IELTS Speaking and Vocabulary_

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Speakings,
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/TELEPHONE Andrew Betsis
Sula Delafuente
Sean Haughton
GlobalELT
S tu d e n t’s Book
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U, olK u I RoAK ,
I E L T S is th e In te rn a tio n a l English Language Testing System . It te s ts all fo u r language skills:
listening, reading, w r itin g and speaking. It is intend ed f o r p eo p le w h o w a n t to stud y o r
w o r k in an English-speaking co u n try .
T h e r e a re t w o v e rs io n s o f th e te s t, th e A c a d e m i c and th e G e n e r a l T r a in in g m odule.
T h e A c a d e m ic m o du le is f o r th o s e w h o w a n t to stu d y o r tra in in an English-speaking
u n iv ersity . U n iv e r s it y adm ission t o un d e rg rad u a te and p o stg rad uate co u rse s is based on
th e re su lts o f th e A c a d e m ic te s t.
T h e G e n e r a l T r a in in g m odule is m ainly f o r th o se w h o a re going to English-speaking
c o u n trie s to do s e c o n d a ry ed u c a tio n o r g e t a jo b and focuses on basic su rvival skills in
so cial and w o r k p la c e e n viro n m e n ts.
T h e S p e a k i n g t e s t is th e s a m e f o r b oth th e A c a d e m i c and th e G e n e r a l T r a in in g
m o d u le s , so this b o o k is a p p ro p ria te f o r ca n d id ates p rep arin g f o r e it h e r o f th e t w o
v e rs io n s o f th e IE L T S exam .
T h e Speaking t e s t co nsists o f a discussion w ith an e x a m in e r and lasts I I - 14 m inutes w ith
th re e parts. In P a rt I , candidates have to an sw er personal questions about them selves and
t h e ir fam ilies. In P a r t 2, th e y have t o speak ab o u t a to p ic and in P a r t 3, th e y have a longer
discussion on th e sam e to p ic .

2K,oH,o1
IELTS SPEAKING GUIDE
analysing all the different task types
o f the IELTS Speaking SectionP a g e 5
Unit 1
TravelP a g e 3 1
Unit 2
l i f e in th e 21st C enturyP a g e 3 8
U n it3
A rt and C ultureP a g e 4 8
U n it4
The Animal inngAwnP a g e 5 6
U nitS
HomeP a g e 6 4
U n it6
F jifra rin nP a g e 6 8
Unit 7
Planet EarthP a g e 7 6
Unit 8
TechnologyP a g e 8 6
Unit 9
CrimeP a g e 9 6
Unit 10
H ealthP a g e 1 0 4
P u b lish ed by G L O B A L E L T L T D
w w w .globalelt.co.uk
Copyright © G L O B A L E L T L T D , 2012
Every effort has been made to tra c e th e c o p y rig h t ho ld e rs and w e a p ologise in advance fo r any unintentional om ission.
We will be happy to in se rt the ap p ro priate ackn ow le dge m e n ts in any su bsequ en t e d itio n s.

A ll
rights reserved. N o p art o f this publication may be re p ro d u ced , sto red in a retrieval system, o r tran s m itte d in any form o r by any m eans, elec­
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thorised act in relation to this publication may be liable to crim inal pro secu tio n an d civil claims for damages.
British Library Cataloguing-in-Publication Data
A catalogue record o f this book is available from the British Library.
• Succeed in IELTS Speaking - S tu d en t s Book - ISBN: 9 7 8 -1 -7 8 1 6 4 -0 1 5 -9
• Succeed in IELTS Speaking - T ea ch e r’s Book - ISBN: 9 7 8 -1 -7 8 1 6 4 -0 1 6 -6
• Succeed in IELTS Speaking - Self-Study E d itio n - ISBN: 9 7 8 -1 -7 8 1 6 4 -0 1 7 -3
The authors and p u b lis h e rs w is h t o a c k n o w le d g e th e fo N o w in g u se o f m aterial:
The photos in U n it s I - 10 © In g ram P u b lish in g Im a g e L ib ra ry - © w w w . 123 rf.c o m Im a g e L ib ra ry

IPKNG OUR20N
A c a d e m ic M odule
Fo r entry to undergraduate o r postgraduate
studies o r fo r professional reasons.G e n e ra l T ra in in g Module
Fo r entry to vocational o r training programmes
not at degree level, for admission to secondary
school and f6r immigration purposes.
T h e t e s t M o d u l e s a r e t a k e n in t h e f o l l o w i n g o r d e r :
M O D U L E Q U E S T I O N S T IM E Q U E S T I O N T Y P E S
L is te n in gmultiple choice, short-answer questions,
4 sections, approximately sentence completion, notes, form, table,
40 items 30 minutes summary, flow-chart completion, labelling a
diagram/map/plan, classification, matching
A c a d e m ic
R e ad in g
G eneral Training
Reading
A c a d e m ic
W ritin g3 sections,
40 items
3 sections,
40 items
2 tasks
G eneral Training
W ritin g2 tasks60 minutes
60 minutes
60 minutes
60 minutesmultiple choice, short-answer questions,
sentence completion, notes, form, table,
summary, flow-chart completion, labelling a
diagram/map/plan, classification, matching,
choosing suitable paragraph headings, identifica­
tion of author’s views, -yes, no, not given, -true,
false, not given questions
Task I ( 150 Words - 20 minutes)
Candidates have to look at a diagram, chart, or
graph and present the information in their own
words.
Task 2 (250 Words - 40 minutes)
Candidates have to present a solution to a
problem or present and justify an opinion.
Task I ( 150 Words - 20 minutes)
Candidates have to respond to a problem with a
letter asking for information.
Task 2 (250 Words - 40 minutes)
Candidates have to present a solution to a
problem or present and justify an opinion.
S p e a k in gI I to 14 minutesIt consists of three parts;
P a r t I - Introduction and interview,
P a r t 2 - Long turn,
P a r t 3 - Discussion.
T o ta l Te st T im e
2 hours 44 minutes

Ue a p G G y H E O A , f e W E v P I Au H
Speaking Test Assessm ent
The IE L T S Speaking t e s t is assessed using th e fo llo w in g fo u r c r it e r ia :
Fluency and C o h e re n c eH a v e y o u a n s w e r e d t h e q u e s t io n d i r e c t l y ?
C a n y o u lo g ic a lly s u p p o r t w h a t y o u a r e t a lk in g a b o u t ?
C a n y o u c a r r y o n s p e a k in g w i t h o u t h e s it a t in g o r c o r r e c t in g y o u r s e lf ?
D o y o u u s e d i f f e r e n t d is c o u r s e m a r k e r s t o s t a r t y o u r s e n t e n c e s ?
Lexical R e so u rceH o w w i d e is y o u r v o c a b u l a r y r a n g e ?
A r e y o u u s in g t h e c o r r e c t w o r d s f o r t h e t o p i c a n d s it u a t io n ?
H o w o f t e n d o y o u u s e c o l l o c a t i o n a n d id io m a t ic la n g u a g e ?
G ram m atical R an ge
and A c c u r a c yH o w r e g u la r ly c a n y o u s p e a k w i t h o u t m a k in g m is t a k e s ?
H o w o fte n d o y o u u se c o m p le x s e n te n c e s a c c u r a t e ly w h e n y o u sp e a k ?
PronunciationC a n y o u p r o n o u n c e t h e s o u n d s o f E n g lis h a c c u r a t e l y ?
A r e y o u r s t r e s s a n d i n t o n a t io n p a t t e r n s n a t u r a l?
C a n y o u s e p a r a t e y o u r la n g u a g e i n t o m e a n in g fu l p a r t s ?
C a n m o s t o f w h a t y o u s a y b e c l e a r l y u n d e r s t o o d ?
Understanding the Test
EX A M I N F O R M A T I O N : T h e speaking t e s t is d ivid e d in to 3 se c tio n s.
Part I lasts ab o ut 4-5 m inutes. You w ill be asked a n u m b er o f q u estio n s a b o u t a range o f p erso n al to p ic s .
Part 2 lasts ab o ut 3-4 m inutes. You w ill be g iven a to p ic . You w ill be g iven I m in u te to m ake n o tes and
p re p a re w h a t yo u a r e going t o say. You w ill ta lk a b o u t y o u r s e lf and y o u r e x p e rie n c e s .
Part 3 lasts ab o ut 4-5 m inutes. You w ill be asked so m e g e n e ra l q u estio n s link ed t o t h e t o p ic yo u sp o k e
ab o ut in P a r t 2.
E X A M S T R A T E G Y
T ry and m ake su re th a t y o u r language changes w it h th e te s t.
It should b eco m e m o re fo rm a l and im p e rso n al as t h e t e s t
pro gresses. L is t e n t o th e e x a m in e r’s q u estio n s t o help yo u
k n o w w h e n t o change y o u r speaking s ty le .

aw L i s t e n t o a c a n d i d a t e t a l k i n g a b o u t t h e I E L T S t e s t f | I )
1 . F ill in th e gaps as yo u liste n t o a n s w e r Q u e s t io n s I -6. W h a t is d iffe r e n t a b o u t th e 3 p a r t s o f th e te s t?
H o w m any ex p ressio n s w it h ‘e n d ’ d o yo u h e a r?
A lt h o u g h I ’ d p r a c t i s e d f o r h o u r s 1. . . . . . . . . . . . . . . . . . . . . I w a s s t i l l q u i t e n e r v o u s b e f o r e m y
s p e a k in g t e s t b e c a u s e I d i d n ’ t k n o w w h a t t o e x p e c t . 2 . . . . . . . . . . . . . . . . . . . . . . . i t w a s r e a l l y
n o t a s b a d a s I t h o u g h t i t w o u ld b e . In P a r t s 1 a n d 2 t h e t o p ic s w e r e m u c h m o re
3
. . . . . . . . . . . . . . . . . a n d I m o s t ly s p o k e a b o u t m y s e lf , m y f a m i ly , f r i e n d s a n d e x p e r ie n c e s
I ’ d h a d . I d id n o t i c e t h e t e s t c h a n g e d in P a r t 3 ; t h e q u e s t io n s s e e m e d m o re f o r m a l
t o m e a n d I h a d t o s p e a k m o r e a b o u t 4
. . . . . . . . . . . . a n d 5 . . . . . . . . . . . . . . . . is s u e s . I s u p p o s e
6
. . . . . . . . . . . . . . . . . . . . i t w a s l i k e a n y i n t e r v i e w ; I h a d t o l i s t e n c a r e f u l l y t o t h e q u e s t io n s
a n d m a k e s u r e m y a n s w e r s w e r e c l e a r .
2. M a tch th e ex am p le resp o n ses in C o lu m n В t o th e a p p ro p ria te p a rt o f th e IE L T S Speaking t e s t in C o lu m n A .
C o lu m n A
Part 1
Part 2
Part 3A N S W E R C o lu m n В
1 W hen I think about old buildings, one particular
building springs to mind. It is in the north of my
country and I went there with my family last year.
2 The way I see it, music and culture cannot be
separated, but then again, it does also depend
on other factors like age and how you w e re
brought up.
3 Teachers need to be more aware of how their
behaviour can affect the way th eir students learn.
My own personal experiences and those of my
friends certainly proved that this is the case.
Like many others, w e had teachers whose
methods actually made us not want to learn.
4 I absolutely hate cooking! I ’ll make up any
excuse not to have to do it.
5 I ’m going to talk about the friend I spend most
time with. I ’ve known her since I was a child.
In fact, our mothers w e re close friends, so w e
probably saw each other most weekends.
6 W e ll, I ’ve been doing the same job now for about
10 years. I ’m a doctor and I w ork in a general
hospital, but I also run my own private clinic.

2rE,oHl

2

Ш
PART 1
Introduction
The speaking t e s t begins w ith in tro d u c tio n s.
• The ex am iner in tro d u c e s him self/herself. ‘Good morning. My name is Cynthia Brown. I l l be your examiner. ’
• The ex am iner asks f o r y o u r name. 'Can you tell me your name please?’
D O N O T S P E L L Y O U R N A M E . D O N O T G I V E E X T R A I N F O R M A T I O N A B O U T Y O U R N A M E .
• The ex am iner asks f o r id e n tific a tio n . ‘Сол I see your identification pleaseT
D O N O T F O R G E T T O T A K E Y O U R P A S S P O R T O R I D C A R D I N T O T H E T E S T R O O M .
1 Read th e fo llo w in g in tro d u c tio n t o an IE L T S speaking t e s t. U n d e r lin e th e fiv e m istakes in th e ca n d id a te s’ resp o n se.
E x a m in e r: Can you t e ll me your nam e p lease?
C a n d id a te : My name is Donciano Delafuente. You spell that D-E-L-A-F-U-E-N-T-E. It means ‘o f the fountain
and it is an old Spanish name, which is quite interesting as my family actually comes from Italy.
I'm 28 years old and I'm single.
Give relevant answ ers
Your responses must d ir e c t ly a n s w e r th e e x a m in e r’s q u estio n .
Read the fo llo w in g questio ns. W h ic h resp o n se, А , В , С o r D , c o m p le te ly a n s w e rs th e q u estio n ?
1. Q u e s t io n : W h a t t i m e d o y o u l i k e g e t t i n g u p in t h e m o r n in g ?
a) I really hate getting up in th e m orning.
b) I have no idea.
c) I have to g et up re a lly e a r ly b ecause I ’m a d o c t o r so I usually g e t up aro u n d 6.30, but if I had th e c h o ic e ,
I’d p re fe r to g et up a t 9 o ’clo c k .
d) I am a single mum so I have t o g e t up a t 5.00. I m ake b rea k fast f o r m y c h ild re n . T h e n I have t o g e t m y ch ild re n
ready fo r sch oo l. I g e t them d ressed and ta k e them t o sch o o l and th e n I go t o w o r k . I d r iv e t o w o r k and
the tra ffic is alw a ys bad in m y c it y so it tak e s me a r e a lly long tim e t o g e t t h e r e .
2. Q u e s t io n : H o w o f t e n d o y o u u s e t h e l i b r a r y ?
a) Not as much as I should, but I t r y t o go a t lea st o n ce a w e e k .
b) I’m a te a c h e r and I m ake su re m y stud ents go t o th e lib r a r y e v e r y d ay b ecause I k n o w h o w im p o rta n t
that is fo r them and f o r t h e ir learning.
c) I think lib ra rie s a re so im p o rta n t f o r us.
d) We have th e in te rn e t n o w so I don’t b e lie v e p e o p le se e th e need t o go t o lib ra rie s a n ym o re . I t ’s r e a lly a bad thing.
3. Q u e s tio n : D o y o u t h i n k i t ’ s i m p o r t a n t t o m a k e p la n s ?
a) Of course, w h y not?
b) I have made an im p o rta n t plan re c e n tly . I ’m going t o m y n e w jo b in A u s tr a lia so t h a t ’s w h y this IE L T S is
very im po rtant f o r me. I need le v e l 7. I t ’s r e a lly n e ce ssa ry f o r m e and m y fam ily.

c)
I’m an English te a ch e r, so I have t o m ake lesson plans e v e r y day. I t ’s an esse n tia l p a rt o f m y job .
d) Absolutely. A plan is w h a t gives yo u d ir e c tio n . I th in k w e p ro b a b ly save a lo t o f tim e by making plans b e fo re
we do som ething.

A E X A M T I P
D O N O T t r y t o in flu e n ce th e exam iner. It w o n ’t w o r k !
[S e e 3 b ) on page 7] Each question needs a D I R E C T answer.
D O N O T ig n o re w h a t th e e x a m in e r asks. Y o u r job , y o u r
u n iv e r s ity m ajor, y o u r age, y o u r p o sitio n and y o u r m arital status
is N O T r e le v a n t unless d ir e c t ly asked for.
E x a m p le : 3 c ) on page 7, d o es n o t a n s w e r th e given q uestion.
It is an a n s w e r t o th e fo llo w in g q u estio n :
Q u e s t io n : W h a t is y o u r jo b and d o yo u need t o m ake plans as
p a rt o f y o u r w o r k ?
2 L2 L iste n t o t h r e e ca n d id ates a n sw e rin g P a r t I q uestio ns b elo w . W h ic h responses lo gically a n s w e r
Л th e q uestio ns ( A ) and w h ic h ones go o ff-to p ic ( О ) ? W r i t e an A o r О next to each speaker.
W a s it d iffic u lt t o g e t a c c e p te d on th is c o u rs e ?
W i l l yo u have t o stu d y m o re b e fo re yo u s t a r t w o rk in g ?
S p e a k e r I : Q u e s tio n I_ _ _ _ _ _ Q u e s tio n 2
S p e a k e r 2: Q u e s tio n I
______ Q u e s tio n 2
S p e a k e r 3: Q u e s tio n I
______ Q u e s tio n 2
E X A M T I P
In P a r t I th e e x a m in e r ca n n o t ex p lain th e q uestio n s; t h e y can o n ly re p e a t them .
C h e c k yo u have u n d e rsto o d by asking yes/no q u estio n s lik e:
Q u e s tio n : W i l l yo u have t o stu d y m o re b e fo re yo u s ta r t w o rk in g ?
• ‘D o you mean will I need work experienceT
• ‘A r e y o u asking me i f I will need to do another courseT
• ‘C o n / just check, do you mean; will I need to do another course?'
T h e s e q uestio ns can be a n s w e re d using non-verbal co m m u n ica tio n , i.e . a nod o f th e head
T a lk in g a b o u t d iffe r e n t t o p ic s
E X A M I N F O R M A T I O N : In P a r t I yo u have t o speak ab o u t 3 t o p ic s . You m ay be asked a num b er o f questions
ab o ut each o ne. You need t o p ra c tis e t h i n k i n g q u ic k ly . You also need to have a w id e range o f ideas so th a t you can
change fro m o n e t o p ic to th e next.
1 L o o k a t th e fo llo w in g P a r t I t o p ic s and r e la te d q uestio n s. W r i t e y o u r o w n q uestio n f o r each one.
T o p ic I : Jo b s
1 W h a t kind o f w o r k do yo u do?
2 D id you have to stu d y b e fo re yo u s ta rte d th is jo b ?
3 Is this a p o p u lar c a r e e r c h o ic e in y o u r c o u n try ?
4 (Y o u r i d e a )
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

agEt, Rd v H tD 3 ) g P A I
1 Do you g et on w ith y o u r neighbours?
2 Do peo p le in y o u r c o u n try usually spend tim e s o c ia lly w ith t h e ir neighbours?
3 Is it im p o rtan t to have neighbours?
4 (Your i d e a ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 3: T im e
1 Do you alw ays t r y to be on tim e f o r m eetings and ap p o in tm en ts?
2 Can you th in k o f any situ atio n s w h e r e it is a c c e p ta b le t o be la te ?
3 H o w do y o u r frie n d s organise t h e ir tim e (i.e . D o th e y m ake a d ia r y ? )?
4 (Your i d e a ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 W o r k w ith a p artner. Take it in tu rn s t o be th e ca n d id ate and th e exam iner. A s k each o t h e r th e q uestio ns from
e x e r c is e I .
3 W o r k w ith a p artner. Take it in tu rn s to be th e c a n d id ate and th e exam iner. A sk each o t h e r th e fo llo w in g
P a r t I q u e s t io n s .
E X A M T I P
To g ive y o u r s e lf a lit t le m o re tim e t o th in k a b o u t w h a t y o u ’r e going t o say, yo u can re p e a t
th e q uestio n. You w ill have t o change th e p ro no un.
E x a m p le : What things do you have to do on the computer as part o f your studies?
‘What things do I have to do on the computer as part of my course? Well... I probably use the
computer quite a bit actually. A lot of my research is done on the internet, andf of course, most
of my assignments have to be word-processed. ’
Top ic I : S t u d ie s
1 A r e you atten ding school o r u n iv e rs ity at th e m om ent?
2 Is it im p o rtan t f o r yo u to stu d y a lo n e o r in a g rou p ?
3 W h a t kinds o f things do yo u have to do as p a rt o f y o u r stu d ies th a t yo u need a c o m p u te r fo r?
4 W h a t w o u ld you lik e to stu d y in th e fu tu re ?
To p ic 2: F o o d
1 D o you th in k y o u r d ie t is health y?
2 Is tra d itio n a l food p o p u lar in y o u r c o u n try ?
3 D o you th in k it is im p o rta n t th a t ch ild re n a r e en co u rag ed t o e a t h e a lth ily ?
Topic 3: A n im a ls
1 W h a t is y o u r fa v o u rite anim al?
2 Did you keep anim als as pets w h e n yo u w e r e a ch ild ?
3 D o you th in k c h ild re n should be taught to lo o k a f t e r anim als?

e W y DE A, A, f T K I l DAO H 1 E , u u A1 DAO H 1
In P a r t s I and 2, yo u have t o say w h a t yo u lik e and d on’t lik e. You need to :
• L ea rn som e ex p ressio n s t o d e s c rib e likes and d islikes.
• G iv e reasons f o r y o u r p r e fe re n c e s .
1 L3 Liste n t o 2 ca n d id ates an sw e rin g th e P a r t I q u e s t io n b elo w . M ake no tes in th e ta b le as you listen.
a ) W h a t ex p ressio ns a r e used t o s h o w likes and d islik es?
b ) D o e s th e s p e a k e r g ive an y reaso ns f o r th e s e likes o r d islik es?
c ) W h a t tenses do es S p e a k e r I use?
Q u e s t io n : Do you like keeping flowers in your house?
S p e a k e r I S p e a k e r 2
A L ik e s / D is lik e s A L ik e s / D is lik e s
В R e a s o n s В R e a s o n s
E X A M T I P
D o n ’t r e p e a t all th e language in th e q u estio n . You need t o s h o w th e e x a m in e r y o u r
o w n v o c a b u la ry . L o o k back a t C h a p t e r 1, page 5, on h o w th e IE L T S Speaking t e s t is
assessed. You should have a w id e range o f v o c a b u la ry . L e a rn synonym s and p ara lle l
ex p ressio n s i.e . w o r d s and phrases w it h s im ila r meanings.
2 Read th e fo llo w in g c a n d id ate a n sw e rs t o P a r t I q u estio n s. R e p la ce th e u n d e rlin e d w o r d s w ith a synonym
p ara lle l ex p ressio n . A n ex am p le has b een d o n e f o r y o u .
0 Q u e s t io n : D o yo u p r e f e r eatin g a t hom e o r in re sta u ra n ts?
C a n d i d a t e : I like eating at home. but I prefer eating in restaurants.
Although I do sometimes enjoy cooking in my own kitchen. I think eating out is much better.
I Q u e s t io n : W h ic h m usical in stru m e n t w o u ld yo u lik e t o s ta r t playing?
C a n d i d a t e : I w o u ld lik e t o s ta r t playing th e piano.
2 Q u e s t io n : W h a t ’s th e b est thing ab o u t y o u r hom e to w n ?
C a n d i d a t e : I th in k th e b est thing a b o u t m y hom e to w n is th e m ountains around it.
3 Q u e s t io n : W h a t do yo u lik e ab o u t spending tim e w ith frie n d s?
C a n d i d a t e : W h a t I lik e ab o u t spending tim e w it h frie n d s is th a t w e a lw a ys have fun to g e th er.

N Stu d y th e exp ressio ns in th e U s e f u l L a n g u a g e b o x b elo w . U s e th em w h e n yo u sp eak and m ake them p a rt o f
y o u r speaking v o cab u la ry. K e e p adding an y n e w ex p ressio n s th a t yo u se e and hear.
U s e f u l L a n g u a g e : e x p la in in g lik e s a n d d is lik e s
L ik e s
D i s li k e s
I r e a lly e n jo y ...
O n e o f t h e n ice st things a b o u t ... is...
I lo v e ...
I t m akes m e happy w h e n ...
I ’m v e r y fond o f...1 can’t stan d ...
1 d on’t c a r e th a t much f o r . . .
O n e o f m y le a st f a v o u r ite things is...
1 d on’t p a r tic u la rly lik e ...
I ’m n o t r e a lly fond o f...
E x a m p le s :
1 love swimming.
It makes me happy when my wife has dinner ready
for me when 1 get home from work.E x a m p le s :
1 can't stand driving in rush-hour traffic.
1 don't particularly like shopping.
P a rt I to p ic s
Look at th e fo llo w in g p ossib le P a r t I t o p ic s . B u ild v o c a b u la ry aro und th e s e to p ic s .
P A R T 1
• Y o u r sp are tim e
• Y o u r studies
• Y o u r fam ily / ch ild ho o d
• Food / re stau ra n ts / meals
• Y o u r hobbies / in te re s ts
• Y o u r c o u n try / hom e to w n
• Y o u r job
• Y o u r acco m m od atio n
• Y o u r room
• A n a c h ie v e m e n t yo u a re proud o f
• T h e in te r n e t
• D ream s
• Anim als
• N ew spapers/m agazines
• N eig hb ours/neighbourhoods
• L e t t e r s and em ails
• T h e w e a t h e r
• Plants and flo w e r s
• F r u it and v e g etab les
• Radio and te le v is io nT h is is f o r yo u t o add n o tes and q uestio n s yo u th in k an
ex a m in e r m ay ask y o u .
E x a m p le : Y o u r s p a r e t i m e
• W h a t d o yo u lik e t o do in y o u r f r e e tim e ?
• Is f r e e tim e im p o rta n t t o yo u ?
• D o yo u p r e f e r t o be w it h y o u r fa m ily o r w it h y o u r
frie n d s in y o u r f r e e tim e ?
E x a m p le : L e t t e r s a n d e m a ils
• D o yo u usually w r i t e le t t e r s , o r em ails?
• W h e n did yo u f ir s t send so m eo n e an em ail?
• D o yo u th in k p e o p le w ill s till use a pen and p ap e r to
w r i t e w it h in th e fu tu re ?
K E E P A D D I N G T O T H E L I S T

ks.p 5
Talking abo ut a to p ic
E X A M S T R A T E G Y
In P a r t 2 yo u w ill be g iven a t o p ic c a rd . O n th is ca rd t h e r e a r e p ro m p ts t o help yo u s t r u c tu r e w h a t yo u say. T h ese
p ro m p ts usually begin w it h a q u estio n w o r d . i.e . 'W hat...W ho ...W hen...’ T h in k o f som ething to say ab o ut each one.
You should t r y t o use y o u r o w n e x p e rie n c e s and ideas.
You need to :
• K e e p t o th e to p ic .
• K eep to th e te n s e .
• K eep talking.
E X A M T I P
You a r e g iven 1 m in u te t o m ake n o tes. M a k e th e s e n o tes in English,
n o t in y o u r o w n language. You need t o k ee p t h i n k i n g in E n g lis h .
1 Read t h e fo llo w in g P a r t 2 t o p i c c a r d and th e c a n d i d a t e ’ s a n s w e r . U n d e r lin e th e ex p ressio ns th a t in tro d u ce
each p ro m p t.
D e s c rib e so m ething yo u did th a t y o u a r e pro ud of.
You should say:
• W h a t it w a s
• W h e n y o u did it
• H o w it m ade yo u fe e l
You should also say w h a t e f fe c t th is a c h ie v e m e n t had on y o u r life .
I ’m going t o ta lk a b o u t w h a t I f e e l is p ro b a b ly m y g r e a te s t a c h ie v e m e n t. I guess m any p eo p le
a r e p ro u d o f things having t o d o w it h t h e ir jo b ... m ayb e t h e am o u n t o f m o n ey t h e y ’v e made,
b u t I sup p o se m ine is m o re o f an e m o tio n a l a c h ie v e m e n t. I ’m e x c e p tio n a lly pro ud o f a
c o m p e titio n I o n c e t o o k p a r t in.
I t w a s a b o u t 5 y e a r s ago w h e n I w a s s till a t u n iv e rsity . I w a s studying en g in eerin g and t h e r e
w a s a c o m p e titio n t o s e e w h o co u ld c o m e up w it h a s a fe r and m o re e c o - frie n d ly w a y o f
p ro cessin g w a s te o il.
A f t e r t h e c o m p e titio n , I re m e m b e r fe e lin g exhausted and r e lie v e d th a t it w a s all o ve r. I did n o t
w in , w h ic h w a s a b it d isap p o in tin g f o r m e, b ut I w a s to ld b y o n e o f th e judges th a t he r e a lly
lik ed m y ideas. W h a t he said m ade m e d e c id e t o k ee p som e o f m y designs b ecause I t r u ly
b elieved th e y w o u ld w o r k . I ’m re a lly glad I did because, as it tu rn s o u t, som e o f tho se processes
t h a t I designed th e n a r e n o w being used in t h e gas co m p an y I w o r k f o r and th a t m akes m e
v e r y p ro u d .
2 L 4 L iste n t o a c a n d id ate an sw e rin g th e fo llo w in g P a r t 2 t o p i c c a r d and a n s w e r th e questio ns.
A
D e s c rib e a v e h ic le y o u w o u ld lik e t o o w n .
You should say:
• W h a t it is
• W h a t it w o u ld lo o k lik e
• W h e r e yo u f ir s t s a w it
You should also say if th is v e h ic le is p o p u la r in y o u r co u n try. What it was
When you did it
How it made
you feel

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4 A fte r you have spoken ab o u t th e su b je c t o u tlin e d on th e t o p ic c a rd , yo u m ay be asked 1 o r 2 follo w - u p questions.
Look back a t th e to p ic card s in q u e s t io n s 1 and 2. Read th e exam ples b e lo w and m atch th e fo llo w - u p q uestions
to each to p ic . W r i t e A (T o p ic C a r d I ) o r В (T o p ic C a rd 2) f o r q u e s t io n s 1-4.
1. D o you th in k you w ill buy this v e h ic le o n e day? T O P I C
2. Did you te ll anyone else ab o ut w h a t yo u did? T O P I C
3. D o you still fe e l th e same w a y ab o u t th is? T O P I C
4. W ill this be ex p en sive to buy? T O P I C
E X A M T I P
T h e follo w -up questio ns a r e s h o rt a n s w e r q u estio n s. You do n o t have t o g ive long
an sw ers. A n s w e r th e q uestio n w it h a b r ie f reaso n / e x p lan a tio n , if necessary.
E x a m p le : Did you tell anyone else about what you did?
Yes, I told my family and they were obviously proud of me, especially my mother. ’

klK,I,RAEoAK,7 bA,ED RK,1K,E,o1
P ro n u n cia tio n m istakes can m ake yo u lo se m arks in th e IE L T S speaking te s t. If th e ex a m in e r canno t understand w h a t
you a re saying, it is d iffic u lt t o g e t a good m ark.
R e m e m b e r :
O p e n y o u r m outh (e v e n if it fe e ls u n n a tu ra l). D o n o t speak through y o u r te e th . D o n o t m um ble. M ake sure you
have p ro n o u n ce d th e ends o f w o r d s o r se n te n ce s. D o n o t s w a llo w sounds. In p a rticu la r, sounds lik e /s/, /z/, /d/, /к/,
1 L5 L o o k a t th e w o r d s b elo w . F ill in th e gaps t o m ake th e w o r d s th en put them in th e c o r r e c t p lace in th e tab le
a a cco rd in g to t h e ir final co n so n a n t sound. L is te n and c h e c k y o u r a n sw ers.
D e s c rib e a c o n v e rs a tio n yo u had r e c e n t ly th a t changed y o u r w a y
o f thinking.
You should say:
• W h o yo u sp o k e t o
• W h a t yo u sp o k e ab o u t
• W h a t yo u lik ed a b o u t it /п/ and /I/.
5 pub
9 p o lic
13 fundam en
17 soci I im p o rt2 essen
6 m ult _
10 r e c y
14 expl
18 kno3 solu
7 m ov
19 house15 bic11 fu t4 t a r g__
8 co n ven
12 p ro p
16 e le c t r
2 0 insa 21 chan
You should also say if y o u th in k w e co m m u n ica te enough today.

2H1fAfHCtW( H1(btUw
I re m e m b e r one c o n v e r s a tio n in p a r t i c u l a r t h a t ch an g ed my w h o le w a y o f t h in k in g a b o u t t e a c h in g
c h ild r e n . I t w as a s e m in a r I a t t e n d e d on t h e im p o rta n c e o f t e a c h in g r e a d in g a t k in d e r g a r t e n le v e l.
I sp o ke t o a p r o f e s s o r a f t e r w a r d s who s a id h e t h o u g h t i t w as e s s e n t ia l c h ild r e n w e r e t a u g h t t o r e a d |
a s e a r l y a s p o s s ib le . H e moved on t o s a y t h a t t e a c h e r s sh o u ld n o t b e f r i g h t e n e d o f using e le c t r o n ic
books. A t f i r s t I t h o u g h t t h i s sounded in sa n e , b u t t h e n h e s a id t h a t c h ild r e n w e r e e x t r e m e ly so cia b le
a t t h i s ag e and e n jo y e d w o rk in g t o g e t h e r . S o m e tim e s t r y i n g t o f o r c e th e m t o r e a d books was f u t i l e .
An e a s y s o lu tio n w as t o a llo w th e m t o u se c o m p u te r s , and h e s a id e v e r y p r im a r y s c h o o l t e a c h e r t o d a y J
knows t h e c o n v e n ie n c e o f using t h e s e in t h e c la s s . I lik e d h is s u g g e s tio n t h a t a lo ng-term s o lu tio n
r e q u ir e d an ex p an sio n in to t h e e-book m a r k e t. H e f in is h e d b y e x p la in in g t h a t t h e g o v e rn m e n t n e ed s
t o s t a r t making ch a n g e s t o e d u c a tio n p o lic ie s . I t h in k a fu n d a m e n ta l p ro b le m is t h a t w e d o n 't t a l k
^enough t o e a c h o t h e r t o d a y , so ch a n g e s a r e d i f f i c u l t t o make.
ШШЯШЯЯЯЯЯЯЯЖ
Part 2 topics
Look a t th e fo llo w in g p o ssib le P a r t 2 t o p ic s . B u ild v o c a b u la ry aro und th e s e to p ic s . P r a c t is e speaking a b o u t each
one fo r 1 m inute.
PART 2
A b o o k yo u have rea d
A p erso n yo u a d m ire
A n ac h ie v e m e n t y o u ’r e proud o f
A t o y yo u p layed w it h
A p a rty yo u atte n d e d
A fe stiva l y o u ’v e b een t o
A t r ip y o u ’v e been on
A film y o u ’v e w a tc h e d
A p lace yo u w o u ld lik e t o v is it
Y o u r fa v o u r ite fo rm o f tr a n s p o r t
Y o u r fa v o u r ite s ty le o f d ress
Y o u r b est frie n d
A s p o rt yo u e n jo y playing*
A song yo u lik e listening t o• A plan yo u h ave m ade
• A c o n v e rs a tio n y o u had r e c e n t ly th a t changed y o u r w a y
o f thin k in g
• T h e t y p e o f w e a t h e r yo u p a r tic u la rly lik e
• Y o u r sch o o l days
• A t e le v is io n p ro g ra m m e yo u w a tc h
• A p ie c e o f j e w e lle r y
• A g arden/park yo u e n jo y visitin g
• A n o ld building yo u re m e m b e r
• A c o u rs e y o u a r e in te r e s te d in
• A fa m ily m e m b e r y o u lik e t o be w it h
K E E P A D D I N G T O T H E L I S T

ks.p ^
Introducing and o rg a n iz in g yo u r opinion s
E X A M I N F O R M A T I O N :
In P a r t 3 th e e x a m in e r w ill say: 7 will now ask you some G E N E R A L questions. ’ T h is means:
• D o n o t ta lk p e rs o n a lly a b o u t y o u rs e lf. You can use y o u r p erso n al e x p e rie n c e s as a com m on exam ple, but make
su re yo u s h o w th is c le a r ly in th e language yo u use.
E x a m p le : M o st men in my country, like myself, enjoy being competitive, especially when it comes to sport.
But I feel competition is important in many areas, such as business, so it is not exclusive to sport.
• Talk a b o u t th e w o r ld as a w h o le . U s e global exam p les w h e r e p ossible.
E x a m p le : I think the problem o f traffic in cities is something that can be seen on an international scale in most major
cities in the world, especially in countries like the UK and the USA.
1 S t r u c t u r e w h a t you say
1. In tro d u c e y o u r ideas w it h a s e n t e n c e s ta r te r .
2 . S u p p o rt y o u r main id ea b y adding e x t r a in fo rm a tio n - an ex am p le o r a reaso n.
2 S tu d y th e ex p ressio n s in th e U s e f u l L a n g u a g e B o x b e lo w .
U s e them w h e n yo u speak and m ake th em p a rt o f y o u r speaking v o c a b u la ry . K e e p adding any n e w expressions
th a t yo u se e and hear.
Useful Language: structuring what you say
E x t r a in f o r m a t i o n t o m a k e y o u r id e a s c l e a r e r
G iv i n g r e a s o n s a n d e x a m p le s
• O n e ex am p le th a t springs t o mind us...
• P ro b a b ly th e b est ex am p le I can th in k o f is...
• In m y c o u n tr y f o r in sta n c e ...
• T h e reaso n I fe e l th is w a y is b ecau se...
• T h e r e a r e se v e ra l reaso ns w h y ...
• O n e r e la tiv e ly ea sy w a y t o d o this is...
• M ainly, th is is b e c a u s e ... S e n t e n c e s t a r t e r s :
I n t r o d u c in g y o u r id e a s a n d o p in io n s
• Basically, I feel that...
• If it w e re up to me I ’d...
• I think ... should...
• M y idea is t h a t ... should...
• To me, w h at w e need to be focusing on is...
• Personally speaking...
• It would seem to me that...
• W ith o u t a doubt I b elieve th a t...I tr u ly b elieve th a t...
• I think most people feel / b elieve / think / accep t th at...
• I think you can look at this in a number o f different ways...
• T h e thing w e need to be looking at is ...
E x a m p le s :
• Basically I feel th at advertising can make people buy things.
• If it w e re up to me, I ’d put a higher tax on big cars to t r y and encourage people to use public transp o rt more.
• To me, w h a t w e need to be focusing on is how to make o u r econom y stronger.
• I think governm ents should put m ore m oney into adult education.
• I think most people feel th at wom en a re just as capable o f managing a company as men.
• I tru ly b elieve that w e w ill find an alte rn a tive energy source in th e future.
• O n e example th at springs to mind is how w in te r can make you/someone feel m ore depressed because
th e re is not much sunlight.
• T h e re are several reasons w h y houses in hot co un tries a re built this way. T h e first one is that th ey are designed
to re fle c t heat.

. :pAT D v v CE v CpD uo vtCDhoh eCE U ut o U s e f u l L a n g u a g e B o x t o c o m p le te t h e fo llo w in g P a r t 3 m a in id e a s .
U se y o u r o w n ideas t o m ake y o u r ideas c le a r e r w h e r e necessary. T h e f ir s t o n e has been d o n e as an exam ple.
0 C h i l d r e n d o n 't 1 A d v e r t i s i n g o n t h e 2 F a m i l i e s n e e d t o 3 S e l f - s t u d y is b e t t e r
e n j o y r e a d in g a s i n t e r n e t h a s m o r e s p e n d m o r e t i m e t h a n s t u d y i n g w i t h a
m u c h t h e s e d a y s . p o s i t i v e e f f e c t s t h a n t o g e t h e r . t e a c h e r .
n e g a t iv e s o n e s .
0 I t w o u ld s e e m t o m e t h a t ch ild re n don’t e n jo y read in g as much th e s e days. I n m y c o u n t r y f o r
i n s t a n c e , m ost c h ild re n p r e f e r t o w a tc h t e le v is io n o r p lay c o m p u te r gam es, l o m e , w h a t w e n e e d
t o b e f o c u s in g o n is ed u catin g p a re n ts and g e ttin g th e m t o spend m o re tim e read in g w it h t h e ir
ch ild re n . O n e r e l a t i v e l y e a s y w a y t o d o t h i s is b y rea d in g th em b ed tim e s to rie s .
Pronunciation: Pausing and C h u n k in g
When w e w r it e , w e use p u nctuation to m ake o u r w r itin g e a s ie r to fo llo w . W h e n w e sp eak w e need to do th e fo l­
lowing to make o u r ideas e a s ie r t o fo llo w :
1 B r e a t h e . W h e n you a r e n e rvo u s, yo u m ay speak t o o q u ic k ly and fo rg e t t o b re a th e reg ularly.
2 P a u s e in th e right places.
3 B r e a k u p w h a t y o u s a y in to logical ‘c h u n k s ’ .
E X A M T I P I
I f yo u pause in th e w ro n g places, yo u co u ld lo se m arks. You w ill sound unsure o f w h a t I
yo u mean and th is w ill b re a k y o u r f lo w o f ideas. You w ill also sound u n natural. I
1 L7 L iste n t o a ca n d id ate an sw e rin g th e fo llo w in g P a r t 3 q u e s t io n and a n s w e r th e q u estio n s.
a
D o you think the telephone is a popular form o f communication?
1 D o e s he pause in th e rig h t p laces?
2 Is his a n s w e r easy to f o llo w ?
3 D o e s he sound lik e he kn o w s e x a c tly w h a t he is talk in g ab o u t?
4 D o e s he sound natu ral?
5 W o u ld this ca n d id ate g e t a good m ark f o r flu e n cy ?
6 W o u ld this ca n d id ate g e t a good m ark f o r p ro n u n cia tio n ?
E X A M T I P
M o st English phrases end w it h nouns and v e rb s . N o u n s and v e rb s have th e m ost
final-consonant c lu s te rs , i.e . pick up those bags / I'd like to suggest. W h e n yo u pause
a t th e end o f a phrase:
• You have m o re tim e t o p ro n o u n ce final co nso nants.
• You g ive y o u r s e lf a lit t le tim e t o th in k .
• Y o u r in to n atio n and rhythm w ill sound b e t t e r

R eL Read a ca n d id a te ’s a n s w e r t o th e fo llo w in g P a r t 3 q u estio n and d iv id e th e sen te n ce s in to logical chunks,
a L iste n and c h e c k y o u r an sw er.
Do men and women like to read different types of books?
Y e s , I t h in k i t 's in t h is w a y b e c a u s e t h e n a tu r e o f w o m e n an d m en a r e у ё г у d iff e r e n t so I t h in k t h e y
c h o o s e d if f e r e n t s u b je c ts an d t h e y h a v e d if f e r e n t ta s te s in r e a d in g . Y e s f o r e x a m p le I t h in k w o m e n
a r e v e r y in t e r e s t e d in re a d in g n o v e ls t h a t a r e b a se d o n lo v e an d a f f e c t io n . O n t h e o t h e r hand I th in k
m en a r e v e r y in t e r e s t e d to re a d b o o k s f o r e x a m p le t h e a d v e n tu r e s and f o r e x a m p le s to rie s th a t a re
b ase d o n t h e t r a v e l o f t h e p e rs o n I m ea n b io g r a p h y f o r e x a m p le an d th in g s lik e th a t.
3 L 9 L iste n t o th e ca n d id a te ’s a n s w e r again and a n s w e r t h e fo llo w in g q u estio n s. a
1 D o e s she pause in th e rig h t p laces?
2 Is h e r a n s w e r easy t o f o llo w ?
3 D o es she sound lik e she k n o w s e x a c tly w h a t she is talk in g ab o u t?
4 D o es she sound natu ra l?
5 W o u ld th is ca n d id ate g e t a good m ark f o r flu e n cy ?
6 W o u ld this ca n d id ate g e t a good m ark f o r p ro n u n cia tio n ?
7 W h a t co u ld th e ca n d id ate do t o im p ro v e h e r a n s w e r?
Pronunciation: Intonation
I n t o n a t i o n can sh o w y o u r a ttitu d e s and feeling s. In English in to n a tio n , th e v o ic e usually goes up f o r a question and it
falls to sh o w c o m p le te d sta te m e n ts.
E X A M T I P
English in to n a tio n is n o t m o n o to n e . It w ill be d iffic u lt t o fo llo w
w h a t yo u a r e saying if y o u r v o ic e d o es n o t ris e and fall n a tu ra lly
1 L 1 0 L iste n t o a ca n d id a te an sw e rin g t h e fo llo w in g P a r t 3 q u estio n and a n s w e r th e q uestions.
Should boys and girls be given the same toys to play with?
1 Is his a n s w e r easy t o fo llo w ?
2 D o e s he use in to n a tio n ?
3 D o e s he sound natu ra l?
5 W o u ld th is ca n d id ate g e t a good m ark f o r flu e n cy ?
6 W o u ld th is ca n d id ate g e t a good m ark f o r p ro n u n cia tio n ?
2 L 1 1 N o w liste n t o a n o th e r ca n d id a te a n sw e rin g th e sam e q u estio n .

klHuARoA,f orH MIoIlH
E X A M I N F O R M A T I O N :
In the IE L T S Speaking te s t you may need to m ake p re d ic tio n s ab o u t fu tu re e v e n ts o r situ atio n s as in th e e x e rc is e
below.
1 L12 Listen t o a ca n d id ate an sw e rin g th e q u estio n fro m th e box a b o v e . F ill in t h e gaps as yo u liste n . f t
E x a m i n e r Do you think travelling will still be necessary in the future?
W e ll, I th in k I ) . . . . . . . . . . . . . . . . . . . . . . . . th a t p e o p le w ill s till need t o t r a v e l in th e fu tu re , e s p e c ia lly p e o p le lik e
businessmen and p o liticia n s. O f c o u rs e , v id e o - c o n fe re n cin g w ill 2 ). . . . . . . . . . . . . . . . . . . . . mean th a t lo ts o f
meetings can be d one fro m th e o ffic e . H aving said th a t, Г т 3 )
. . . . . . . . . . . . . . . . . . . . . . . . . no fu tu re d e v e lo p m e n ts
in tech n o lo g y w ill e v e r ta k e a w a y p e o p le ’s need t o se e n e w p laces first-hand and m e e t p e o p le face-to-
face. T h e o t h e r thing is th a t fam ilie s a r e also much f u r t h e r a p a rt g e o g ra p h ica lly to d a y than t h e y used to
be. D iffe r e n t fam ily m em b ers liv e and w o r k ab ro ad and I th in k th is tr e n d w ill 4 )
. . . . . . . . . . . . . . . . . c o n tin u e in
the fu tu re , w h ich means p e o p le w ill have t o t r a v e l t o go and v is it t h e ir fam ilie s.
2 Put th e exp ressio ns fro m E x e r c i s e 3 in to th e ta b le b e lo w .
I a m s u r e I a m f a i r l y s u r e I a m n o t s u r e
3 Add th e fo llo w in g ex p ressio ns t o th e ta b le a b o v e .
1 I ’m not ac tu a lly su re if/ w h e t h e r ...
2 T h e r e ’s no d o ub t in my mind t h a t . . .
3 I w ould m ost d e fin ite ly say t h a t . ..
4 T h e re is a good ch ance t h a t . ..
5 I am a b so lu tely co n v in ce d t h a t . ..
6 It ’s im possible to say if/ w h e t h e r ...
7 No-one re a lly know s i f . ..
8 T h e re is a v e r y rea l p o ssib ility th a t...
9 I don’t r e a lly k n o w i f . ..
10 I tru ly b e lie v e t h a t . ..
11 It could be/might be said t h a t . ..
4 W o rk w ith a p artner. T ak e it in tu rn s t o b e th e ca n d id a te and t h e ex am iner. A s k ea ch o t h e r th e fo llo w in g P a r t 3
questions. U s e th e ex p ressio ns fro m th e ta b le t o help y o u .
1 W h e re w ill m ost p eo p le liv e in th e fu tu re , in to w n s o r in th e c o u n try s id e ?
2 Is it lik e ly th a t w e w ill still be read ing books in p a p e r fo rm in th e fu tu re ?
3 W ill peo p le in y o u r c o u n try have a h e a lth ie r d ie t in I0 y e a rs tim e ?
4 Do you th in k business men and w o m e n w ill still tr a v e l ab ro ad f o r m eetings in th e fu tu re ?
5 Do you th in k th a t p eo p le in th e fu tu re w ill still w a n t t o lea rn ab o u t th e h is to ry o f t h e ir c o u n try ?
6 W h a t w ill be th e m ost serio u s p ro b lem c itie s w ill have t o fa ce in th e fu tu re ?

D K ) . K phuo A u E D aD A T pT D uo uDMR pA P D d E N u tph eN uN Co huN T O vMDAhH ? t D u o( v CohhpE Ah TEoh to NhoC ? C p u o E eE C E o h
л o r N f o r N o f o r Q u e s t io n s I -8
1 I aim t o ... _ ______
2 I intend t o ... _______
3 W h a t I hope t o d e v e lo p fro m this is... _______
4 M y main goal is t o ... _______
5 T h e main focus is t o ... _______
6 I hope i t ’ll help me t o ... _______
7 T h e main p urp o se is t o ... _______
8 W h a t I hope to a c h ie v e fro m th is is... _______
6 Read th e a d v e rtis e m e n t f o r a language c o u rs e yo u a r e going t o be taking. T a lk ab o u t y o u r plans and w h a t you
ho p e t o a c h ie v e . U s e th e ex p ressio n s fro m Q u e s t io n 5 t o help y o u .
A C A D EM IC S P E A K IN G S K I L L S C O U R S E
L e n g t h o f c o u r s e : 3 hours p e r w e e k f o r 4 w e e k s .
C o u r s e A i m s :
a ) l o le a rn h o w t o e f fe c t iv e ly co m m u n ica te in English a t u n iv ersity .
b) To le a rn h o w t o ta k e p a rt in d iscussions.
c ) To g e t p r a c tic e in ex p ressing y o u r ideas on a w id e range o f to p ic s .
d ) To build c o n fid e n c e in speaking in f r o n t o f p e o p le .
Part 3 topics
L o o k at th e fo llo w in g po ssib le P a r t 3 to p ic s . Bu ild v o c a b u la ry aro und th e s e to p ic s . R e m em b er th e v o c a b u la ry you
use f o r P a r t 3 speaking is fo rm a l. It is sim ila r t o th e w r i t i n g s t y l e yo u need f o r T a s k 2.
T h e m edia.
Jo u rn a lism and if jo u rn a lists have a
re s p o n s ib ility t o t e ll th e tr u th .
A d v e rtis in g .
M usic and c u ltu re .
T h e p r o te c tio n o f w ild anim als.
T h e e n v iro n m e n t.
E d u c a tio n .
Hum an re la tio n s / co m m u n ica tio n .
P o p u la tio n g ro w th .
S o cial p ro b le m s and issues.
Y o u r g o ve rn m e n t and som e o f t h e ir p o lic ie s
on h ealth, e d u catio n e tc .
C h a r itie s / In te rn a tio n a l A id .
T h e n a tu re o f human happiness.
T h e re la tio n sh ip b e tw e e n e m p lo y e rs and
e m p lo ye es.PART 3
T h e im p o rta n c e o f f r e e tim e in o u r m odern w o r ld .
T h e im p o rta n c e o f making plans and having goals.
Im m ig ratio n .
T h e im p o rta n c e o f h is to ry and understanding y o u r o w n
c o u n t r y ’s h isto ry.
In te rn a tio n a l h is to ry co m p are d t o lo cal histo ry.
S tu d yin g and w o rk in g ab ro ad .
P r iv a t e and p ub lic tr a n s p o r t - advantages and
disadvantages.
K E E P A D D I N G T O T H E L I S T

2rEyoHl U
U
PARTS 1, 2 and 3
Using Idiom atic la n g u a g e
1 Look at th e t w o examples from a cand id ate’s a n sw e r t o th e S p e a k in g P a r t 1 to p ic Your Studies. W h ic h o f th e
answers is b e t t e r and w h y ?
S p e a k e r 1
I'm studying at the moment and I must confess that I find exams p a rticu la rly stressful. O f course, I have good days
and bad days like everyone else. Some days I'm so stressed out that I feel I w ant to th ro w in the to w el. A ll I can do
at such times is call it a day and get a good night's sleep! I usually find that things look d ifferent in the morning. It's
like you have a fresh start and you can start studying again. At the end o f the day, I know I have no ch o ice; if I want
to pass, I have to study!
S p e a k e r 2
To tell you the truth, I'm a student and I rea lly find it d ifficu lt to meet deadlines, e sp e cia lly essays. M y mother said
always I'm a bookworm! I usually find I have to w ork re a lly hard, both day and night, but the e a rly bird catches the
worm. O f course I know I 'l l feel much better when I fin a lly hand in my w o rk because every coin has tw o sides.
E X A M T I P
You need t o use id io m a tic language
in y o u r speaking te s t, but yo u must
m ake su re yo u use th is language
a c c u r a t e l y and a p p r o p r i a t e l y .
2 Add th e idioms in th e box to th e sentences. U s e a d ictio n a ry to ch e ck th e meaning o f any idioms yo u do not know.
You may have t o change th e gram mar.
A) to be part and parcel
D) one thing that strikes me about...
G) to get the wrong end o f the stick
J) (start) from scratch
M) to call it a day
P) to call the shotsB) to be on the same wavelength
E) in the long run
H) get through the red tape
K) to read between the lines
N) to throw in the towel
Q) the be-all and end-allC) in this day and age
F) a fresh start
I) to go round in circles
L) at the end o f the day
O) to wear your heart on your sleeve
1 I think you must h a v e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T h a t wasn’t w h a t I meant at all. You com p letely misunderstood
what I w as saying.
2 My sis te r r e a l l y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . She gets so em o tio n al ab o u t e v e r y litt le thing.
3 I can’t understand young p eo p le w h o th in k playing c o m p u te r games is t h e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o f everyth in g .
I think t h e r e ’s m o re to life than sitting in fro n t o f a c o m p u te r s cre e n .
4 I honestly b e lie v e th a t th e au to m o b ile in d u stry should n o w c o m p le te ly fo rg e t ab o u t fossil fuels and
by looking fo r a lte r n a tiv e form s o f energy.
5 It is not going to be easy fo r us to se t up this n e w com pany. I t ’s s till a d e velo p in g c o u n try so w e a re going to have
to find w ays t o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and deal w ith all th e g o ve rn m e n t regulations.
6 Although learning a n e w language is fru stra tin g , I n e v e r c o n s id e r e d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . because
quitting is not an o p tio n fo r me.
7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it ’s hard to imagine o u r lives n o w w ith o u t F a ce b o o k and T w itte r.
8 W ritin g em ails is c e rta in ly m o re time-consum ing than talking on th e phone, b u t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
p articu la rly in business, so m etim es t h e r e has t o be a w r it t e n r e c o rd .

M A ltho ugh re c y c lin g m ay in itia lly c o s t a g re a t deal o f m o n e y ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it w ill benefit th e enviro nm ent
and could cu t d o w n on th e d e trim e n ta l e ffe c ts caused by global w arm ing .
10 M y fam ily and I a re planning to m ove to C an ad a because w e feel w e re a lly n e e d
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11 T h e stu d en t co u n cil m eeting seem ed t o ta k e fo re v e r. T h e discussion k e p t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . because some
o f th e stud ents co uld n o t a g re e , so it t o o k ab o u t t w o hours b e fo re a d ecisio n w a s made.
12 M y s is te r and I have alw a ys been r e a lly clo s e . W e have so much in com m on and I can in stan tly t e ll w hen she is
upset b ecause w e
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . this w h o le issue o f being in fashion is th a t young p eople a re spending w a y
to o much m o ney on c lo th e s . I t ’s alm ost becom ing a negative obsession.
14 Making m istakes i s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o f th e language learning process but, it is o n ly by c o rre c tin g th e ir
mistakes th a t le a rn e rs can m o ve to th e next stage.
15 Som etim es I fe e l i t ’s b e t t e r t o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . than to struggle fo r hours w ith no results.
16 You mustn’t ta k e anything he says a t fa ce v a lu e because he is v e r y good at hiding his feelings. T h e o nly w a y is to
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to find o u t w h a t th e tru th is.
17 To a large e x te n t, it ’s th e bigger m ulti-national com panies th a t a r e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . now, esp ecially
w h en it com es to influencing w h ich p ro d u cts w ill d o m in ate th e in te rn a tio n a l m ark et. S m a lle r businesses just
don’t have enough re so u rce s o r p o w e r to co m p e te .
3 A n s w e r th e fo llo w in g S p e a k in g P a r t 3 q uestio ns w ith a p artn er. U s e id io m s from E x e r c is e 2 w h e re appropriate.
1 (Topic: Fash io n ) D o you th in k p eo p le in y o u r c o u n try w ill still be w e a rin g tra d itio n a l clo th es in 10 y e a rs ’ tim e?
2 (T opic: S p o r t ) Assess h o w s p o rt c o m p e titio n s such as th e O ly m p ic G am es can help rela tio n s b etw e en d ifferen t
co u n trie s to d e v e lo p and im p ro v e .
3 (T opic: A id ) C o m p a re th e ro le s and in flu e n ce o f local and in te rn a tio n a l c h a ritie s.
4 (T op ic: C h ild h o o d ) E v a lu a te h o w much a happy ch ild h ood can in flu en ce a perso n’s d evelo p m en t as an adult.
5 (T opic: C o m p e titio n ) D o yo u th in k encouraging ch ild re n to c o m p e te is p o sitiv e o r negative?
6 (T opic: Languages) Is it n e cessa ry to learn th e c u ltu re o f a c o u n try to learn th e language?
Using collocations
S T U D Y T I P
It is im p o rta n t t o learn w h ic h w o rd s usually go to g e th e r t o m ake
natural-sounding English. A good English d ic tio n a ry can help you
w ith this.

N Study th e exp ressio ns in th e U s e f u l L a n g u a g e B o x on th e o p p o s ite page. U s e th em w h e n yo u sp eak and
make them p a rt o f y o u r speaking v o c a b u la ry . K e e p adding an y n e w ex p ressio n s th a t y o u s e e and hear.
Useful Language: collocations П
A d v e r b + v e r bV e r b + ‘t i m e ’ A d j e c t i v e + ' t i m e '
• 1 stro n g ly b e lie v e th a t...• spend tim e ( w it h ) • f r e e tim e
• 1 h o n e stly b e lie v e th a t... • w a s te tim e• sp a re tim e
• 1 s in c e re ly h o p e... • save tim e
• 1 to ta lly su p p o rt... • m ake tim e
E x a m p le s : E x a m p le :
• 1 s in c e re ly hope th a t p e o p le w ill still use• 1 spend m ost o f m y f r e e tim e w it h m y husband. 1
lib ra rie s in th e fu tu re .• P a re n ts need t o m ake m o re tim e t o be w ith t h e ir c h ild re n . 1
• 1 to ta lly su p p o rt th e id ea o f having
m o re g reen spaces, lik e parks in c itie s .
1
5 Find 2 a d j e c t i v e s fro m th e box th a t co m m o n ly c o l l o c a t e w it h each o f th e n o u n s b e lo w ,
d is ru p tiv e re la x e d e x p e n siv e h e a lth y n e g a tiv e an ti-so cial
I a)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ + life s ty le
2 a) b)+ a ttitu d e
3 a)b)+ b e h a v io u r
6 W h ich noun in each s e n te n ce does N O T c o llo c a te w it h th e v e r b ?
1 make + a ) an e f fo r t b ) p ro gressc ) an in flu e n ce d ) a d iffe re n c e
2 save+a ) e n e rg y
b ) habitsc ) sp ace d ) live s
3 keep+ a ) a tte n tio nb ) t r a c k c ) calm d ) a re c o rd
4 come+ a ) to a co m p ro m ise b ) t o a stan d still c ) t o a sch ed u led ) to an ag ree m en t
5 go+a ) co o king b ) ab ro ad c ) o n lin e d ) b ankrup t
6 take+ a ) a b rea k b ) a fin ec ) an exam d ) no tes
7 Read a ca n d id a te ’s a n s w e r to th e fo llo w in g P a r t 3 q u e s t io n and u n d e r l i n e th e c o l l o c a t i o n s .
H ow can p e o p le be e n co u rag e d to use p u b lic transport?
F ir s t o f a ll, th e m ost im p o rta n t thing f o r p e o p le n o w ad ays is tim e . T h e y d on’t w a n t t o a c tu a lly
w a s te t h e ir tim e so th e p ub lic tr a n s p o r t s e r v ic e s should be v e r y q u ick and run w it h o u t an y delays.
I mean it ’s a real problem fo r me as a businessman w h en trains don’t run on tim e . Pub lic tran sp o rt
should also be e a sy t o acce ss. T h e o t h e r p o in t is th e exp en ses. I fe e l it should be ch eap because if
w e a re e x p e c te d to use it, th en it should be a ffo rd a b le . M a yb e g o ve rn m e n ts should pay som e
kind o f subsidy t o re d u c e th e ch arg es th a t th e g e n e ra l p ub lic has to pay.

L e O N L iste n t o a ca n d id a te a n sw e rin g th e fo llo w in g P a r t I q uestio n and a n s w e r th e questions.
D o you like the place where y o u 'r e living at the moment?
1 D o e s she use c o llo c a tio n s ?
2 Is h e r a n s w e r easy t o f o llo w ?
3 D o e s h e r English sound n a tu ra l?
4 W o u ld th is c a n d id ate g e t a good m ark f o r flu e n cy ?
5 W o u ld th is c a n d id ate g e t a good m ark f o r v o c a b u la ry ?
Further practice: Parts 1, 2 and 3
E X A M I N F O R M A T I O N :
R e m e m b e r t h a t y o u s h o u ld :
• A n s w e r th e q uestio n d ire c tly .
• D e v e lo p y o u r a n s w e r - g ive a s h o rt reaso n / ex am p le / ex p lan atio n t o su p p o rt y o u r idea.
F o r e x a m p le :
E x a m i n e r : Do you enjoy reading?
‘Oh yes, definitely; there’s nothing I like better than to sit and read in the evenings just before I go to bed. I find it really
relaxing and it also helps me sleep. '
1 W o r k w ith a p artn e r. A sk each o t h e r th e fo llo w in g Part I q u estio ns.
T o p ic : B o o k s
1 D o yo u e n jo y reading? (W h y / W h y n o t?)
2 Has th e in te r n e t changed th e w a y yo u rea d ?
3 D o yo u th in k w e w ill s till read books in th e fu tu re ?
T o p ic : F ilm s
1 H o w o fte n do yo u w a tc h film s?
2 D o yo u p r e fe r to w a tc h film s on D V D o r a t th e cin e m a? ( W h y ? )
3 D o yo u th in k p are n ts should c o n tr o l th e kinds o f film s t h e ir c h ild re n w a tc h ?
T o p ic : M o b ile P h o n e s
1 A r e m o bile phones p o p u lar in y o u r c o u n try ?
2 Is t h e r e anything yo u don’t lik e ab o u t m o b ile phones? (W h y ? )
3 D o yo u th in k ch ild re n should be a llo w e d to have m o b ile phones?
T o p ic : E m a ils
1 H o w o fte n do yo u w r it e em ails?
2 W h a t so rts o f things do yo u usually w r i t e ab o u t?
3 D o yo u th in k em ails is a good w a y t o co m m u n ica te w it h o th e rs ? ( W h y / W h y n o t?)

m K ) D KphuoA uE D aD A T pT Duo uDMR pAP Dd E N u epMU h DAT D A h r o C ut o eE MME r pA P Y N ohupE AhH u p
) ? t D u sentence s ta rte rs d o es he use?
2 W h a t language does he use t o s h o w his lik es / d islik es?
3 Loo k a t th e fo llo w in g P a r t 2 to p ic s . W o r k w it h a p artn e r. T ak e it in tu rn s t o be th e e x a m in e r and th e ca n d id ate
U se th e questio ns in e x e r c i s e I t o assess each o th e r.
E x a m in e r : I ’d lik e yo u to speak ab o u t th e fo llo w in g t o p ic f o r I t o 2 m inutes. F ir s t, yo u have o n e m inute to m ake
notes and th in k ab o u t w h a t yo u a r e going to say.
1 D e s c rib e y o u r fa v o u r ite T V p ro gram m e
you en jo yed w a tc h in g w h e n yo u w e r e a ch ild .
You should say:
• W h a t it w a s ab o u t
• H o w o fte n yo u w a tc h e d it
• W h y yo u en jo y e d it
And yo u should also say w h e th e r p e o p le in
yo u r c o u n try re g u la rly w a tc h te le v is io n
3 D e s c rib e an a d v e rtis e m e n t yo u have seen o r rea d
r e c e n tly th a t m ade yo u w a n t t o buy som ething.
You should say:
• W h e r e yo u s a w o r rea d it
• W h ic h p ro d u c t it w a s try in g t o sell
• W h a t yo u liked a b o u t it
And yo u should also say w h e th e r o r n o t ad v e rtisin g
influences yo u .2 D e s c rib e a song th a t yo u e n jo y listening to .
You should say:
• W h a t it is
• W h e n y o u lik e t o liste n t o it
• W h y y o u lik e th is song
A n d y o u should also say w h y m usic is
im p o rta n t t o p e o p le .
4 D e s c rib e a p h o to graph th a t yo u r e a lly lik e .
You should say:
• W h a t it is
• W h e r e it w a s ta k e n
• W h y y o u lik e it
A n d yo u should also say w h e t h e r o r n o t
tak in g p h o to graph s is p o p u lar in y o u r c u ltu re .
4 L 1 6 Liste n to a ca n d id ate talking a b o u t a song he en jo y s listening t o . A n s w e r th e fo llo w in g q u estio ns:
1 W h a t sentence sta rte rs does he use?
2 W h a t c o llo ca tio n s d oes he use?
5 L 1 7 Read p a rt o f th e c a n d id a te ’s a n s w e r and d iv id e th e se n te n ce s in to logical chunks. U n d e r lin e th e main w o rd
th a t a re stressed . L iste n and ch e c k y o u r an sw er.
A n d o n e o f t h e r e a s o n s I li k e t h is so n g is as I s a id b e f o r e . . . t h e g u it a r s . I t ’ s a >
r o c k - a n d - r o ll b e a t t o t h e s o n g , b u t i t ’ s a ls o a . . . y o u k n o w , i t ’ s a c o m in g - o f- a g e
s o n g . I t ’ s a b o u t y o u n g lo v e . I t r e m in d s m e o f m y w o r k in g - c la s s u p b r in g in g . I t ’ s
a b o u t c a r s an d t h e h ig h w a y an d y o u n g p e o p l e s ’ d r e a m s . I t h in k m o s t p e o p le e n jo y
m u s ic f o r p r e t t y m u ch t h e s a m e r e a s o n s as I d o . B e c a u s e m u s ic o r so n g s u s u a lly
t e l l a s t o r y o r t h e y in s p ir e p e o p le o r s o m e t im e s t h e y b r in g b a c k m e m o r ie s . . . o r
b r in g up d r e a m s t h a t y o u o n c e had o r d r e a m s t h a t y o u m ig h t s t i l l h a v e . A n d I
t h in k t h a t ’ s v e r y i m p o r t a n t t o p e o p le . I t k in d o f lig h t e n s t h e lo a d . . . A n d i t ’ s . . .
i t ’ s w h a t m u s ic is a ll a b o u t , as f a r as I ’ m c o n c e r n e d . j

w N o w ask each o t h e r th e fo llo w in g P a r t 3 q uestio ns th a t f o llo w on fro m th e P a r t 2 t o p ic s in q u e s t io n 3.
T ak e it in tu rn s t o be th e e x a m in e r and th e ca n d id ate.
E X A M S T R A T E G Y
R e m e m b e r t o expand y o u r a n sw e rs. B e ca re fu l w it h th e te n se . T h e v e rb s on th e
to p ic ca rd w ill t e ll yo u if yo u should be speaking ab o u t th e past, p re se n t o r fu tu re .
E x a m i n e r : N o w I ’d lik e t o ask yo u a f e w g en e ral q u estio n s ab o u t th e to p ic y o u ’v e just been speaking about.
T o p ic I : T V p r o g r a m m e s
1 C o m p a re th e kinds o f T V pro gram m es th a t c h ild re n and adults usually e n jo y w a tch in g .
2 D o you th in k th a t p are n ts should c o n tr o l h o w much te le v is io n t h e ir ch ild re n w a tc h ?
3 E v a lu a te th e e ffe c tiv e n e s s o f te le v is io n as a means o f co m m unicating th e n ew s co m p are d w ith
o t h e r m edia form s such as th e in te r n e t and rad io .
T o p ic 2 : M u s ic
1 D o p e o p le in y o u r c o u n tr y p r e f e r t o liste n to lo cal o r in te rn a tio n a l m usic? (W h y / W h y n o t?)
2 D e s c rib e th e im p o rta n c e o f m usic in sho w ing th e c u ltu r e o f a co u n try.
3 Ev a lu a te th e e ffe c t o f te c h n o lo g y (such as th e in t e r n e t) on music.
T o p ic 3: A d v e r t i s i n g
1 Should com p anies be targ e tin g c h ild re n in t h e ir ad v e rtisin g cam paigns?
2 C o m p a re th e use o f th e in te r n e t in ad v e rtisin g w it h o t h e r m ed ia form s such as te le v is io n and rad io.
3 D o yo u th in k a d v e rtis e m e n ts should be c e n s o re d ? ( W h y / W h y n o t?)
T o p ic 4 : P h o t o g r a p h s
1 D o yo u th in k p hotographs a re im p o rta n t in helping us re m e m b e r o u r past?
2 W h y do yo u th in k p e o p le lik e t o k eep ch ild h o o d pho to graph s?
3 Should th e p riv a te live s o f fam ous p e o p le be re s p e c te d by th e m edia? ( W h y / W h y n o t?)
6 L 1 8 Liste n t o a ca n d id ate an sw e rin g a P a r t 3 q u e s t io n on m usic.

2rEyoHl
PARTS 1, 2 and 3
Test Advice
1 Read th e t e s t a d v ice . D o yo u m ake an y o f th e m istakes m en tio n ed w h e n yo u speak?
1 Listen c a re fu lly t o th e q u estio n s. A n s w e r th e q u estio n s d ire c tly .
2 In Parts I and 2, th e exam iner can only R E P E A T th e question. In P a rt 3 th e exam iner can R E P H R A S E th e question.
3 Keep to th e to p ic .
4 D o not g ive c ir c u la r a n sw e rs - an a n s w e r th a t keeps saying th e sam e thing o v e r and o v e r again and do es n o t g et
d ir e c tly to th e po int.
5 Speak as c le a r ly and as n a tu ra lly as p ossib le. D o n ’t use ex p ressio n s unless yo u k n o w h o w t o use th em c o r r e c tly .
You w ill lose m arks f o r unnatural English use. i.e . step by step... / day by day... / as time passes by...
6 D o N O T over-use w o r d s - For example... / You know... / To some extent... / To tell you the truth...
7 Rem em b er in P a r t 3 th a t y o u r a n sw e rs need t o be g e n e ra l. You a r e n o t talk in g a b o u t y o u r s e lf (P a r t s I and 2 ).
You a re talking ab o u t p e o p le g en e rally, th e w o r ld as a w h o le
8 D o not g ive in a p p ro p ria te s c ie n tific facts in P a r t 3. i.e . It has been proven by scientists that... / According to the
research o f Professor... You a r e being asked w h a t y o u t h i n k , o r t o g ive g e n e r a l in f o r m a t i o n ab o u t a to p ic .
9 Rem em ber to b re a th e , pause and b re a k up w h a t yo u say in to logical chunks.
10 It is y o u r gram m ar and p ro n u n cia tio n m istakes th a t can a ffe c t y o u r speaking g ra d e . M a k e tim e t o focu s on th e se
tw o areas.
2 Read th e fo llo w in g c a n d id ate m istakes and m atch th em t o th e a d v ic e g iven in e x e rc is e I .
E x a m in e r : D o yo u lik e shopping?
To be honest, to te ll you th e
tru th , in my opinion I think it ’s
re a lly a little bit boring f o r me.E x a m i n e r : D o yo u th in k a sh o rtag e o f w a t e r w ill be a bigger
p ro b le m than a sh o rtag e o f o il in th e fu tu re ?
W e ll yes d efinitely, I ag ree w ith this w a y o f thinking. F o r
exam ple, in m y c it y it is d ifficu lt even n o w to g et fresh w a te r.
W e have many problem s w ith this. F o r exam ple, som etim es
th e r e is n o t enough and w e have drought. B u t w ith o il, fo r
exam ple, w e have a lre ad y started t o use d iffe re n t fuels so I
think this w o n ’t be such a big p roblem in th e fu tu re . B u t
w h e n w e lo o k at w a te r, it ’s a v e r y d iffe re n t s to ry and I think
th e r e could be a d isaster f o r us because th e w a t e r is not
fresh enough to d rink.
E x a m i n e r : W h a t c o u rs e w o u ld yo u lik e t o do?

p D u h t 1 H A d Sho uld high-school
te a c h e rs help t h e ir stu d en ts s e t
sp e c ific goals so th a t t h e y can
stu d y b e t t e r ?You know, it is to o im portant. M y little b ro th e r he
is v e r y bad w ith this. H e does not le t his te a c h e r
help him a t all so w h e n he must study he does not
a t all. You know, he just plays on th e com puter.
You k n o w it is re a lly v e r y bad f o r him. M y m o ther
i she te ll him all th e tim e t o change but he not d o it.
E x a m in e r : D o yo u lik e sw im m ing?W e ll to te ll yo u th e t r u t h . . . . I am trem end o usly
enthusiastic ab o ut swimming. It rem inds me o f my
ch ildhood. I w as re a lly keen on swimming w h e n I w as
a child. I have s w e e t m em ories o f m y childhood,
w h e n I w as swim ming a lo t. And also g lorious, magi­
cal and hilarious m om ents o f m y childhood.
3 L19 L iste n t o th e fo llo w in g ca n d id a te an sw e rin g th e Part 2 t o p ic b elo w . M a tch th e m istakes to th e ad v ice given
a in exercise I .
1 I w o u l d l i k e y o u t o d e s c rib e a fam ous s p o rts p e rso n , w h o is n o t fro m
y o u r co u n try , w h o y o u r e a lly a d m ire .
You should say:
• W h o th is p erso n is
• W h a t yo u k n o w a b o u t th em
• W h y yo u lik e th em
A n d yo u should also say if th is p erso n is p o p u la r in y o u r co u n try .

2r EyoHlS
PARTS 1, 2 and 3
Test Practice
1 P ra ctise th is t e s t w ith a p artn e r. T ak e it in tu rn s t o be th e e x a m in e r and th e c a n d id ate . Read th e t e s t a d v ic e in
C h a p t e r 6 again.
Part I
Topic I : W e e k e n d s
1 W h a t did yo u d o last w e e k e n d ?
2 Do you p r e fe r t o spend th e w e e k e n d s w it h y o u r fa m ily o r frie n d s?
3 W h a t things d o yo u lik e t o d o a t th e w e e k e n d ?
Topic 2 : M o b ile s
1 How o fte n d o yo u use a m o b ile p hone?
2 Have yo u e v e r had an y p ro b le m s using a m o b ile p hone?
3 Do you th in k yo u w ill use a m o b ile m o re o r less in th e fu tu re ?
Topic 3: P r e s e n t s
1 Do you lik e re c e iv in g p rese n ts?
2 W ho w as th e last p erson yo u g ave a p re s e n t to ?
3 Is it b e tte r to g ive so m eo n e m o n ey r a t h e r than buy th em a p re s e n t? W h y / W h y no t?
P art 2
Describe a business le a d e r yo u re s p e c t and a d m ire .
You should say:
• W h o th e y a r e
• W h e r e yo u f ir s t found o u t a b o u t th em
• W h a t yo u liked a b o u t th em
You should also say if th is p erso n had an in flu e n ce on y o u .
You need t o speak f o r I t o 2 m inutes
Part 3
1 W hat qualities m ake so m eo n e a good le a d e r?
2 Is th ere an y d iffe re n c e b e tw e e n men and w o m e n as le a d e rs?
3 Do leaders have a re s p o n s ib ility t o b eh a ve in a c e r ta in w a y in p ub lic?
4 Are people born le a d e rs o r is th is som ething t h e y lea rn h o w t o b e c o m e ?

L 20 A
2 N o w liste n t o th e p r a c tic e t e s t and m ake a n o te o f an y n e w ex p ressio n s, idiom s, co llo c a tio n s o r se n te n ce
s ta r te r s yo u hear.
L 2 0 A
3 L iste n t o th e final t w o se c tio n s o f P a r t 3 again and u n d e rlin e t h e k e y w o r d s th a t th e s p e a k e r stresses.
E x a m i n e r : D o le a d e rs have a re s p o n s ib ility to
b eh a ve in a c e r ta in w a y in p ub lic?
U m I don’t re a lly think th e y have a resp o nsib ility t o behave in a
ce rta in w ay, but I th in k th e y should b ehave in a ce rta in way. U m
because th e y have an immense platform on w h ich th e y can s o rt
o f spread influence and so on and so many peo p le lo o k up to
th ese peo p le esp e cially you k n o w business leaders and so on.
T h e y ’r e hero es t o so many people. T h e y should t r y and co n sid er
t h e ir position w h e n th e y m ake decisions and you k n o w ....
understand th a t th e y a re a ro le m odel fo r o th ers, but I don’t ..I
don’t re a lly th in k th e y should feel to o much p ressure t o do th a t^
E x a m i n e r : A r e p e o p le b orn le a d e rs o r is
th is som ething t h e y lea rn h o w t o b eco m e ?
I think a lo t o f peo p le w o u ld lik e t o learn h o w t o b ecom e leaders. U m
I ’m sure t h e r e ’s lots o f peo p le w h o do s o rt o f business classes and things
like th at, w anting t o be th e next g reat business leader, but ultim ately I
think it is som ething y o u ’r e bom w ith unfortunately. You o n ly have to
lo o k a t a..a school playground, y o u ’ll see th e natural leaders th e r e riding
around th e r e from a v e r y young age. Again it ’s d ifficu lt t o see w h a t it is
th a t’s making th o se peo p le leaders, but I th in k yo u can inspire re sp e ct as
you g et o ld e r m aybe by becom ing an e x p e rt in a p articu la r field, but
w h e th e r th a t’s th e same as being a le a d e r - I don’t re a lly think so I p re tty
much th in k it ’s som ething y o u ’r e bom w ith .

Unit Travel
(A ) Look a t th e p ic tu re s a b o v e . T h e y s h o w p e o p le on h o lid a y in d iffe r e n t p laces.
Think o f as m any d iffe r e n t ty p e s o f h o lid a y as yo u can and w r i t e th e m d o w n b e lo w .
Write dow n as many ty p e s o f h o lid a y as yo u can th in k o f:
R o m a n tic H o lid a y
S h o r t C i t y B r e a k
Long W e e k e n d
S u n H o lid a y
P a c k a g e H o lid a y
( B ) W h a t is y o u r fa v o u r ite ty p e o f h o lid a y and w h y ? W r i t e y o u r a n s w e r h e re , th e n c o v e r it
and te ll th e class/a p artn e r.

ut o CoDhE Ah e E C PEpAP EA t E MpT D O Vm @H
О
( i ) Chance t o r e la x and unwind, and g e t a tan .
( i i ) F o r t h e t h r i l l and e x c it e m e n t .
( i i i ) A s a s p e c ia l t r e a t w hen I f e e l u n d e r s t r e s s .
( i v ) T o e n jo y t h e f r e s h a i r and scenery.
( v ) On a c c o u n t o f n o t having a lo t t o spend.
— » ( v i ) I 'm a w in t e r - s p o r t s e n t h u s ia s t .
( v i i ) T o s e e a ll t h e fam o u s lan d m ark s and do
lo t s o f s ig h ts e e in g in g e n e r a l.
( D ) L o o k a t th e fo llo w in g h o lid a y a c tiv itie s . W h ic h o f th em d o y o u n o rm a lly d o w h e n yo u go on holidays?
T ic k th e boxes as a p p ro p ria te .
( i ) Go s ig h ts e e in g and t a k e p ic t u r e s o f fam o u s lan d m ark s.

( i i ) D ine o u t and sam p le t h e lo c a l c u is in e .

( i i i ) S u n b a t h e b y t h e pool r e a d in g a book.
a
( i v ) Go on o rg a n is e d g u id ed t o u r s o f p la c e s o f i n t e r e s t .

( v ) T r y t o m ingle w it h t h e lo c a ls and s p e a k t o th e m in t h e i r own language.

( v i ) Go on b ig shopping s p r e e s and b rin g b a c k lo t s o f new c lo t h e s .

( v i i ) B u y s o u v e n ir s f o r f a m ily and f r i e n d s b a c k home.

( v i i i ) V i s i t museums and a r t g a lle r ie s .

( i x ) S p e n d m ost o f t h e d a y r e la x in g in my h o t e l doing n o th in g .

( x ) O r d e r room s e r v i c e and h a ve b r e a k f a s t in b ed .

( x i ) Go t o c lu b s and b a r s , p a r t y and h a v e a w ild t im e .

( x i i ) S p e n d my t im e t r y in g t o p a c k in lo t s o f t h in g s , and s e e a s much a s p o s s ib le .

( E ) C o m p a re y o u r a n sw e rs w it h a p a r t n e r ’s. D e c id e if yo u w o u ld be su ited t o a h o lid a y to g e th e r.
B e p re p a re d t o ju s tify y o u r d e c isio n . (C) L in k th e fo llo w in g ho liday-types ( I ) w ith
О
B e a c h H o lid a y
S k i H o lid a y
B u d g e t H o lid a y
Pam p er H o lid a y
A d v e n t u r e H o lid a y
H o lid a y in t h e C o u n t r y s id e
C i t y B r e a k

_K6 Rank th e fo llo w in g ho lid ay a c t iv it ie s in o r d e r o f p r e fe r e n c e , (I) being th e a c t iv it y yo u w o u ld m ost lik e t o do
on holidays and ( 10 ) being th e o n e yo u w o u ld lik e t o d o le a st o f a ll.

Activity
Ranking
(i) doing some general sightseeing
(1)
(ii) going on an excursion to a place of interest
(2) .
(iii) taking a guided tour of a museum
(3)
(iv) dining out on traditional cuisine
(4) .
(v) sunbathing by the pool
(5)
(vi) going on a c ity bus tour
(6)
(vii) getting some shopping therapy
(7)
(viii) going on a romantic riverboat cruise
(8)...
(ix) going to the amusement park
(9)
(x) going trekking in the hills
(10)
(G ) Look a t th e t e x t and fill in t h e gaps w it h w o r d s fro m th e box b e lo w .
My Perfect H oliday...
F o r m e, th e p e r fe c t h o lid a y w o u ld have t o be sp en t w it h m y t w o b est
frie n d s, G e o r g e and Je r e m y W e w o u ld go d uring spring, b e fo re th e s ta r t
o f th e to u r is t I ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ; t h a t w a y, th e re s o r ts w o u ld n o t be
t o o c r o w d e d . T h e 2 )_ _ _ _ _ _ _ _ _ _ _ _ _ _ w o u ld be an ea sy c h o ic e ; Spain
e v e r y tim e . W h y ? Sim ply because it is th e p e rfe c t com bination - dependable
w e a th e r, e x c e lle n t 3 )
_ _ _ _ _ _ _ _ _ _ _ _ _ , f rie n d ly lo ca ls and lo ts t o se e and
do . W e w o u ld spend ab o u t a 4 ) _ _ _ _ _ _ _ _ _ _ _ _ _ in M a rb e lla , staying a t a
lu x u ry b e a c h fro n t h o te l. E v e r y m orn ing w e ’d w a k e up t o b rea k fast in
bed. T h e n w e ’d go d o w n s ta irs and o u ts id e o n to th e sandy b each, and in
f o r a 5 )
_ _ _ _ _ _ _ _ _ _ _ in t h e w a rm sea w a t e r t o w a k e us up and re fre s h us
f o r th e d ay ah ead . N e x t w e ’d go in to t o w n and d o som e 6 ) _ _ _ _ _ _ _ _ _ _ _ ,
o r go on a d ay t r ip o f so m e s o r t. A t lu n ch tim e, w e ’d find a tra d itio n a l
__ __ __ __ _ . Ea ch a fte rn o o n w e w e r e f r e e , w e ’d d o a c tiv itie s ; m aybe a
restaurant and sam ple th e lo ca l 7 ) _ _ _ _ _ _ _ _ _
bike rid e around th e o liv e g ro v e s o r a p o n y r id e thro u g h th e n e a rb y hills; yo u k n o w ... T h e n , in th e e a r ly evening ,
w e’d go back t o th e h o te l and s it d o w n on o u r d e c k c h a irs relaxing f o r a w h ile on o u r b a lc o n y b e fo re going d o w n
to the h o tel re s ta u ra n t f o r som e 8 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . T h e n w e ’d s it b y th e p o o l and rea d a b o o k f o r a w h ile
until d in n er w a s s e rv e d . A f t e r dinner, w e ’d g e t d ressed up f o r a night o u t and head in to to w n t o o n e o f th e popu­
lar nightclubs t o p a rty th e night aw ay. Ea ch d ay w o u ld be s im ila r t o th a t w it h a blend o f d iffe r e n t ty p e s o f a c t iv i­
ties. W e ’d have an ab so lu te blast!
r e f r e s h m e n t s
d ips ig h ts e e in g
d e s t in a t io nd e lic a c ie s
s e a s o nf o r t n ig h t
c u is in e
j

My Perfect Holiday
(H ) L o o k a t t h e passage M y Perfect Holiday... again. In w h a t o r d e r is t h e fo llo w in g in fo rm atio n discussed?
W ho t h e w r i t e r would go on holiday w ith. 1
W h a t t h e w r i t e r would do on holiday.
W h e r e t h e w r i t e r would go on holiday.
W h e r e t h e w r i t e r would s t a y during his holiday.
W h e n t h e w r i t e r would go on holiday.
W h y t h e w r i t e r would go on holiday to t h is d e stin a tio n .
( I ) N o w it ’s y o u r tu rn t o t e ll us a b o u t y o u r p e r f e c t h o lid a y: w h a t w o u ld it be lik e ? F o llo w t h e steps b e lo w
t o a n s w e r t h e q u e stio n .
S t e p M ake some notes
F ir s t , f ill in t h e t i t l e t o ea ch s e c tio n o f y o u r n o te s w it h an a p p r o p r ia te heading. U s e th e fo llo w in g t itle s and put
th em in t h e rig h t o r d e r : Who with, When, Where, Why, W h a t (do)

G o H y Write your answer out in full.
S p e a k (put your written answer away and try to give a spoken
answer referring back to your notes in Step I if you need to)
(j) Talk about th e fo llo w in g q u estio n s w it h a p a r tn e r o r as p a r t o f a class d iscussion.
• Which do you p r e f e r ; holidays in t h e c it y o r holidays in t h e c o u n try s id e ?
• What is your fa v o u r ite way o f tra v e llin g long d is ta n c e s - by t r a in , c a r e t c . ?
• Would you r a t h e r re la x and t a k e i t easy when on holidays o r t r y to s e e as many new th in gs/
places as p ossib le?
• Do you like to dine out when on h o lid a y? W h a t s o r t s o f food do you e a t ?
• Do you p r e f e r fo re ig n o r dom estic h o lid ays?
• What is your main reason f o r going on holiday, usu ally?
• Do you th in k a stay-at-home holiday can e v e r be as good as a proper h o lid ay?
• Who do you usually go on holiday w it h ? Do you p r e f e r to holiday w ith f r ie n d s o r f a m ily ?

kElo w o f th e Speaking exam is a s h o rt in tr o d u c to ry co n v e rs a tio n lasting 4-5 m inutes.
It te s ts y o u r a b ility t o t a lk a b o u t p erso n a l e x p e rie n c e s and in te re s ts .
You m ust a n s w e r q uestio n s ab o u t e v e r y d a y to p ic s , talk in g a b o u t asp e cts o f y o u r life such as y o u r fam ily and friends,
hom e, stu d ies, w o r k , le is u re a c tiv itie s , lik es and d islik e s e t c .
You should a n s w e r each q u estio n a p p ro p ria te ly , ty p ic a lly in o n e o r t w o sen te n ce s.
( K ) L o o k a t th e s e q u estio n s and a n sw e rs. F o r each q u estio n , t h e r e a r e t w o a n s w e r ch o ic e s. C h o o s e th e c o r r e c t
a lte r n a tiv e .
(1) How long have you been learning English?
Since 8 years. / For eight years.
(2 ) Do a lot of people in your country speak English?
Yes, they do. / Yes, they are.
(3 ) Do you like learning English?
Yes, they are v ery interesting. / Yes, it is v ery interesting.
(4 ) Have you studied any other languages?
Until I was 1 5 ,1 have studied French. / Until I was 1 5 ,1 studied French.
(5 ) What advice would you give to a friend who wanted to s ta rt learning a language?
Go to the class. / Go to a class.
( L ) T h e c o r r e c t a n s w e rs in ( K ) a r e a lit t le t o o s h o rt. S e le c t an a p p r o p r ia te s e n te n c e fro m th e o p tio n s b e lo w to
add t o each an sw er.
( a ) I s t a r t in sixth class if I re m e m b e r c o r r e c t ly , w h e n I w a s ju s t 10 y e a r s o ld . . I
(b) I w o u ld sa y c lo s e t o h a lf t h e ad u lts w h e r e I c o m e fro m a r e f a ir ly flu e n t. _____ I
( c ) I used t o v e r y m uch e n jo y stud ying t h e F re n c h .
_____
( d ) A n d n o t ju s t in te re s tin g ; i t ’s e sse n tia l re a lly , t o o ; I m ean, i t o p ens up th e
w h o le o f t h e in t e r n e t t o m e, f o r ex am p le.
_____
(e) Yes, t h e class is t h e v e r y b e st w a y t o le a rn a n e w language. _____ I
( 0 T h e fa c t is, e v e r y s tu d e n t need s su p p o rt and g uid ance, and I a lw a y s I
find t h e a d v ic e and su p p o rt o f m y t e a c h e r and f e llo w stu d en ts v it a l.
_____
( h ) I s ta rte d w h e n I w a s 9 and a h a lf I th in k , b u t i t ’s so long ago I can b a r e ly re m e m b e r! П ) I
( i ) I find I am in te r e s te d in a n y o t h e r s u b je c t I study.
__ __ _
(j) I had t o g iv e i t up th o ug h; I ju s t had t o o m uch o n t o c o p e w it h a n o th e r su b je c t. __ __ _

eWEv b K RI 1 7 k E l o U
B pEDO ENKIo 1KvH E1yHRo1 KM T KIl yHl1K,ED DAMHc
^ A nsw er the questions app ro priately (usually I -2 sentences).
T h i s p a r t n o r m a l l y l a s t s 4-5 m i n u t e s .
Speaking Test 1
P a r ti
The exam iner w ill ask you som e q uestio ns ab o u t yo u rs e lf.
Let’s talk about travel.
How often do you go on holiday?
Where did you go most recently?
Who do you normally go on holiday with?
Do you have a favourite place to go on holiday?
What do you normally pack in your suitcase when you go away?
The exam iner w ill then ask yo u som e questio ns ab o u t o ne o r t w o o t h e r to p ic s . S e e th e ex am p le b elo w .
Now let’s talk about your family.
Do you come from a big or small family?
What do your parents do for a living?
How do you get along with the rest of your family?
Do you share the same interests as the other members of your family?
Is it good being the middle (an only / the eldest / the youngest etc.) child?
Part 2
The examiner w ill g ive yo u a to p ic on a ca rd lik e th e o n e b e lo w and ask yo u to ta lk ab o u t it f o r o n e to t w o m inutes.
Before you ta lk you have one m inute to th in k ab o u t w h a t yo u w a n t to say. T h e e x a m in e r w ill g ive yo u som e p ap er
and a pencil so you can m ake notes if yo u w a n t to .
D e s c rib e y o u r p e r fe c t holiday.
You should say:
• w h e r e yo u w o u ld go and w h o yo u w o u ld go w ith
• w h e r e yo u w o u ld stay
• w h a t yo u w o u ld do
and explain w h y it w o u ld be th e p e r fe c t holiday.
The examiner may ask you o n e o r t w o m o re re la te d q uestio ns w h e n yo u have finished , lik e th o se given in th e
example below.
Do you prefer active holidays or holidays where you get to relax?
Are there any countries you would not like to visit? W hat was your worst holiday experience?
Part 3
The examiner w ill ask you som e m o re g en e ral q uestio ns w h ic h fo llo w on fro m th e to p ic in P a r t 2.
What are the benefits of holidaying in a foreign country?
What sorts of problems can people experience when they are abroad?
Do you think foreign holidays are affordable to everyone these days?
Is flying a safe way to travel?
Do you think people have enough time off work?
Why do some people come back from holidays more stressed than when they left?
What safety issues do you have to think about when you go away on holiday?Y ou m u st...

V f @ K E E R D u ut o v pa uN Co h d o ME r H B E r pU v E CuD A u D C o ut o h o puoU h u E E N C Mpy o h uE T D O C 7 phaNhh r put D vDCuAoC0 utoA
CDAR ut o puoU h pA uo CU h E e pU v E CuD A a o eCE U 1 u E DH
L D A R pA P 2 1 2UUUUUUUU m 2 U U U U U U U U U . 2 U U U U U U U U U l 2 UUUUUUUU D 2
V ^ @ EEN r pMM t o D C e py o o ( uCD a uh H I D at o ( u C D a u Co MD uo h u E E A o E e ut o puoU h v pa uN Co T Dd E y o H _ D uat ut o o ( uCD a uh u E ut o
a p ictu re s. W r i t e th e c o r r e c t p ic tu r e (i- v) in th e sp ace p ro v id e d .
E x t r a c t I
_ _ _ _ _ _ _ _ _ _ _ _ _ _ E x t r a c t 2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ E x t r a c t 3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
E x t r a c t 4 _ _ _ _ _ _ _ _ _ _ _ _ _ _ E x t r a c t 5 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
( C ) So o n , yo u a r e going t o p re p a re a s h o rt speaking e x e rc is e . B u t f ir s t yo u w ill read som e m o re ab o ut P a rt 2 o f
th e Speaking t e s t and w a y s t o p re p a re f o r it on th e pages w h ic h fo llo w . A f t e r yo u have finished reading about
P a r t 2, yo u w ill be asked t o a n s w e r th e fo llo w in g q u estio n , speaking co n tin u o u sly f o r ab o u t t w o m inutes. T h e
question is: W hich one o f the items in the pictures above is most useful to you? In y o u r an sw er you should say:
• w h a t th e item is
• h o w o fte n yo u use it
• w h a t yo u use it f o r
• w h y it is so useful t o yo u

eWEv b K RI 17 k E l o 5
In Part 2 o f th e exam , yo u w ill be asked t o g ive a s h o rt ta lk f o r a b o u t t w o m inutes. You w ill b e te s te d on y o u r
ability to organise y o u r ideas and speak flu e n tly.
You w ill have t o p re p a re and ta lk a b o u t a t o p ic g iven t o y o u d uring t h e t e s t b y t h e exam iner.
Here is an exam ple P a r t 2 ta sk (y o u w ill be g iven a s im ila r task-card b y t h e e x a m in e r):
Describe a website you like to visit a l o t . ' * ^ ^ ^
Rem em ber
you shouldYou should say:
p ro vid e each
• the name of the website
o f th e p ieces
• how often you v isit the website
o f info rm atio n
asked for.—► • what the website is for/about
• what you do/look at on the website
^ and explain why you like it.Read t h e to p ic
and m ake s u re
y o u und erstand it.
T h i s p a r t n o r m a l l y l a s t s 3 m i n u t e s .
Y o u m u s t . . .
R e a d t h e t a s k .
M a k e n o t e s o n e a c h o f t h e p a r t s ( a p p r o x . I m in u t e ) .
T a lk a b o u t t h e t o p i c , a n s w e r in g t h e q u e s t io n s o n t h e c a r d .
S t o p t a lk i n g ( a f t e r a b o u t 2 m in .) w h e n t h e e x a m in e r t e lls y o u t o .
A n s w e r s o m e f o llo w - u p q u e s t io n s .
In this book, you w ill learn a step-by-step stra te g y f o r p ractisin g h o w t o ta lk c o n tin u o u sly f o r up t o t w o m inutes th a t w ill
help you to build up y o u r co n fid e n c e so th a t yo u a r e re a d y f o r th e task co m e exam day.
We start off by making notes - a kind of brainstorm which gets you thinking o f ideas. Then we write our answer
down in full. Next, we put the written answer to one side (without memorising it) and we attempt to talk for as
long as we can about the subject with the help o f our notes.
At first, it may be hard f o r yo u to do th is, but as yo u p ra c tis e , yo u w ill find y o u r s e lf having m o re and m o re to say.
Eventually, you w ill b eco m e a lo t m o re flu e n t and yo u w ill r e ly fa r less, if a t all, on y o u r n o tes. W h a t ’s m o re , y o u r
confidence in y o u r a b ility t o ex p ress y o u r s e lf w ill im p ro v e .
The note-making and w r itin g w ill tra in y o u r brain t o th in k ab o u t and o rganise y o u r a n sw e rs logically. T h is w ill p ro vid e
you w ith a startin g p o int f o r y o u r speaking and g ive yo u m o re to say. Ev e n tu a lly , yo u w ill b eco m e so good at organising
your thoughts th a t you w ill no lo n g e r be re lia n t on th e n o tes and yo u w ill be ab le t o put y o u r thoughts to g e th e r m ore
or less as you speak. Y O U M U S T N E V E R T R Y T O M E M O R I S E Y O U R W R I T T E N A N S W E R S T H O U G H as this
defeats th e p urp ose o f th e e x e rc is e . See the next page for more.

e D s ) k a e 7
Describe a website you like to visit a lot.
You should say:
• the name of the website
• how often you visit the website
• what the website is for/about
• what you do/look at on the website
• and explain why you like it.
Step Щ Ш M ake notes
N a m e - F a c e b o o k
V i s i t - T w ic e a d a y ( a t l e a s t )
F o r - f r i e n d s t o k eep in c o n t a c t
Do - sen d m essa g e s t o f r i e n d s , look a t f r i e n d s ' new s; p o s t p ic t u r e s and v id e o s I lik e ; com­
m ent on f r i e n d s ' p ic t u r e s and v id e o s ; w r i t e on f r i e n d s ' w a lls (w a ll is t h e p la c e w h e re a ll a
f r i e n d 's news is s e e n ); com m ent on f r i e n d s ' p ic t u r e s and v id e o s ; s a y w h a t I am doing; s e e
w h a t f r i e n d s a r e doing; p o s t lin k s t o o t h e r w e b s it e s , ‘lik e d i f f e r e n t t h in g s ( t o lik e som e­
t h in g yo u p r e s s a ’lik e ' b u tto n on t h e w e b s it e ; means you a r e a f a n o f i t . . . ) - can ’lik e ' m usic,
p ag es, p ro g ram m es, p eo p le; a ll s o r t s o f t h in g s ...; a lso a b le t o p la y gam es - F a c e b o o k has lo t s
o f gam es apps
W h y I lik e i t - a g r e a t w a y t o keep in to u c h w it h p eo p le - l i t e r a l l y e v e r y o n e ; c lo s e f r i e n d s ,
f a m ily , f r i e n d s who liv e f a r a w a y , w o rk c o lle a g u e s e t c . ; can f in d o u t a ll t h e i r news and keep
th e m up t o d a t e w it h w h a t y o u 'r e doing a s w e ll, plus y o u 'r e in c o n t r o l - g e t t o d e c id e who
s e e s y o u r p ic t u r e s and p o s ts and you can e v e n s e t up grou ps f o r d i f f e r e n t k in d s o f f r ie n d s ;
t h i s means yo u d o n 't h a v e t o s h a r e e v e r y t h in g w it h a ll y o u r f r i e n d s ; can ch o o se who s e e s
w h a t; a ls o lo v e t h e g am es, so much f u n , lik e F a r m v ille - can c r e a t e my own l i t t l e o n lin e f a r m
and becom e a v ir t u a l f a r m e r and e v e n b u ild up a v ir t u a l f a r m in g com m unity!! T h e r e 's so
much you can do...

GoHyWrite Answer
A lw a y s in tro d u ce th e to p ic .
(a) A - w e b s it e I lo ve t o v i s i t is F a c e b o o k - yo u p r o b a b ly know t h a t QjjgJ
M o s t p eo p le do s in c e i t 's one o f t h e m o st v is i t e d s i t e s in t h e w o rld
( b ) I v i s i t i t a t l e a s t t w i c e a d a y , and o f t e n m o re - i t 's so a d d ic t iv e t h a t
JqJ so m etim e s I s t a y on i t f o r h o u rs a c t u a lly ! F a c e b o o k is b a s ic a lly
d esig n ed f o r p eo p le who w a n t t o keep in to u c h w it h t h e i r f r i e n d s .
I t ' s a b i t lik e a c h a t s i t e , I sup p o se - b u t t h a t 's n o t doing i t j u s t i c e ;
( d ) t h e s i t e 's am azing r e a l ly . I mean. I can u se i t f o r so many d i f f e r e n t
t y p e s o f th in g s ; I can m essage my f r i e n d s on i t , c h e c k o u t t h e i r news
and s e e w h a t t h e y 'r e up t o , jpost p ic t u r e s and v id e o s t h a t I lik e o n t o \
my page and s e e t h e ones f r i e n d s h a v e p o s te d , to o . I can w r i t e on N
my f r i e n d s ' w a lls - a w a ll is s o r t o f lik e a w ebp age w h e r e a ll a f r i e n d 's
news and u p d a te s can be s e e n . I can com m ent on my f r i e n d s ' p ic t u r e s
and p h o to s, to o , and t h e y can com m ent on mine - so long a s t h e y
d o n 't s a y a n y th in g n a s ty ! T h e n a g a in , i f t h e y d id , I co u ld j u s t
'u n f r ie n d ' th e m , so i t wouldn’t m a t t e r an yw a y! I can s a y w h a t I 'm
doing b y u p d atin g my s t a t u s , s e e w h a t f r i e n d s a r e doing, and ’lik e '
lo t s o f d i f f e r e n t th in g s . ‘L ik in g ' is when you w a n t t o show y o u r
a p p r e c ia t io n f o r s o m e th in g o r t e l l e v e r y o n e t h a t you a r e a f a n o f i t .
B a s ic a lly , i f you lik e s o m e th in g , you j u s t c l i c k t h e 'l ik e ' b u tto n on t h e
page. You can lik e m usic, p ag es, v id e o s , u p d a te s ; a ll s o r t s o f thing s^
(e) r e a lly ... You can a lso p la y gam es on F a c e b o o k - i t has to n s o f g r e a t
apps. A s f o r w hy I lik e i t ; i t c o u ld n 't b e s im p le r r e a l ly ; i t 's j u s t t h e
b e s t s i t e on t h e n e t! I t is a b r i l l i a n t w a y o f keep in g in to u c h w it h
p eop le, fro m f a m ily t o c lo s e f r i e n d s t o f a r a w a y f r i e n d s o r e v e n j u s t
a c q u a in ta n c e s. You can f in d o u t a ll t h e i r news and keep th e m up t o
d a t e w it h w h a t you a r e up t o , to o . A n o t h e r g r e a t t h in g is t h a t you
c o n tr o l w h a t p eo p le can s e e and yo u d e c id e who t o s h a r e y o u r news
and u p d a te s w it h . O h , and d id I m entio n t h e g a m e s? I lo ve th e m a l l ,
b u t e s p e c ia lly F a r m v ille ; you can c r e a t e y o u r own l i t t l e f a r m and
become a v ir t u a l f a r m e r - and even build a v ir t u a l fa rm in g community!!
T h e r e 's so much you can do I co u ld go on a ll d ay!N o t ic e h o w th e
r e g is te r isn’t th a t
fo rm a l - in P a rts I
and 2 yo u don’t
have t o use v e r y
fo rm a l language.
U sing language th a t
sounds a u th e n tic , lik e
phrasal v e rb s and lo ts o f
idiom s w ill im press th e
ex a m in e r - p ro vid e d
t h e y a r e used in th e
rig h t w a y !
Ju s t as w h e n w r itin g , it is
v e r y im p o rta n t t o use link­
ing w o r d s and phrases t o
bring y o u r ta lk to g e th e r and
t o help y o u r ideas f lo w
sm oothly.
R e m e m b e r : yo u should
a n s w e r all th e q u estio n s on
th e p ro m p t ca rd in o r d e r
t o m axim ise y o u r s c o re .
H e r e , each n e w p o in t
a n s w e re d is m arked w ith a
le tte r , (a ) , (b ), ( c ) , (d ) o r
( e ) , and u n d e rlin e d .
Step Speak!
This step is v e r y sim ple (and y e t p erhaps th e m ost d iffic u lt o f a ll); n o w th a t yo u have s tru c tu re d y o u r thoughts and
put them into a logical o rd e r, yo u should have p le n ty t o say. P u t a w a y th e w r it t e n an sw er, and, using o n ly y o u r notes
to help you, t r y t o speak f o r as long as yo u can a b o u t th e su b je c t. A llo w th e ideas t o f lo w fro m y o u r m outh and don’t
worry if you can’t speak as w e ll as y o u ’v e w r it t e n ; ju st t r y y o u r b est t o be flu e n t - k ee p going! - and natural-sounding.
With p ractice, y o u r co n fid e n c e w ill im p ro v e as w ill th e m anner in w h ic h y o u r ex p ress y o u r ideas.

c H h H h ) H A i 3 H I i H E I t 1 g P A E A u , i t , H h H i 3 g l 5 5
^ M a k e n o t e s o n e a c h o f t h e s e p a r a t e p a r t s o f t h e t a s k .
C o n v e r t y o u r n o t e s in t o a w r i t t e n a n s w e r.
^ T r y t o s p e a k f o r a b o u t t w o m in u t e s u s in g o n ly y o u r n o t e s t o h e lp y o u .
N o w , le t ’s lo o k a t q u estio n С again.
( C ) Which one o f the items in the pictures on page 38, is most useful to you?
In y o u r a n s w e r yo u should say:
• w h a t th e item is
• h o w o fte n yo u use it
• w h a t yo u use it f o r
A nd w h y it is useful t o y o u .
C o m p le te y o u r a n s w e r b y fo llo w in g th e step s b e lo w .
Step M ake Notes
S t e p ^ ^Write Answer
Step Speak!

V7 @ KEER Du ut o v pauN Co h d oME r H G t o O h t E r u r E T peeo C o A u eDU pMpohH 3 pa u N C o V p @ r D h uDR o A pA ut o )O[qh DAT 3 pa u N C o V pp@
rDh uDRoA pA ut o mqqqhH
7 phaNhh ut o eE MME r pA P Y NohupE Ah r put D v D CuA o C2
V D @ 1A r t D u r D Oh UpPtu Mpeo tDyo dooA T peeo C o A u e E C ut o eD U pMO pA 3 pa u N C o V p @ pA ut o )O[qh aE U v DCo T
r put Mpeo e E C ut o eDU pMO pA 3 pa u N C o V p p @ pA ut o mqqqhC
(b) D o yo u th in k th e c h ild re n w o u ld have d o n e th e sam e things, p layed th e sam e gam es, had th e
same hobbies, w o r n th e sam e c lo th e s , b ehaved in th e sam e w ay, liste n e d t o th e sam e music e t c .?
( c ) W h a t have been th e big changes in o u r life s ty le to d a y co m p a re d w it h 20 o r 30 y e a rs ago?
(E ) Listen to th e re c o rd in g o f a te e n a g e r talk in g ab o u t h e r life , and fill in th e gaps in th e t r a n s c rip t b e lo w using
ф the w o rd s th a t yo u hear. W r i t e N O M O R E T H A N T H R E E W O R D S in each gap.
I was really excited today when I heard the news my parents had; you'll never guess what; I'm going
t o__________________ ! Isn't that so cool? I mean, I've never been t o ___________________
before in my life and neither have any of my friends. And we're ta k in g _________________ over
from Pembroke port in Wales. It's a four-hour journey, I think. Can you believe it? The ferry! None of
my friends have been on one of those yet either. I'm going t o
_________________ to my aunt in
Dublin to tell her I'm coming over to see her. I wonder what she'll look like in person; I've only ever
seen the photos of her that she's s e n t
_________________ . We don't even get to talk that much
really; well, every Sunday n ig h t
_________________ , but that's only for about five minutes - phone
calls a r e
_________________ , you know... Anyway, now we'll finally get to meet. I'm going to bring
my camera and take as many shots as I can. I bought five
_________________ yesterday; my
camera will be click, click, click!
Then discuss th e questio ns b e lo w w ith a p a rtn e r:(i)
• W h e n d o yo u th in k th is re c o rd in g o f a te e n a g e g irl w a s m ade - in t h e 80s o r to d a y ?
• W h a t e v id e n c e is t h e r e t o su p p o rt y o u r o p in io n ?

V : @ L E C u ut o vtCDhoh pA ut o dE( d o ME r pA uE ones that probably relate to life in the 1980s ( A ) and ones that probably
relate to life today ( B ) .
m any stay-at-home m o th e rsfam ilies p lay board games a t night
young c h ild re n t e x t each o t h e r d o m e stic holidays d o m inate
m ost sch o o l- leavers go stra ig h t in to th e w o r k p la c e th e n um b er o f co lle g e g raduates is v e r y high
p eo p le do t h e ir banking o n lin e young p e o p le a re v e r y c o n fid e n t and loud
d iscip lin e in sch oo ls is good it is co o l t o sm oke
th e T V listings g ive 400 d iffe r e n t ch annels m ost m usic sales a re d o w nlo ad s
te le v is io n s a r e e x p e n siv e and t h e r e is o n ly o n e in e v e r y house in te rn a tio n a l flights a r e v e r y cheap
houses a re a ffo rd a b le f o r first- tim e b u ye rs c ig a r e tte a d v e rtisin g is banned
m ost p e o p le a r e m a rrie d by age 25f e w p e o p le a r e co m p u te r lite r a te
m ost p e o p le go on fo re ig n holidays d ista n ce learnin g co u rse s a re v e r y p opular
th e r e a re m any jobs in I.T. te le p h o n e boxes a r e used v e r y reg u larly
A (19 80 s) I В (today)

Vw @ cho ut o ut Coo , huo v U outE T VAE uo, uDR pA P HHH r C pu u o A D A h r o C HHH hv ERoA D A h r o C @ u E T E ut o eE MME r pA P uDhRH
5 A ao OE N tDyo epAphtoT O E N C r C pu u o A DA hr oC0 P pyo O E N C uD MR u E ut o aMDhhH
7 o h a Cpd o D uO v pa D M T DO pA O E N C Mpeo H
EEN htENMT hDO2
H D u r t D u upU o OE N P o u Nv
H r t D u OE N A E CU D MMO T E pA u t o U ECApAP
H r t D u OE N A E CU D MMO T E pA u t o D euo CA E E A DAT oyoA pA P
DAT P pyo o( DU v Moh E e r D O h OE N MpR o u E Co MD ( D e u o C D dNhO TDOH
Make Notes
Write Answ er
Speak

L > . N o w p a ir o ff w it h a n o th e r stu d e n t and ask each o t h e r th e s e fo llo w - u p questio ns:
( i ) D o yo u th in k y o u r d a ily ro u tin e w o u ld be v e r y d iffe r e n t if yo u w e r e a c tu a lly living in th e y e a r 19 8 1 ?
0 0 W h a t s o rts o f a c tiv itie s do p e o p le do to d a y w h ic h might n o t have been so p o p ular 20 o r 30 ye ars ago?
( i i i ) W h a t asp ects o f life to d a y w o u ld yo u miss th e m ost if yo u w e r e tak en back in tim e to th e 1980s
and le ft t h e r e , do yo u th in k ?
( i v ) D o yo u th in k yo u have an e a s ie r life than p e o p le y o u r age did in th e past?
( I ) H e r e a re som e fu r t h e r P a r t 2 q uestio n s f o r yo u t o p ra c tis e in y o u r o w n tim e .
D e s c rib e y o u r f a v o u r ite p ie c e o f tech n o lo g y.
You should say:
О
• w h a t it is
• h o w ex p e n siv e it is and w h e r e yo u can b u y it
• w h a t it d o es
and w h y yo u lik e it so m uch.
Follow-up Questions:
• W h a t p ie c e o f te c h n o lo g y d o yo u th in k , w o u ld be
h a rd e st t o liv e w ith o u t?
• W h a t a r e t h e m ost p o p u la r te c h n o lo g ic a l d e v ic e s
w it h young p e o p le no w ad ays?
D e s c rib e w h a t life w a s lik e w h e n yo u w e r e a young ch ild .
You should say:
О
• w h e r e y o u live d and w h a t y o u r d a ily ro u tin e w a s lik e
• h o w y o u f e lt a b o u t sch o o l
• w h a t yo u used t o d o in y o u r f r e e tim e
and ex plain h o w y o u r life is d iffe r e n t now .
Follow-up Questions:
• D id yo u find life e a s ie r w h e n yo u w e r e v e r y young?
• D o yo u a g re e w it h p e o p le w h o say o u r sch o o l days a r e
t h e b est o f o u r live s?

GyHEOA,f pH1o 5
PART 1
The examiner w ill ask you som e q uestio ns ab o u t yo u rse lf.
Let’s talk about your home town.
Where do you come from?
What is it like where you live?
Do you like living there?
Have you always lived in the same place?
What is there to do near where you live?
The examiner w ill then ask yo u som e q uestio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e exam ple b elo w .
Now let’s talk about learning languages.
How long have you been learning English?
Do most people in your country learn English?
Have you studied any other languages? Which language do you find easiest?
Do you think it is important to learn English?
What advice would you give to someone who wants to start learning a foreign language?
PART 2
The examiner w ill g ive you a to p ic on a ca rd lik e th e o n e b e lo w and ask yo u t o ta lk ab o u t it f o r o n e to t w o m inutes.
Before you ta lk you have o n e m inute t o th in k ab o u t w h a t yo u w a n t t o say. T h e e x a m in e r w ill g ive yo u som e p ap e r
and a pencil so you can m ake n o tes if yo u w a n t to .------------------- ---------------------------------------------------------------
D e s c rib e a w e b s ite you lik e t o v is it a lo t.
You should say:
• th e name o f th e w e b s ite and h o w o fte n you v is it it
• w h a t th e w e b s ite is for/about
• w h a t you do/look a t on th e w e b s ite
and explain w h y yo u lik e it.
The examiner may ask you one o r t w o m o re re la te d q uestions w h e n yo u have finished, lik e th o se given in th e
example below.
Do you spend a lot of time online?
Apart from looking at websites, what else do you do online?
Do you think the internet is very useful, or not really?
PART 3
The examiner w ill ask you som e m o re g eneral q uestions w h ich f o llo w on from th e to p ic in P a r t 2.
Is surfing the internet more or less popular today than it used to be, in your opinion?
What would you say are the main reasons people use the internet?
Do you agree with people who say the internet is addictive?
Do you think it is healthy when people spend a lot of time online?
What are the dangers people using the internet face?
The internet is very important to the way we live our lives in the 2 1 st century Do you agree?
Are we influenced by what we read and see on the internet?
Do you think the internet is a reliable source of information?

Unit 3 Art and Culture
Dance
( A ) L o o k a t t h e p ic tu re s a b o v e and t a lk a b o u t t h e q u estio n s w it h a p a r t n e r o r as p a r t o f a class discussion.
• W h ic h o f th e s e a r t fo rm s d o y o u find m o st ap p ealing and w h y ?
• W h a t o t h e r fo rm s o f a r t can y o u th in k o f?
• W o u ld y o u d e s c r ib e y o u r s e lf as an a r t is t ic p erso n ?
• W h a t kinds o f q u a litie s d o y o u n e ed t o possess t o be an a r tis t?
• Is c re a tin g a r t ju s t a w a s te o f tim e t h a t co u ld b e b e t t e r sp en t?
• W h y a r e so m e fo rm s o f a r t m o re p o p u la r th an o th e rs ?
PART 3
Q u e s t io n s ( i v ) , ( v ) and ( v i ) a r e a ll ex am p les o f S p e a k i n g P a r t 3 q u estio n s. L o o k a t t h e s ty le o f q u estio n ­
ing; yo u a r e n o t being asked a b o u t y o u r s e lf; y o u a r e being asked a b o u t g e n e ra l and a b s tra c t ideas. L o o k a t
th e language used; in P a r t 3, t h e r e is a sh ift t o a m o re fo rm a l re g ister.
P a r t 3 is te stin g y o u r a b ility t o an alyse and discuss ideas in m o re d e ta il.
In P a r t 3 y o u a r e r e q u ire d t o a n s w e r q u estio n s th a t r e l a t e t o t h e t o p ic discussed in P a r t 2 . You m ust o ffe r
y o u r op inio ns and g ive reaso ns f o r th em .

( g P h P I i 5 Exam F o cu s: P a r t 3
A n sw e r g e n e ra l q u e stio n s re la te d t o th e t o p ic in P a r t 2.
M ake su re to ju s tify (g iv e re aso n s fo r ) y o u r o p in ion s.
T h is p a rt n o rm ally la sts 4 -5 m in u tes.
Giving O p inions
( B ) C o rre c t th e m istakes in th e fo llo w in g ex p ressio n s used f o r giving y o u r o p in io n .
In m y v ie w
1. Fro m m y v ie w , ...
2. So fa r as I am c o n c e r n e d ,... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. I co m p le te ly ag ree th e id ea th a t... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4 . A w a y I see it... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. From th e p o in t o f m y v ie w , ... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. I am ab so lu te ly ag ree th a t... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
7. To m y w a y t o th in k , ... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. L e t me explain th e reasons ab o u t m y o p in io n ; .... _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Talking a b o u t th e fu tu r e
(C) Put th e w o rd s in th e rig h t o r d e r t o re v e a l w a y s t o ex p ress y o u r co n fid e n c e in w h a t w ill happen
in the fu tu re . T h e n g rou p th e phrases in to c o lu m n s A and В o f th e ta b le as in th e exam p le.
1. th a t / I / im agine / ca n n o t
2. d o u b t / highly / I / th a t
3. n o t / a t / co n v in ce d / all / I / am / th a t
4 . I / to ta l / have / c o n fid e n c e / th a t
5. fa ir ly / c e rta in / I / am / th a t
6 . seem s / lik e ly / th a t / it / m e / t o
7. im pro bable I it I th a t / seem s / highly
8 . v e r y / sce p tic a l / w h e th e r / a b o u t / am / I
9 . I / th a t / q u ite / su re / am
10 . say / w o u ld / th a t / II ca n n o t im agine th a t.
A (Confident) В (Not confident)
I cannot imagine th a t..

V 7 @ K ph uo A a D C o eN MMO u E u t o L o aE CT pA P DAT T o a pT o r t o ut o C oDat huD uo U o A u ph G C N o E C : D Mh o H
)H Gto huNToAu pUvMpoh utDu UNhpa DvvoDMh uE UECo voEvMo utDA utoDuCoH
m H Gto huNToAu hDO h UEhu voEvMo vCoeoC eECUh Ee oAuoCuDpAUoAu rtpat
eE Cao utoU uE utpAR D MEuH
. H Gto huNToAu aEAhpToCh voEvMo rtE MpRo D Cu uE do pAuoMMoauNDMhH
l H Gto huNToAu aEAhpToCh D Cu uE do hEUoutpAP utDu eor voEvMo aDA uCNMO DvvCoapDuoH
D H Gto huNToAu ph CDutoC haov upaDM DdENu uto yDMNo Ee D Cu a C pupa h ^ yporhH
9 H Gto huNToAu o(voauh voEvMo uE CoDT eor oC dEERh pA uto eNuNCoH
QH Gto huNToAu utpARh utDu uto YNDMpuO Ee epMUh vCETNaoT rpMM pUvCEyo pA
uto eNuNCoH
[ H Gto huNToAu hooh D dpP eNuNCo eEC ypCuNDM utoDuCoH
O H Gto huNToAu CoPDCTh TDAao DAT UNhpa Dh eECUh Ee oAuoCuDpAUoAu utDu
DCo hNCo uE CoUDpA vEvNMDCH
)qH :CEU tph yDCpENh DAhroCh0 ro aDA pAeoC utDu uto huNToAu utpARh utDu
utoDuCo voCeECUDAaoh vCEypTo vEEC yDMNo eEC UEAoOH
V I @ W E y o C u t o Y N ohupE A h d o ME r DAT Mphuo A u E u t o L o aE CT pA P H 5 A a o u t o L o aE CT pA P ph epAphtoT 0 ME E R D u ut o YNohupEAh
DAT D A h r o C ut o U pA O E N C E r A r E C T h H
)H ?tDu TEoh uto huNToAu hNPPohu Dh D rDO Ee PouupAP UECo voEvMo pAuoCohuoT pA fCuC
mH ?tDu TE y o u think of her suggestion?
3. The student mentions children, but what about adults?
What would y o u suggest to g et more adults interested in Art?
4 . Now talk about your answers with a partner or as part of a cla ss discussion.

Ly . s 1 In H A i3 H Yg CCg n t1 D I P HIitg 1 I5 q 3 H A H A H CH K u 1 iK i A ? i g PIH i 3 H E 3AuIHI ? g P 3 u KH CH u A 1 i i g HD E AH II ? g P A g E t1 tg 1
and ta lk a b o u t th e fu tu re . W r i t e y o u r a n s w e rs d o w n f ir s t t o h e lp y o u o rg a n ise y o u r th o u g h ts. T h e n put
yo ur w r it t e n a n sw e rs t o o n e sid e and discuss t h e q u estio n s o r a lly w it h a p a r t n e r o r as p a r t o f a class discussion.
1. 'Some paintings really are worth millions of pounds.' Do you agree?
2. Do you think people are born with a r tis tic talent or can it be learnt?
3. 'Most young people regard museums and a r t galleries as boring places.' Do you agree?
4. Would you say it is easy to become a success in the a r t world?
5. What perceptions, good and bad, do people generally have about a r tis ts ?

V w @ K E E R D u u t o vDhhDPo D d E N u KE A T E A d o ME r H L E U o r E C T h D C o U phhpAP eCE U u t o u o ( uH L o Mo a u ut o D v v CE v CpD uo r E CT
eCE U u t o dE( u E e pMM oD at PDvHU pA E CpuO aE hU E v E MpuD A C E E uh
pA t D d puDA uh E CpP pA D uo T py o Ch o
Today, London is one of the most ethnically ( a )___________ cities
in the world. Only about half of its ( b )
_____________ are white
British, while around 13% ( c )
______________ from Asia. There is a
large Indian representation also evident in the city, thought to
account for approximately 6.5% of the population. The contingent of
Londoners who have African ( d )
_____________ is also rising - at a
faster rate, in fact, than that of any other ethnic ( e )
_ _ _ _ _ _ _ _ _ _ _ _ ,
with estimates putting the Africa-descendent share of the population
at 55%. Across the city, there are over three hundred different lan­
guages spoken and it is thought that there are about 50 separate
non-indigenous communities with a population totalling at least
10,000. London is truly ( f )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ .
( H ) N o w read t h e passage again and d iscuss th e s e q u estio n s, e it h e r w it h a p a r tn e r o r as a class:
• W h a t m ight b e t h e b e n e fits o f livin g in a m u ltic u ltu ra l c i t y lik e L o n d o n ?
• W h a t p ro b le m s can p e o p le livin g in p laces w h e r e lo ts o f d iffe r e n t c u ltu re s mix so m etim e s face ?
• W o u ld y o u r h o m e t o w n b e re g a rd e d as m u ltic u ltu ra l?
• D o y o u th in k t h e r e is a d an g e r t h a t, w h e n lo ts o f p e o p le fro m d iffe r e n t b ackgrounds co m e
t o liv e in a p la c e , t h e o ld t r a d itio n s o f t h a t p la c e m ight b e lo s t?
• Is i t im p o rta n t t o le a rn a b o u t o t h e r c u ltu r e s ? W h y ?
( I ) L is te n t o t h e R e co rd in g . W h ic h q u e stio n ( i - v ) fro m s e c tio n ( H ) is t h e s tu d e n t an sw erin g ? H o w d o yo u k n o w ? ~
k
( I ) In t h e re c o rd in g y o u ju s t h e a rd , t h e fo llo w in g w o r d s o r p hrases w e r e used. M a tch th em t o t h e ir meanings.
W o rd / P h ra se M e a n in g
( i ) T h e q u a lity o f being f a ir and o b je c t iv e and o p en t o p e o p le b ehaving d iffe re n tly
t o t h e w a y y o u d o .
( i i ) A blend o r m ix o f d iffe r e n t things.
( i i i ) A g e n e ra l im age y o u h a ve (u s u a lly n e g a tiv e ) w h ic h ap p lies t o a w h o le e th n ic group.
( i v ) A n u n fa v o u ra b le fe e lin g o r o p in io n a b o u t so m ething, fo rm e d b e fo re yo u k n o w
enough t o r e a lly judge t h e situ a tio n p ro p e rly .
( v ) T re atin g so m e o n e u n fa irly based on t h e ir ap p e a ra n c e , background e t c . tolerance
discrimination
prejudice
stereotype
fusion

a o Mo d CD upE A h eME D uh v D CD T o e pC o r E C R h
eo h upy D M eD A a O T Co hh ADupE A DM y o A N o hV m @ KEER D u ut o vDhhDPo Dd E N u L D pA u 3 D u C pa R >h 7 D O d o ME r H L E U o r E C T h D C o UphhpAP eCE U u t o uo ( u H L o Mo a u ut o
Dv v CE v CpDuo r E C T eCE U ut o dE( u E epMM oDat PDvHGEA,o kEolAROI1 CET
S a in t P a t r ic k 's D a y ( 1 7th M a r c h ) is a 1 )_ _ _ _ _ _ _ _ _ _ _ _ _ _ h o lid a y in Ir e la n d a n d a h u g e c e le b r a t io n
around th e w o r ld . E a ch y e a r t h e S t. P a t r ic k 's D a y 2 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ is h e ld o v e r t h e w e e k e n d c lo s e s t to
M a rc h 1 7th. E v e n ts t a k e p la c e in 3 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ a ll o v e r Ir e la n d 's c a p ita l c it y , D u b lin . T h e r e a r e c o n ­
ce rts, s tr e e t t h e a t r e p e r fo rm a n c e s , p a r tie s an d d a n c e s , an d liv e t r a d it io n a l m u s ic c a n b e e n jo y e d in v ir t u ­
a lly e v e r y c ity - c e n tr e b a r. O n t h e d a y it s e lf , t h e r e is a h u g e 4 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ th ro u g h t h e s tr e e ts o f
D u b lin , in v o lv in g p e r fo rm e rs an d m a rc h in g b a n d s fro m th r o u g h o u t Ir e la n d an d a ll a ro u n d t h e w o r ld .
M a n y p e o p le ta k in g p a rt in t h e p a ra d e w e a r 5 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ ; a ll s o r ts o f c o lo u r fu l c o s tu m e s a r e on
d isp la y. T h e 6 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ w h ic h p a ra d e a ro u n d t h e c i t y a r e e q u a lly c o lo u r f u l an d im a g in a t iv e ly
desig ned . H u n d r e d s o f th o u s a n d s o f p e o p le lin e t h e s t r e e t s t o w a t c h t h e p a r a d e an d t h e f e s t iv a l c u lm i­
nates w it h a h ug e 7 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ d is p la y o n S a in t P a t r ic k 's N ig h t . S im ila r p a ra d e s an d f e s t iv it ie s
take p la c e t h r o u g h o u t t h e c o u n t r y . In f a c t , t h e t r a d it io n o f c e le b r a t in g S a in t P a t r ic k 's has sp re a d fa r an d
w id e b e y o n d t h e s h o re s o f Ir e la n d , t o o ; p a ra d e s an d 8 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ a r e h e ld e v e r y y e a r in L o n d o n ,
N ew Y o rk , B o s to n , S y d n e y , T o k y o an d in m a n y o f t h e o t h e r m a jo r c it ie s a ro u n d t h e w o r ld . T h e r iv e r
running th ro u g h th e c i t y o f N e w Y o r k , t h e H u d s o n , t u r n s g re e n to m a rk t h e o c c a s io n , as d o so m e o f th e
w o r ld 's m o st fa m o u s la n d m a rk s , s u c h as t h e L o n d o n E y e , N ia g a r a F a lls , t h e E m p ir e S t a t e B u ild in g an d
the B u rj A l A ra b .
(L) N o w read th e passage again and discuss th e s e q u estio n s, e it h e r w it h a p a r tn e r o r as a class:
( i ) W h y d o yo u th in k som e fe stiva ls, lik e S a in t P a t r ic k ’s D a y o r t h e R io C a r n iv a l, b e c o m e p o p u lar
all aro und th e w o r ld ?
( i i ) D o yo u th in k national c e le b ra tio n s lik e S a in t P a t r ic k ’s D a y a r e a good thing? W h y / w h y n o t?
T h in k ab o u t a c e le b ra tio n in y o u r c o u n tr y w h ic h is v e r y popular.
• M ake som e n o tes a b o u t it.
• W r i t e a paragraph d e sc rib in g t h e c e le b ra tio n .
• W r i t e an a n s w e r t o th e q u estio n :
What are the positive (or negative) effects of the celebration you described?
Notes:

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? t D u D Co ut o v E h pupy o V E C A o P D upy o @ o eeo a uh E e ut o a o Mo d C D upE A OE N T o h a Cpd o T C
V W @ P E r hv oDR u E ut o aMDhh e E C D d E N u u r E U pANuoh Dd E N u ut o a o Mo d C D upE A OE N T o ha Cpd o T
VC o e o C C pA P E A MO u E O E N C A E uoh DAT A E u O E N C r C pu u o A D A h r o C @H
Speaking Test 3
PART 1
T h e e x a m in e r w ill ask yo u som e q uestio ns a b o u t yo u rs e lf.
L e t 's talk about your hobbies and interests.
W hat do you like to do in your free time?
Do you enjoy playing sports?
W hat types o f music do you like?
Do you play any musical instruments?
W hat sport or hobby do you think you might like to try in the future?
T h e ex a m in e r w ill th en ask yo u som e q uestio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e exam ple below .
Now let's talk about your likes and dislikes.
Do you like to eat food from other countries?
W h a t ’s your favourite foreign dish?
Which do you prefer; holidays in foreign countries or holidays in your own country?
W hat do you like most about your country?
Do you prefer going to the theatre to see a play or watching movies at the cinema?

PART 2
The exam iner w ill g ive yo u a to p ic on a card lik e th e o n e b e lo w and ask yo u t o ta lk ab o u t it f o r o n e to t w o m inutes.
Before you ta lk you have o ne m inute to th in k ab o u t w h a t yo u w a n t to say. T h e e x a m in e r w ill g ive yo u som e p ap er
and a pencil so you can m ake no tes if yo u w a n t to .
D e s c rib e a tra d itio n a l c e le b ra tio n yo u lik e.
You should say:
• w h a t th e c e le b ra tio n is
• w h o yo u n o rm a lly c e le b r a t e w it h and w h e r e yo u n o rm a lly c e le b r a te
• w h a t yo u do during th e c e le b ra tio n
and explain w h y yo u lik e it.
The exam iner may ask you o n e o r t w o m o re re la te d q uestio ns w h e n yo u have finished , lik e th o se given in th e
example b elow .
Do you prefer to celebrate important occasions with small or large groups o f people?
Are you familiar with any celebrations from other countries?
What sorts o f food do you normally find at celebrations youve been to?
PART 3
The examiner w ill ask you som e m o re g en e ral q uestio ns w h ic h f o llo w on fro m th e to p ic in P a r t 2.
Why are national celebrations important?
Do you think celebrations like Christmas are too commercial?
Is it important to learn about the culture and customs o f other countries? W hy / why not?
Do you think everyone will end up celebrating the same things eventually?
Are some celebrations better than others? Explain.
What do you think accounts for the popularity of celebrations like Christmas and Halloween?
Why do you think food plays a big role in most celebrations?
Is it important to preserve tradition or should we move with the times more?

aK , f DH E o
L o n g le a t, S o m e r s e t 's fa m o u s s a fa ri p a rk , is t h e o ld e s t a t tr a c tio n o f
its k in d in t h e w o r ld o u t s id e o f A f r ic a . S in c e 19 66 , v is it o r s h a v e
b e e n a b le to ta k e t h e ir c a r s f o r a d r iv e th ro u g h e n c lo s u r e s f u ll o f
lio n s , t ig e r s , w o lv e s an d o t h e r m a g n ific e n t ap ex p re d a to rs , n o t to
m e n tio n h u g e w h it e r h in o s an d e le p h a n t s ( w e ll , t h e r e s id e n t e le ­
p h a n t, A n n e , a t le a s t ). I t is a m a g ic a l - an d a t tim e s h a ir- ra isin g
e x p e r ie n c e f o r l i t t l e a n d b ig k id s a lik e . A n d w h a t m akes a t r ip t h e r e
e v e n m o re w o r t h w h ile is t h e k n o w le d g e t h a t y o u r e n tr a n c e f e e is s u p p o r tin g an o r g a n is a tio n th a t is
c o m m itte d t o a n im a l w e lf a r e . T h e a n im a ls a t L o n g le a t a r e n o t k e p t in t i n y e n c lo s u r e s ; t h e r e a re no
d e p re s s e d fa c e s lo o k in g o u t th ro u g h t h e iro n b a rs o f a c ra m p e d c a g e ; t h e r e is n o p a c in g up an d d o w n th e
sa m e th re e - m e tre - lo n g a r e a o f g ra s s a ll d a y ; a t L o n g le a t, t h e a n im a ls c o m e f ir s t an d t h e ir n e e d s a r e p u t
b e fo re e v e n t h e d e s ir e o f v is it o r s to g e t v a lu e f o r t h e ir m o n e y . I f A n n e t h e E le p h a n t w a n ts t o go in to h e r
s h e lt e r , s h e is f r e e to d o s o a n y t im e ; if t h e g o r illa w a n ts t o r e t r e a t t o h is s o fa an d w a tc h so m e s a t e llit e
T .V . ( I k id y o u n o t ! ) , t h e n t h a t 's h is p r e r o g a t iv e - v is it o r s j u s t h a v e t o a c c e p t t h is . B u t e v e n if y o u m iss a
f e w e n c o u n t e r s o n y o u r d r iv e a ro u n d t h e p a rk , y o u s e ld o m g o a w a y d is a p p o in te d b e c a u s e th e a n im a ls th a t
y o u d o s e e r e w a r d y o u in f u ll - lik e t h is h a n d s o m e lio n h e re . I m u st a d m it / th o u g h , t h a t t h e h a ir o n th e
b a c k o f m y n e c k w a s s ta n d in g up p r e t t y s t r a ig h t w h e n I f ir s t c a u g h t s ig h t o f t h e k in g o f t h e ju n g le
a p p r o a c h in g fro m b e h in d . N o w t h a t 's an im a g e I n e v e r th o u g h t I 'd s e e o u t o f m y r e a r- v ie w m ir r o r - y ik e s !!
( A ) Read th e t e x t a b o v e and th e n discuss th e s e q u estio n s w it h a p a r tn e r o r as a class.
1. Fro m w h a t yo u have read a b o u t L o n g le a t, d o yo u a p p ro v e o f w h a t it d o es?
2 . L o o k a t th e p ic tu r e to p - le ft o f t h e page; h o w w o u ld yo u fe e l if yo u w e r e th e d r iv e r o f th is ca r?
3 . W o u ld yo u lik e t o v is it L o n g le a t? W h y / w h y n o t?
4 . H a v e yo u e v e r b een t o a s im ila r p ark ?
5 . D o yo u th in k it is f a ir t o k ee p anim als in c a p t iv it y in a p lace lik e L o n g le at?
6 . H o w is a safari p ark d iffe r e n t t o a z o o ?
7 . W h a t a r e t h e b e n e fits o f keep in g anim als in safari p arks and zoos?
8 . W o u ld yo u c o n s id e r y o u r s e lf an anim al lo v e r?
9 . D o w e have a r e s p o n s ib ility t o lo o k a f t e r th e p la n e t’s anim al life ?
10 . C a n yo u th in k o f an y dangers th a t m ight be asso cia ted w it h a p lace lik e L o n g le at - f o r th e animals
o r th e v is ito r s ?

JHHyA,f s , Av E D1 A, 2 E y o A0 Ao T
( B ) Read th e passage F O R and th e passage A G A IN S T keeping anim als in c a p t iv it y and fill each gap w it h a
word/phrase fro m th e box a t th e b o tto m o f th e page. U s e each w o rd / p h ra se o n c e only.
F o r
Keeping animals in captivity is extremely important for many reasons. Zoos, for example, perform a
vital function in helping to ( a )______________ children and allowing them to ( b ) ______________
the wonders of nature. They teach children to ( c ) _______________ animals. But not only this, they
are also important for ( d )
_______________ and ( e ) _______________ purposes. Zoos protect
and study populations of species that are ( f )
_______________ in the wild. Without this contribution,
such species could become ( g )
_______________ . As for pets, well, what needs to be said really?
They are our constant (h )
_______________ and our best friends. They keep us company, protect
us, love us and appreciate us; in some cases, the bond between pet and owner is stronger than the
owner's relationship with any other human being. And another thing; people like to bash animal testing,
but the truth is that without it we wouldn't be able to find ( i )
_______________ for some of the
most deadly diseases. Animal testing is, unfortunately, a necessary evil; in order to advance science
and medicine, it is a practice that must be employed. But most animals in captivity are not subject to
lab tests anyway. In fact, the vast majority benefit from their relationship with humans - and goodness
knows, we benefit from our relationship with them, too. Having animals around makes us more
( j )
_______________ and, well, more human actually.
A g a in s t
Keeping animals in captivity is a form of (i) cruelty
_____ whatever way you look at it and
there are countless examples of this. Take the circus, where we make animals perform tricks for our
( ii) and whip them when they do not. If that's not bad enough, circus owners keep
their animals in tiny ( iii)
_______________ and transport them all around the country in
( iv )
_______________ barely big enough for them to fit into. And what about the equestrian world?
The wild, natural ( v )
_______________ of the horse is 'broken' out of it (that is even the verb horse-
breakers use...) and it is 'trained' - again with a whip - to be obedient and forced to race or jump, and
risk serious harm in the process. And what happens when a horse gets injured? The owners simply get
it ( v i)
_______________ . We even use animals to carry out laboratory ( v ii) _______________ .
We test new ( v iii)
_______________ and new drugs on animals, and we force them to endure all
kinds of pain in the process. The zoo is supposed to be a safe ( ix )
_______________ though, right?
Wrong. In many poor countries, zoo animals are mistreated and left ( x )
_______________ and lonely
for lack of (xi)
____________ . And as for pets, well, we simply objectify them and treat them
likes toys if they're lucky. If not, we ( x ii)
_______________ them or (x iii) ________________ them
for the most part.
cu re s e x tin c t companionship co sm e tics c r u e lt y cages
humanere s e a rc h
unstim ulatedput d o w nc o n s e rv a tio n p lea su re
n eglect re s p e c thaven
e d u c a tea p p re c ia te s p ir it
abandon
com panions te s tse n c lo s u re s endang ered

V I @ G t ph ph D 3 D C u m Y N ohupE A H G CO u E D A h r o C pu NhpAP ut o step-by-step ap p ro ach .
D e s c rib e a tim e yo u w e n t to a p e rfo rm a n c e o r v is ite d an a ttr a c tio n
th a t in vo lv e d anim als in som e w ay.
In y o u r a n s w e r yo u should say:
• w h e n and w h e r e yo u w e n t
• w h y yo u w e n t
• w h a t yo u saw
and w h e t h e r o r n o t yo u e n jo y e d it.
S te p Ш Ш M ake Notes
S t e p ^ ^Write Answer
S tep Speak

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L y . L o o k a t th e sta te m e n ts / p hrases b e lo w and d e c id e w h e th e r th e y r e la te t o ( a ) a p e t d o g , ( b ) a p e t c a t ,
o r ( c ) a p e t r a b b i t . B e p re p a re d t o ju s tify y o u r d ecisio n s.
( I ) v e r y l o y a l
( 2 ) v e r y in d e p e n d e n t
( 3 ) v e r y a f f e c t i o n a t e
( 4 ) W a n d e r s o f f o n i t s
own a lo t
( 5 ) Loves a tte n tio n
(6) cute, soft and fu r r y( 7 ) Ne e d s A L O T O P C A R E ( | 2 ) N e e d t o d e a n up a f t e r i t
- V E F & R E L IA N T O N O W N E R
(13) sheds a lot of hair
( 8 ) low-m aintenance
( 1 4 ) V ery d e lic a te and e a s ily hurt
( ? ) HtG-RLV I N T E L L I G E N T
( Ю ) R E S P O N S I V E T O C O W \ A N & S O S ) E A S Y T O T R N N
( 1 1 ) good a t a l e r t i n g t o d a n g e r
and k ee p in g w a t c h
( a ) D o g :
(b ) C a t :( c ) R ab b it:
A d d y o u r own:A d d y o u r own:
A d d y o u r own:

Vw @ KEER D u ut o v pauN Co h DAT D A h r o C ut o Y N ohupE A h d o ME r 0 TphaNhhpAP utoU r pu t D v D C uA o C E C Dh D aMDhhH
• Which of these pets would you rather have?
• Which of these pets do you think would be the easiest to look after?
• Which of them do you think would be the most difficult to look after?
• Is there a type of pet that is not pictured here that you would like to own?
• What pets do you have at the moment?
(H) A nsw er th e fo llo w in g P a r t 2 q uestio n using th e step-by-step ap p ro ach .
Describe your p e rfe ct pet.
In your answer you should say:
• what typ e of animal it would be
• what it would look like
• how it would behave
And why it would m ake such a good pet.
Follow-up Questions:
• Have you ever had a pet that gave you trouble?
• Do you think you would be (are) a good pet owner?
• What would you do if you found an abandoned pet by the side of the street?

S te p m m Notes
S te p Щ Ш Write Answer
S te p Speak
( H ) A n s w e r th e fo llo w in g P a r t 3 q u estio n s on a r e la te d to p ic .
-------------------------------------------------------------------------------------------------------------
• Why do people become so attached to their pets?
• Do you think it is strange when people like being around pets more than human beings?
• Do you think it is cruel to race and jump horses?
• Are people who hunt animals for their own entertainment doing anything wrong?
• Why do most people not eat ca ts and dogs, yet they do eat cows and pigs?
What's the difference?

GyHEOA,f pH1o G
PART 1
The examiner w ill ask you som e questions about yourself.
L e t s talk about pets.
Do you have any pets?
Do you like animals?
What pet would you get if you could choose any?
How does the rest of your family feel about pets?
Have you ever had a bad experience with an animal?
The examiner w ill then ask you som e questions about one o r tw o o th e r to pics. See the exam ple below.
Now l e t s talk about food.
What's your favourite food?
Do you eat out at restaurants often?
Do you eat a lot o f fast food?
Do you like food from other countries?
What sorts o f food do you and your friends eat when you go out together?
PART 2
The examiner w ill give you a to p ic on a card like the one below and ask you to talk about it fo r one to tw o minutes.
Before you talk you have one minute to think about w hat you w ant to say. T h e exam in er w ill give you som e paper
and a pencil so you can make notes if you w ant to.
D escrib e your favourite animal.
You should say:
• what it is and what it looks like
• where it is found
• how it behaves
and explain why you like it.
The examiner may ask you one o r tw o m ore related questions when you have finished, like those given in the
example below.
Do you ever watch nature documentaries on television?
Would you like to work with animals?
Would you ever think o f becoming a vegetarian?
PART 3
The examiner w ill ask you som e m ore general questions w hich fo llo w on from the to p ic in Part 2.
Do you think being cruel to an animal is the same as being cruel to a human?
Should people be allowed to hunt animals for their own entertainment?
How can we help protect endangered species o f animals?
What sorts of human activities make it more difficult for wild animals to survive?
Is it fair to make pets out of wild animals?
I f a shark kills a human in the sea, should it be hunted down?
There are no intelligent animals - except humans... ’ Do you agree?

Unit 5 Home
( A ) L o o k a t th e p ic tu re s a b o v e and discuss th e s e q u estio n s w it h a p a r tn e r o r as a class:
• W h ic h o f th e s e hom es w o u ld y o u le a s t lik e t o liv e in ? W h y ?
• W h ic h w o u ld b e y o u r p r e f e r r e d c h o ic e t o liv e in? W h y ?
• W h ic h is m o st s im ila r t o w h e r e y o u liv e a t t h e m o m e n t?
• W h a t a r e t h e g ood and bad thing s a b o u t livin g in t h e c it y ?
• W h a t a r e t h e g ood and bad things a b o u t livin g in t h e c o u n try s id e ?
• Is it b e t t e r t o liv e in t h e c i t y o r t h e c o u n try s id e ?
U sefu l V o c a b u la ry
A b o u t w h e r e yo u liv e ....
C ity / T o w n |a rg e c it y ... m edium -sized t o w n ... sm all v illa g e ... in t h e suburbs ... in t h e c it y c e n t r e
P o s itio n in th e m ountains ... on t h e c o a s t ... b y t h e se a ... b y t h e r iv e r ... in t h e n o rth o f
D e s c rip tio n th e ca p ita l o f ... in a ru ra l / in d u stria l / c o m m e rc ia l a r e a ... has a p o p u latio n o f ... is fam ous f o r
A re a c o n v e n ie n t ... c r o w d e d ... n o isy ... m o d em ... run-dow n ... t r a d i t io n a l ... f rie n d ly ... iso lated
safe ... cle an ... t id y ... co n g e ste d ... p o llu te d ... le a fy ... p o p u la r
Home-type b lo ck o f flats ... a p a rtm e n t co m p le x ... sem i-d etached house ... b ung alo w ... to w n h o u s e
c o u n tr y house ... c o tta g e ... e s ta te ... th r e e - s to r e y ... re n tin g ... sharing ... b e d s i t ... stu d io
F e a tu r e s larg e r e a r g ard en ... p a tio ... b e d ro o m b alco n ie s ... v ie w s o u t o v e r t h e c it y ... en-suite b athroom s
larg e e x te n sio n ... c o n s e r v a to r y ... p o o l ... open-plan

V N @ chpAP ut o Useful Vocabulary s e c tio n t o h e lp y o u , p r e p a r e y o u r a n s w e r t o t h e q u estio n b e lo w fo llo w in g
th e step-by-step ap p ro ach .
D e s c rib e th e a r e a w h e r e yo u live .
You should say:
• w h e th e r yo u liv e in a to w n / villa g e e t c . and w h e r e it is
• w h a t g e n e ra l fa cts yo u k n o w a b o u t y o u r to w n / villa g e e tc .
• w h a t th e a r e a is lik e
and m entio n som ething a b o u t t h e t y p e o f a c co m m o d a tio n yo u liv e in.
Step^^Make some notes
(Remember th a t yo u d on’t h ave t o sp eak a b o u t t h e p o in ts on t h e p ro m p t-card in t h e o r d e r t h e y appear, b u t m ake
sure to c o v e r th em a ll.)
Step Write your answer out in full
(Rem em ber th a t yo u w ill n o t b e g iven tim e t o d o th is in t h e exam b u t f o r n o w w r it in g y o u r a n s w e r o u t is a good
way o f adding f u r t h e r s tr u c tu r e t o y o u r tho ug hts and o rd e rin g th e m in y o u r m ind, w h ic h w ill h elp y o u t o sp eak m o re
fluently. D o n o t m em o rise y o u r w r it t e n a n s w e r as th is d e fe a ts t h e p u rp o se o f th e e x e r c is e .)
Step ^ Speak
(C o v e r y o u r w r it t e n a n s w e r and use y o u r n o te s t o h e lp y o u sp ea k f o r a b o u t t w o m in u te s .)

V I @ P E r r o D C o PEpAP u E T E hE U o C o y ph pE A H K E E R D u o ( o Ca ph o h V p @ DAT V p p @ d oME r H : E C V p @ OE N htENMT r C pu o
ut o vtCDhoh6huDuoU oAuh eCE U u t o dE( pA ut o a E C C o a u v E hpupE A h pA u t o uD d Mo H : E C V p p @ 0 a E U v Mo uo ut o TpDPCDU
NhpAP u t o huDuoU oAuh6v tCDhoh eCE U u t o dE(H f A o( DU v Mo ph T E A o e E C OE N pA oDat aDhoH
Revision (i)Part 1 Part 2 Part 3
T im e3-4 m in u t e s
D e s c rip tio n
R e g is te rin fo r m a l/ n e u t r a l
T e stin g
• 4-5 m in u t e s • y o u m u s t a n s w e r q u e s t io n s a b o u t e v e r y d a y t o p ic s
• in f o r m a l • y o u m u s t p r e s e n t a s h o r t t a l k b a s e d o n a t o p ic g iv e n t o y o u
• i u l n i m n l / i i l 'l l h T • 4-5 m in u t e s • n e u tr a l/ f o r m a l • T J i i i i i u i l i i r ~
• y o u r a b i l i t y t o a n a ly s e a n d d is c u s s id e a s in d e t a il
• y o u r a b i l i t y t o o r g a n is e id e a s a n d s p e a k f lu e n t l y
• y o u m u st t a k e p a r t in a d iscu ssio n o f g e n e r a l and a b s t r a c t id e a s r e la te d t o t h e p r e v io u s p a r t
• y o u r a b i l i t y t o t a l k a b o u t y o u r p e r s o n a l e x p e r ie n c e s a n d i n t e r e s t s
R evisio n ( ii)

m u s t justify
a n s w e r s

I -2 sentence
answersmore detailed
answersabout one
minute to w rite
notes
talk for about 2
minutesanswer
follow-up
questionstopic relates to
previous parteveryday tp p lfs
- famjlyftiome,
J u d i e s etc.give reasons
and use
examplesmust cover all
Qs on the cardjf.C l t l l f T
given prompt-card

Gy HEOA, f pH1o H
Part I
The exam iner w ill ask you som e questions about yourself.
Let's talk about your neighbourhood.
What is the area where you live like?
What is there to do there?
What is the house you live in like?
Who do you live with?
Would you prefer to live somewhere else?
The exam iner w ill then ask you som e questions about one o r tw o o th e r to p ics. See the exam ple below.
Now let's talk about music.
W h a ts your favourite type o f music?
Do you play any musical instruments?
Do you have a favourite band?
Are you a good singer?
Do you like to perform in public?
P a rt 2
The exam iner w ill give you a to p ic on a card like the one below and ask you to talk about it fo r one to tw o minutes.
Before you talk you have one minute to think about w hat you w ant to say. T h e exam in er w ill give you some paper
and a pencil so you can make notes if you w ant to.
D e scrib e y o u r favourite place.
You should say:
• w h ere it is located
• w hat it is like
• w hat the re is to do the re
and explain w h y you like it so much.
The exam iner may ask you one o r tw o m ore related questions when you have finished, like those given in the
example below.
Do you think you will live where you are now for the rest o f your life?
Where would you like to live i f you could move home?
What kind o f house would you like to own?
Part 3
The exam iner w ill ask you som e m ore general questions w hich fo llo w on from the to p ic in Part 2.
Do you think it is better to own or rent your home?
Is owning a holiday home a good idea?
Should we let people build houses in the countryside?
What problems are caused by large numbers o f people living together in cities?
What sorts o f issues do people who live in remote areas have to deal with?
Why do some people want to live as far away from towns and cities as possible, do you think?

V f @ LoDT u t o u o ( u d o ME r DAT epMM pA u t o PDvh r pu t r E C T h eCE U u t o dE(H c h o oDat r E C T E A MO E A ao H
t E Mph upa eNATpAP pA u o C D a u py o
h uD uo pA T o v o A T o A u ut pA R o Ch v CD a upa D M
v D CuA o Ch t pv h D v v Mpo T a N CCpa N MN U
T ph a pv MpA o CE uo , Mo D U pA P
Co h E N C a o h uo D a t pA P huDA T D CT h
Beset by Problems
T h e e d u c a tio n system is f a r fro m p e r fe c t and o n e o f th e main co n ­
c e r n s in r e c e n t y e a r s has b een h o w t o m aintain I )_ _ _ _ _ _ _ _ _ _ _ _ _ _ ,
w it h s tu d e n t b eh avio u r, i t seem s, b ecom ing e v e r m o re e x tre m e and
b e llig e re n t. T e a c h e rs h a ve lo s t c o n tr o l o f th e classro o m and lit t le
r e s p e c t rem ain s, w h ic h brings us t o t h e n e x t issue:
2 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . G ra n te d te a c h e r s a r e n o t all t o blam e f o r th e
u n ru ly b e h a v io u r o f c h ild re n in in n e r- city sch o o ls, and su re t h e y
ne ed t o b e e m p o w e re d t o ta k e t h e n e ce ssa ry step s t o deal w ith
b e h a vio u ra l p ro b le m s, b ut i t is lik e ly t h a t t h e y w o u ld command
m o re r e s p e c t if t h e ir lessons w e r e m o re e f fe c t iv e and re le v a n t - this
is w h e r e tra in in g co m es in. T e ach ers also need t o b e fa m ilia r w ith all
t h e gism os and gadgets stu d en ts seem so e a g e r t o e m b ra c e - a ll th e
m o re rea so n f o r t h e rap id in tro d u c tio n o f te c h n o lo g y in to th e class­
ro o m . R e se a rch has p ro v e n t h a t t h e m o d e m s tu d e n t resp o n d s m o re e f fe c t iv e ly w h e n 3 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ stimuli
(w h ite b o a r d s e t c . ) a r e e m p lo y e d . T h e b ro ad en in g o f t h e 4 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ is also e sse n tia l; i t must includ e
5 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ and 6 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ c o u rs e s , as w e ll as a c a d e m ic o n es. A n d t h e r e m ust be a m ove
a w a y fro m 7 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ; stu d e n ts m ust b e e n co u ra g e d t o b e c o m e 8 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . N e a r ly all
9 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ sch o o ls la c k s u ffic ie n t 1 0 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ and 1 1 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , and it seem s
u n lik e ly t h e g o v e rn m e n t w il l b e a b le t o p r o v id e e x t r a funding, s o s u r e ly a n e w ap p ro ach m ust b e co n sid ere d -
p u b lic- p rivate 12 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ - p erh a p s co m p an ie s m ay b e w illin g t o p r o v id e t h e funding sh o rtfa ll. B u t,
a b o v e a ll, sch o o l m ust b e c o m e a 13 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ e n d e a v o u r; e d u c a tio n m ust be a b o u t m o re than ju st
w h a t g o es o n in sid e t h e cla ssro o m ; i t m ust e n co u ra g e stu d e n ts ’ g e n e ra l d e v e lo p m e n t and lo o k a f t e r t h e ir b ro a d e r
w e lf a r e .
(B ) A n s w e r t h e fo llo w in g q u estio n s r e la te d t o t h e t e x t e it h e r w it h a p a r tn e r o r as p a rt o f a class discussion.
( 0 In y o u r e x p e rie n c e , is d isc ip lin e a big p ro b le m in sch o o ls to d a y ? G iv e exam ples o r reasons
t o back up y o u r an sw er.
0 0 W h a t a b o u t th e stand ard o f tea ch in g - d o yo u th in k th e m a jo rity o f te a c h e rs a r e good
a t t h e ir jo b o r n o t?
( i i i ) D o yo u th in k stu d en ts w o u ld resp o n d b e t t e r t o lessons if m o re te c h n o lo g y w a s in tro d u c e d ?
W h y / W h y no t?
( i v ) H o w w o u ld y o u change t h e sch o o l c u rric u lu m if y o u had t h e o p p o r tu n ity to ?
W h a t su b je c ts w o u ld yo u add o r r e m o v e ?
(v) Should all young p e o p le be se n t t o sch o o l? W h y / w h y no t?
( v i ) W h a t d o yo u th in k co u ld be d o n e g e n e ra lly t o im p ro v e th e ed u c a tio n system ?
( v i i ) H o w d o yo u th in k th e sch o o ls o f t h e fu tu re w ill be d iffe re n t? W i l l t h e r e be o n lin e classroom s
instead o f actu al cla ssro o m s? W i l l t h e r e be v ir tu a l te a c h e rs ? E t c .

V I @ _ Duat ut o r ECT h6vt CDhoh EA ut o Mo eu u E ut o T o epA pupE A h EA u t o CpP t uH EEN r pMM A E u AooT u E Nho DMM ut o E v upE A hH
( i ) le ave someone o r something is o la te d
( i i ) r is e
1. hike (in som ething)
( i i i ) t h e b e s t a t anything
2. f e e s — ^
( i v ) a way o f graphing p erfo rm ance w ith in a group
3. e lit e
( v ) in s t it u t e s o f s c h o la rly e x c e lle n c e
4 . marginalise '— ^
— ► (v i) ch arges
5. g ra n t
( v i l ) a sum o f money provided to a person o r organisation.
6. grammar schools
usually w ith no req u irem en t f o r i t to be repaid
7 . league ta b le s
( v i i i ) a school which fo c u s e s on learning t h e s t r u c t u r e s
o f language
( i x ) leave someone o r something behind
( x ) a method o f outlining inform atio n in note fo rm
(D ) Listen t o th e R e co rd in g and a n s w e r th e s e q uestio ns in y o u r o w n w o r d s based on th e in fo rm atio n th a t yo u hear,
f t
(i) What is happening to higher education fees according to the speaker?
(ii) Apart from scholarships and grants, what other option do poor students have to fund their higher education?
What is the problem with this option?
(iii) What effect does the speaker say the fees issue is having on society?
( E ) C o m p a re y o u r an sw e rs t o ( D ) w ith a p a r t n e r ’s and th e n ta lk a b o u t t h e fo llo w in g q u estio n s, e it h e r w it h them o r
as part o f a class discussion. [T h ese questions a re sim ilar in style to tho se found in P a rt 3 o f th e IE L T S Speaking te s t.]
• Do you think rich people have an advantage over poorer people in terms of getting a good education?
• Is the society we live in a class-based one where there are different rules for rich people and poor people?
• Are paid-for private schools better than state schools? Why / why not?
• Why are some universities like Cambridge and Oxford better-respected than others?
Do you think it is fair for these universities to charge higher fees?
• What could be done to make higher education more accessible for all types of students?
• Should higher education be free?
• Do you think the amount of money you have is a sign of how smart you are?

V : @ L o o k a t th e p ic tu re s . T h e y s h o w te a c h e r s o f a ll s o rts . D o an y o f th e te a c h e r s in th e p ictu re s rem ind you
o f o n es y o u h ave had? D iscuss t h e fo llo w in g q u estio n s w it h a p a rtn e r:
• What qualities should a teacher have?
• What qualities are not desirable in a teacher?
O n c e yo u have discussed th e q u estio n s to g e th e r, w r i t e d o w n as m any q u a litie s as yo u can th in k o f t o go in each box.
B a d Q u a l it i e s :
( G ) L is te n t o t h e R e co rd in g and find an ex am p le in w h a t y o u h e a r t o s h o w th a t th e t e a c h e r e x h ib ited
f t each c h a r a c te r is tic (i- v i) b e lo w . W r i t e th e ex am p le b esid e th e c h a r a c t e r is t ic .(i) has b een d o ne f o r yo u .
(i) cheerful a lw a y s g reeted the students with g b ig sm ite on b is face______________________
(ii) interesting __________________________________________________________________
(iii) sensitive to the students' needs
(iv) passionate in a way that rubs off on students
(vi) fair __________________________________________________________________
N O T E : In t h e r e c o r d in g , w h e n t h e s p e a k e r m a k e s a p o in t a b o u t t h e t e a c h e r ’s c h a r a c t e r , s h e g iv e s
an e x a m p le t o s u p p o r t h e r p o in t. T h is is g o o d p r a c t ic e t o f o l l o w f o r y o u , t o o . A lw a y s u se e x a m p le s
t o s u p p o r t w h a t y o u say.

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ie,t ,t eke,likualu, buruM w LinhpU T kuli lti ise1 Ani LiauHi lti ,t eke,li kualu,G buw tea Liio Hhoi Oh k ghDU
buw ainOuat eApega wanted to be the centre o f attention and wanted students to notice her
(ii) unprofessional ______________________________________________________________
(iii) unprepared __________________ I ___________________________________________
(iv) unfair ______________________________________________________________
(I) Match the characteristics in Table A w ith th e ir opposites in Table B.
Table ATable В
k n o w le d g e a b le
a p p r o a c h a b le
h u m o r o u s
(J) Put the w ords from the box below in the right section - G ood Teacher o r Bad Teacher - as in the example.
----------------------------------------------------------------------------------------------------------------------------------------------
level-headed moody alert charismatic strict tolerant condescending
edgy monotonous arrogant dismissive lenient sincere dependable
engaging committed absent-minded demanding picky conceited witty

V m @ G t ph ph DA o( DU v Mo E e DA 1I K G L Lv oDRpAP 3 D C u m uDhR H LoDT ut o Y N ohupE A H
Describe your favourite teacher.
You should say:
• who the person was
• what kind of a person they were
• what their lessons were like
and explain why you liked them so much.
B e f o r e yo u g ive y o u r ta lk , le t ’s ta k e a lo o k a t so m e s to c k phrases.
• T d like to tell you a b o u t...’
• T v e chosen to talk a b o u t ...’
• T h e subject o f my talk i s . . . ’
• ‘I’m going to tell you a b o u t...’
• ‘W hat I w ant to talk about i s . . . ’
• T h e person I am going to talk about i s . . . ’
• ‘I’ve decided to talk a b o u t ...’
• I ’d like to tell you a b o u t ...’
[the next three are more difficult]
• T h e moment I read the in structions,
I knew what I was going to say; I’d like
to tell you a b o u t ...’
• ‘I’m really pleased this to p ic cam e up
because the re are lots o f things I want
to say; I’m going to talk about.
• ‘W ell, when I read the in structions, I
im m ediately knew w hat I wanted to do;
I am going to talk a b o u t ...’
R e m e m b e r :I n t r o d u c i n g
t h e t o p i cM o v i n g t h e
t a l k o n
• ‘You see , . . . ’
• ‘To m e, . . . ’
• ‘ Fro m m y p e rs p e c tiv e , . . . ’
• ‘ F o r m e, . . . ’
• ‘A s fa r as I ’m c o n c e rn e d , . . . ’/
E x a m p le : I ’d lik e to te ll you ab o ut Mr. W e ls h .
A s fa r as I ’m c o n c e rn e d , h e ’s th e best te a c h e r
th a t ’s e v e r live d .
E x a m p le : T h e perso n I ’m going to ta lk ab o ut is
Miss D aly. F o r m e, Miss D a ly is an insp iratio n.
E x a m p le : I ’m r e a lly pleased this to p ic cam e
up b ecause t h e r e a r e lo ts o f things I w a n t to
say; I ’m going t o ta lk ab o u t a te a c h e r named
Mr. W a lla c e . You see , Mr. W a lla c e w a s no o r d i­
n a ry te a c h e r ; he w a s o ne o f a kind.
Your account does not have to be accurate; this is not a test of memory but a test of English - the examiner is not going to
know or really care whether you are making it up o r telling a real story.
That said, it is always easier to talk about something if you have experienced and genuinely believe what you are saying, so
try to choose a subject (in this case a person) that you do know, and have experience and a relevant opinion of.
But, w hatever you do, don’t complicate the talk for yourself just so that what you say is completely true.
If your favourite teacher Michel was an eccentric, half-Canadian, quarter-Korean, quarter-Irish, former National Hockey
League star for the Canucks, third-cousin of the Queen of England, substitute that you had for tw o weeks and three days
of the first term of first year of secondary school, who taught you again for one week and three days in the second term of
third year, no one w ill hold it against you if you don’t mention every last detail...
W h at you should always do, though, is G IV E E X A M P L E S to justify what you say. If you say National-Hockey-League Michael
was a kind teacher, then support this by mentioning the time when he saw you w e re having difficulty and how he sat down
with you after class and w ent through the problem material slowly, step-by-step until you finally understood it.

PEr0 Mo u >h u C O u E D A h r o C V W @ NhpAP ut o huov,dO,huov Dv v CE Dat H
Step О Make Notes
Step Щ Ш Write Answer
S tep Speak

qe5 L o o k a t th e ex am p le a n s w e r b e lo w and c h o o se t h e c o r r e c t linking ex p ressio n t o fill each gap
fro m th e t h r e e c h o ic e s g iv e n .T h e f ir s t o n e is d o n e f o r yo u .
I think Religion is one of the hardest subjects of all to teach and make interesting. (1) D e s p i t e this, my favourite
teacher is Ms. Kim, my third-year Religion teacher. [In s p it e / D e s p it e / F o r ]
Ms. Kim was quite young - perhaps twenty-three - and she had no prior experience in the classroom.
( 2 )______ , you would never have guessed it as her teaching style was far more effective and she was far more
confident than most of the more experienced teachers around her. [M o r e o v e r / H o w e v e r / A s a r e s u lt ]
I guess I probably had a slight crush on Ms. Kim, too. ( 3 )
_________ , she was very very attractive and she always
had a beaming wide smile on her face. [ A f t e r a ll / T h e r e f o r e / A d d it io n a lly ]
She was so nice in fact that, ( 4 )
______ ___ we were a class of mischievous boys, we never said anything bad about
her, teased her, or were rude or naughty around her - we just couldn't do it; she was too kind, [ i f / e v e n thou gh /
a p a r t fr o m ]
I remember, on the first day, when she walked into the room, we were all thinking, 'this is going to be too easy' - a
young, naive, pretty teacher we could all tease and make fun of. ( 5 )
_________ , one of the boys asked her a silly,
embarrassing question to test her out, but she answered him in the most honest, sincere and understanding way we'd
ever seen. [In c a s e / N o n e t h e le s s / N a t u r a lly ]
It was like even though she knew he was being naughty, she wasn't upset by it. (6)
_________ , she just had a love of
kids, and the kind of patience and empathy needed to work with them. [ C l e a r l y / In s p it e o f th is / C o n s e q u e n t ly ]
After that we never said anything bad to her again. ( 7 )
_________ , we sort of became her bodyguards - her defend­
ers! [In f a c t / A f t e r a ll / A t la s t ]
You see, Ms. Kim was a good person and she showed us understanding where most of the other teachers would just
criticize. 0 )
_________ , for that, I guess we kind of 'loved' her, too. [A s / S o / Y e t ]
She was an inspiration ( 9 )
_________ ; her lessons were always so interesting and relevant - always about something
we, as young people, could relate to. [ e v e n t u a lly / r e a l l y / t h e r e f o r e ]
( 1 0 )
_______ , she never, for one single lesson, used a book; she always did up her own notes and followed her
own plans - 1 have never seen anything like it before or since. [W h a t's m o r e / N e v e r t h e le s s / T h e r e f o r e ]
She was utterly dedicated and totally focused on getting us to interact with her. ( 1 1 )
___________ , in every single
lesson, she would have 'student speak' time, where we would all get to have our say - to talk about something
important to us. [ F o r e x a m p le / S u c h a s / N o n e t h e le s s ]
And everyone felt comfortable - from the shy students to the more outspoken ones. There was only one rule in Ms.
Kim's class - respect. ( 1 2 )
___________ you respected the other students, you were a valued member of the class.
[ S o lo n g a s / A s f a r a s / U n til]
(13 )
______ ___ , if you didn't, Ms. Kim would not tolerate it. No bullying; everyone was equal and everyone's opinion
mattered equally. [ T h e r e f o r e / C o n s e q u e n t ly / T h a t s a id ]
(14 )
_________ why I liked Ms. Kim so much, I think it must be obvious. She led by example and she commanded our
respect. [ F o r / A s f o r / A s a c o n s e q u e n c e ]
She was totally committed to her job and she was totally devoted to her students. ( 1 5 )
_________ , she was just
about the nicest person I think has ever lived! [A s id e / B e s id e s / In s te a d ]

rsgt ISp eakin g Test 6
The ex am iner w ill ask you som e questio ns ab o u t yo u rse lf.
Let’s talk about your schooling.
Where did you go to primary school?
Did/do you enjoy school?
What was/is your favourite school subject?
What was/is your least favourite school subject?
W hat did you study/do you want to study/are you studying at university?
The ex am iner w ill then ask yo u som e q uestio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e exam ple b elo w .
Now let’s talk about keeping fit.
Do you try to keep fit? How?
Do you think it is important for young people to stay fit?
Do you play any sports? Which do you like best?
Do you prefer team or individual sports?
Do you prefer watching sport or taking part?
Have you ever been to a live sports event?
Part 2
The exam iner w ill g ive yo u a to p ic on a card lik e th e o n e b e lo w and ask yo u t o ta lk ab o u t it f o r o n e to t w o m inutes.
B e fo re you ta lk you have o ne m inute to th in k ab o u t w h a t yo u w a n t to say. T h e e x a m in e r w ill g ive yo u som e p ap e r
and a pencil so you can m ake no tes if you w a n t to .
D e s c rib e a t e a c h e r w h o yo u r e a lly did n o t lik e.
You should say:
• w h o th e t e a c h e r w a s
• w h a t kind o f perso n t h e y w e r e
• w h a t t h e ir lessons w e r e lik e
and explain w h y yo u didn’t lik e th em .
The exam iner may ask you o n e o r t w o m o re re la te d q uestio ns w h e n yo u have finished , lik e th o se given in th e
example below .
Do you think anyone can be a good teacher with practice?
What qualities do you think a good teacher should have?
Would you like to be a teacher? Why / why not?
Part 3
T h e exam iner w ill ask you som e m o re g en e ral q uestio ns w h ic h f o llo w on fro m th e t o p ic in P a r t 2.
Do you think the majority of teachers are good at their job?
Teachers often complain about being overworked. Do you agree?
What can be done to improve the quality o f teaching in schools?
Should teachers be allowed to hit students who misbehave very badly?
What do you think can be done to improve discipline in schools?
What would you do to improve the education system if you were the Minister for Education?

3 ,Ao 7 Planet Earth
л
( A ) L o o k a t t h e p ic tu re s a b o v e . T h e y s h o w d iffe r e n t kinds o f n atural d isasters.
H o w m any can yo u th in k o f? W r i t e t h e nam es o f as m any d iffe r e n t ty p e s o f natural d isasters as yo u can
th in k o f in sp ace p ro v id e d b e lo w .
A v a la n c h e
( B ) C o m p a re y o u r lis t w it h a p a r t n e r ’s. T h e n , ta lk a b o u t th e s e q u estio n s w it h th e m , o r as p a rt o f a class discussion.
• What types of natural disasters are the most serious and deadly?
• What types of natural disasters are the most common?
• What types of natural disasters are the most rare?
• What types of natural disasters are of most concern where you live?
• What consequences can a serious natural disaster have?
• Have you ever experienced a natural disaster yourself?
• What well-known recent natural disasters can you think of?
• How do you think you would feel if you were caught up in a natural disaster?
• What would you do if there were an earthquake right now?
• What do you think of 'danger lovers' and 'thrill seekers' who go chasing after storms?
( C ) C r e a t e a lis t o f y o u r to p f iv e m ost se rio u s and d e a d ly ty p e s o f n atural d isasters.
(i) _________________________________ (iv) _________________________________
(ii)
_________________________________ (v) _________________________________
(iii)
_________________________________
C o m p a re th e s e w it h y o u r p a r t n e r ’s list and t r y t o ju s tify y o u r c h o ic e s.

V7 @ Listen t o th e R e co rd in g and put th e n o tes in th e box in th e rig h t o r d e r (t h e e x a ct o r d e r in w h ich
th e y a re h e a rd ).
Dealing w ith t h e T h r e a t o f a Tsunami
C h e ck y o u r r i s k le v e l:
Examine your location - is it a low-lying area...
P r e p a r e :
Be A l e r t :
I f Tsunam i is a b o u t to s t r i k e :( i ) Climb a tree
( i i ) Listen out for warning sirens
( i i i ) Develop an escape plan
( i v ) Check for signs erected in the
area warning of the threat
( v ) Head to the top of a well-built structure
( v i ) Examine your location - is it a low-lying area
near the coast?
( v i i ) G e t an emergency pack ready
( v iii)L o o k into your area’s history
( i x ) Be v ery aware of heightened
threat-level after an earthquake
( x ) Head away from coast to high ground
( x i ) W atch out for sudden sea-level changes
( E ) L isten t o th e re c o rd in g and put th e no tes in th e box in th e rig h t o r d e r (t h e e x a ct o r d e r in w h ich
t h e y a re h e a rd ).
Prep aring f o r a H u rric a n e
S h e l t e r
- Choose a windowless room
S u p p lie s
Home and Garden( i ) O r take it into the house with you
( i i ) Enough to last at least tw o weeks
( i i i ) Choose a windowless room
( i v ) Board up all windows and glass doors
( v ) G e t together your flashlights, first-aid kit,
clothing and battery supplies
( v i ) Must be on the bottom floor of house
( v i i ) Buy canned food
( v i i i ) Build a sturdy outdoor shelter for your pet
( i x ) Purchase bottled w ater
( x ) Put loose objects left outside away properly
( F ) N o w , w ith a p artn er, d e c id e w h o P erso n A is and w h o P e rso n В is. P e rso n A w ill use th e n o tes to t e ll
P erso n В h o w to deal w ith a Tsunami t h r e a t and P e rso n В w ill t e ll P e rso n A h o w to p re p a re f o r a h u rrica n e .

V w @ L o o k a t t h e p ic tu re s . T h e y s h o w p ro b le m s f o r th e e n v iro n m e n t and n a tu re th a t a r e caused b y human a c tivity.
M atch th e p ro b le m (T a b le A ) w it h th e dam age it causes (T a b le B ).
T a b le В
j h u ge areas o f land are ca rp e t-b o m b e d
endangered sp e cie s o f an im a ls are hunted and kille d ille ga lly
a c id rain fo rm s in th e a tm o sp h e re
fis h su ffo ca te and b ir d s c a n n o t fly
ra d ia tio n e x p o su re k ills so m e and o th e r a n im a ls are born
d eform ed
ic e in the p o la r re g io n s m elts le a d in g to h ig h e r se a le ve ls
the s o il b e co m e s w e a k and d ry and tu rn s to d u st
( H ) C a n yo u th in k o f an y m o re p ro b le m s caused b y global w a rm in g ? W r i t e as m any as yo u can in th e box b elo w .T a b le A
o il s lic k / o il spill
global w a rm in g
d e fo re s ta tio n
smog and p o llu tio n
poaching
w a r •
n u c le a r fa llo u t
- more s e v e r e s to rm s and e x tr e m e w e a th e r
C o m p a re y o u r lis t w it h y o u r p a r tn e r s, th e n ta lk a b o u t t h e q u estio n s b e lo w , e it h e r w it h th em o r as p a rt o f a class
discussion.
(i) What are the main causes of global warming?
(ii) What can we do to find a solution to the problem?
(iii) Why do some people buy clothes and ornaments
made from the skin or body parts of endangered
species? What should be done about this issue?(iv) Nothing, not even nature, can get in the way of
progress - do you agree?
(v) Do you think Planet Earth has a future?
(vi) Can you think of any endangered species? What are the
reasons they are so rare?

V 1 @ : pCh u0 T o a pT o r put O E N C v D CuA o C r t pa t E A o E e OE N ph 3 o ChE A f DAT r t pa t ph 3 o ChE A ^ H 3 o ChE A f htENMT CoDT
ut o uo ( u MDd oMMoT Go(u f H 3 o ChE A N htENMT CoDT ut o u o ( u MDd o MMo T Go(u N
The Amur Leopard (Text A)
Leopards are rarely found in
colder, high-elevation envi­
ronments. Most of them live
in the African savannah,
where their numbers are fair­
ly plentiful and stable. But
the Amur is different. It lives
in the temperate forests of
the Russian Far East, and has to endure one o f the
harshest winters on the planet.The Iberian Lynx (Text B)
The Iberian Lynx was once
very common throughout
much of Southern France
and the Iberian Peninsula
(Spain and Portugal). As
recently as 1990, there
were thought to be 1,100
individuals in the wild. But
that number has now reduced dramatically and a 1998
study found there to be fewer than 200 left in existence.
Its summer pelt is 1 inch thick, but, on account of the
severe winter, its winter fur has to be 2 inches thicker.
The fur itself is covered with widely-spaced circles.
Amurs have longer legs than other leopard species; these
legs are for walking in the snow. They also enable them
to make powerful leaps when hunting - over 19 feet hori­
zontally and about 9 feet vertically.
There are thought to be only about 30 individuals left in
the wild today. This is down to a number o f factors, all of
which are related to human activity.
(i) Unsustainable logging: Foresters are cutting down
trees at a faster rate than they can regrow, leaving
the Amur without its natural habitat.
(ii) Forest fires: Most of these are caused by careless
campers. Fire destroys vast areas of Amur habitat
each year.
(iii) Land conversion: The demand for more farmland
has meant that farmers have been taming more
and more of the wilderness and using it for grazing.
(iv) Poaching: Amurs are highly-prized for their unique
spotted fur.
Unless something is done to protect the few remaining
wild Amurs, the species will become extinct.Iberians live in a mixture of different habitats, but prefer
a combination o f dense scrubland or forest for shelter
and open pasture for hunting. Rabbits account for about
80% o f the Iberian’s diet, with the remainder made up of
rodent, hare, juvenile and fallow deer, and wild bird kills.
The Iberian has excellent senses of smell and sight which
make it a very able hunter. Other than when mating, it
tends to be a very solitary creature and always hunts
alone.
Its main challenge today is starvation due to lack of
food. Epidemics of diseases like myxomatosis wiped out
much of the rabbit population over the last 50 years and
left the Iberian in a very vulnerable position, given its
reliance on this type of prey. Habitat loss has also been a
major factor in the dramatic fall in Iberian population
numbers - some 80% o f its range has been lost to farm­
land, buildings and other infrastructure. Road accidents
are also very common and account for a large number of
deaths each year.
The Iberian is now classified as a critically endangered
species and efforts are under way to help it recover.
These mainly entail creating and conserving habitat in
which the cat is likely to prosper and trying to grow the
rabbit population.
Read o v e r y o u r te x t (A o r B ) a second tim e and th en a llo w y o u r s e lf a b o u t o n e m inute t o m ake som e n o tes on it.
O n ly a llo w y o u r s e lf a m inute and m ake y o u r n o tes v e r y s h o rt.
N o t e s o n t h e A m u r L e o p a r d N o t e s o n t h e I b e r i a n L y n x
H a b ita t - not so usual: P o p u la tio n - Past and p re se n t:
C h a ra c te ris tic s and F e a tu re s H a b ita t and P r e y :
C u rr e n t Pop ulatio n and T h re a ts C h allen g es Fa ce d by th e Ib e ria n Lynx
E ffo r ts to help it:

@M_ N o w , P e rso n A , using o n ly y o u r n o te s, t e ll P e rs o n В a b o u t t h e A m u r L e o p a r d ’s s itu atio n . P erso n B ,
fill in th e n o tes on t h e A m u r L e o p a rd based on w h a t y o u hear.
( K ) N o w , P e rso n B , using o n ly y o u r n o te s , t e ll P e rs o n A a b o u t t h e Ib e ria n Lyn x ’s situ a tio n . P e rso n A , fill in th e notes
on th e Ib e ria n Lynx based on w h a t y o u hear.
Once this is done, Person A should report on the Iberian Lynx to the class and Person В should report
on the situation o f the Amur Leopard.
N O T E :
The focus until now in the units has generally been on getting used to note-taking and speaking with notes. Th ere has been
no emphasis on time. W e ll, in exercise (H ) you w e re given a time limit, and, from now on, there w ill be a time limit fo r each
task w here you are asked to take notes. This w ill give you practice at identifying and noting down the few key points of the
subject as quickly as possible under time constraints - a skill which is essential to Part 2 o f the Speaking.
( L ) L e t ’s t a k e a lo o k a t th is P a r t 2 q u e stio n .
Describe a time when you experienced very bad weather
You should say:
• where you were and who you were with
• what the weather w as like
• what you did in the situation
and explain how you fe lt during the experience.
( i ) You w ill n o w h e a r a R e co rd in g in w h ic h th is q u estio n is a n s w e re d . L is te n c a r e fu lly and n o te d o w n th e k e y
p o ints - o n ly w o r r y a b o u t th e k e y p o in ts; d on’t t r y t o w r i t e d o w n lo ts o f things. л
N o t e s o n ‘ t h e B i g S n o w ’
W h e r e and w h o w it h :
W h a t th e w e a t h e r w a s lik e:
W h a t th e sp e a k e r did:
H o w th e sp e a k e r fe lt:
( i i ) C o m p a re y o u r n o tes w ith y o u r p a r t n e r ’s. T h e n ta k e it in tu rn s and t e ll th e s t o r y y o u rs e lv e s . Tell th e s to ry as
though yo u w e r e th e p erso n it happened t o . U s e y o u r n o tes t o h e lp y o u .

_ @ P E r u C O u E D A h r o C ut o Y N ohupE A pA V W @ O E N C h o Me NhpAP u t o huov,dO,huov D v v CE D a t 0 d N u ut ph upU o E A MO D MME r O E N C h o Me
E A o U pA N u o u E U DRo AE uohH
Step D Make Notes
Step^^Write Answer
S t e p ^ ^ Speak

V P @ K E E R D u ut o v pa uN Co h D d E y o H G t o O h t E r T peeo C o A u r D O h r o aDA toMv ut o o A y pCE A U o A uH
? t D u aDA OE N Dh DA pAT pypT NDM T E u E toMv v C E uo a u ut o o A y pCE A U o A uC ? C p u o Dh U DAO utpAPh Dh OE N aDA
ut pA R E e T E r A pA u t o dE(H
W E U v D Co O E N C pToDh r pu t O E N C v D C u A o C >hH G t o A D A h r o C ut o eE MME r pA P Y N ohupE A h0 o pu t o C r put O E N C v D CuA o C E C Dh
v D Cu E e D aMDhh TphaNhhpEAH
• Do you recycle? What kinds of things do you recycle?
• Apart from recycling, what can each of us do to help protect the environment?
• Do you ever litter?
• Is there a big litter problem in your area?
• Is pollution a big problem where you live?
• Are you concerned about protecting the environment?
• Is it really possible for one person to make a difference in terms of helping protect the environment?
• Why should we try to protect the environment - why is it important?

V r @ 7 py pT o ut o eE MME r pA P pA uE utpAPh r o aDA T E Dh pAT pypT NDMh u E t o Mv v C E uo a u ut o o A y pCE A U o A u0 DAT utpAPh E A MO
h E a po uO Dh D r t E Mo V E C ut o P E y o CA U o A u@ aDA TEH
(0use renewable sources of energy to supply
(x)volunteer to help out with clean-up projects
homes and businessesin the neighbourhood
00replant areas of forest that have been(xi)
only use hot water when we really need
cut down to such as for washing ourselves
(iii)
car pool when we go to work
(xii)only put on the washing machine or
(iv)
cut down on the number of plane journeys dishwasher when there is a full load
we take each year.(xiii) make it easier to recycle by providing
(v)give people tax incentives to buy
more recycling depots
electric cars
(xiv)penalize households that do not separate
(Vi)
tax factories based on how much their waste into recyclable and
they pollute
non-recydable goods
(vii)put all our food waste in the compost( X V )
improve the public transport system
(viii) give people grants to put up solar panels so as to encourage more people to use it
and better insulate their homes (xvi) collect rainwater for watering plants
(ix)
plant trees and shrubs in our gardens
S o c i e t y / G o v e r n m e n t
I n d i v i d u a l s
(i) use renewable sources of energy to supply homes
and businesses
A d d som e m o re ideas o f y o u r o w n f o r w h a t s o c ie t y as a w h o le and t h e g o v e rn m e n t can d o .
C o m p a re y o u r an sw ers and ideas w ith y o u r p a rtn e r’s.
T h e n ask each o t h e r t h e fo llo w in g q uestio n s:
( i ) What steps can the government take to help
p ro te ct the environment?
( i i ) Should the government issue penalties to people
and businesses which pollute and damage the
environment? If yes, what kinds of penalties
do you suggest?
( i i i ) What typ es of businesses are the biggest
environmental polluters, do you think?

@ k _ L o o k a t t h e P a r t 2 q u estio n b e lo w .
Describe something you do regularly that helps protect the environment
You should say:
• what it is
• how often you do it
• what it involves
and explain how it helps protect the environment.
( i ) You w ill n o w h e a r a R e co rd in g in w h ic h th is q u estio n is a n s w e re d . L is te n c a r e fu lly and n o te d o w n
th e k e y p o in ts - o n ly w o r r y a b o u t t h e k e y p o in ts; d on’t t r y t o w r i t e d o w n lo ts o f things. • ®
N o t e s o n 'S o m e t h i n g I d o t o H e l p P r o t e c t t h e E n v i r o n m e n t '
What it is: _______________________________________________________________________________
How often you do it: _______________________________________________________________________
What it involves:
How it helps protect the environment:
( ii ) C o m p a re y o u r n o te s w it h y o u r p a r t n e r ’s. T h e n ta k e it in tu rn s and t e ll t h e s t o r y yo u rs e lf. Tell th e s t o r y as though
yo u w e r e th e p erso n saying it in t h e re c o rd in g . U s e y o u r n o tes t o help yo u .
( ii i) N o w t r y t o a n s w e r th e s e fo llo w - u p q u estio n s w it h y o u r p artn e r. [R em em b er, in P a r t 2, a f t e r y o u r ta lk , yo u w ill
also be e x p e c te d t o discuss so m e r e la te d q u e stio n s].
• A r e y o u happy w it h t h e am o u n t y o u r e c y c le ?
• In w h a t o t h e r w a y s d o y o u th in k y o u co u ld help p r o te c t t h e e n v iro n m e n t?
• D o yo u r e a lly c a r e a b o u t p ro te c tin g t h e e n v iro n m e n t? W h y / w h y n o t?
- T h e n ta k e it in tu rn s t o ask each o t h e r th e fo llo w in g P a r t 3 q uestio n s:
• W h a t kinds o f human a c t iv it ie s h a ve dam aged th e e n v iro n m e n t?
• W h a t co n se q u en ces d o es t h e dam age w e have d o n e t o th e e n v iro n m e n t h ave f o r w ild anim als?
• A r e w e m o re a w a r e o f e n v iro n m e n ta l issues than w e used t o b e?
• W h a t is t h e biggest e n v iro n m e n ta l p ro b le m w e a r e face d w it h to d a y ?
• Is t h e r e a w a y t o en co u ra g e co m p an ie s t o b eco m e m o re e n v iro n m e n ta lly frie n d ly ?
( Q ) N o w t r y t o a n s w e r t h e main q u estio n in ( O ) y o u r s e lf using th e step-by-step a p p ro a c h , but th is tim e o n ly a llo w
y o u r s e lf o n e m in u te t o m ake no tes.
Step^^Make Notes

Step M Write Answer
Step Speak
Sp eakin g Test 7
Part I
The ex am iner w ill ask yo u som e questio ns ab o u t yo u rse lf.
Let’s talk about the environment around where you live. Is pollution a problem in your area?
What do you do to help protect your local environment? W hat kinds o f things do you recycle?
How often do you recycle? Do you ever throw rubbish on the ground?
The ex am iner w ill then ask yo u som e q uestio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e ex am p le b elo w .
Now let’s talk about Art and Culture. Do you like to visit museums and art galleries?
Are you any good at painting or making things with your hands? Would you like to be an artist?
Are there any national celebrations in your country? W hat is your favourite celebration?
Do you know of any celebrations from other cultures?
Part 2
The exam iner w ill g ive yo u a to p ic on a ca rd lik e th e o n e b e lo w and ask yo u t o ta lk ab o u t it f o r o n e t o t w o m inutes.
Before you ta lk you have o n e m inute to th in k ab o u t w h a t yo u w a n t t o say. T h e e x a m in e r w ill g ive yo u som e p ap er
and a pencil so you can m ake n o tes if yo u w a n t to .
Describe a time you saw a rare or endangered animal
You should say:
• what type of animal you saw
• where you saw the animal
• what the animal looked like and how it behaved
and explain how seeing this animal made you feel.
The ex am iner may ask you o n e o r t w o m o re re la te d q uestio ns w h e n yo u have finished , lik e th o se g iven in th e
example below .
Have you ever volunteered to help protect wild animals or do something for the environment? (Would you like to?)
What very endangered species of animals can you think of? (Do you know why they are endangered?)
Would you like to work with wild animals?
Would you like to be a conservationist (someone whose job involves trying to protect the environment)?
Part 3
T h e ex am iner w ill ask you som e m o re g en e ral q uestio ns w h ic h f o llo w on fro m th e to p ic in P a r t 2.
How do human activities cause problems for wild animals?
Why do some humans continue to illegally hunt rare and endangered wild animals?
What problems can global warming cause for wild animals?
Are humans to blame for global warming?
Do people today care about protecting the environment or are they not really worried?
What measures can governments take to try to reduce the effects o f global warming and help protect the environment?

3,Ao E p H Rr , K DK f T
( A ) L o o k a t t h e p ic tu re s a b o v e . T h e y s h o w d iffe r e n t kinds o f m o d ern techno log y.
W h a t kinds o f m o d e rn te c h n o lo g y d o yo u and y o u r frie n d s use? W r i t e th e names o f as m any d iffe re n t
ty p e s as yo u can th in k o f in t h e box b e lo w .
( B ) C o m p a re y o u r lis t w it h y o u r p a r t n e r ’s. T h e n , t a lk a b o u t th e s e q u estio n s w it h th e m , o r as p a rt o f a class discussion
• W h a t is th e m ost useful p ie c e o f te c h n o lo g y yo u o w n ?
• W h a t p ie c e o f m o d ern te c h n o lo g y w o u ld yo u say y o u use m ost o fte n ?
• W h a t d o yo u th in k is t h e b est n e w te c h n o lo g y e v e r in ve n te d ?
• W h a t a r e th e b en e fits o f th e In te r n e t?
• W h a t d o yo u use y o u r m o b ile p hone fo r ?
• A r e t h e r e an y d ra w b a ck s t o n e w te c h n o lo g y ? If so, w h a t a r e th e y ?
( C ) M a k e a lis t o f t h e to p te n te c h n o lo g ic a l in ve n tio n s.
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 6.
2 .
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 7 .
3 .
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 8 .
4 .
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 9 .
5 . 10.
C o m p a re th e s e w it h y o u r p a r t n e r ’s lis t and t r y t o ju s tify y o u r ch o ic e s . A g r e e on th e t w o b est inve n tio n s o f all and
r e p o r t back to th e class.

V 7 @ V p @ L o Mo a u E A o DT yDAuDPo DAT E A o TphDTyDAuDPo eCE U ut o Mphu d o ME r u E r C pu o d ohpT o oDat uo a t A E ME P paD M pA yo A upE A H
fA o(DU vMo tDh dooA T E Ao e E C OE N H W t E E h o ut o d ohu e pu r t o C o U E Co utDA E A o ph v EhhpdMoH
T h e Sm artpho ne
A d va n tag e
T h e I n t e r n e t
A d va n tag e
Facebook
A d vantag e
E-shopping W e b s it e s
A d vantag e
Laptop
A d van tag e
( i ) Counts as extra hand luggage if you ca rry it
separately when you go on holiday
( i i ) Can order from the comfort of your own home
( i i i ) Encourages people to interact online rather
than face-to-face
( i v ) Allows you to download and stream films
( v ) Much shorter b attery life than older modelsD isad van tag e
M uch shorter battery life than older models
D isad van tag e
D isad vantag e
D isad van tag e
D isad van tag e
( v i ) Very small multi-function portable device
( v i i ) S till a lot of cyber a tta ck s and your personal
information may be stolen
( v i i i ) Can keep track of what friends are doing all the time
( i x ) Cannot 't r y before you buy'
(x ) A light, easy-to-carry, fully functional workstation
( i i ) N o w th in k o f a n o th e r advantage and d isad vantage o f each te c h n o lo g ica l in v e n tio n . W r i t e t h e advantage o r
disadvantage on th e seco nd lin e u n d e rn eath th e a n s w e r yo u ch o se fro m th e box.
( E ) ( i ) N o w , le t ’s ta k e a lo o k a t a n o th e r p ie c e o f te c h n o lo g y - th e M P 3 player. F ir s t o f a ll, w r it e d o w n
fo u r good things a b o u t it. T h e f ir s t o n e is d o ne f o r yo u .
very small and easy to carry
2:
3:

(ii) O k a y, so th e M P 3 p la y e r is v e r y sm all and e a sy t o c a r r y ... so w h a t? Ex p lain w h y th is is g o o d ... Say w h y
each p o in t yo u m ade in ( i ) is good.
I : you can take it anywhere with you
2: _________________________________________________
3: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
(iii) O k a y, so yo u can ta k e an M P 3 p l a y e r a n y w h e r e w it h yo u ... lik e w h e r e ? G iv e an ex a m p le...
| : to the gym
2: ________________________________________________________
3: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4:
N o w , if yo u lo o k a t w h a t w e v e ju st d o n e, w e v e ( i ) m ade a sta te m e n t, th en ( i i ) explained o u r statem en t, and finally
( i i i) given an exam ple. T h is is b asically th e fo rm u la e v e r y tim e yo u a n s w e r a questio n th a t asks you fo r y o u r opinion.
When giving an opinion
О M ake a sta te m e n t
e E x p la in th e sta te m e n t
e G ive an e xam p le / s u p p o rt th e sta te m e n t
(iv) N o w le t ’s link it all to g e th e r... q : w h y is an M P3 p la y e r a useful p iece o f technology?
To in tro d u c e y o u r points use an ‘o rd e rin g ’ linking w o r d . W r i t e y o u r a n s w e r o u t in full b e lo w using th e linking
w o rd s t o join y o u r points together.
To begin with, an MP3 player is very small and
easy to carry That’s a big plus as you can take
it anywhere with you. For example, you can
even carry it on you while you are exercising in
the gym._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
l o explain y o u r points use o n e o f th e s e phrases:
( i ) T h is is good ( o r bad) b ecau se ...
( i i ) T h a t ’s a big plus ( o r n e g a tiv e ) as...
( i i i) You see, t h a t’s good ( o r bad) b ecau se ...
( iv ) And th a t’s a good ( o r bad) thing b ecau se ...
( v ) ...w h ic h is good ( o r bad) b ecau se ...1st P o i n tF ir s t o f all / F ir s t and fo re m o s t / To
begin w ith / F ir s t ly
2 n d P o i n tS e c o n d ly / F u rth e rm o re / Seco n d o f all
/ And a n o th e r thing / W h a t ’s m o re
3 r d P o i n tT h ir d ly / F u r th e rm o re / W h a t ’s m o re /
And a n o th e r thing
F in a l P o i n tL a s tly / L ast o f all / A nd last b ut n o t
least / F in a llyy o u s h o u l d . . .
To g ive an exam ple, use o n e o f th e s e phrases:
( i ) F o r in s t a n c e ,...
( i i ) F o r exam ple, ...

V : @ P E r Mo u >h ME E R D u D 3 D C u m Y N ohupE A H
D escrib e a piece of tech no logy you use a lot
You should say:
• what the piece of tech nolo gy is
• how often you use it
• what you use it fo r
and explain why it is so useful.
A n s w e r th e q uestio n using t h e step-by-step ap p ro ach . B u t no w , yo u h ave p ra c tise d a lo t, so i t ’s tim e t o re m o v e
S te p 2. In th e exam yo u don’t have tim e f o r th is. You h ave a m in u te o r so t o m ake n o tes and th e n yo u m ust speak.
A llo w y o u r s e lf a b o u t a m inute t o m ake y o u r n o tes, th e n a n s w e r t h e q u estio n v e rb a lly .
Step^^Make Notes
Step Speak

V w @ LoDT ut o eE MME r pA P h t E Cu vDhhDPo D d E N u MDv uE v aE U v N uo Ch DAT epMM pA ut o PDvh r put hN puDd Mo MpARpAP o(vCohhpEAh
eCE U ut o dE( d oME r H G t o e pC h u ph T E A o e E C OE N H
T h e L a p t o p C o m p u t e r
L a p to p co m p u te rs used t o be th e fa v o u r ite ‘t o y ’ o f business p eo p le on th e go w hen th e y
f ir s t cam e o u t. N o w t h e y a r e so affo rd a b le th a t e v e r y o n e has o n e th e se days. T h e y have
b eco m e less a lu x u ry and m o re a necessity. W h ic h begs th e q uestio n; w h y ?
W e ll, f o r a s ta r t, t h e y a r e p o rta b le , w h ic h means w e can ta k e them w ith us w h e r e v e r w e go. ( I ) A s weCCas
this, o f co u rs e , th e y a re e x tr e m e ly p ra c tic a l; t h e y g ive us access to p o te n tia lly thousands o f im p o rtan t w o r k and
p ersonal d o cu m en ts a t th e p ress o f a f e w b u tton s. ( 2 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ to th is, w ith th e in te rn e t becom ­
ing such an im p o rta n t p a rt o f o u r live s, having o n lin e access no m a tte r w h e r e yo u go has b ecom e essential -
t h a t ’s w h e r e th e lap to p co m es in.
( 3 )_ _ _ _ _ _ _ _ _ _ _ _ _ _ can yo u ta k e it w it h yo u on business trip s , but yo u can ( 4 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
bring it a w a y w it h yo u on ho lidays. T h is gives yo u th e a b ility t o ch e c k y o u r em ails, ( 5 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
y o u r so cial n e tw o r k and ch a t site s, ( 6 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .
( 7 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , te c h n o lo g y has co m e so fa r to d a y th a t it even a llo w s you t o have v id e o calls w ith
frie n d s and co lleag u es using y o u r la p to p ’s w e b c a m and in-built m icro p h o n e. ( 8 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ from that,
y o u r lap to p is also a p o rta b le e n te rta in m e n t system th e s e days, to o . ( 9 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ being able to
play m usic, it also a llo w s yo u t o stream o n lin e film s and w a tc h D V D s . ( 1 0 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , if you have
a U S B c o n n e c to r f o r y o u r p hone, yo u can also use it as a phone c h a rg e r on th e go. In tru th , if you have a laptop
w ith y o u , yo u have th e w o r ld a t y o u r fin g e rtip s as w e ll.
I n a d d itio n A s well a s F u rth e r m o re Too N o t to mention
A s well a s I n a d d itio n A p a r t A lso N o t only
T h e se are exam ples o f ‘listin g’ o r ‘su p p o rtin g ’ linking e xpressio n s. T h e y are gen erally used to link lists o f things, ideas
o r points together.
L i s t i n g / S u p p o r t in g L in k i n g E x p r e s s io n s
Separate point to p revious sentence. Tw o points in the same sentence
A lso / A s w e ll as that / An d an other thing , ...N o t on ly can . . . , b u t ... also...
F u r t h e r m o r e ,...N o t o n l y ... also...
W hat’s m ore, ...A p a rt from ... also...
M o r e o v e r ,......, not to mention ...
In addition (to this), ... In addition to ... also...
Additionally, ... A s w e ll as ... also...
..., too / also / as w ell.... and ..., too / as w e ll / also
E x a m p le s ( t w o p o in t s in t h e s a m e s e n t e n c e ) :
• N o t only can you use y o u r sm artphone to te x t people, but you can also use it to send emails.
• N o t only is the in ternet free in many places, you can also log on alm ost anywhere.
• A p a rt from listening to m usic on MP4 players, you can also w atch m ovies on them.
• You can play games on sm art televisio ns, not to mention su rf the internet.
• In addition to being v e ry light and slim , tablet P C s are also v ery attractive looking style-w ise.
• A s w ell as being a lot m ore affordable today than e ver before, modern laptop P C s also have m ore storage.
• Sm artphones are practical and they are easy to use, t o o .

L > . L t . L is t a t lea st six exam ples o f th e usefulness o f th e in t e r n e t. D o n o t w r i t e full se n te n ce s, ju st use sim p le points.
O n e is d o ne f o r yo u alread y.
T h e I n t e r n e t
I :
2:
3
4can shop online
( i i ) N o w , tu rn y o u r p oints in to a w e ll- lin k ed s e t o f sim p le s e n te n ce s using so m e o f t h e linking ex p ressio n s w e have
just loo ked at. O n ly use th e sep arate- p o in t- to - p revio us- sentence e x p ressio n s f o r now.
One of the main benefits of the internet is that you can shop online. As well as that, you can..._ _ _ _ _ _ _ _ _ _ _ _ _
( I ) L o o k a t th e fo llo w in g P a r t 2 q u estio n .
Describe the most useful piece of technology you own.
You should say:
• what the piece of technology is
• what it looks like
• how often you use it
and list the different things you use it for.
A n s w e r th e questio n using th e step-by-step ap p ro ach . B u t n o w th a t yo u h ave p ra c tise d a lo t, i t ’s tim e t o re m o v e
S tep 2. In th e exam yo u don’t h ave tim e f o r th is. You have a m in u te o r so t o m ake n o tes and th e n yo u m ust speak.
A llo w y o u rs e lf ab o u t a m inute t o m ake y o u r n o tes, th e n a n s w e r th e q u estio n v e rb a lly .
Step^^Make Notes
S tepswer
S te p О Speak
( J ) Talk ab o ut th e fo llo w in g re la te d P a r t 3 q uestio ns w it h a p a r tn e r o r as p a rt o f a class discussion.
In w h a t w a ys has th e m o bile phone m ade o u r live s e a s ie r?
A r e t h e r e any w a ys in w liic h it has made o u r live s h a rd e r?
W h a t is th e m ost im p o rta n t tec h n o lo g ica l d is c o v e r y o f o u r tim e ?
W h a t o ne p ie c e o f te c h n o lo g y d o yo u th in k w e w o u ld strugg le m ost t o liv e w ith o u t?
H o w have te ch n o lo g ica l ad vances a ffe c te d th e w a y w e liv e ?
Has n e w te c h n o lo g y m ade o u r live s b e t t e r o r w o r s e o v e r a ll?
W h a t n e w te c h n o lo g ie s w o u ld w e be b e t t e r o ff w ith o u t?
H o w has te c h n o lo g y a ffe cte d th e w a y w e in te r a c t w it h o u r frie n d s and co llea g u es?
W h a t a re th e dangers asso ciated w ith p o p u lar so cial n e tw o rk in g sites?
W h a t so rts o f dangers a r e asso ciated w it h th e in te r n e t?
Is it safe to buy things o v e r th e in te r n e t?
W h a t does th e fu tu re hold f o r us and h o w w ill o u r live s be d iffe r e n t in 10 to 20 y e a rs fro m n o w ?

V m @ G t o v pa uN Co h D d E y o h t E r T peeo C o A u utpAPh ut D u U pPtu tDvvoA pA ut o eN uN Co 0 hEU o U E Co MpR o MO utDA E ut o ChH
(i) P u t th e item s b e lo w in to o n e o f th e fo u r co lum ns o f th e ta b le in a c c o rd a n c e w ith h o w lik e ly you th in k
th e y a r e t o happen w ith in th e next 25 y e a rs .
A lm o s t C e r t a in P ro b a b le Im p ro b a b le A lm o s t c e r t a in ly not
W i t h i n t h e n e x t 25 y e a r s . . .
• ...w e w ill go back to the moon.
• ...w e w ill discover aliens.
• ...w e w ill find a cure for cancer.
• ...w e w ill find a cure for A ID S.
• ...w e w ill discover the secret to everlasting life.
• ...w e w ill land on the planet Mars.
• ...our planet w ill be destroyed.
• ...w e w ill invent a way to travel long distances in an
instant.
• ...w e w ill all be part of one global nation.
• ...w e w ill all speak the same language.
• ...we will create robots capable of doing all our w ork for us.
• ...w e w ill build robots capable of feeling emotions.
• . ...w e w ill be driving flying cars.
• . ...w e w ill be going on holiday in space.
• ...w e w ill be living on other planets
• ...w e w ill live longer than w e do today.. ...w e w ill have a w a r that w ill result in billions of deaths.
...lots of our big cities w ill be underwater.
...many endangered species of animals w ill be extinct.
...most people w ill be obese and unhealthy.
. ...w e w ill be able to take pills to make ourselves smarter.
...w e w ill be able to cure most serious diseases without
hospital treatment.
...w e w ill be able to predict the future.
...w e w ill be able to control the weather.
...there w ill be no ice in the polar regions.
...the world w ill be much hotter.
...there w ill be another ice age.
...there w ill be no more w ar or crime.
...p overty w ill be eliminated.
...there w ill be a shortage of food and water.
...China w ill be the w o rld ’s strongest and richest nation
and Chinese w ill be the w o rld ’s number one language.

L t t . C o m p a re y o u r an sw e rs w it h y o u r p a r t n e r ’s and t r y t o ju s tify y o u r d e cisio n s w h e r e th e t w o o f yo u d isag ree.
Then open the topic up to a class discussion.
H e r e a r e som e s to c k phrases yo u can use w h e n yo u w a n t t o ta lk a b o u t h o w p ro b a b le som ething is. If yo u use th e
w o rd in b rack ets, it is f o r em phasis; in o t h e r w o r d s , it is used t o suggest som ething is e v e n m o re o r less p ro b a b le.
Probable Improbable Г
It is (h ig h ly ) lik e ly th a t ....1 (h ig h ly ) d o u b t t h a t ... 1
I t seem s (q u ite / v e ry ) p ro b a b le th a t...I t ’s (h ig h ly ) d o u b tfu l w h e th e r ... 1
1 w o u ld (r e a lly ) e x p e c t th a t ...1 can’t (r e a lly ) im agine th a t ... 1
I t seem s (q u ite / v e ry ) lik e ly ( t o m e ) th a t...1 th in k it is (h ig h ly ) u n lik e ly th a t ... 1
1 w o u ld im agine th a t...I t ’s (e x t r e m e ly ) u n lik e ly th a t ... 1
In all lik e lih o o d , ...I t ’s (h ig h ly ) im p ro b ab le t h a t ... 1
In all p ro b a b ility ...It seem s (e x t r e m e ly ) u n lik e ly t h a t ... 1
I ’m q u ite su re th a t...
I ’m f a ir ly c e r ta in th a t ...
( L ) L o o k at th e fo llo w in g P a r t 3 exam p le q u estio n :
Do you think it is likely that people will live longer in the future?
ОMake a statement
I f you ask me, it is highCy CikeCy th a t j>eoy>Ce wiCC five Conger in the f u tu r e .
Explain the statement
I wouCcCsay th a t the a v e ra g e jperson wiCC five Between 5 a n d 10 y e a r s Conger th an
th ey cCo to d a y By aBout 2 0 2 5.
Give an example / support the statement
M y reasons f o r saying th is a r e q u ite sim p le. F ir s t o f a ll, l i f e e x p e c t a n c y h a s r i s e n s te a d ily o v e r
th e last 100 y e a rs o r so. Seco n d ly, t h a n k s t o t e c h n o l o g i c a l a n d m e d i c a l a d v a n c e s , m o re
and m o re cu re s a r e being found f o r o n c e d e a d ly d iseases. A nd e v e n w h e n a disease can’t be c u re d ,
t h e p a t i e n t c a n e x p e c t t o l i v e l o n g e r to d a y than e v e r b e fo re . T h ird ly , w e t a k e b e t t e r '
c a r e o f o u r s e l v e s t o d a y t h a n i n t h e p a s t ; w e w ash p ro p e rly , w e e a t p r o p e r ly and o u r live s
a re much safer. In s h o r t. I th in k sc ie n c e and m e d icin e w ill co n tin u e t o ad van ce quickly, and I th in k
o u r living conditionsTand th e w a y w e lo o k a f t e r o u rs e lv e s w ill c o n tin u e t o im p ro v e . F o r th e se
reasons, I have no d o ub t th a t w e w ill liv e lo n g e r as tim e goes on.
When you want to conclude o r summarise
what you have said, there are a number of
linking expressions you can use:
(i) In short (ii) To sum up
(iii) In summary (iv ) In conclusion
(v ) To conclude (v i) To summariseW hen you are talking about the future, it is
unlikely that you w ill be able to give exam­
ples - after all, the future hasn’t happened
yet... - but you can give evidence to support
your opinion, such as the information high­
lighted in bold here.

L t . A n s w e r th e fo llo w in g q u estio n in th e sam e w ay. F o r now , w r i t e y o u r a n s w e r firs t.
Do you think technology will be a lot more advanced in 10 or 15 years* time?
Make a statement
О Explain the statement
О Give an example / support the statement
( i i ) A n s w e r th e fo llo w in g q u estio n in th e sam e w ay.
Do you think tourists will soon be regularly travelling into space on holiday?
Make a statement
О Explain the statement
О Give an example / support the statement
( i i i ) N o w discuss y o u r a n s w e rs w it h y o u r p a r tn e r and ask each o t h e r t h e fo llo w in g ad d itio n al questio ns, to o :
How might everyday life be different for people 25 years from now?
W ill there be more or fewer people living in the world in 25 years?
W h at would be the consequences for the world i f tomorrow, all the computers suddenly failed
at the same time?
I f you were able to travel through time to 100 years from now, what do you think you would see?
Is the future a bright one or should we be pessimistic about it?

Gy HEOA, f pH1o E
P a rti
The ex am iner w ill ask you som e questio ns ab o u t yo u rse lf.
Let's talk about Computers.
Do you have your own computer at home? W hat do you use it for?
How often do you use a/your computer?
Do you have a separate games console? W hat sort of games do you play?
Are you good with technology?
W hat is your favourite piece o f technology? W hat do you use it for?
The ex am iner w ill then ask yo u som e q uestio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e exam ple b elo w .
Now let's talk about Your Friends
W hat does your best friend look like?
How long have you known them?
How does your best friend behave?
Would you confide in a friend i f you had a problem?
Do you and your friends share the same interests?
What do you and your friends do together?
Part 2
The ex am in er w ill g ive you a to p ic on a card lik e th e o n e b e lo w and ask yo u t o ta lk ab o u t it f o r one to t w o m inutes.
B e fo re you ta lk you have one m inute to th in k ab o u t w h a t yo u w a n t to say. T h e e x a m in e r w ill g ive you som e p ap e r
and a pencil so you can m ake no tes if yo u w a n t to .
D e s c rib e th e m ost e x p en sive p ie c e o f te c h n o lo g y yo u o w n
You should say:
• w h a t th e p ie c e o f te c h n o lo g y is
• h o w much it c o s t and w h e r e yo u bought it
• w h a t yo u use it f o r and h o w o fte n yo u use it
and w h e th e r o r n o t yo u th in k it w a s good v a lu e f o r m oney.
The exam iner may ask you o ne o r t w o m o re re la te d q uestio ns w h e n yo u have finished , lik e th o se g iven in th e
exam ple b elow .
Would you describe yourself as a ‘tech person’ - someone who is very interested in technology?
I f you could buy any technological gadget, what would it be?
Do you think CD players are old-fashioned?
Do your parents know much about computers, smartphones and so on?
Part 3
T h e ex am iner w ill ask you som e m o re g en e ral q uestio ns w h ic h f o llo w on fro m th e to p ic in P a r t 2.
Why do people often want to be one of the first to buy the latest gadgets?
Would a world without mobile phones be a better or worse place?
To what extent have computers become an important part of our lives?
What sorts of technological advances do you think we might see in the next 100 years?
Could we survive without modern technology, the way our great-grandparents, for example, did?
How has modern technology improved our lives?
How has it made our lives worse?

3 ,Ao 9 Crime
( A ) L o o k a t th e s e p ic tu re s . T h e y s h o w d iffe re n t
p ro b le m s p e o p le h ave t h a t m ight en co u rag e them to
tu rn t o a life o f c rim e . W h a t d o yo u th in k a r e th e
main causes o f c rim e ?
( i ) D iscu ss th is q u estio n w it h y o u r p a rtn e r and com e
up w it h as m any causes as y o u can. W r i t e them in
th e box.
Greed (the desire to have lots more
money than you need)
( B ) N o w th a t y o u h a ve w r it t e n d o w n so m e causes o f c r im e , c o m e up w it h a to p - five lis t, w it h ( I ) being th e main
cau se o f c r im e , (2 ) being t h e next-biggest ca u se e t c . D o th is on y o u r o w n fir s t.
( I )_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ( 2 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ( 3 ) _ _ _ _ _ _ _ _ _ _ _ _ ;_ _ _ _ _ _
( 4 )
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ( 5 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
N o w c o m p a re th is lis t w it h y o u r p a r t n e r ’s and a g re e o n t h e t w o biggest causes o f c rim e .
Open the topic up to a class discussion.
( C ) T a lk a b o u t th e fo llo w in g q u estio n s w it h y o u r p a rtn e r, o r as p a r t o f a class discussion.
• Are all criminals bad?
• Are rich people less likely to be criminals than poor people?
• Do you think it is possible to turn over a new leaf? In other words, can
a former criminal ever be trusted and become a valued member of society?
• Do you think you are capable of committing a crime in certain situations?
If so, what situations?
• Are drink and drugs major factors in crime?
• What are the main causes of crime in your view?
( D ) T h e r e a r e lo ts o f d iffe r e n t ty p e s o f c r im e . H o w m any can y o u th in k o f?
C o m p a re y o u r lis t w it h y o u r p a r t n e r ’s and s h a re an y ideas e it h e r o f y o u m issed. T h e n discuss th e fo llo w in g question
t o g e th e r and a g re e on an an sw er.
What is the most serious type of crime?

? t o A OEN r D A u u E DP Coo E C T phDP Coo r pu t DA E v pA pE A E C pToD0 t o Co D C o hE U o NhoeNM vtCDhoh OE N aDA NhoH
Agree
With a person:
I see what you are saying...
I see where you are coming
from...
What you say is true...
I agree with you...
We're in agreement...
I feel the same way...
I think so, too...
With an idea
I agree with the idea that...
I support the idea that...
I'm in favour of...
I'm behind the idea that...
I applaud the idea that...Strongly Agree
With a person
I completely agree...
I couldn't agree more...
You're absolutely right...
I'm totally behind you...
We're in complete agree­
ment...
I couldn't have said it better
myself...
With an idea
I'm totally for the idea that...
I'm completely behind the
idea that...
I'm totally in favour of...
I'm very much in favour of
the idea that...
I completely agree with the
notion that...Disagree
With a person
I see what you are saying, but...
We don't quite see eye to eye...
I see where you are coming from,
but...
I know what you mean, but...
I disagree because...
I can't say I feel exactly the
same way...
I'm inclined to disagree with you...
With an idea
I'm against the idea of...
I'm not in favour of...
I don't support the idea that...
I'm not behind the idea that...
I don't agree that...Strongly disagree
With a person
I couldn't disagree more with
what you are saying...
I completely disagree with
you...
I feel the exact opposite...
We're poles apart in our
views...
With an idea
I'm totally against the idea
that...
I'm absolutely not in favour
of...
I am not at all behind the
idea that...
I'm not at all in favour of...
( E ) ( i ) M a tch th e ty p e o f c r im e in T a b le A w it h t h e rig h t d e fin itio n in T a b le B .
T a b le A A n s w e r s
1 Petty Crime
G
2Assault
3Homicide
4 Manslaughter
5Perjury
6Mugging
7 Stalking
8 Fraud
9 Arson
10Kidnapping
I IMoney
Laundering
12Hijacking
13 TheftT a b le В
Aanother name for murder, when one person deliberately sets out to
and kills another
в
a violent physical attack on someone
сan attack on a person motivated by a desire to rob them o f the belongings
they are carrying at the time
D
the crime of stealing from another person o r organization
E
seizing and taking control of a vehicle by force
F
trying to hide the source of money made illegally
G a minor crime such as pick-pocketing o r shoplifting
H
deceiving o r tricking people o r organizations to make money out of them
1 deliberately setting private property on fire
Jlying in a court of law
К
following someone around everyw here without th eir permission
L
the murder of someone who you did not deliberately set out to murder
Mto take a person hostage and keep them locked up against th eir w ill
(usually in the hope of getting some money for th eir safe return)
( i i ) D iscuss th e se questio ns w it h y o u r p a r tn e r o r as a class:
(1) Is manslaughter any different to homicide? Can you think of a reason why someone might commit manslaughter?
(2) Which of these crimes is the least serious?
(3) For which of these crimes do you think a person should go to jail?
(4) Is self-defence an excuse for killing somebody?

a 3 H k i g A ? g Y J g 3 1 q u A l
Jo h n W a r d had b een kn o w n t o th e p o lic e in t h e Irish c o u n ty
o f M ayo f o r m any y e a rs . H e had o v e r 80 c o n v ic tio n s t o his
name. A middle-aged lo cal fa r m e r w h o live d alo n e had seen
W a rd snooping aro und his p r o p e r t y a lo t o v e r th e c o u rs e o f a
fe w m onths. T h e r e had also b een a sp ate o f ro b b e rie s a t lo ca l
farm s in th a t tim e , to o . T h e fa r m e r w a s sca re d th a t his p ro p ­
e r t y w o u ld be next. In fa c t, so frig h te n e d and ag itated w a s he
th a t he used to sit in his shed f o r hours e v e r y d ay holding a
gun. H e also sle p t w it h it b y his sid e. T h e n , o n e night in
O c t o b e r 2006, th e fa r m e r s a w W a r d o u tsid e his house,
cre e p in g aro u n d . H e to o k up his gun and fir e d a t W a r d . W a r d
w as h it in th e hip and b ad ly in ju re d . T h e fa r m e r th e n w a lk e d
up to W a r d a t c lo s e range and sh o t him o n c e m o re . W a r d w a s
k ille d . In his t r ia l th e fa r m e r cla im e d he w a s t e r r if ie d th a t th is
man W a r d w o u ld d o him harm , and th a t he w o u ld co m e back
and kill him if he le t him escap e . T h e fa r m e r w a s found g u ilty
o f m anslaughter and sp en t 6 y e a rs in p riso n . T h e n , in a r e t r i ­
al, th e ju r y quashed his c o n v ic tio n and he w a s s e t fr e e .P r e m e d i t a t e d M u r d e r
If murder is premeditated, it is planned in
advance - homicide.
( F ) Read th e s t o r y o f Jo h n W a r d and th en discuss
th e s e q u estio n s w it h y o u r p artner.
(i) What would you have done if you were
a member of the jury?
(ii) Do you think the farmer acted in
self-defence?
(iii) What mitigating circumstance were
there in the farmer's case?
(iv) What would you have done in
the farmer's situation?
(v) Do you think it is right that the
farmer was set free?
M i t i g a t in g C ir c u m s t a n c e s
If there are mitigating circumstances, there is
information about the crime that makes it more
understandable o r makes you look at the crimi-
nal more sympathetically._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
T h e r e a r e t w o w a ys o f lo oking a t th e m u rd e r o f Jo h n W a r d . O n t h e o n e h a n d , th e fa rm e r d e lib e ra te ly killed him.
O n t h e o t h e r , th e fa rm e r w a s so sca red and w o r k e d up having been harassed f o r so long th a t he feare d f o r his life
and may g en u in e ly have th o u g h t he w a s a ctin g in self-defence. O n t h e o n e h a n d . . . O n t h e o t h e r ,. . . is an example
o f a linking ex p ression used t o co m p a re and c o n tra st. H e r e a r e som e m o re :
(i) In spite of...
(ii) Despite...
(iii) Despite t h is ,...
(iv) While...
(v) However,...
(vi) That s a id ,...
(vii) Nonetheless,...
(viii) Nevertheless,
( i x ) ..., but...
(x) Even though...
(xi) Although...
( x ii) ..., though...( G ) U s e an a p p ro p ria te linkin g ex p ressio n t o c o m p le te each o f th e fo llo w in g
sen te n ce s (t h e r e is m o re than o n e c o r r e c t a n s w e r in each ca se ):
( i )
_____ W h ile _______ it is never okay to kill someone, there are times
when people must act in self-defence.
(ii) John Ward should not have been shot dead.
__________________ ,
neither should he have been trespassing on the farmer's land.
(iii) There were mitigating circumstances in the farmer's case.
________________ the jury was right to convict him the first time.
(iv) the farmer spent six years in jail, many would
say he was lucky to escape without a more severe punishment.
(v) It's true; the farmer shot dead John W ard.
_________________ , he
should never have been convicted of murder.
(vi )
________________ the fact that the farmer shot John Ward dead,
he is a free man today.
( H ) W r i t e t h e c o r r e c t d e f i n i t i o n b esid e t h e p u n is h m e n t .
community s e rv ic e ________________________
prison sentence s e n d i n g th e c r i m i n a C to j a i C
life sentence
__________________________
fine __________________________
suspended sentence_________________________
asset forfeiture __________________________
probation __________________________
the death penalty __________________________( i ) doing jobs like road seeping and cleaning up rubbish
( i i ) sentenced to be killed
( i i i ) allowing a criminal to remain free under supervision
( i v ) sending the criminal to jail
( v ) making the criminal pay an amount of money
( v i ) a jail sentence that will only apply if the criminal
offends again
( v i i ) taking away the criminal's property and belongings
( v i i i ) sending the criminal to jail for life

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F? t D u TE OE N ut pA R r E N MT do DA D v v C E v C pD uo h o A uo A a o e E C D ).,OoDC,EMT d E O aDNPtu huoDMpA P D GHfH eCE U D tENhoC>
Make a statement
If it w as up t o m e, th e o ffe n d e r w o u ld g e t co m m u n ity s e r v ic e .
Explain the statement
I w o u ld ra th e r see a young p erso n doing som ething useful w it h t h e ir tim e lik e sw ee p in g ro ad s o r cleaning
g raffiti o ff p ublic p r o p e r ty than w a tc h th em lea rn a b o u t c r im e fro m f e llo w p riso n e rs in ja il.
Give an example / support the statement
It is a w e ll- k n o w n fa c t th a t p e o p le w h o a r e se n t t o ja il a r e m o re lik e ly t o b eco m e re-o ffen d e rs o r indeed
‘c a r e e r crim in a ls’. Be sid e s, kids a r e ea sy t o in flu e n ce - ju st th in k w h a t dam age it w o u ld d o t o th is young
o ffe n d e r t o be around seasoned crim in a ls all th e tim e ; he w o u ld s u r e ly end up w a n tin g t o be lik e th e m .
T h a t’s w h y, if yo u th in k a b o u t it, it is much b e t t e r f o r th e kid t o d o co m m u n ity s e r v ic e . T h is w ay, he can
learn th e v a lu e o f hard w o r k and p ut his tim e t o good use. M o r e o v e r , i t ’ll k ee p him o u t o f t r o u b le !
N o w t r y to a n s w e r th e fo llo w in g q u estio n s w it h y o u r p a r tn e r in a sim ila r w a y : (a ) m ake y o u r sta te m e n t,
(b ) explain it, and ( c ) g iv e reaso ns o r p ro v id e exam ples t o su p p o rt it.
(i) What do you think would be an appropriate sentence for a serial killer?
(ii) What about a wealthy businessman who tricked elderly people into giving him lots of money,
which he used to buy a garage full of fast cars?
(iii) What about a man who beat up another man badly when he found out this other man was having
an affair with his wife?
(vi) What about a mother who shot dead an intruder she found in the bedroom of her new-born baby?
(vii) What about a man who drove his car while drunk and ran over a five-year-old girl?
(viii) What about a woman who hid behind a corner and jumped out and shouted 'boo' at her boyfriend,
only for her boyfriend to have a heart attack and collapse dead?
(ix) What about someone caught on camera driving over the speed limit?
(x) What about a man on a boat who got into an argument with another passenger, started to wrestle with
the other passenger and accidentally pushed him over the side, where he drowned?
( J ) H o w can w e help re d u c e c rim e ?
D iscuss th e se ideas w it h y o u r p a r tn e r and ran k them fro m I -5, I being th e b est idea.
(i) Train people in jail with new skills. ___
(ii) Put more police on the streets. ___
(iii) Send more criminals to prison. ___
(vi) Have more serious punishments for crime. ___
(v) Improve the education system so that all young people have equal opportunities. __
D o you have any ideas o f y o u r o w n ? W r i t e d o w n as m any as yo u can th in k o f in th e box, th e n discuss them w ith y o u r
p artn e r and d ec id e on fo u r o r fiv e re a lly good ideas t o sh are w ith th e class. Share your ideas with the rest o f the class.

L u E a R v t C D h o h 2W E A u C D h u p A P O E N C E v p A p E A r p u t r t D u U E h u v o E v M o u t p A R H
1 e OE N ut pA R u t D u O E N C E v pA pE A ph NANhNDM E C u t D u U Ehu v o E v Mo r E N MT T ph D P Co o r pu t O E N 0 t o Co D C o hEUo r DOh uE
t o Mv OEN o( v Cohh ut ph A E upE A 2
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V p p @ To many/most/some p e o p le ... but t o m e... ( v i) F o r som e p e o p le ... but f o r m e...
( i i i ) Many/m ost/som e b e lie v e ... but I... ( v ii ) I d iffe r fro m a lo t o f p eo p le in th a t I b e lie v e ...
( i v ) Many/m ost/som e w o u ld say... but I... ( v ii i ) You m ight e x p e c t me t o say/think... but actually...
( K ) L o o k a t t h e fo llo w in g sta te m e n t.
Murderers should be sent t o prison for life.
M o st o f us w o u ld p ro b a b ly a g re e w it h t h a t s ta te m e n t. H o w e v e r , f o r th e sake o f th is e x e rc is e , w e a r e going to
d isag ree.
Q u e s t io n : D o y o u think that murderers should be sent to prison for life?
О
О
оMost people believe that murderers should be sent to prison for life but I would have to disagree.
I mean, prison these days is quite a nice, comfortable, safe place. It’s not really much of a punishment
now, is it? I think a life of hard labour is a far more suitable sentence.
Why hard labour? Well, think about it; the criminal would be made to work very hard every day to pay
for what he had done, so it is a good form of punishment. But not only that, he would also be making an
important contribution to society - his life would have some value. On the other hand, if he just sat in his
prison cell for the next 25 years, what good would that be to anyone?
N o w i t ’s y o u r tu r n . F o r each o f th e fo llo w in g q u estio n s, yo u M U S T arg ue an unusual o p in io n . F o r th e m om ent, w r ite
y o u r a n s w e rs using th e th re e - ste p p rin c ip le (m a k e sta te m e n t - ex plain s ta te m e n t - s u p p o rt s ta te m e n t), and use th e
linking ex p ressio n s yo u ha ve le a r n t t o b ring each a n s w e r to g e th e r.
(i) Do you think it is fair to treat young child criminals under the age of ten the same as adults? [Yes, it is...]
(ii) Do you think people caught shoplifting should be sentenced to life in prison? [Yes, they should...]

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N o w , w ith a p artner, ask each o t h e r th e q uestio ns again. D o n ’t re a d o r lo o k a t y o u r a n s w e rs . S im p ly speak.
S t o c k phrases: W h e n yo u a r e asked a q u e s tio n , yo u m ay n o t w a n t t o t o t a l l y a g r e e
o r d is a g re e , o r yo u m ay n o t h a ve a ‘ Y es o r N o ' a n sw e r. M a y b e yo u se e
b o th sides o f t h e a rg u m e n t, o r m ayb e i t d ep e n d s on t h e s it u a t io n .
W h e n t h a t is t h e ca se , h e re a r e som e s to c k p h rase s yo u ca n use t o h e lp y o u :
(i) In some circumstance.... In others.... (v) In some cases... In other cases...
(ii) To some extent... but... (vi) Sometimes... Having said that...
(iii) Some believe... while others... (vii) For some people... For others...
(iv) Some would say... while others... (viii) That can varying according to the situation.
The phrase That depends, is perhaps the simplest one of all which you can use in this situation. Or, indeed, the related phrase, jt
depends on the situation.

L e . L o o k a t th e fo llo w in g sta te m e n t.
Children (under the age o f 18) should never be sent to prison.
M o st o f us w o u ld p ro b a b ly a g re e w it h th a t sta te m e n t. B u t in th e case o f a serio u s c rim e lik e m urder, does it m atter
h o w old yo u a re ? It p ro b a b ly dep end s on th e circ u m s ta n c e s ...
Q u e s t io n : D o y o u think it is wrong to send a person under the age o f 18 to prison?
I think it very much depends on the situation.
©In some circumstances, where the crime is very serious, you might have to send a child to jail. In others, where
the child is very young, or, o f course, i f the crime is not very bad , it would be wrong to.
©Take, for example, a 17-year-old who gets his d a d s gun and walks into school one day and starts shooting every­
body. Is a 17-year-old mature enough to know what he is doing? Absolutely. Should he be made to pay for his
crimes? One hundred percent yes. On the other hand, what about a three-year-old who finds his dad’s gun and
thinks i t ’s a toy. H e points and shoots it at his mother. She is killed. O f course, it would simply be ridiculous to
send this kid to jail.
N o w i t ’s y o u r tu rn . F o r each o f th e fo llo w in g q uestio n s, yo u M U S T arg ue both sides. F o r th e m om ent, w r it e y o u r
an sw e rs using th e th re e - ste p p r in c ip le (m a k e s ta te m e n t - explain sta te m e n t - su p p o rt s ta te m e n t), and use th e linking
ex p ressio ns (e x p re ssio n s o f c o n tr a s t a r e p a r tic u la rly useful in th is case w h e n yo u a r e sup p o rting y o u r statem e n t as
you a r e sho w ing t w o sides t o so m eth in g ) yo u have le a r n t t o bring each a n s w e r to g e th e r.
(i) 'All murderers should spend life in prison'. Would you agree?
(ii) Do you think it is a good idea to put more police patrols on the streets?
(iii) If you hit me, I have a right to hit you back. Do you agree?
N o w , w ith a p artn e r, ask each o t h e r th e q u estio n s again. D o n ’t read o r lo o k a t y o u r a n sw ers. Sim p ly speak.

kElo USp eakin g Test 9
T h e ex am iner w ill ask you som e questio ns ab o u t yo u rse lf.
Le t’s talk about Money.
Where do you get the money you need to buy things?
What do you do when you need more money?
What sorts of things do you buy for yourself?
Do you think you are good with money?
What is the most expensive thing you ever bought?
T h e ex am iner w ill th en ask you som e q uestio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e ex am p le b elo w .
Now let’s talk about Your Possessions.
What is your most important possession?
What is your most valuable possession?
What sorts of presents do you like to receive?
What is the best present you ever got?
Have you ever taken anything that was not yours?
Have any of your possessions ever been lost or stolen?
Part 2
T h e ex am iner w ill g ive you a to p ic on a ca rd lik e th e o n e b e lo w and ask yo u t o ta lk ab o u t it f o r o n e t o t w o m inutes.
B e fo r e you ta lk you have o n e m inute t o th in k ab o u t w h a t yo u w a n t to say. T h e e x a m in e r w ill g ive yo u som e p ap er
and a pencil so yo u can m ake notes if yo u w a n t to .
D e s c rib e a tim e w h e n yo u g o t in tr o u b le f o r som ething
You should say:
Ф w h e r e yo u w e r e and w h a t yo u did w ro n g
# w h y yo u did it
Ф h o w yo u w e r e punished
and w h e th e r o r n o t yo u th in k th e p unishm ent w a s fair.
The ex am iner may ask yo u o n e o r t w o m o re re la te d q u estio n s w h e n yo u have finished , lik e th o se given in th e
exam ple below .
Do you think you would ever commit a crime?
Have you ever been the victim of a crime (or known someone who has been)?
Have you ever been in a fight? Was it serious? W hy were you fighting?
Part 3
T h e ex am iner w ill ask you som e m o re g en e ral q uestio ns w h ic h f o llo w on fro m th e t o p ic in P a r t 2.
Do you think murderers deserve the death penalty?
How can we help reduce the level of crime?
Is the statement, ‘Once a criminal, always a criminal', true?
Is there a link between crime and poverty?
What is wrong with sending a young offender to prison, i f anything?
Are there good alternatives to prison?
Do you think the same rules o f law apply for rich people as for poor people?

3,Ao
( A ) L o o k a t th e p ic tu re . T h is p erso n is o b e se , a w a y o f saying th a t t h e y a r e so o v e r w e ig h t th a t it is dangerous
t o t h e ir h e alth . A ll a c ro ss t h e d e v e lo p e d w o r ld o b e s ity is b ecom ing a se rio u s issue.
C a n yo u th in k w h a t t h e reaso n s f o r th is m ight b e?
B e f o r e an sw e rin g th is q u estio n , th in k ab o u t th e fo llo w in g :
• In most families, how many parents work?
• Do working parents have time to cook food?
• W h at food is easy to prepare?
• Do a lot o f people work in offices today?
• Do people who work in offices have very active days?
• W hat sorts o f hobbies do children have today?
• Do they play a lot o f computer games?
• Do they watch a lot ofT.V.?
• Do they lead very active lives?
• Are children influenced by advertising?
• W hat types o f food are advertised the most?
• W h at types o f food cost the most in shops?
• W h at types o f food are the least expensive?
H o p efu lly, th is lis t o f q u estio n s should h a ve he lp e d yo u find th e a n s w e r (s ) t o th e o riginal o n e. N o w , le t ’s lo o k a t th a t
again: W h y is o besity such a big problem to d a y in th e developed w o rld ?
T h in k o f as m any reaso n s as y o u can and w r i t e th em d o w n in th e box b e lo w .
- Most homes have tw o working parents and they have no time to cook
( B ) C o m p a re y o u r lis t w it h y o u r p a r t n e r ’s. W r i t e d o w n an y points
yo u m ay have m issed. T h e n ask ea ch o t h e r th e s e q uestio n s.
• W h y is fast foo d so p o p u la r to d a y ?
• D o w e lead m o re s e d e n ta ry life s ty le s to d a y than in th e past?
• W h a t ty p e s o f foo d a r e th e b est f o r o u r he alth ?
• A r e h e a lth y foods a ffo rd a b le ?
• W h a t p ro b le m s d o o b e se p e o p le h ave in t h e ir day-to-day live s?
• W h a t m o re serio u s p ro b le m s can o b e s ity lead t o o v e r tim e ?A s e d e n ta r y life s ty le
If you lead a sedentary lifestyle, this
means that you are not v ery active
in yo ur day-to-day life. A person
who sits in front of a computer all
day at w o rk and watches T.V all
evening leads a sedentary lifestyle.
( C ) W h ic h o f t h e fo llo w in g fo o d s d o y o u th in k has t h e m ost c a lo rie s ? P u t th e foo d s in o r d e r fro m I -5 based
on h o w m any c a lo rie s yo u th in k t h e y c o n ta in , 1 being th e m ost c a lo rific .
( i )a d o n e r kebab
( D
( i i )a Big M ac
(2 )
( i i i) a large c o la fizzy d rin k
(3 )
( i v ) 6 ch ick en w ings
(4 )
( v )a m edium pizza
(5 )
N o w c o m p a re y o u r a n s w e rs w it h y o u r p a rtn e rs and t r y t o ju s tify th e m . Then ask your teacher to confirm the actual
correct answers.

L : . L o o k at the picture. T h is model is extre m e ly thin.
D iscu ss the follow ing questions w ith y o u r partner:
• Are young girls put under a lot o f pressure to look ‘good’?
Who/what puts pressure on them?
• Do you think models are o f a ‘normal’, healthy weight?
• Why don’t magazines use bigger models?
• Are ‘slim ’ people more popular?
• Do people who are overweight get picked on?
• Is being overweight a sign o f laziness?
• Which is worse; to be slightly underweight or to be slightly overweight?
• What problems can be caused by young girls trying to look like models?
A n o r e x i a
If you are anorexic, you have a fear of becoming fat and do not eat
enough food. As a result, you become very weak and thin, and risk
death if the condition gets serious.
( E ) Read th e t e x t b elow .
Y o u n g S m o k e r s
E v e r y y e a r ab o ut 165,000 young p eo p le ta k e up sm oking in B r ita in ; th a t w o r k s o u t a t aro und 450 a day. In fa ct,
p ro p o rtio n a te ly , m o re young p eo p le sm oke than do th o se aged 30-plus. N e a r ly o n e in e v e r y te n I I - t o 15-year-
olds d e sc rib e th em selves as re g u la r sm o kers. T h a t fig u re is o n e in e v e r y fiv e f o r 15-year-olds tak e n on t h e ir o w n ,
and, by th e age o f 19, o n e q u a r te r o f all te e n s sm oke reg ularly. A larm ingly, o n ly 4 0 % o f underage sm o kers said th e y
found it d ifficu lt to purchase c ig a re tte s . T h a t means th a t 6 in e v e r y 10 found it r e la tiv e ly easy to do so, d e sp ite th e
fa ct th a t it is illegal f o r sh o p k ee p e rs to sell cig a re tte s t o under-18s. Young g irls a r e m o re lik e ly t o have t r ie d a cig­
a r e tte o r beco m e re g u la r sm o kers than young boys today. M o r e 20- t o 25-year-olds sm oke in B r ita in than any
o th e r age group.
(i) W h a t e v id e n c e is th e r e acco rd in g to th e te x t to suggest th a t sm oking am ong young p e o p le co n tin u e s t o be
a serious p ro b lem ? W r i t e th e e v id e n c e d o w n in s h o rt po ints (in n o te fo r m ) b elo w .
I: ___________________________________________________________
2: _______________________________________________________________________
3: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4 : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6: _______________________________________________________________________
7:
8:
( ii) N o w , t r y to an sw e r th e fo llo w in g q uestion:
Smoking amongst young people is not the problem it once was. Do you agree?
Ask yo u r p a rtn e r th e question and then s w itch ro le s.
Rem em ber: ( I ) make a statem en t, (2 ) explain th e statem e n t, and (3 ) p ro v id e e v id e n c e to su p p o rt y o u r opinion.

L y . L o o k a t th e fo llo w in g list. It sh o w s po ssib le reaso ns P e e r P re s s u r e
w h y young p e o p le might s ta r t sm oking. Peer pressure is pressure put on you by people
your own age to do something, or a feeling
Discuss th e list w ith y o u r p a r tn e r and d e c id e w h a t th e main t hat you should do something because a lot of
reasons a re . T ry to co m e up w ith o n e o r t w o reaso ns o f y o u r people your age are doing it.
o w n as w e ll.
(i) Parents or siblings are also smokers.
(ii) They think smoking makes them look cool and mature.
(iii) Their friends are doing it.
(iv) Other people their age put pressure on them to smoke
( G ) Read th e t e x t b elo w .
T h e r o o t o f t h e p r o b le m
C h ild re n a r e t h r e e tim e s m o re lik e ly to sm o ke if t h e ir p are n ts o r siblings a re sm o kers. And it seem s th a t it is far
to o easy f o r th em to find c ig a re tte s , w it h v e r y f e w sh o p k e e p e rs ob eyin g th e la w and refusing to s e rv e underage
ch ild re n . A n o t h e r f a c t o r in th e ris e in th e n u m b er o f young sm o kers is th e a ffo rd a b ility o f c ig a re tte s fo r young p eo ­
p le. T h e s e days, young p e o p le have a lo t o f sp a re cash and can e a s ily afford to pay f o r th e c o st o f a packet. In a
su rv e y o f 12- t o 15-year-olds c a r r ie d o u t re c e n tly , it w a s also found th a t v e r y f e w o f them w e r e a w a re o f th e s e r i­
ous health p ro b le m s asso cia ted w it h sm oking. B u t f o r m any young p e o p le , th e d ecisio n to sm oke is m o stly based
on w h a t t h e ir frie n d s a r e doing - if t h e ir frie n d s sm o ke, so w ill they.(v) They smoke to deal with the stress o f school.
(vi )_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
(vii )_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
( i ) L is t th e causes o f th e p ro b le m as id e n tifie d in th e a b o v e t e x t in n o te fo rm . T h e n w r it e a p roposed solutio n down
next to each p ro b le m , as in th e ex am p le.
parents or siblings smokeneed to get parents and siblings to quit
( i i ) N o w t r y t o a n s w e r th e fo llo w in g q u estio n :
How can we get young people to stop smoking?
A sk y o u r p a rtn e r th e q u estio n and th en s w itc h ro le s .
R e m em b er: ( I ) m ake a s ta te m e n t, (2 ) explain th e sta te m e n t, and (3 ) p ro v id e e v id e n c e to su p p o rt y o u r opinion.
( H ) W h a t a r e th e long-term health p ro b le m s asso cia ted w ith sm oking? Read th e t e x t and th en list them on th e right.
S m o k in g a n d Y o u r H e a l t h
T h e r e a re ab o u t 4,000 dangerous ch em icals in e v e r y c ig a r e tte . O f
th e se , a t least 80 a re kn o w n to be c a n c e r causing. T h e m ost co m ­
mon form o f c a n c e r su ffe re d by sm o kers is o f th e lungs. H o w e v e r ,
o t h e r typ e s, such as o ra l and sto m ach ca ncer, have also been kno w n
to occur. If you sm oke, yo u a r e also fiv e tim e s m o re lik e ly to have a
h e a rt a tta c k fro m m idd le age on, and yo u a r e also m o re p ro n e to
suffering a s tro k e . Sm oking d uring p reg n an cy can lead to m isc a r­
riage and is also re la te d t o c o t d ea th , th e m yste rio u s co n d itio n
w h e r e a seem ing ly h e a lth y baby d ies in its sle e p . R eg u lar sm o kers
also risk damaging t h e ir r e p r o d u c tiv e c a p a c ity and m ay b eco m e
s te r ile . T h e ash fro m c ig a re tte s can so m etim e s lodge in th e e y e as
w e ll, w h ich can lead t o re tin a l d e ta ch m e n t and blindness.

buuw c h p lkg lh eoap ik lti Ohnnhp uoI 6DialuhoE
What long-term damage to a person’s health can smoking cause?
A sk your partner the question and then sw itch roles.
Remember: ( I ) make a statement, (2) explain the statem ent, and (3) provid e evidence to su pport y o u r opinion.
( I ) ( i ) Sm oking is a serious addiction. W hat o th e r types o f addictions can you think of? W rite them in the space
provided below.
( i i ) D iscuss the follo w ing questions w ith y o u r partner.
(1) What type of addiction is the most serious?
(2) What reasons might a person have for drinking a lot?
(3) Is drug taking a problem in your neighbourhood?
(4) Is gambling a less serious addiction than drug taking?A d d i c t i o n
If you are addicted to something, you do that some­
thing regularly and could not easily stop doing it by
choice - you keep wanting more and more of it.
( J ) Match the w o rd s in T a b le A w ith th e ir meanings in T a b le B .
T a b le В
T a b le A
sprain
-
consultant
fracture
cut
scan
-
epidem ic
treatm ent
ch eck-u p
inpatient
outpatient
theatrep- to cause stress and strain to a joint w ithout dislocating it
the place w here a surgeon operates on patients
someone who receives treatm ent and leaves hospital the same day
a small break in the bone
a disease that has spread across a large area and affected many people
the method a doctor uses to tr y to help a patient reco ver to full health
when you go to the doctor to make sure that you are still healthy
someone who must remain in hospital for treatm ent for at least one night
a test o r examination of part o f the body using technology
an open, injured area of skin
a doctor who is an expert in a specific area

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H Have you ever been badly injured? W hat happened?
• Have you been in hospital before for an operation (or something else)? W hat happened?
• W hat is the most painful thing that has ever happened to you?
• Do you have any ongoing conditions like asthma?
• W hat about allergies - do you have any o f those?
S h are y o u r e x p e rie n ce s w ith th e r e s t o f th e class.
T h en discuss th e se questions as a class, o r w it h y o u r p artn e r.
• Are there any hospitals in your area?
• W hat is the standard o f healthcare like in your country?
• Is healthcare expensive in your country?
• Do you have private health insurance? W hy do people decide to take out private health insurance?
• Is the work o f a doctor difficult?
• Would you like to be one?
• Why is the job o f a nurse important - what role does he/she play?
( M ) L o o k a t th is q uestio n:
Should the best medical care be free for all?
( i ) W r i t e d o w n as many reaso ns as yo u can th in k o f t o su p p o rt each sid e o f th e arg um ent, ( I ) Yes and (2 ) N o , as in
th e exam ple.
( I ) Y e s ( 2 ) N o
it s a government service - we pay for it through taxes top-class medical care is extremely expensive - someone
has to pay for it and the government cannot afford to
( i i ) N o w , t r y t o a n s w e r th e q u estio n . A sk y o u r p a rtn e r th e q u estio n and th e n s w itc h ro le s.
You should lo o k at both sides o f th e arg um ent b e fo re giving y o u r o p in io n . U s e linking w o r d s o f c o n tra s t t o exam ine
both sides o f th e argum ent (On~the one hand ... but on the other... e t c .)
S t o c k P h r a s e s : W h e n yo u w a n t t o in d ica te th a t yo u have co n s id e re d b oth sides o f
th e arg um ent b e fo re giving y o u r o p in io n .
• Weighing everything up, I have come to the conclusion... • All things considered, I believe...
• Having looked at it from both sides, I have drawn • Having looked at it from both angles,
the conclusion that... it now seems to me...
• Taking everything into account, I have concluded that... • Taking everything into consideration, I’ve decided...

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H W hat do you do to stay fit and healthy?
• W hy is exercise important?
• W hat do you think /s the best form of exercise?
• Is it important to look good?
• W hat are the benefits of leading an active lifestyle?
( O ) P u t th e a c tiv itie s listed in th e box in th e right column
o f th e ta b le a cco rd in g to th e v e r b th e y tak e . Som e
can be put in m o re than o n e colum n.
cycling badminton hopscotch
karate rounders
teg
gymnasticsR E . rugby
hill walking fencing aerobics
athleticsswimming weights
sky diving jogging press-ups
snorkelling
tennis
K a r a t e
L o o k a t th e p ictu re s. T h e y sh o w d iffe re n t kinds
o f fo o d . D iscuss w ith a p a rtn e r:
• W hat do you consider a healthy diet?
• W hat foods are particularly good for you?
• W hat foods are particularly bad for you?
• Why is maintaining a healthy diet important?
• 4Everything in moderation.' Do you agree
with this idea when it comes to eating?
• Do you eat home-cooked meals often?
• Which do you think are better for our
health - home-cooked meals or bought meals?
• Which meal is the most important o f the day
in your opinion?

Gy HEOA, f pH1o w:
P a r t I
T h e ex am iner w ill ask you som e questio ns ab o u t yo u rse lf.
Let's talk about Your Eating Habits.
How often do you eat fast food?
What's your favourite type o f fast food?
Do you snack a lot? W hat kinds o f snacks do you eat?
Do you have breakfast everyday? Why / why not?
What time do you usually eat dinner at?
What do you eat for lunch when you are at school?
T h e ex am iner w ill then ask yo u som e questio ns ab o u t o n e o r t w o o t h e r to p ic s . S e e th e ex am p le b elo w .
Now let's talk about Your Health.
W hat kinds of exercise do you do regularly?
When and how often do you brush your teeth?
Do you play any sports competitively?
When was the last time you went for a check-up at the doctor's? Did you have any problems?
What time do you get to sleep at most nights? How many hours of sleep do you get each night?
P a r t 2
T h e ex am iner w ill g ive you a to p ic on a card lik e th e o ne b e lo w and ask yo u to ta lk a b o u t it f o r o ne to t w o m inutes.
B e fo re you ta lk yo u have o n e m inute to th in k ab o ut w h a t yo u w a n t t o say. T h e ex a m in e r w ill g ive you som e p ap e r
and a pencil so you can m ake n o tes if you w a n t to .
D e s c rib e a tim e w h e n yo u had t o go to th e d o c t o r ’s/hospital
You should say:
• w h a t w a s w ro n g w ith you
• h o w yo u f e lt a t th e tim e
• w h a t happened a t th e d o c t o r ’s/hospital
and explain w h a t tre a tm e n t yo u w e r e given t o help yo u g e t b e tte r.
The ex am iner may ask you o n e o r t w o m o re re la te d q u estio n s w h e n yo u have finished , lik e th o se given in th e
example below .
Do you tend to get sick often?
Have you ever been very seriously ill?
Do you like going to the dentist's?
How regularly do you go for a check-up at the doctor's and dentist's?
P a r t 3
T h e ex am iner w ill ask you som e m o re g en eral q uestio ns w h ic h fo llo w on fro m th e to p ic in P a r t 2.
Why is obesity such a big problem today?
What needs to be done to stop obesity levels growing?
This country's health system is very good - do you agree?
What could be done to improve the nation's health system?
Does everyone have a right to free healthcare?
Do you think rich people get a better quality of healthcare than poor?
How can eating healthily and exercising regularly benefit your life?
X