and underline at least five reasons for volunteering with WSO. Compare your reasons with a partner. d Work with a partner, Ask and answer these questions, 1 What do you think would be the best thing about being a volunteer with VSO? 2. What do you think.a volunteer might find liticult? 3 Would you like to volunteer with VSO? Whyfvahy now? ‘Voluatecring is a hands-on way oF building a finer world, ‘one that allows you ta yet out ‘of your usual routine and ex- perience a culture that's often different from yarrow very year, thousands of pr fessionals fram a wide range of backgrounds contact us, Most have a strong. de~ sire (0 experience giving something back in another part of the world and to embark a a fresh challenge. Right now, over 1,500 vohunteers are waking, in highly-valued moles, helping: (0 tackle the rapt causes of paveity, vso Sharing skills Changing lives International volunteering is at the heart of our con. tribution to development, We work with aur over reas partnecs to being together people from different culrures and backgrounds, enabling then to share shills and learning. These partnerships Jead to new ways af achicving shared goals, and have a greater impact than simply trans» erring, material recaurees, 1 you want to do something practical to impeove life for the pevonest peuple in the world, vol lunteeriag with us could just be the answer,‘Writing FETS « see ise fite on pages t01-102/406- 107/108-4099. 7 Choose one of these writing tasks te practise writing about national custams for the ISE I! Adescriptiveessay Write an essay (150-189 wards) for a soctal studies magazine explaining what happens in the festivals described in the article on page 28 and expressing your awn feelings about whether customs like these are relevant in today’s world, An Informal letter Your Irish fiend has decided to wark.as a volunteer fora charity In a developing countey. Write him a letter (150-180 words) highlighting the advantages and disadvantages of his decision and saying how you feel about it Ask for mage information about the charity Areview Write a (150-180 words) for a culture magazine of a film which has influenced your personal values, Summarise the plot and give your opinion on the actors" performance Explain how the filrm has influenced the person you are today: Topic task Hi Choosing a topic a Work in pairs, Make-a list of all the topics you could talk about in the exam, b Now ask each other these questions about the toples on your is: 1. Is this topic to0 complicated, too technical or too dificult for me? 2 Am really interested in th B Cant make this topic int and the examiner? 4. Dal really know enough about this topic? 5 Can | find out more about this topic? apie? sting for myselh © Using your answers from b), reject any Unsuitable topics and make a shartlist of three possible topics. Choose one of the toples from your shortlist In c). Prepare a presentation on this tople by making.a mind map and making notes. © Work in pairs, Take it in turns to lead a discussion about yaur chosen topic and see how long you can keep the discussion gaing. f Decide how you think the discussions went, What de you feel you did well? What could be Improved? Ask your teacher's oplnion, too. Examiner: What are the most Important values for you? Things you really believe ln? Candidate; Well, I"ve got strong environmental principles, | really believe that we all need to do as much as we can to help protect the environment, for instance, by sing ou nabish. EXPERT GiWhat type of public figures are shown in the pictures? Match the type (1-6) to the pictures (A-F). Can you name the people? 10 amist 4 2 [ actor 5 [1 politician C1 sports person 3 CO singer 6 religious leader Usten to fourspeakers, what types. of publicfigures are they? Choose from the list 4-6 from the previous exercise, Match the wards to make expressions. They are all from the recording in exercise 1b), Listen again to check. 1 © the price A the camera 2 infront of B life 3 [2 toescape © offame 4 © personal D the attention 5 . togetsomeone’s & under pressure 6 © tobe F autograph Complete the sentences below with an expression ar word from the exercise above. 1 Lreally don't see what MY uo MAS TO do with my job as.a politician, 2 | waited for five hours outside the stage doarto. He wate it on my Tshirt. 3. tmnotso sure t like all this fame. 1 feel tm toperform all the time. 4 Nothing | dowill ever amen of the media. They watch everything Ido, 5 Lwasn’t very comfortable oon at First But now I'm used to it | ean’'tde anything without it appearing in the newspaper. | guess: o Look at the recording script for track 38. Find other words or expressions that might be useful for describing public figures, the work they do-and how they might feel,Pa Tm CE Past Perfect To talk about a past event that happened before another past event, we use the Past Perfect: subject + hud (net) + past participle In spoken English we often contract the auxiliary verb, subject + 'd (hadn't) + past participle I hadh't raalload Rabble was about: my height before | mat hin He looks tallar on TV. ‘We often use the adverb already with perfect tenses like the Past Perfect, subject + had (not) + already + past participle | went to her hotel to Gee her, Unfortunately, she'd already left by the time | got there. We often use the Past Perfect with the Past Simple to show the arder af events, We can wse many different time conjunctions to join the events and emphasise the timing, By the Ginte they arrived in Italy, they had travelled Go Lwetty countries an their world tour. The passive Is formed Ike this: subject + hae! (hat) +.been + post partilple Alter the votes had been counted, the Prime Minister announced that he had lost the election a. Complete these sentences with the Past Perfect of the verb supplied. 1 When did you realise you... the money? (win) 2 I can't believe you of hin before He's so famous in my country. (hear 3. They didn't get married until they .. enough money to build.a house. (save) 4 After he for 45 minutes he gave up and went home. (wait 5) No, it was my test time in Sicily. Even theugh Fi from Italy nwsonsom there Be) Toni Morrison '. _ (born}on 18 February 6 a all she could, she went 1931 in Ohio, USA, By the time her first nowel: ‘out into the cold snow. (ect i {PUDIESD) SHER asses van (anatrry and 7 She only told me after Iwould dworce | toive bith) ba sone. s3avuo eave her if she didn’t tell me the truth, aNd Fn lech) in uryerONs Universities. (threaten) inthe States, 8 The plane... when got there, sal got In 1987 Morrison & (won the Pulitzer to ane them, (toke off) Prize for her novel Beloved. After winning the r; tizE She 7. -ne-« fappaint) to a chair at b Use the verbs supplied tocomplete Princeton University, the first black woman the texe with the Past Simple \writer to hold such a position at an Ivy league or the Past Perfect, university. Morrison's success continued Be careful: some of when she (win} a Nobel Prize for the verbs require Literature in 1993 after she 2, (write a passive. her work faze€ When we are telling a story, especially one Phonology that progresses through time, or talking about people's lives, we use different time & Intonation in questions references. Mark all the time references in the @« Listen. Does the intonation ge up or Best shout Fon) Moree down at the endof each question? d Choose atime reference to complete the 1 Do you like playing football? sentences. n one sentence more than one 2. Whete do you play? answer ls poset: 3. You've been playing far along time, 1 ncunel hated watching TW in England, haven't you? But slowly | leaned to enjoy it... had 4 You aren't going to stop playing, are you? heen there a few months, A atthe beginning, after B Atthe beginning, before © Oneday, after 2 I never used to like the radio. But... lve been listening on the drive to work. | really enjoy it. A atthe time B recently © when a wi a < f S 3 We're anlygoing to be here So that doesn't give you much time. Hucry up! bb Listen to the recording. Write A if A atthe time the people are checking/asking a questian 8 after a while of Bif they are confirming information. © torawile 1 C1 There are five members af Take That, 4 Now, you start complaining about arent there? my cooking, I've done the best | cant 2 1 You go down here to get to the stage A before doar, don'tyou? B after 3 C1 You'd like to study in Canada one day, © atthe time wouldn't you? 5 | grew up in the 1920s, We didn‘thave 4 They dort tea wich scary irs, electricity «nw. We had to heat wateran bey! afire. Which intonation do you use foreach A atthattime meaning? 8 atthe ime © Complete the following questions with a tag. B © recently In pairs, practise saying them using different 6 Idor't know when we'll go to a Robbie Intonadicn, Decktell yaur barter is ailing & Williains concert. But | promise yau, question orconfirming information. we'll go. 1 You can swim, A. atthe beginning 2 He has got two brothers, nn? 8 one day 3 They come to class on scooters, a © after 4 Welee going to pass oUF EXAM, oonne?Topic task @ Using mind maps You can use mind maps to make nates aliout ‘your topic, You can take a mind map inte the exam to help you remember what you want to talk about and for the examiner to refer to, Ta Francesca is doing a tople about her interest in art. This-exercise isto help you develop a mind map far your topic. It also looks at how Francesca controls the Interaction and uses questions and language of the level to develop the conversation. Listen to Francesca discussing her topic with ‘the Examiner. What five points did she have on hermind map to help her remember what she was going to say. Choose from the headings below and put the lettersin the order you hear them: A (1 Thebbenefits af ant B LJ Teaching art in the future CO Myfuture in art D [1] What people say about my paintings €& LJ Abig exhibition F (1 How my interest in art started G CD Abstract art H 1 Landscape painting b Usten again and make very short notes under the headings to add to the mind map, ane or two words for each paint, d Discuss these questions with a partn: exam EXPERT Detailed listening. Now listen athird time ‘to see how Francesca uses questions and language of the level to develop the conversation. 1 What does Francesca say when the Examiner disagrees with hee about teachers noteriticising students? 2 Complete the sentence about Mrs Da Silva, vy Fou 3 What question does Francesca ask the examiner about the benefits of at for children? 4 When the Examiner says she has ne-time for art, what does Francesea do? 5 How does she do this? 6 Francesca uses reported speech give an example of this 7 Francesca asks two more questions, Write down one of them. 8 Write down something that Francesca says about her future. 1 How successful was Francesca’s topic and why? 2. How did she keep the conversation going? 3 What Grade 8 language did she use? (check page 5 if you are not sure), And did she use any Grade 7 language? (check page 4). 4 Whieh would be a more suitabse topic at Grade 8: a) the blographical details of a famous person or ba subject of personal interest tathe candidate, whieh presents different views and opinions? Why?You will need to keep the conversation going In the interactive task yourself. A good way of doing this is by asking questions, Varying the ways you ask questions will make the conversation more interesting. Match these three different questions (1-3) to their type (A.C). 1 C tou're an actor, aren't you? 2 ( eyou English? 3 1 So. do you agree that it's 0K to photogeaph celebrities at any tine? 4 (2 When were you barn? A yesina questions B basic fact questions © tag questions D_ language function questions (check language functions list on pages 4-5) Which types of questions do you think will be most useful Inthe collaborative task? Reorder the words to make interview questions fora famous person, 1 you/Spain/born/wereyini? 2. you/howstamaus/become/did/? 3 yourfare/about/yourfeelings/fame/whati? 4 grow/where/yau/up/did/? 5 what/success/your/doysayifriends/yourr about? 6 wark/don'vYyou/tea/you/musicfin/? 7 the/af/whatflamous/atefadvantages! being/? 8 Chinese/sp fean'tfcan your? eamy/filmper/howrdo/much/your? 10 yourfisn'v/phatovin‘is/the/ paper/thert fiv? ye Match the questions from b} with their type (A, Bor} from a}, The collaborative task startswith a prompt from the examiner. Yout teacher will read a prompt. Write elown four questions, one for each question type in a), that you could ask about the prompt. Practise now with your partner. Using the prompts the teacher reads and the questions you wrote, practise a few of the prampts together. How long can you keep talkingEXPERT Gl Conversation task Writing @ Responding appropriately TE » see /5E file on pages 107-108/109-130. BD ‘9a In the Conversation task the examiner 10 Choose one, or More, of these writing tasks, \will check how well you understand by hove you respond. Listen to the responses to these questions. Why are they Inappropriate? A formal letter Your local councils planning to erect a statue of a well-known public figure in your area 1. What things weld you miss about oedinary Write a letter (150-180 words) te the council fe f you were a celebrity? explaining why 2. Whore the most famous people where you disagree with the persan sug youve? persuading them to reconsider the plan 3) Whatda you think it would be-like to be: Recommend a mere suitable public figure for famoust the statue Areport B oii ade guaation wi yoke The Principal of your schoo! oF college would compare your answers, Bo you have the like to invite a public figure to come and give sane opinion? a speech to inspire the students. Write a report 1 Nome some famaus people from your (150-180 words) for the principal proposing country. Who appears in the media the mast? two public figures that could be invited and 2 Do public figures have a right te keep their ‘commencing which one you think would be personal ie private? best 3. Themedia say they have the right to report about people’s private lives ifit is in the ‘public interest’, What kinds of things should and should not be reported in your apinion? Examiner; Have you ever met anyone famous? Candidate; Well, ! haven't really met them but I did see someone famous near where [ lv shed at the gym and | was walking home when | sav Pink walking in the streeta Join the two elauses (1-6 and A-F) together te make: correct sentences. When |arrived at the airport We got a ticket far the plane Hi my sister hadn't lent us her ear, ‘They had cancelled the appointment 'd have missed the meeting Despite the fact that there were 30 many people in the queue REVIEW ewawn onononno in spite of artiving atthe aleport only one hour before it left, we'd have come by bus, the plane had already left. ifthe plane hadn't arrived on time, there-were plenty of empty seats in the plane, the day before we were due to meet, mone Complete the sentences using the verbs In brackets based on the events below, Aiden didn’t set his alarm last night. He woke Uplate and missed his train, He, therefore, arrived at work late and unfortunately missed an important meeting with a client. Because of that, he lost the account with the clientand his boss fired him. Poar Aident Walden (ser) his alarm, he. (wake up} late, HE cece wake Uph on time, Ae os (ess) is trait, He . (arrive) at work late if he (catch) his train. He «Abe! at the meeting if ie (arrive) at work late, he. Amis the meeting, he (lonse) the account, 1h sons (win the account, he (be) unemployed. Poor Al Complete the sentences using the wards at the end In brackets. Be careful, the words at the endl are in the weong form and need to be changed. 1 Twenty-five percent of the . of London are from anen-British background, (populate) Many animals may become: itwe don’t act to save thelr habitat. (extinction} It must be difficult to be an overnight super star and have to deal with being (fame) They were trapped in the cave without food for ages, They were lucky to... (survival) lis better to work with people to disease ratherthan treat them after they have got it. (prevention) Now that he has appeared on TW a few times, he is starting to get... wherever he goes. (recognise) Which animats and plants are und in your country? (threatened Ih was famous, | would not want my . life te be talked about in the newspaper, (person I takes many years for an environmentto alter an oll spill. recovery) famous person like the Pope ora president can never rors Ae attention of the press (escaping) 10G@ 4 Complete this summary with the words provided below. Review Units 7-' What do you remember about the Conversation task of the exam? choose consists demonstrating maintain participate prepared putforword take ‘The purpose ofthis part of the exam is ta provide candidates the oppartunity 10". in.a genuine exchange of information, ideas and opinions while their ability to use the language fram of a discussion of one of the subject areas for the grade: However, candidates need to he. to speak about al of them, ‘Candidates will be expected to: 5, -more responsibility for the content of the conversation; Bo ‘hel ideas and opinions aswell as information; Pocono the flow; demenstrate a range of language and vocabulary. Exam tips - Conversation task Units 7-9 Self-evaluation Write Y (yes) or N (needs more practice) for each statement. 1 Z Ican talk about national environmental ‘concems. 9 2 C1 team talk about personal values and ideals m 3 C1 team talk about public figures. < 4 Iean talk about imaginary past events and their results using the tied m conditional, = 5 D1 Ican use linking expressions and cohesive devices correc. 6 ( Ican talk about past events that happened before other past events ‘using the Past Perfeet Now’you write ‘can do’ statements like the ones above for the interactive and. communicative skills you have practised in Units 7-9,Society & living standards GRADE 8 ditions sdimate/sunshine cultural resources education environmental issues healthcare housing human rights political and econarnle stability pile transport quality of architect recreation facilities safeny/crime Vocabulary ‘Ta Work with a partner, Look at the list of possible criteria for jueging living stanclards and choose the ten most Important anes in your opinion, b Foreach criterion you chose In a), decide with your partner how the place where you live Fates.on a scale of 1-10, with 10.48 the most positive, 1 as the most negative. | think the tr i | ible = latSociety & living standards Reading 2a Read the text and answer these questions. 1 Which of the:-criteria from exercise 1 mentioned? 2. Ave any additional eriteria mentioned? b Work witha partner and answer these questions, 1. Are there any criteria mentioned in the text that you don't think are good measures of living standards? Explain why. 2. Isthe place where you live high on the list In the surveys? Why/Why not? ‘Mercer's Quality of Living Survey This annual survey compares 221 cities based on 39 criteria, including safety, education, hygiene, health care, culture, envitonment, recreation, political economic stability aed public transportation, ln the: 2010 ist of cites, Europe is at the top of the ist, ‘with first place going to Vienna, Austria, second to Zarich and third to Geneva, both cities in Switzerland ‘There are several entries from Canada, Australla and New Zeukund. Switzerland and Germany both have thee ‘alles in the top ten. The fst entries framvother countries are Singapore at 28, Honolulu, USA at 31, and Tokyo, Japan at 40, Compared to lists for previous yeors,elties fn South Asia (mainly India}, East Asia (mainly Chinal, the Middle Fost and Eastern Europe ore clearly an the rise. 2010's ranking atso identifies the cities with the best ‘enronmental conditions, based on water availabilty and drinkability, waste removal, quality of sewage systems, ai pollution and traffic congestion, Calgary, onada, s the top of this nde Economist Intelligence Unit survey ‘This tWobllity’ survey shows eles In Canada, Australia, Austria Finlandand New Zealanclasthe kleal destinations aoe Writing TG » see ise file on pages 109-110. 3. Read the text again and then, In your own words, write a report (150-180 words) for a soclology group explaining how living standards are measured In the surveys. Express your own feelings about the criteria used for measuring living standards in relation to the place where you live. thanks toa wikespread availabilty of goodsand services, low personal sk and an effective infrasttucture, The 2010, repart considers Vancouver, Canada to be the most livable cityin the worid,with Wena taking second place, {oilowted by Melbourne, Australia The survey sai that in the curt global pitical climate twas no surprise that the most desirable destinations were those with a lower threat of terrorism, ‘The Economist survey has been criticised, however, anch the US newspaper the New York Times reported that "The eonomnisteleiety equates livability with spenking English ‘The Most Livaable Cities Index The lifestyle magazine Manoele publishes an annual non-scientific survey of liveable cities, in which It presents 25 top places for quality of life, Important criteria In this survey are safety/etime, International connectivity, climate/sunshiw, quality af architecture, public transportation, tolerance, environmental issues od access Lonature, urban design, business conditions, pro-active policy developments and medical care, The winning city in 2010 wos Yencouver, Canada, followed by Vienna in second place and Melbourme, Australia, ir Uhind place@ Ww 2 < o So Reported speech . 1 Wher we report what someone sald, we often change the tenses of the verbs: ‘The survey said that, ‘Ty whe current glob climate, it iso surprise that the mast desirable destinations are those with a lower threat of terrorism. + The survey sald that... twas na suprise that the most desirable destinations were those... 2.if things are still true when we report them, the tenses ean either change or stay the same: The US newspaper The New Fark times reported that ‘The Economist clearly equates lvabilty with speaking English,” +The US newspaper The New York tines reported that The Economist clearly-equates/equated iivablity.. 3 In reported questions, ask, not say, is used as the reporting vert, and the word order Is differents ‘What are ving standards like in your country, Karen? » She asked her/Karen what living standards were like tn her countey 4 When we are teporting a question without a question word (hawAvhyfwho etc,), we use ifor whether, ‘Dv pot tink healthcare or education fs rmore traportant?® + She asked me whether I thought healthcare or education are/were snore linpartant, 5In reported orders, requests and suggestions we often use reporting verb + personal direct object + infinitive with to: ‘Don't spend all your money on sweets," Mum told me not to spend all ny:soney on sweets, ‘Please give me your Fortfotio work next week.” The teacker asked us to give her out Portfolio work rend week, 6 We use ell + personal direct object to specify wha we tell, We use say without a personal object: ‘The teacher told us that we had done well, + The teacher sadd that we had dane well, not Hreteachersnicts, 4a Use the Information abave to rewrite these statements and questions In reported speech. 11 Jobs sol" eeally shert of money this month 2. Jenny said, "He been saving money far a halla" bb Rewrite these orders, requests and 3. The Prime Minister sald, “inflation could sagged cnain reported sane, increase again this month? 1 “Murry wn (She wold me.) 4 Haveliving standards improved in thiseountey 2. Please don’t ea that! tHe.) Irvthe fast few years? (The examiner.) 3 ‘You should spend more time on your 5 ‘Bo you want tea ar coffee? ( homework: (Fhe teacher.) 6 Who are you going on holiday with? (She. 4 ‘Stop shouting tHe.)B Sa Match the reporting verbs (A-H) with theit definitions (1-8). A advise B complain © discuss D explain Promise warn wonder report xzamm tagive more information, or reasons, about samething tatell someane what you think sherhe should do tosay that you will definitely do, ornet do, something tosay that you do not like, of are Unhappy with, something tagive information about something totell someone that something bad may happen totalk about something toask yourself'something Of ino od Oo 7 8 oo a b Complete the following sentences with a reporting verb fram a). 1H that hehad too much work to do, at with a friend what to do about the problem, 3 My dentist woman me torbnush my teeth after every meal. 4 She sen OE to artive late this time, 5) The teacher... that the exam was to. ‘est our reading skills in English. 6 The teacher... us that if we didn’t study moe, we wouldn't pass the exam 7 The newspaper 0. what the prime minister said in her speech yesterday. 8D acoosin Whether we should go on holiday in July or August? A ae 6a Write five sentences giving your opinion about society and living standards where you live. Eg. Recreation facilities could ba improved a lot-—for instance, there are no public swimming pools In my ares b Work In pairs, Find out what your partner put In theirlistin a}. © Change partners. Report what yourpartner from b) said about society and living staitdards. EQ. Lule oald that he thought: that healtheare here le quite good He complained about public transport. He sald that we need a better bus nctwark Phonology @ Connected speech Ta Listen to each of the words in the list and practice saying them. Mum told me not to spend afl my money on sweets b Now listen to the same words together Ina sentence, The letters where the final sound In.a word is lost are underlined. The letters where the last sound of a word runs into the next word are circled. Mum told me not te spenii ail my monay ary sweets,a Ww a < fe Go ¢ Work witha partner, Decide where sounds are lost and where they run into the next word in these sentences, Show this by underlining and circling, as inthe example in by. Listen to check. She asked me whether | would prefer to live in New York o Honalulu, 2 The teacher asked us to give her auropinions about living standards in our county. 3. He advised me to walt until | vas alder to ‘apply for the valunteer job, 4) They warned us that there would be serious problems if we didn't de something soon. S| wonder what the gavemment is doing to improve living conditions in this country, exam @ Maintaining the interaction 8a Complete the Information about how to keep a conversation going using the words and phrases In the box, ‘ask real show showing A useful way of keeping a conversation going isto! interest in what the other person is saying, To-do this yau can reply question, hen a fallow-up question. Examiner Since the introduction of the Eura | think ife has become more expensive. Candidate: Do you? What sort af things have your noticed changing? The reply ‘Do you?" isa way of} Interest, NOt Assos Question = this comes with the follow-up question, What sort of ings have you naticed changing? d Take itn turns to listen to your partner saying the sentences from c). It doesn’t matter if you dom't use these features of connected speech when you speak English, but you need to be familiar with how they change the sounds of words to be able to understand native speakers more easily @ Now think of a recent conversation you had with someone in your family or a frlend. Report it to your partner, 'b Listen to the statements and choose a reply question (A-C) that matches. 1 AC Haveyour ¢ CO) Doyour a CO Cansher 2 AO Canwe? ¢ 0 Bowe? 8 LI Does he? 3 0 C1 Hast? ¢ OO Were they? a 1 Wasit? a aC) cantheye ¢ CO) can your a OC Could your 5 aT] wither ¢ () Won't her 8 C1 Would she? ‘¢ Now listen to four different statements. Write two possible reply questions for each, 1 Do yau?/Are they? od Listen to the statements from ¢} again andl write follow-up-questions to ask after ach reply queition, 1 Divwikeitinatrnascvouspaethurthese day's@ Write a short statement about society and lving standards, It should be something that someone can react to, similar to the statements you heard in b) and c}. f Work In pairs, Gne of you is Student A, the other Student B. Follow the instructions. Student A Stage 1 You're the examiner, Student 8 is the candidate, Share your statement abeut living standards from e} with the candidate and respond to thelr questions, Stage 2 You're the candidate, Student B is the examiner, Respond to the examiner's statement with reply and follow-up questions toxkeep the conversatien going (fer four minutes), Student B Stage 1 You're the candidate, Student A is the examiner. Respond to the examiner's statement with reply and follow-up questions tokeep the conversation going (for four minutes} Stage 2 You're the examiner, Student A is the candidate, Share your statement abeut living standards from e} with the candidate and respond ta their questions. e fea 2G et be i EXPERT Gl Writing TET « see 15E file on pages 106-107/t09-110. 9 Choose one, or more, of these writing tasks. ‘An informal letter You are living and workingas a volunteer for aan Intemational charity in anther country. Write a letter (150-180 words) ta a close friend explaining how your living standards have changed and saying how you have heen feeling, report You have been investigating living standards in your country. Write a report (150-180 words} for a government committee saying what factors affect people's living standards and whether or not they have improved in the last 5 years. Suggest what could be done toenstire a goad standtard of tiving for all ir es Examiner: Do you think living standards.are goad where you live? Candidate; Well, I don't think they're too bod, although it depends how you judge living standards, | suppose, The main advantage is that it’s quite a safe place, and it's very clean. Plus there are excellent schools and universities. But the downside Is the traffic, and young people have difficulty in finding jobs. The weather could definitely be better, toollb With your partner, ask and answer the questions. 1. What daes each job inal involve exactly? 2. Which job in aldo you think is the hardest? Give reasons 3 Which of the j do? Give reasons, 4 ave there any jabs ina) that you wouldn't like to-do? Explain why, 5. What would your dream job be, Le What sould you do if you could choose ‘Ta Work with a pariner, Which jobs do the any job? photos show? al would you like to Eg. Boing | think the wotttan it A Ib ain engineer, thingeExpressing feelings about work @ 2a Read the blag posts about people’s jobs, Tick () the box if they like their job, put a cross (x) ithey eistike it. eee a ie | Tommy@datatec Vl Rant ofa computer aly, tyra in Bsa inlermaton, hour altar Rout, iy afer day. I's £0 Dong Wal | neal fal aap somalia! fookeng around for sorting oa, Bul 3 not aay to fd anyttung ot tha moener |sobeilinLondon J) 'c saymylob 9 chaknging. Thure's ot Fad No bogrs, one!’ strut a lire, Haw wher |haw Lo dial wails & di Full dient, oF when wo'we gal doactings. to mat, BUL, overt, | anjoy i and Ime SE vtarty nove beendt Jontanchenterts | naver know hts going lo happen ned Irom ot = eany day erent, which Imukesit qua exciting, work rly hare, cu | flr it cy wilh ra Irwetings, then af day | haw io ba crating, inking up nes ideas. Tha cownsid 6 (hal Hojo usas up al ry unaegy =| cent aly fo ary ingin mpheatine twcanoe ton tes sara@echooldaye My lob is very demanding. Being reanon tle Kr thely sie-ywer-Old chico is hart work! Bul t's alo vary rewarding = whe YU say tha tray aly Saeing, wonderfull ~) tityAucklandn? | uated to arioy my jab, Tha people I werk wif ore nice, my bows is OM. The pra Jer, vw eualiud Fvs jot rot intra intro products wo precoe, | ust dan't fool motive iy iy aot atv 'b Underline the words and phrases In the blog posts used to express positive and negative foolings about work. @ The world of work ‘Function focus “Expressing feelings about work Pasitive feelings Lenjoy it, Fm never Bored. culwhich makes It quite exciting, —..lt's also very rewarding. _..jt's wonderful ‘Negative feelings Ws s0 boring. af it’s stressful at uimes. cuthe Job uses up all my energy. J's hard work! just don’t feel motivated by my work, Positive or negative feelings 1d say my job Is challenging. My job Is very demanding, Phonology 4a Listen to the two phrases and underline the stressed wards/syllables in each one. 1 I’swonderfull 2 Wsquite strossful. b Listen again. Which phrase has the most changes in Intonation, 1 or 2? Notice that when expressing positive feelings and emotions our intonation usually varies more than when we express negative feelings, For bath positive and negative feelings, we stress the key word/s in the sentence. © Underline the stressed words/syllables in these sentences. Tick (/) the ones that you think will have more varled Intonation, 0 1 Hove it. QP Ws really rewarding, Vm really fed up, oO That's fantastic! m My Job is wery demanding. @ Vd say my job Is quite challenging, weun oooo000 Listen to check your answers. Then listen and practise, 4) Work with a partner. If you work, tell your partner how you feel about your current job. Ifyou don't work, tell your partner how you would fee! about dolng the jobs in exercise 1. Use words and phrases from the function focus.=D exam Interactive phase @ Taking control over the interaction a Sa Complete the advice about the interactive phase with wards from the box, explore incontol Jost questions start In the interactive phase, the examiner may 1 the conversation by saying something which invites an opinion, advice or recommendation. Remember that this phase needs to2 for four minutes ind that the candidate is 1... oF | conversation! So it’s.a good idea ta# the theme of the examiner's prompt by asking before giving your viewpoint, BD 4 ser orocntesn te rercive o phase responding to the same prompt fram the examiner, How many-questions does each candidate ack before giving thelr viewpoint? Candid Candidate 2 1) ¢ Listen again ane note down the questions that Canelidate 1 asks. d Work with a partner, Write atleast five questions you could ask about the themes, 1. Ihave afew days here before | go back to England, ny feeling pretty twed, and not sure whether I should spend some time Visiting places, or just rest. 2m thinking of studying something new, but Fim feeling quite nervous about the idea 3 [need some advice about a present. Lhave to go toa birthday party next week but | don’t know the person very well, ¢ Work with a partner, One of you Is Student A, the other Student B, Follow the instructions, Student a Stage 7 You're the examiner, Student Bis the candidate, Introduce a theme from d) ancl respond to the questions the candidate asks you and the points they make. Stage 2 You're the candidate, Stude the examiner, Explore the theme that t examiner introduces by asking the questions you prepared for that theme: in d) and making appropelate points, Bis Student 8 T You're the candidate, Student Bis the examiner, Explore the therse that the examiner introduces by asking the questions you prepared far that theme ind) and making appropiate points Stage 2 You're the examiner, Student Ais the candidate, Intraduce a theme from d) and respond ta the questions the candidate asks-you and the points they make. {Decide with your partner howthe conversations went. What did you do well? What could you Improve? Ask your teacher, ta0,Reading 68 Work in pairs. Discuss these questions. 1 What do-you think is a good age to start ‘your working life? Give reasons. 2. De teenagers in your country usually have a part-time job? Why/Why nat? 3. Have you heard of any young people wha have become very successful and made lots ‘of money? How have they dane it? b Read the text. Answerquestion 3 above about the young businessman mentioned In It, € Read the text again and note the five pleces of Information that you find most interesting. Work in pairs. Tell your partner what you noted In), Are they the same as your partner's? aa le ee LD Ue CNR Tae eed Fraser Doherty has been running his business since he was 14, when he started making jams from his grandmother's recipes in Edinburgh, Scotland, Originally, his customer base was just neighbours and friends, but business picked up quickly, and by age 16, he left sehool to work on his jams full tine, He perfected his recipes and came up with a name for his product: Superdam. Orders started to come than he could produce the jam in his "kitchen, 6o Daherty started renting time ata factory a few days each month, His big break came in 2007, when one of the big UK supermarkets started stocking Superjam in Its stores across the UK, Since then, other supermarket chains have followed and the company Is now estimated to be worth between $1.and $2 million, Not bad for a 19-year-old, MA i ld ‘¢ Cauld you bea young entrepreneur? Decide with ‘your partner, using information from the text, Writing TES + See IS file on pages so1-102, 7 Read the article again and then, In your own words, write an essay 150-180 words} for the students’ website at your university explaining haw Fraser Doherty became a successful young businessman. Say what you think are the positive _and negative impacts of such early suceess-on a ‘young person's life. Doherty's recommendation to other young entrepreneurs is: Have an attitude of adventure, and enjoy theJourney.flutis that really enough to become super successfulat such a young age’ Ina recent book ‘on this subject, $0 Interviews: Young Entrepreneurs, What It Takes Ta Make More Than Your Parents, sever foctorswereidentified as being commento the young businesspeople who were interviewed: 1 They got emotional support and encourage- mont from their families. 2. They started with an idea that was manageable, 3. They work hard and don't give up. 4 They sacrifice thele childhoods, S They were motivated by being told they wouldn't be successful, @ They kept personal and business lives separate, ‘They were good at selling from an early age, So is-entreprencurship something you're bom with or just luck = being in the right place at the right time? Perhaps it’s a mixture of the twa, combined with another important factor: passion for what you de, not for money. As Fraser Doherty says, ‘can't bo preoccupied with the money. | make jam because it’s ‘what | love to do.@ uy a < & S Ba Read the information about the people CRIT) ay Present Perfect Continuous To talk about actions oF situations that started in the past and continue into the present we use: has/ ‘have ('/"ve) + (not) + been + verb + ing. Fraser Doherty has been running his business since he was 14, They've been living here far six months now. What have you been doing since you left university last year? Notice the use of for and since with the Present Perfect Continuous. eeerernnennervP ee Remember: for = fo talk about the length or period of time March 2007 since = to talk about the polnt in time when something started ere We use the Present Perfect Continuous instead of the Present Perfect Simple: 1 When we want to talk about mare temporary situations and actions. Compare: I've lived here all my life, Ive been living here sinice last year. 2 When we want to emphasise the continuation or duration of an cactivity/situation, rather than its completion or outcome. Compare: Ive been working here for eight months. I've had three pay rises in eight manths. below and complete the sentences using ‘the Present Perfect Continuous and, where necessary, a time expression. 1. John works for Supersave Supermarket, asa & trainee manager, He started there last summer, JOHN aon 2._Julie is waiting outside the cinema for her friend, She arrived an hour ago, MM a ec 3. Bob and Sally live in Brighton. They maved there in 2010. Bob and Sally ae 4 Elena is lying i bed. She went back to bed this moming because she felt lil Elena. lb Prepare at least five questions to ask a beeen a partner about aspects of her/hislife, using 5. Freddy is doing his homework. Me started it the Present Perfect Continuous, three hours aga. ‘ oad How long have you been otudying English? 6 Peterand Rosemary are having problems. Taba ht you bana ally recent The problems began about six months ago. € Ask your partner the questions you prepared j inb. Peter and Rosemary.Topic phase BH Anticipating and answering questions 9a Look back at the advice on page 59 te help you choose a topic, then makea mind map for your topic using information about how toda this from page 63. Bring your mind map and notes to your next class. b Work witha partner. Swap mind maps and read the points your partner has made about her/ his topic. Then plan atleast six questions to ask her/him to find out more about the topic, One of you is Student A, the other Student B. Follow the Instructions to roleplay the Topic phase in the exam. Student A Stage 1 You'e the candidate. Leada discussion about your topic, using the mind map and notes, from 9a) The examiner (Student B) will ask you some: questions about the topic He prepared to explain further and clarify any points you make. You should also he prepared to ask Student some questions. Stage 2 You're the examiner, The candidate (Student B} |s going to lead a discussion about herthis topic. Use the questions you prepared in 9b) to ask for more information about the topic. Student B Stage 1 You're the examiner. The candidate (Student Ais going ta lead a discussion about her/his topic. Use the questians you prepared in 9) to ask for mare informatian about the topic, Stage 2 You're the candidate, Lead a discussion about your topic, using the mind map and notes from 9a). The examiner (Student A) will ask you some questions about the topic. Be prepared to explain further and clarify any points you make, You should also be prepared toask Student A some questions, Examiner; What would your dream job be? exam EXPERT Writing TE « see JE file on pages 107-108/t09-110. 10 Choose one, or more, oF these writing tasks. ‘A formal email Today you averheard two colleagues planning te do something dishanest at work. Write an urgent email (150-180 words) to the Chief Executive reporting what you heard and discussing what might happen itimmediate action is not taken. ‘Areport Write a report (150-180 words) for your university website about job prospects for young people in your area. Give Information about opportunities indifferent sectors and advice about what young people should do te maximise their chances of finding work. Candidate: If | could da any job, I'd like to be a research scientist. I think it would be really interesting to work on trying to discover cures for ilinesses, and really rewarding, too.Unexplained phenomena & events Vocabulary 1 Match the photos (A-F) to the different phenomena below (1-6). CF telepathy ( dairveyance ed haw 1 2 sOh 4 (2 cropelretes 5 LC the Bermuda triangle 6 alien abduction Listening 2a Match the conversations about strange experiences (1-6) tothe photos (A-F). (SE en GRADE & b Have you heard any stories of strange events similar to the photos above? Tell a partner. Da you believe these stories? Read the recording seriptand listen to the recording again. Put the words and phrases Cal below into the correct column of the table according ta how they are used. maybe supposedly Ive heard (that) even though perhaps they/people say (tert) ‘apparently it coukd/may/might be although jnspite of though Expressing doubt and speculating Joining contrasting ideasUnexplained phenomena & events CIT) Speculating 1 We can use adverbs, such as apparently and supposedly, to show that we are not sure that what we are saying Is completely true. ‘Apparently there are aligns landing on Earzh all the tama. These adverbs can come in different positions in a sentence, Apparently, sha communicated through telepathy all her life. She apparently communicated through telepathy all her life She communicated through telepathy all her life, apparently. N.B. In perfect tenses adverbs are positioned like this: She has apparantly been able to communicate through telepathy all her life. 2 We can use expressions to show that what we are saying is not necessarily our opinion. This adds doubt. People ay the circles are made by allen space ships, Ive heard that she can sea nto the future and tell you what le golng to happen. 3 We can use modal verbs to speculate about something that we are not sure about, I's an old house, They could simply be noises as the house coals down in the evening, He mayfmight have a special sort of power that means he can hear what you are eayina, If we are speculating about the past, we use a perfect tense after the modal verb: | don't know, but che might have disappeared th a space chip, 4 There ate ather adveths yeu can use to speculate about something and ta show that what we are saying Is a guess or an idea, Maybe there are ghosta In the house, Y‘ou haven't ever liad there, Perhaps farmers ara making tha circles themselves, She possibly uses things that she can see to tell your fortune, like the way you drecs, G@ 3a Rewrite the sentences using the word given toadd doubt. 1 He can tell you what you are thinking eee br th h the word: 2. Theplane di Whig ying through jewrite the sentences with the words ope tans reper en iba Vea a supplied in the correct order. 3) The house has ghosts. (people) 1. she/trainimissed/maybethe 4° When the photos were developed, you 2. sawéhappen/possibly/sheritidream/a/in could see ghosts behind them. (supposedly) 3 may/made/corn/patternsithemselves! the/ 5. There were UFOs sighted over the city last theyfhave night. (they) 4 explanatian/there/perhaps/is/a/sim pale 6 The police use clirvoyants sometimes to accident/boat/sunk/have/could/by/he Solve mystery cates. (apparently) © just/mayfit/be/naisy/house/aWork in pairs. Take it in turns to explain what has happened in these situations. Think of as many reasons as you can to explain what has happened, and use different expressions to speculate about the cause, 1 Aftiend of yourshas arrived in class with a suntan, 2 Your teacher has not tumed up for class, 3. Your wallet is nat in your bag/pocket. 4 You have left a message on a friend's answering machine inviting them to a party, but they have not replied. 5 Suddenly all the lights in your classroom go our. It is completely dark Reading Read the article about the Nazea Lines once, is the article definite about why and how they were made? They aro geamatically periact and tatalty fascinating, but are these incredible formations the wark of an enthusiastic ancient community Working alone or Is there a more mystorious explanation? The Nazca Lines are a series of ancient gaoglyphs (drawings on the ground made by moving stones} in the Peruvian desert over an area af 500 square kilometres. The designs include many straight tines a. Well a over 70 figutes Inthe shape of animals and plants Including: a spider, a hummingbird, a monkey, a lizard, a cactus and many more, There are many theories about thelr purpase, Some people believe thay are astronomical calendars or that they have a religious significance for example, that animal figuras were sites where people worshipped \_watar gods. Some scientists say the straight lines Read the magazine article again. Decide it the statements are true (7), false (Far if the Information Is net given ING). 1 [7] Thellines cover an area of 500 seware metres, Lines like this are found in other parts of the world. ‘We are sure the lines follow underground streams. 4 L1 there are more thor 50 different designs. 5 LJ Weare sure the lines were made by Using the sun, 6 1 One of the figures is in the shape of an alien, running for kilometres follow underground rivers ‘One of the more outlandish claims is that the lines: are landing strips tor allen aircraft. No ono yt has come to a definitive answer. There is also speculation about haw they were made. ‘The figures and lines are only visible fromm above and ara made by tuning over stones to reveal white gall beneath. This leads some people to belleve that they may have been dane from hot air balloons or even with the help of allens, The most likely answer 1s that people used simple surveying toals and the rising and setting sun to map out the straight fines and shapes. Whataver the answers, they are a wonderful sight, cone of the most visited places in Peru and a UNESCO World Heritage sita.Unexplained phenomena & events Writing Phonology TEA + See Ise fite on pages 103-104. @ Using sentence stress to speculate 5 Refer to the article about the Nazca Lines, 6a Listen and clrele the word or words ‘Write an article (150-180 words) for a school ‘that are stressed the most. eee nee 1 She can appaenty tell people's fortunes ipod think thay aera made. 2 They say that hundreds of cars have disappeared. 3 The marks are supposedly done by aliens A. ve heard that there are none lett 5 People say that the house has a ghost o b Use words and expressions te add doubt to ‘these sentences. Practlse pronauncing them ‘with a partner, 1 He can sad people's palons He was taken by aliens ‘They can talk to-eoch ether without speaking, There are ghasts in that building. plane disappeared last night in the Bermuda triangle PD © x=) EXPERT waun Topic task | More concerns about your topic eRe Eee BS ta usten to. candidate expressing her ¥ concerns about her topic presentation, Tick | the concerns she meatlons In the Ist below, Shara your thoughts witha partner, 1) She has tao much tertalk about. + Now practise talking about your topie with 2. She wil forget what to say. your partner. 3. She wll pronounce some words incorrectly + Listen for things that your partner is worried about while they talk and then give same 4 Her topic sounds boring, mes A: ra eau earthing he ut th hope + Think.about your partner's feedback, What 4 She has too many photos to take into the tan youdd about yout ondamt? exam,ED exam eee Conversation task @ Keeping the conversation going 3. Unexplained phenomena or events 5), 8a In the Conversation task for Grades, the A Beles toenail ‘examiner will choase one subject from the Blt would be good to have super powers. following list, Mateh a question (1-6) with € Intuition could be anather sense, spch subpect (4) 4 Notional environmental concerns A National envitanmental concerns A Her eity-restricts waffic in the centre B Unexplained phenomena and events B There are no cars in the city centre, © Public figures There is more public transport, 7 Soar ane ig soda a Thasead hack es fon sisal A We can't livewithout cemputers, sen A Miss AIR Gael 8. The Internet is very important, 1 ( Whatkinds of jobsde you think won't © We will work less in the future, be reauised in at years me) 6 Society and living standards 2 [© Doyou think that famous people have angitts privet A Shops open for more hours 3 © tnfiims there are many charaeters with & People send less many. magical powers. Oo you think Its € People don't go shopping anymore passible for people to have these prawers in real Me? 4 (© Whatdoyourhinkare the most important environmental issues in yaur countey? 5 [7 Whatkind ef things do you value in a friend? 6 [2 Have people's lifestyles changed recently in your country? Are people better off? Bh Cna way of keepnry a conversation going Is by providing longer answers, Listen to the answers to the questions from a). What extra information does the candidate give? Choose A, Bor. « Inv pairs, write down three questions you 4) Persons! values and ideats could ask for each of the topics listed In a). A She has always valued her education, Wiasige parte Ne cuiien teh candace B_ She has always valued her frends and the other is the examiner, Your teacher She will dofinitely value hee health, will call out a subject, 2. Public figuees Student A: you are A Too much money ts wasted on famous questions you have written for that subject people. Stusdent B: you are the candidate, answer the B Famous peopleare just lke us. questions, giving extra information each time, © Famous people have ne privacy at home. Keep going until your teacher changes the subject.Interactive task @ Encouraging comments Sometimes asking someone to comment on ‘what you have been talking about can be a way of keeping the conversation. going wher it has come to an end. You will explore the conversation more and it can give you more ‘oppertunities te open out the conversation. 9a Listen to these parts of conversations. ‘Write down the exact questions the peaple use to invite comments. b Match the beginnings andl endings of the ‘questions and find other ways of inviting comment. (what do you (C1 Have you ever experienced (1) What would you have 1 What's your 1D Have you everbeen samething like that? opinion about it? think about it? On ee mewn ion like done ina situation like that? ‘Tin, EXPERT a © Work in pairs and follow these Instructions. + Write notes about a strange event you have heard about. + Practice telling the short story together. = Find a new partner and tell your story. = Partners, comment on the story yau have heard. + After your partner has commented, ask more questions about what they have said to keep the conversation going. Writing IEG » see 1S£ file on pages 108-107/103-104. 10 Choose one, or mare, of these writing tasks. ‘An informal email ‘You have received an email fram your Scottish fiend who lives in an old house. She is frightened because she thinks her house might be haunted and that there is a ghost inthe attic. Wite an ‘email (150-180 words] to your friend expressing your concems and advising her how te deal ‘with the situation An article ‘You recently met a fortune teller, Eve Kay, who fooks into her exystal ball and predicts the future for people. Write an artiele (150-180 words) for a family magazine, describing what she told yout about your future and what yaur reaction was. Say howefar you think such forecasts can be ‘rusted. Examiner: Why do you think that people enjoy mysteries? Candidate: Well, I'm not really sure. Apparently, near where I live, some farmers’ animals have disappeared overnight. They say that something takes them. I don't really beliewe itis ‘anything mysterious. Maybe they're stolen by someone.3s = > iu a Re-order the words to make sentences and questions, 1 nat/me/about/worryrta/it/told/she 2. a/working/l/haverbeen/here/year/for 3. langfhave/been/yaulliving/herethow? 4 they/ask/didn'tifflyseen/had/beforesit 5 heard/there/that/thatlare/infhause/ghostsf haveryou? shevhear/apparently/thaughts'yaur/can areithey{perhaps/aliensémaderby & hadn’/Frank/driving/long/been/car/ stopped/when/the 9 made/explained/heshow/cheese/was Complete the sentences with one of the verbs supplied (some can be used mote than once). told promised doubt heard osked discussed say think said 1 Vectennerne he'll come. He's been working, so hard lately he never goes out. 2 She Bodoni nd tke-a job that didn't have any responsibility | like to be in change, 4 She os that we should study all six Units to prepare for the exam 5 They. vos that iLis expensive to live there, don’t know if itis true or not, 61 thathe disappeared and never came back, Do you think it's true? 7 We womens father people had seen ghosts as well 8 He the Caribbean, to take him an holiday to 1 Choose the corectanswer (A or'B) to complete the gap. | really dan't know what got inte her, _ ctazy and slapped her frien the face, A. She went apparently B_ She apparently went I's one of the oldest things fn this museum, Apriest ......._..itin the 12 century. A made supposedly B supposedty made They w= the island and went to another place when the food ran out. We don't really know it was so long ago. A mightleave B_ might have left A:‘What do you think is eating the lettuce In the garden, Each morning there is less and less: Wo. rabbit. We'll have te stay up and watch te find out” A could be B canbe The old mam has nonin able to tell the future since she was alittle boy. A been apparently B. apparently been essen that they were made by local tribes long ago but don't believe them. A Isay B People sayWhat do you know about the ISE IL Speaking and Listening Exam? 4 Choose the correct options, 1 2 +The ISE Reading and Writing exam lasts two / three hours, In the Lang reading task, you have to read one text of about 400 / $00.words, In the Multi-text reading, you have to read three / four texts totalling approximately 500 words. There ate 15 / 18 questions in each af the reading tasks in thee Reading inta writing task, you use information from the texts in Task 1 / Task 2, You have to write a text of 130-150 / 150-180 wards for each of the vwtiting tasks Review Units 10-12 Exam tips — Writing Units 10-12 Self-evaluation Write ¥ (yes} oN ineeds more practice} for each statement, 1 [71 Jean talk about society and living standards 2-1 Jean talk about the world of work. 3 (1 Jean talk about unexplained phenomena and events. a m < 4 (1 fear report what others have said, 5 (1 lean emphasise an event's duration of = the fact that itis not finished yet using PP the Present Perfect Continuous 6 Cl leanigecineandenprsseaub, 5S Now you write ‘can do’ statements like the ones above for the Interactive and communieative skills you have practised in Units 10-12,=e Tinit The following section provides examples af the types of examiner and candidate language for different parts of the exam. 1. Focus on the Topic task In this phase you will talk about a topic that you hawe prepared for. Here isan example for the Grade 8 exam, Getting ready Examiner: We're going to start the topic phase now, What have you chosen for your topic? Candidate: I've prepared to talk about one of my favourite places, the British Museum in London. | have bbeen there a couple of times and love it. Examiner: Do you have any notes or materials that you are going to use? Candidate: Yes, | have some: notes and also some material Ihave collected when visiting. Here Is a copy of my notes. Starting Examiner: Greai, $0 let's get started, Why have you chosen this topic in particular? . Candidate: Well, | thought | should choose something that interests me and I am studying art history at University, so the British Museum is. great place for people like me. 'm sure you can go there erore than twenty tines and still see new things. Also, ithas some of the mast amazing things from all over the world. and therefore there fs something for everyone no matter if you are interested in jewellery, sculpture, paintings, craft, Whatever you like, you'll find something, Spontaneous discussion Candidate: and ene of the most famous and perhaps controversial pleces are the Greek marbles and the Egyptian mummies, And it's the Egyptian mummies that 'm mast interested in. Examiner: | haven’theard of the Greck marbles. Why do you say they.are controversial? Candidate: Well, they are statues taken from the Parthenon in Athens along time ago= I'm not sure exactly when ~and taken to the UK. Greece would like the marbles returned and have even built a museum to house them, But the UK currently refuses to return them, They say thatthe marbles wouldn't exist if ft wasn’t for the British Museum, Have you ever seen them? Examiner: Yes, ance. Maybe. think | know the anes you mean. Wh think they should be returned? Candidate: Well I'm not completely sure. | believe it is likely that the marbles wouldn't exist at all if the: British hadn't taken them but can also see that Greece belleves they were stolen and should be returned. But that would to question a lot of the content in many museums around the world, Il was Greek though, fm sure id want them back. Is your opinion about them? Do youTrinity Takeaway 2 Focus on the Interactive task In this phase, you will talk about a topic that the examiner introduces. However, the candidate fs responsible for taking control of the conversation and keeping the discussion going, i] Getting ready Examiner: Thank you for talking to me about museums, now we'll move on to the next part. Candidate: OK. Prompt 1 (Grade 7) Examiner: One of my old schoo! friends is organising a party to meet up with all the people who were in our class at school, But I'm not sure | want to go. Candidate: Oh really. | went tow party like that once: Ihad a good time: Why do you think you won't like ft? Examiner: Well there are a lot of people it would be good to see but there are some people that I've lost Contact with and | would feel strange seeing them again. Candidate: Yes, | now haw you might feel. Could be strange being there with some people that you used to spend a lot of time with but that you haven't seen for a lang time. But an the other hand, it could fhe an opportunity too... don’tknow how to say this in English... to become friends again with them. Examiner: Yes, that's true, But Im worrled that we will all be quite different naw from what we were then, Candidate: Yes, | can understand that. But maybe that is part of life... You know, your interests change and you have different priorities, Do you think there will be a lot of people at the party? Examiner: 'm not sure. But my friend says that she has invited everyone who used to be in our class. That would be alsout 0 peaple. Candidate: 60 peaple isa lot, I they all came, it would be difficult ta speak to everyone. So maybe it ae you could tall to athers, @ Prompt 2 (Grade 8) Examiner: I'm a bit tired of myjob and am thinking of making a career change. But | have no idea where to start Candidate: Really. Don't you like being an examiner? Examiner: Oh, yes. Of course Ido, But only de this part time, My other job is asa writer. Candidate: Wow. That's great. had a friend whe was a writer. He sald it was a great job. What dan't you like: about it? limagine it would bbe an interesting and ereative job, Examiner: Well 've been doing itfer a while now and it can take up a tot of time, i's nat really a nine to five job. You've always gat samethingtto think about. Candidate: Yes. ve never thought about It like that. | suppose It could become tiring after a while. Always having something you shauld be doing. Like you're never able to relax, Like being a student and a ae ee) ee ak.= Trinity, 3 Focus on the Conversation task In the conversation phase for GESE Grades 7 & 8 you will talk about two of the subject areas from the six fon the syllabus, Again, while the areas are chosen by the examiner, the candidate needs to demonstrate that they can take an active role in keeping the conversation gaing, (DD srade 7 Examiner: Now let's talk about something different. What type of school dic! you go to? Candidate: | went to 8 local primary and secondary schoo! in my town, It wasn't a big town so the school was small andi it was co-educational. | liked it because you knew everyone there Examiner: What about yaur teachers, did you have a favourite? Candidate: | liked all of my teachers really but | remember that my grade 5 teacher was lots of fun, She Used to play the guitar and teach us songs in class, We loved that...5@ what about you? What kind of school did you use to goto? Examiner: Well, | used to go to a huge madem school, Candidate: Oh, | think it would be difficult te go ta a large school, but the advantage is that you can probably study a wide range of subjects. @ Grade 8 Examiner: OK, Now let's change the subject. How about the natural environment? Are you cancerned about recyeling? Candidate: | am, but it’s not my main concem. | know a lot af peaple that spend tine recycling, joining groups that clean up the local area and stuff but | den’tda that much, Ido what | can at home, but I dan’t think I go to any special effort. Examiner: Don't you think you should be mare concerned? Candidate: You're probably right, but | trust the local government to-de a good job, fm more worked about protecting wildlife in the countryside. | feet that people should worry about that rather than, recycling, Which do you think fs mare important? Examiner: Why do you think that people enjoy mysteries? Candidate: Well, 'm not sure really, Apparently near where Hive, some farners’ animals have disappeared overnight. They say that something takes thee. I don't really believe itis anything mysterious. Maybe they’re-stolen by someone,Task 1 — Long reading (1) 1 Read the following text about online learning and answer the 15 questions, ‘Online learning and MOOCs Paragraph 1 Many adults can't access higher education because they don't have the time to attend elasses, can't afford it or have not been successful in getting a place-due to high competition. All that is changing with the growth of anline leaming and MOQCS (Massive Open Online Courses), In MOOCs the delivery of material and interaction between learners and teacher are achieved through the Intemet and aim to-have unlimited numbers of people participating. A quick Internet search brings up hundreds of Universities and other institutions offering courses and qualifications online. Paragraph 2 ‘The study materials are usually text decuments that you can dewnlaad fram the website but there are also filmed lectures, questions and assignments. Communication between learners and the instructor can include many types of technology suchas forums, email and message boards or text, voice and loo chat, & small percentage of courses are assessed, These are often in the form of assignments and real life tasks as-well as tests and exams. Because of the large numbers of students, some of the common ways that interaction is achieved to support learning are: peer-review and collaboration and automated feedback through online assessment, for example quizzes, Paragraph 3 The fact that a lot af the communication is done online means that learners des nat need to study at the same time or inthe same place. This offers lexiblity for busy people, who can study whee and where they like, even with a university that is nat nearby, The original idea was a response to the commercialisation of education, which restricted access for many people. Mast MOGCs are affered on an open access basis, that is free to the learners Paragraph 4 Some neople are concemed that the lack of face to face classes or lectures makes it a lonely way to study. This can be true for some, but many people report that they have developed valuable online relationships while discussing the course and readings, The rapid development of access to high qual Internet connections also allows people to be able to use real-time vkkeo discussions that could not be take place five or ten years ago, Paragraph 5 Learning online is very different to learning at o campus. Learners need to be motivated and good time managers if they want ta succeed. There has been widespread criticism of MOOKs because af the large umberof people that stort but do not finish, However, advocates of MOOK often remind us of the free ‘and open nature af the courses which enables many people ta have the:chance to study wha would not normally do so. They also take the view that all learning is positive and completion is not always the most Important thing, an individual student has hed a quality experience and has epportunities to-learn and study new ikleas, this isa valuable achievement,ISE file [+] Questions 1-5 (one mark per question) The article on page 91 has five paragraphs (1-5), Chose the best title far each paragraph from AF bolow. Thete is one title you don't need. 1. Paragraph 1 A. Valuable and personal interaction 2, Paragraph 2 B. Opportunities for more people ta learn at more times 3. Paragraph 8 noe . So what is a M@OC? 4. Paragraph 4 .. B.Various forms of antine Iearning and MOOCs E, Achance to save money F. Arguments for and against MOOCs 5. Paragraph 5 .. ‘Choose the five statements from A-H belaw that are TRUE according to the information given in the text an page 9 &:. A. MOC: are always free ~ no cost and anyone can do them. B. There are a large number of institutions offering MOOCS te learners, C. There are a variety af cantent types affered in MOOS. D. Not many MOOS have formal assessments as part of the course, E. The lack of face to face elasses in online learning make ita lonely way to-study for all stuslents, F, Increased speed of Internet connections and access have encouraged more people to take part G. Many people believe that MOOCs are a failure because s0 few peaple complete courses. Hits unlikely that MOOCs will survive in the next five to ten years ‘Questions 11-15 (one mark per question) Complete contences 1115 with a ward, phrase a number from the text en page 91 {maximum 3 words) ‘Welte the word, phrase or number on the tines below, 11. MODES started in response to the fact that Many people didn’t have the tine aF couldn't afford ani higher education, AR. THEME AE ssn snnennenonin Gifferent typpes.of Institutions that offer MOOCs and online course. 13, Many people who would normally be too busy can now take advantage of online learning offers, 14, For many students, not having access to other learners and thelr teacher makes them think it's a lonely way to study. 15. Some people ciiticise MOOCs because of the high numbers of people who course, that . theirTask 1 - Long reading (II) 1 Aspartof your stuelies you are going to read about literacy skills in the UK. Read the following text and answer the 15 questions. Literacy in the UK ragraph 1 A recent report by the National Liteeacy Trust in the UK has found that more than 16%6of the adult population ean be described as only “functionally literate” meaning they are: considered to ho relatively poor literacy skills with a reading ability comparable tthat of an elever-year-old, Although they claim that literacy in the UK bas improved, ather reports state thatiit is not moving at the same pace as the rest of the developed world, Research by the Organisation for Economic Co-operation and Development (@ECD) has revealed that many of the UK's 16 ta 24-year-olds are falling tsehind their European and Asian counterparts, with England arriving in twenty-second place for literacy, and Northern Ireland eighteenth, out of the twenty four industrialised countries that took part (Scotland and Wales did nat take part in the survey Paragraph 2 The consequences of low literacy skills are many and can have lasting effects, with a proven link between literacy and social mobility. Parents whe have low literacy are not in a position to help theirchildren with reading, homework and other tasks, In turn, these children often get poorer results at schoo! with consequently fewer areas of employment open to them. And so the cycle of disadvantage continues. People with higher literacy skills have been shown to have more confidence, better health, more job opportunities and higher wages. Paragraph 3 Blame for tow literacy rates has been given to different gavernments and their education policies Methods of instruction thraugh the years have varied enarmously with experts unable te agree an the mast effective technique. in the 1970s, the phonics based method was popular, with young children being taught to hear and identify phanemes and look for the correspandence between sounds and spelling patterns. The 19805 saw a swing in the other direction witha move towards whole language Instruction where pupils were encouraged to use critical thinking stratogies and to quess words thoy did ek recognise via context, Paragraph 4 Literacy rates in the UK did improve considerably after 1998 following the introduction of the National Literacy Strategy, vith one haur per school day devoted solely to Meracy, tis clear, though, that more has to br done. Teaching methodology is still under fire but fans.of both phonics and whole language based methods seem to have found a mkldle ground with # new approach called Balanced Literacy Instruction. THis, in Its rast basic form, is.a mix of the most constructive aspects of the two former teaching approaches and could be key to improving literacy skills Paragraph However, the war am illiteracy is not yet over, With concerns that young children ate less interested in reading traditional books, the use of technology as a learning toal has now taken prominence in the reading debate, The Matianal Literacy Trust has recently advocated exploiting smartphones and tablet Computers, especially with childeen from disadvantaged backgrounds, since they can be used as.a novel way into reading. In addition, they have seen that children tend to enjoy reading more if they use both books and a touch screen fo look at stories. Since the UK's economic future depends on developing the Skills ofits young workaree, the UK will have to try everything passible to improve literacy substantially across the country and across the social dhelde.ISE file 2 Questions 1-5 fone mark per- question) ‘The text on page 93 has five paragraphs (1-5). Choose the best title for each paragraph from A-F below and Write the letter (A-F) on the lines Below. There is one tille you don't need Fe Paragraph Denne ‘Ae Young children should use technology toimprove reading 2. Paragraph 2 oa 3. Parageaph 3 4. Paragraph 4 5. Paragraph 5 8, Young people in England have literacy skills similar to those in other developed countries . Most people in the UK can read but not everyone can read well D. The effects of law literacy skills on job prospects E. The latest teaching methodology is based ana mix of previous methodologies F. A range of teaching methadolagies have been tried with varied results ep sass etinscnasrescang Chonse the five statements from A-H lielow that are TRUE according te the information given in the text on page-93. Write the letters of the TRUE statements an the lines below (in any order). ‘ ‘A. Literacy ability in young people in England is less than in many other 7 developed counties. ; ~ B. Technology skills are more: important than reading skills for the future of 4 the the UK economy, sa C. 169 of the adult UK population is unable ta read, D.People with good reading ability are likely to bee healthier than people ‘who can’tread as well E. Inthe 1970's, children were taught te read through Inoking at and analysing sounds. If patents give bath boaks and touch-screen devieesto thelr child to read ‘with, the child is likely to enjoy reading mare G..A single effective teaching methodology has been put into practice in recent years. H.Since teachers have focused on reading for one hour every day has improved. lteracy Questions 11-15 (one mark: Complete sentences 11-15 with a word, phrase or number from the text. on page 93 (maximum three words). Write the word, phrase or number on the lines below, wr question) ‘Young people who have law literacy do not do well at sche! and have fewer ... in, 12, Experts worry that young children are not as attracted to reading 13. The newerteaching approach based on alder methods is called. 14, People who are “functionally literate® cam only read as well as.an 15. Experts have, until recently, found it dificult @ come to an agreement on the most teach reading. vw te find work s before, toTask 2 — Multi-text reading (I) 1 In this seetion there are four short texts for you to reael and some questions for you to answer. Question: 1-5 {one mark per question} Read questions 1-5 first andthen read texts A, B, C and D lsolow the questions. As you read each text, decide which text each questions refers fo, You can use any letter more than once, @ Which text 16, summarises haw much food is wasted in the world? 17. suggests ideas for the general public for how ta change the amount of waste! 18, describes the parocess we use to reduce packaging waste? 19, describes some of the advantages a family can have from wasting less food? 20. compares different areas of the world and their record on waste and recycling? Text A Unterviewed Jasmine Chaudry, a local expert on our use of natural resources, for Planet magazine. ‘What should everyone know about our natural resources, Jasmine? "People need to understand that we live in 8 world of diminishing resources but we continue to constume.and consume as f they'll last forever. Lot's take steel cans, far example used as food containers. They are 100% recyclable and you can recycle them again and again. Using recycled steel uses 7596 less-energy than starting from rau material. Yet, only 55% of steel cans made-in Europe came from recycled steel, Much less than some other continents. This really isa waste.” Easy ways to make the most PU ce ry Reduce + Buy ess foad each week, Top up when you have nun out + Grow your own vegetables + Drink tea and coffee from your ewn cup, nota disposable cup + Reuse carrior bags.from the superm. + Use scrap paperfor waiting notes + Buy rechargeable appliances not ones that use batteries Recycle + Separate your rubbish and use the recycling bins available in your town + Compost your faod seraps from the kitchen ~ your plants willlove itISE file Text A quarter ta.one third of all food preduced for people to cat is lost in the production and transport process of wasted by consumers, This adds up to abaut one billion tons of wasted food a year. ‘The situation is the worst in developed countries where 56% of food Is lost or wasted. While in developing countries this is 44%. This last food and calories could cemove hunger gaps in the developing world. An average person needs about 2,000 calories per day, Over 1,900 are lost in North America and Oceania. 61% of that last is a result of waste by consumers, Other cantinents waste half as much as North America and Oceania but the record Is still poor. For example, Eurmpe and industrialised Asia waste aver 700 calories per persan, Africa over S00 calaries per person and Latin America, South Asia and South East Asia waste over 400 calories per person, Text D lf ‘Martin: | watched a TV programme last night about food waste. | had never really thought about It before, if ‘susan Really? We are really stict in our house about recycling and using less, The whale family is involved. { ff Morin: Bur how do we know i's making a ditferemce? Susan; We're trying to reduce the amount of food we throw out. Over the last couple af months ‘we have ted to buy less, freezta lot more 50 food doesn't go off and juicing older feult 0 my ids eat it when they wouldn't normally, We also buy loose fruit and vegetables If we can. that plastic packaging! { q Martin: Have you noticed a difference? (7 Seana helen res nnlon th rcary DM ba att dv ve t 00d eft inthe fidge at the endl of the week, I was really surprised at how much itchanged. G@ Questions 21-25 (one mark per question) Choose the five statements from AH below that are true according to the information given in the texts above, Write the letters of the TRUE statements on the tines below in any order. AA. Devolaping counties have a worse record than developed countries far food waste. Europe and industrialised sAsia are simitarin the ameaunt of calories lost to food waste, , More than two billion tons of food is wasted a year, , Europe is not the best continent at reeycling steel cans. E. Seme families are able to save maney by reducing the amount of food they throw out each week, Over 60 per cent of calories last in North America is due to waste by transporters. G. Using recycled steel rather than raw steel saves three quarters of the energy, H, Stee! cans can be continually recycled,Eh aestions 26:30 ne mak perquestion) tricia do ian rar st WE in we ee i to complete the missing information in gaps 6-10. Summary nates Supporting the environment through your feed consumption ~ (26) more of the packaging used for your food (27). the amount af food waste you produce Packaging Europe doesn't recycle as much steel as ather continents Choose steel, Stee! cans are completely (28) and yeu can meeyele them food toavoid packaging waste A quarter toa third af all food is wasted. Europe, industrialised Asia, Nath America and Oceania have the warst records, Buy fewer groceries each week and (30) Grow vegetables, if'you have a garden on lfyouneed to Task 3 - Reading into writing (I) ‘Use the Information from the four texts you read In Task 2 (pages 95 ta 96) fo write a short article (150-180 words) for a student magazine, presenting the options people have for reducing food and packaging waste, Try to-use your awn words as far as possible ~ don’t just copy sentences from the reading texts, You should plan your article before you stant writing. Think about what you want to say and make-some notes ta help you in this bax: Planning nates (No marks are given for these planning notes) Now write your essay of 150-180 words on the lines don't just copy sentences from the reading texts. low, Try 10 use your ov words.as far as possible ~ISE file Task 2 — Multi-text reading (II) As part of your studies you are going to read about student gap years. In this section, there are four shart Texts for you to read and some questions far you to answer, a ‘Questions 16-20 (one mark per question) Read questions 16- 20 first and then read texts A, B, Cand D below the questions, As you read each text, decide which text each question refers to, Choose one letter A,B, Cor D—and write it on the lines below. You can use any letter more than once. Which text 16. explains how gap years developed? enemas 17, implies that a gan year ean change a person dramatically? +48, suggests how te organise a year abr0adyncm-0e 49. gives details of gap year experiences in different COUNEHES? eee 20. explores some of the negative aspects of taking a gap year? Text A Fact File:Gap Year In many European counties and, increasingly, the USA, many students take a break between high schao! and university. The cencept of a gap year started off in the 1970sin the UK for young people going abroad before their university studies, but the label now covers a larger variety of options ranging from staying at home and working, daing voluntary work, or back-packing your way around the wereld, Although there has-been much discussion about the advantages and disadvantages of gap years, mast universities look favourably on it if students plan to do something worthwhile with their time. In addition, recent research from the States shows that students who take tinte off before university do better than students who-dan't and that they get higher graduation scores than expected based on their high school results. 7 Don't doit! Newspapers are full af the benefits of taking a gap year, but really, is it the best thing for everyone? Apart from the: fact it can he expensive, there are lats af ather problems. | worry that my daughter might take a year off fram academic studies and then never want to retum, She might work during her year cut and, ance she starts earning maney, decide she dosn't want to get inta debt just to-study mare: Worse:-stil, she might not even find a job, waste & year in front of the TV instead, and then lase interest in going to university. Really, am | the anly parent who worries about these things?Julie's travels That’ it. Packed my bags and fy back tothe UK tomorrow. Can't believe how fast the year has gone by. Whatan exparience! [worked as an English teacher in Thailand, did voluntary work wih children, went swimming wth sharks in Austral, and stayed with relatives in Sydney. This experience has introcuces me to other cute and a new language! I've learnt so many new skils that may CV wil look teat {ve grown up ths yeas and feel more eonfderit1 know | can face any situation life thc at ie. And best of alt? Fm fll af energy for university ext week. Cait wait Text De er eee mea Be prepared — research the countries you're going to visit. Learn some language basics for the countries on your itinerary = please, thank you, Hove much.? Book your plane tickets in advance to take advantage of discounts. Make sure you have enough money for your travels, plus some extra for emergencies. ¥ Tell your chosen university that you'll be taking 2 year out, And finally enjoy yourself! ‘Choose thefive statements from A-H below that are TRUE according to the information given in the texts above. Write the letters af the TRUE statements an the lines below (in any order), ‘A. You are entitled to cheap plane tickets if you are a gap year student. A.gapyear is 100 expensive far most students, . A.gap year can help students recharge thelr batteries before going to university 1, Students should plan te take more money than they need an thelr year of E. A gapyear experience can be a positive feature on your CW, F. Students don't necessarily have to go abroad far their gap years G. More students in the USA than in Europe take gap years. H. The majority of universities think that taking @ gap year isa positive thing iForqanised wel a. 23. 25. OS Neate 2,ISE file Questions 26-30 (One mark per question) The summary notes below contain information on the texts on pages 48.and 99, Find aword or phrase: (maximum three words) from texts.A-D to complete the missing information in gaps 26 Write your answers on the lines below. Summary notes + Agapyear is usually taken before going touniversity, + Gap-year students in the USA usually get better (26)... + Students who take a aap year might decide not (27) + Gap-year stuslents might worry about getting (28). + Students can de a variety of things during their gap year, (29) work, + If going abroad, students should: to their academic studies, 0 pay far university. vcluding: staying at home ordoing + find out information about the places they're going to; = ACQUIHE SOME (30) ent nininnimtnannnes OFhE countries they want to wisit, for basic communication. “The secret toa successful gap year Isto be prepared and organised. Task 3 — Reading into writing (II) Use the Information from the four texts you read In Task 2 (pages 98 to 99) to write a short article (150-180 wards) for a student magazine discussing the things that need to be taken into consideration when takinga gap year You shauld plan your article before you st ates to help you in this boxe waiting. Think about what you want to say and make some Planning notes (Mo marks are given for these planning nates) Now write your essay of 150-180 wards on the lines below. Try to use your own words as faras possible — don't just copy sentences from the reading textsTask 4 - Extended writing - a discursive essay 1. Work with a partner. Make a list of the advantages and disadvantages for a young person of taking a gap year ~ a year's break between finishing secondary school and going to university and spending the year doing something different, e.g. volunteering far a charity, getting work experience, oF travelling. 2. Read the task and the essayin response to it. Which of the advantages and disadvantages from your list in Exercise 1 are mentioned? Write.an essay {150-180 wards) for the schaol magazine abaut she advantages and dsadvaniages of taking a 0p year. Give yaur opinion about whether the advantages outweigh the disadvantages, " Taking a year's break between finishing secondary school and going touniversity is something that an increasing number of young people do nowadays. in thisessay, Iwill discuss same advantages and disadvantages of gap years and conclude with my opinion about it. 2 Bne advantage of taking @ gap year is that it car help you gain new skills and experiences. Anather positive aspect is that it can make you more interesting to future employers. An additional positive point Is that it gives you more time to think about what you want to studly.at University. » On the ather hand, a drawback of taking a gap year is that you may not have the skillsto do anything very useful, Another negative aspect is that you often have to pay to have a gap year experience and ican be wery expensive, & further argument against it s that yau may find it difficult to retuen to studying at the end af the year. “in conclusion, | would say that whether the advantages of taking a gap year outweigh the disadvantages depends an the activity that you choose ta de ~some gap year activites are worth doing, but others can be an expensive waste of a year. @ 3. Read the essay again. Complete the guidelines about wiiting discursive essays with a phrase from the box. introduce and link more neutral features ane side of the argument concluding the argument style of language what the purpose of the essay is + Organise it into four paragraphs. 1) Introduce the topic and explain onan 2) Give. 3) Give the other side of th 4) End bay. + Use words and expressions to «= the points you make, eg. One advantage of. Anather positive aspect is that... An additianal positive point is that... drawback of, Another negative aspect is that. A further argument against its that... Gn the other hand. (n conclusion, + The’, should generally be formal, but the fallewing * can be used: when talking about people in general, use yau, e.g. /teaa help you,.., tear give you. : use the contraction dan't instead of do notand ean’t instead of cannot,ISE file 4 Plan an essay for the following task. Think about what points to include and make notes. Write an essay (150-180 words for your school online magazine about the advantages and disadvantages of seaving schoolat 18 and not going to university. Give your opinion about whether the adwantages outweigh the disadvantages. 5. Write your essay. Use your notes from Exereise 4 and follow the guidelines about writing essays In Exercise 3. 6 Check your essay. Have you included enough relevant points? Have you organised it correctly? Have you followed the guidelines from Exercise 3? Task 4 - Extended writing - a descriptive essay 1 Work witha partner. Ask and answer the questions, 1 Inwhat ways do politics affect your life and theives of your family and friends? 2 Ifyou wanted to get involved in politics in your Country, what things could you do? 2. Read the task and the essay In respanse tot, Are any af the things that you discussed in Exercise 1 mentioned? You are daing o project on politics and governmentand your teacher has asked you to write an essay (150-180 words) describing how importani politics are to people in your country, The importance of politics in my country Politiesaffect every aspect of aur lives, so should be very important to.everyone, everywhere. However, Hhink that, in my country, the importance that people give to politics varies enormously. Generally, alder people seem to he more interested in polities than younger peaple. My parents and their friends all read newspapers regularly and often discuss what's happening politically and give thes pinians on it. They also.always vote iy elections. Perhaps the reason for this involvernent is that older people in my country remember what life was like before there was a democracy, and they want to make the mast af the democratic rights that they now have. Op the other hand, younger people don't seem to care so much about what's going on politically, ‘They might express dissatisfaction with the way the country is run, but then may not even vate when they have the chance. There is, however, a small minarity of young people who are extremely active politically. They started 4 protest movement a few years.ago which has now became an official political party that is going to standin the next election To sum up, | would say that politics aren't important enough to people in my country. If we want things to change, we should all be more active rather than simply complaining about the situation, a 3. Read the essay again and complete the guidelines about writing a descriptive essay with words and phrases fromthe box. contrasting interesting main body summarising tentative title © Give the essay a country. «to make itelear what i's abaut, e.g. The fmpartanice of polities hn rye+ Structure the essay as follows an introduction, the * nn . (one oF two paragraphs) and a cancluding paragraph. Organise your Ideas logically within these paragraphs. + Use-connecting wards ane phrases. In this essay, they are used fr Making "een points, e.g. However, On the other hand; and vineiny BG TO SUI + Ina descriptive essay where you are giving your opinion about something, use words and phrases for sounding e.g. (alder people) seem 0 be... (younger people) don't seem to (corel. Perhaps the reasan for this is that, + Use varied adjectives andar adverbs to make the description * enormously, extremely, simply. to read, e.g. 4 Plan an essay for the following task. Think about what points to include and make notes. You are daing a project on the eniviroriment aiid your teacher has asked you to wiite an essey (250 180 wards) describing how impartant ‘green’ issues are to people in your country. 5) Write your essay. Use your notes from Exercise 4.and follow the guidelines about writing a descriptive essay from Exercise 3. 6 Check your essay. Have you included enough relevant points? Have you organised it correctly? Have you followed the guidelines from Exercise 37 Task 4 - Extended writing — article writing 1 Work with a partner. What positions of responsibility and power do women hold in your country or fegion? Are there mote Wamen ih sehior positions than in the past? Are woimen more equally represented in some areas than others? 2. Read the task and the article in response to it.|s the author positive, neutral or negative about the woman's potential for success? Write an article 150-180 words) fora local news magazine, about a female public figure in your country, Gutline her background, the reaction of the genera! public (0 the appointment and speculate about her Future First woman to hold post of Regional Minister for Education 1 For the first time in our country's history, a woman has been selected as Education Minister, Dr Emilia Suarez now has the hopes and dreams of hundreds of thausands of children in her hands. 2 Born in # small town in Merida, she was a star student and won a competitive scholarship to study languages at the National University. She excelled at university and won a further seblarship for past- graduaie studies in the UK, Dr Suarez only entered politics recently but has been a strong voice behind education reform, 3 Public opinion is strong for Dr Suarez, who in her first speech, stressed the difficulties she would have with less funding for eelucation. She also announced her plans for introducing a minimum of four hours a week for sports education 4 Dr Suarez enters a political werd full of men. tts likely that her fresh approach wail be popular, especially amang the teaching community, where wwamen dominate and have been calling for more fernale politicians for yearsISE file a 3. Work with a partner, Read the article again. Which paragraphs have the following purpose? a C1 author's view of public apinion and hew successful the public figure might be b 1 the waman's backgreund ¢ [) theeventor fact that the article is about d D1 interesting facts about the immediate future. 2 4 Complete the guidelines about writing article with a word from the bos. factual statement paragraphs style title An article has the following features: vsiussiocno UHat summarises the cantent af the article infermation first, but can include the authar's opinion later on. toattract the reader + itindludes a’. it usually pravides + itoften starts with an4_... + it's organised in‘ 6 the language ®nenem-nen-nis informal and neutral , often short ones 5 Plan an article for the following task. Think about what you will Include and make notes Write an article (750-180 words) for a family magazine with the following title: “ris better to have brothers and sisters than to be an anly child”. Explain same of the advantages and disadvantages and whether you agree-or not with the statement 6 Write your article, Use your notes from Exercise 5 and follow the guidelines from Exercise 4, 7 Check yout article. Have you included enough relevant points? Have you organised it correctly? Have you followed the guidelines from Exercise 4? Task 4 - Extended writing - argument essay 1 Work with a partner. Whatdifferent arguments can you think of in support of nation International products? Make a list together. products over 2. Read the task and the review in respanse to it. Were any of the ideas you thought of in the essay? Yous herve been talking in class with a teacher and other students about the growing number of international products avoilablein your country, Write an essay 180-180 words} an whether you think there should be more support for national products, Give your opinion with reasons and arguments, The growing number af international products in aur local market is reducing the unique culture and identity of where we live andl is potentially damaging to our success. Where I live, we have many rich traditions and products that are the source of great interest for tourists. The availability of many Intemational products would threaten this tourist industry if peaple came here andl saw the same things they find in other places Also, international products increase the amount of pollution, asthey have to be transported many hilometres across the world, A higher proportion of lacal produce and products, would reduce this pollution,Finally, more intemational products reduce jobs in our local economy. If we had mare local products available and marketed them as unique, this would create jobs to manufacture those products, It would also-create more jobs in the tourism industry. In summary, | believe that we should suppart local and national products more to support jobs in our areaand promote our unique culture. 3 Work with a partner, Read the essay again. Are the following statements true, false or not given? T FANG 1 The author believes her area has things that you can’t find in other places. 100 2 Theauthor believes that. higher number of national products will reduce the number of tourists, Ooo 3 Local produets reduce pollution because they use less chemicals in their production. oo00 ‘4 The author believes focusing on local products will boost the local economy through jabs.) JL) B 4 Complete the guidelines about writing argument essays with a word from the box. conditional connecting divided opening present reasons restatement An argument essay has the following features: wm paragraph introducing the author's argument — for or against the topic. according to each argument ~ one argument per paragraph, wards between paragraphs, linking end indicating new ideas e.g firstly, also, finally ‘and opinions to justify anquments + Can contain language in... tenses to. deseribe facts, £ COM USE eiononninane SRENCES to describe how something could be different + Concludes With fan of the author's opinion and argument. 5. Plan an argument essay fer the fallowing task. Think about what you will include and make notes. With your class and teacher you here been discussing different public figures and how their lives and pictures offect young people; Write an essay {150-180 words) for your teacher on whether celebrity culture is (oo popular and isdamaging for young people, Give your opinions with reasons and arguments, 6 Write your argument essay in 150-180 words. Use your notes fram Exercise S and fallow the guidelines from Exercise 4, 7 Check your argument essay. Have you Included enough relevant paints? Have you arganised It correctly? Have you followed the guidelines fram Exercise 4? Task 4 - Extended writing — informal letters and emails 1 Work with a partner. imagine that a friend of yours is going tomove from.a small village to a big city What advice would you give them about how to adapt to thelr new lifestyle?ISE file 2. Read the task and the email in response to it. Are any of the things that you thought of in Exercise 1 mentioned? Your friend Silvia, whe currently lives in small village in the UK with her parents, has sent you an email ro tell: you that she's een offered a job in New York City. She's hoppy about she fob, but is worried about such a big change in Westyle, Write an e”ail (130-180) in reply, congratuoting her on her new job and giving her advice on how 10 adapt to living in anew place and to-enjoy city ite, ah From: Jim Hunter To: Silvia Wallace Subject: Re, News! HiSilvia, Well dane an getting the jobsin New Yark! It’s a fantastic apportunity! I can understand why you're Nervous, though. After living in Diptan, it's going to be a big change, but | think you'll love it, If were you, fd ge ona tour of the city as soon as-you can. If you do that, you'll soon get to know your way around. You should try and find out about places where young people go, ane you'll make new friends,’ sure. It might be-a good idea to join a sports club, because you'll meet people there, If your company don’t help you with accommodation, how about trying to find a place online before ‘you ga? Sharing a flat might be the best thing. You'd make more friends that way and it'd be cheaper than renting a place on your own BTW a friend of a friend lives in New York. | could get you his contact details and perhaps you could meetup. Let me know what you think, Speak soon, Rick x 3 Complete the guidelines about writing Informal emails and letters with de or don't, + Theorganisation of the email can be quite flexible, but |... order information logically. Use paragraphs to-separate ideas. + cu tse informal language, e.g. fantastic, not formal language. + use contractions, not full forms, e.g. its; not itis, and you'l, not you will, + ‘oon tise correct spelling and punctuation... Use text message spelling, €.g. Cor see, Afar ave, but — on US Standard abbreviations such as btw by the way}, and emoticons to signal moods and jokes, egé use exclamation marks 10 show enthusiasm, e.g. It’s fantastic opportunityt include an appropriate opening, e.g. Hi Silvia, and ending, e.g. Take care, See you soon, Speak soon, now, Love (toa partner, family member or clase friend), ar All the best, to someone you don't knew so well + foun add an ‘x’ after your name at the end to represent a kiss, but ". person you're writing to very wellt wad ‘you don't know the 4 Plan an emailfor the follawing task. Think about what points to Include and make notes. You have recently started the job of your dreams, but itis 4 long way from your Family and fiends. Write an emiail (150-180 words) toa friend you have left bethind explaining how yauir life has changed and how you have been feeling.5. Write your emall. Use your nates from Exercise 4 and follow the guidelines about writing Informal ‘emails from Exercise 3. 6 Check your email. Have you included enough relevant points? Have you organised It correctly? Have you followed the guidelines from Exercise 37 Task 4 - Extended writing - formal letters and emails 1 Read the writing task and the letter In response to It. Does the letter cover all the points in the task? ‘Yourlacal council has decided to cancel this year’s festival in your dred for reasons of public safety, Nias taken place for over 100 years and you think itis an important event for the community, Wekte a letter (150- 180 words) to the council explaining why you think he festival should go ahead and suggesting measures to protect ihe public ‘3West Street Lewes East Sussex BN? SDY ‘The Manager, Lewes Council Public Events Team Town Hall Lewes BN? 75. VSApril 2015 Dear Sir/Madam, Lam writing to complain about your decision to cancel this year's Bonfire Night festival for reasons of public safety. There has been a bonfire supplied by the kocal council for over one hundred years as part af the national commemoration of the failed attempt to explode a bomb at parliament house in London Jn the seventeenth century. Not praviding this service would break a very old tradition and deny residents the chance ta celebrate as a community. tt wauld also-increase the risk ta public safety, because Individual residents would make bonfires and set off fireworks in their awn gardens ancl burns and accidents are mare common at home than at contralled public events | would ask you talisten to the views of inca residents and consider solutions that could help ‘maintain a safe public environment, for example, ensuring that children are accompanied by parents and having the fire brigade on hand te deal with any emergencies. {ook farward to hearing from you on this matter. Yours faithfully, clomentu dew 2 Work with a partner, Read the letter again and ask and answer the questions, 1 How many reasons does the writer of the letter give for why the festival should be allowed to go ahead? 2 Do you think the measures the writer suggests for protecting the public would be effective?ISE file 3. Complete the guidelines about writing formal letters with aword from the box, closing contractions date emails end recipient sender start Notice that in a formal letter: ~'sadldress on the top + the! soon address gars on the top righthand side, the left-hand side and the ® si below the sender’saddress + it we 4 the letter with Dear Sir/Madam, we’ it with Yours faithfully. we start It with Dear Mr Browr/Mes Smith, we end it with Yours sincerely, in formal we would Usually know the name-of the person we're writing to.and would end the email with Regards or Best wishes + we can use | look forward to hearing from you as a way af". a letter or email + we use neutral to formal language, e.g. consider, ensure, accompanied, This includes not using zi 8.9. am writing, notJin writing, and There has been, not There's been, 4 Plana formal letter for the following task, Think about what points to include and make notes, When you were shapping at yar local supermarket recently, the assistant at the.checkaut was very nude fo you, Write a fetter (150-180 wards) ta the supermarket manager seporting what the assistant said, explaining hhow you fettand saying what action yac think the manager should take, 5 Write your letter in 150-180words, Use your notes from Exercise 4 and follow the guidelines about writing formal letters from Exercise 3. 6 Check your letter, Have you inclucled enough relevant points? Have you organised It correctly? Have you followed the guidelines from Exercise 3? Task 4 - Extended writing - review 1 Work with a partner, Discuss a book or story that you loved as a child, What was it that you loved so much? 2 Read the task aid the review ih response to It. Are any of the things that you discussed In Exercise 1 mentioned? There isa magazine competition for a feature on “The world's most popular children's books", Writea review (150: 180 wards) for the competition including detelof the story and main charactersand why you woul recommend it to young readers The Very Hungry Caterpillar keeps eating One of my favourite books as a child and one that Hove reading to my young children is The Very Hungry Caterpillar, written and illustrated by Eric Carle, First published in 1969 the book is stll in print today and available in over 50 languages “The story facuses.on the journey of the adorable main character, a caterpillar. As you might quess, she Isvery hungry and eats many different types.of food, which raw in number on each page, What | lke most isthe scope for teaching numbers, catours and types of food familar to all children. Each page also includes a small hale whieb the caterpillar goes thaugh, encouraging your children Lo guess what is next, The illustrations are very vivid, colourful and expressive, The story ends with a bang and a breathtaking Image that your chile will love, The Very Hungry Caterpiliar is 0 must in every child's bookcase and will provide years af enjoyment