International English for Speakers of Other Languages Teacher’s Book 5 Expert (C1) level City & Guilds, the UK’s leading provider Every effort has been made to ensure of vocational qualifications, is a global that the information contained in this organisation with over 8500 centres publication is true and correct at the time in 100 countries. Offering awards at of going to press. However, City & Guilds’ progressive levels across a wide range products and services are subject of industries, City & Guilds enables to continuous development and individuals and organisations all over the improvement and the right is reserved world to achieve their educational aims. to change products and services from time to time. City & Guilds cannot accept liability You can find out more about our for loss or damage arising from the use of UK and international qualifications on information in this publication. our website www.cityandguilds.com General enquiries can be emailed to Cover and book design by CDT Design Ltd [email protected] Implementation by Phil Baines Studio Illustrations by Jane Smith City & Guilds fully supports the principle Typeset in Congress Sans of equal opportunities, and we are committed to satisfying this principle in all our activities and published material. Acknowledgements A copy of our Equal Opportunities Policy The authors and publishers are grateful statement ‘Access to assessment’ is to the following for permission to use available on our website or from copyright material in this book. Every Customer Relations. effort has been made to identify sources; however, should omissions have occurred City & Guilds the publishers welcome information from 1 Giltspur Street copyright holders. London EC1A 9DD UK pp114, 116, texts A and C extracted from T +44 (0)20 7294 2468 Tourist Attractions & Events of the World, F +44 (0)20 7294 2400 published by Columbus Travel Guides 2001, © Columbus Publishing Ltd. First edition published 2006 This edition published 2010 p136 Duncan Graham-Rowe and Will Knight, ‘Electronic skin…’, NewScientist.com, © 2010 The City and Guilds 16 August 2005. of London Institute City & Guilds is a trademark of the pp137, 138, texts copyright © William Leith City and Guilds of London Institute 2005, from The Hungry Years: Confessions of a Food Addict, London: Bloomsbury, 2005. ISBN-13: 978-0-85193-168-5 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. International English for Speakers of Other Languages Teacher’s Book 5 Expert (C1) level

Contents Introduction to Teacher’s Book 5 7

Student introduction to Book 5 8 Listening 1 Listening to respond 11

2 Listening to dialogues 35

3 Listening for key information 50

4 Following a discussion 63 Reading 1 Understanding text structure 79

2 Understanding the sequence of a text 93

3 Understanding the purpose of a text 113

4 Reading for key information 134 Writing 1 Writing a formal response 151

2 Writing on a topic 180 More information Expert level syllabus 201

Frequently asked questions: teachers 215

Frequently asked questions: students 217

Exam advice 219

Sample exam paper 220

Sample exam paper tapescripts 236 6 International English for Speakers of Other Languages Teacher’s Book 5 Expert Teacher’s Book 5 Expert 7 Introduction

gist, relationship and purpose Introduction to – showing understanding by Teacher’s Book 5 selecting information for a specific task Expert – following conversations to identify opinions and attitudes This teacher’s book is part of a new – recognising the coherence and and comprehensive range of support cohesion of texts materials created for the revised – showing understanding of the English for Speakers of Other structure and organisation of texts Languages qualifications. The City – reading short texts and identifying & Guilds International ESOL and their purpose Spoken ESOL awards are now – reading carefully to extract and available at all six levels of the transfer key information Common European Framework. – writing formally to communicate City & Guilds Common information given in an input text Qualifications European – writing freely on a given topic. Framework This teacher’s book contains all of Mastery C2 Mastery the student book activities along Expert C1 Effective with practical ideas for their delivery Operational in the classroom. Proficiency The activities can be used as Communicator B2 Vantage appropriate to your own teaching Achiever B1 Threshold situations. Some involve pair and group work, encouraging the Access A2 Waystage students to discuss and understand Preliminary A1 Breakthrough the different ways in which we listen, read and write in order to Support materials for International communicate. ESOL include a student book, teacher’s book and CD for each of We have aimed to produce materials the six levels. that will encourage students to develop their general English The format of the student book language skills and that will help follows that of the test, with each them prepare for the International unit containing a variety of activities ESOL test. At Expert level, candidates that will help students develop the are required to use English with a particular skills of listening, reading high degree of clarity, precision and and writing they will need in the fluency. The Writing units in this book exam. Each part of the test has a aim to engage students’ interest in distinct focus, which is reflected in developing the skills they will need the units in this book. There is a more to operate effectively at this detailed introduction before each advanced level. unit, explaining how candidates at Expert level are tested in the There are practice test activities following areas of proficiency: at the end of each unit with a key – listening to identify and respond for your reference. We have also to different language functions included advice from the examiners – listening to dialogues to recognise for you to pass on to your students purpose, topic, context, speakers, as you help them prepare for success. 8 International English for Speakers of Other Languages Teacher’s Book 5 Expert

This book will help you to understand the Student introduction different ways we listen, read and write. to Book 5 The activities in the units give you the chance to practise your skills. This book The levels of the City & Guilds International helps you to improve your general English English for Speakers of Other Languages language abilities, while preparing for the qualifications correspond to the Common International ESOL test. European Framework. Tapescripts of the listening activities City & Guilds Common are provided at the back of the student Qualifications European book. You are advised to use these for Framework revision after doing the exercises in class. Email addresses, telephone and fax Mastery C2 Mastery numbers, and website addresses given in Expert C1 Effective the exercises are not real. Operational There are test practice activities with advice Proficiency from the examiners at the end of each part. Communicator B2 Vantage There is also a sample exam paper to help Achiever B1 Threshold you prepare for success in the International ESOL test. The test practices and sample Access A2 Waystage paper follow the format of the paper Preliminary A1 Breakthrough version of the ESOL test. Your teacher can give you information about taking the test The International ESOL test at Expert level online. Some of the instructions online are has sections on Listening, Reading and different from those given in the paper Writing. There is no Speaking section in this version. The types of question for each test, but there is a separate City & Guilds part are the same. International Spoken English test. Teacher’s Book 5 Expert 9 Listening

Student book This book Listening

1 Listening to respond 9 11

2 Listening to dialogues 24 35

3 Listening for key information 32 50

4 Following a discussion 39 63 10 International English for Speakers of Other Languages Teacher’s Book 5 Expert Listening Listening Part 1 11 Introduction

Introduction to Listening Part 1

The focus of Listening Part 1 at Expert level is to listen to a range of short, unfinished conversations typical of spoken English. Candidates must then identify the best response to complete the conversation. The conversations take place in a wide range of social settings and use a variety of language functions. Look at the list of language functions for this level on pages 212–214. The test items are based upon this list. The correct responses are always natural and common. The incorrect options belong to different groups of functions. The candidates hear each conversation once only, so it is important for them to anticipate the kind of response that is likely to complete a short conversation. The activities in this unit will give your students the opportunity 1 to practise identifying purpose, anticipating likely responses and avoiding distractors which fit in terms of grammar and topic area but which do not work pragmatically in the context. At C1 level, candidates need to be exposed to as wide as possible a range of authentic spoken language. Encourage your students to take opportunities outside the classroom to listen to films, TV and radio programmes to become more and more familiar with the ways in which messages are communicated in everyday conversations. The sample test material at the end of the unit and the sample exam at the end of the book will help your students to put into practice the skills that the activities in this unit help them develop and will help them to practise reading the options carefully to anticipate what they will hear. Candidates need to be able to: – recognise the context of what they hear by asking themselves ‘Where is this person speaking? Are they in a business meeting, in a restaurant, at the doctor’s surgery, etc?’ – ask themselves ‘Who are the people having this conversation? Are they colleagues, friends, a travel agent and a customer, etc?’ – recognise the language function from both what is being said and the tone of voice in which it is being expressed – understand the importance that stress and intonation play in communication. There are eight items at Expert level. Candidates hear each item once only and the correct response is always clear and unambiguous. 12 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Student introduction

The focus of Listening Part 1 at Expert level is to listen to a range of short, unfinished conversations typical of spoken English. You have to identify the function of each prompt you hear and then select the most appropriate response from a choice of four. The correct responses are always natural and common. The incorrect options belong to different groups of language functions.

What you hear will include a focus on the following features of language: – register – stress/intonation – idiomatic/colloquial English.

You need to listen to as much everyday, social English as possible. At this level you are expected to be familiar with a wide range of idioms and colloquialisms and to recognise differing degrees of formality in both what is said and how it is expressed.

You need to be able to: – recognise the context of what you hear by asking yourself ‘Where are these people speaking? Are they in a business meeting, in a restaurant, at the doctor’s surgery, etc?’ – ask yourself ‘Who are the people having this conversation? Are they colleagues, friends, a travel agent and a customer, etc?’ – recognise the language function from both what is being said and the tone of voice in which it is being expressed – understand the importance that stress and intonation play in communication.

There are eight items at Expert level. You will hear each conversation once only and the correct response is always clear and unambiguous. Listening Part 1 13 Listening to respond

1 Listening to respond Notes Stress matters! Get your students to look at the list of functions. Check that they know them all. Ask them how frequently they think they use each function in their own first language every day (often, occasionally, rarely). In pairs, ask them to think of a common first-language expression they use for each function. Explain that functional language is often very personal – we all have our own favourite expressions. 1 Look at the list of functions. Do you know how to express them? Do you often express these things? Functional language is often very personal – we each have our own favourite expressions that we prefer to use. I express this function: Functions often occasionally rarely Activity 2

A Agreeing 4

B Disagreeing 5

C Persuading 3

D Complaining 2

E Sympathising 7

F Seeking permission 6

G Expressing surprise 1

H Blaming 8

Now tell them to listen to the recording of eight utterances, each one expressing one of the functions. Ask them to write the correct numbers next to each function, using the boxes in the last column of activity 1. Tell them to think about what is being said and how it is said. 2 Now listen to the recording. Each person expresses one of the functions. Match each statement to a function. Write the correct numbers above. Think about what is being said and how it is being said. 1

1 1 Male voice ‘Really? I’d no idea!’ 2 Female voice ‘Oh, I wish you’d clean up once in a while!’ 3 M ‘Go on, say yes. You’ll love it once you’ve started.’ 4 F ‘Absolutely. You’ve hit the nail on the head.’ 14 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 5 M ‘I’m afraid I have to contradict you there.’ 6 F ‘Would it be okay if I borrowed your lecture notes?’ 7 M ‘I was very sorry to hear your news.’ 8 F ‘It’s all your fault. How could you have been so stupid?’

Ask how easily they managed to match them. Play the recording again, pausing after each one to check their answers and to ask which phrase and/or tone of voice helped them to make their decision. You may need to explain the idiom ‘to hit the nail on the head’ (to say something that is exactly right, often when others have failed to get to the point). 3 Now listen to the recording again to check your answers. Which phrase and/or tone of voice helped you to recognise the function?

Now tell them to listen to the recording of eight utterances expressing different functions. Get them to write down the names of the functions (thanking, expressing hope, etc). If you like, you can pause after each one and allow them to discuss their ideas in pairs. Alternatively, get them to work singly and run the recording straight through. Then play the recording again, pausing after each one to check their answers and to ask what they think the context of each one might be (who, where and what about). The following are some possibilities. 4 Listen to the recording of more speakers expressing different functions. Write down the names of the functions (thanking, expressing hope, etc). Listen to the recording again. What do you think the context (who and what about) of each one might be? Check your answers. 2 Function Who What about

Inviting friends/neighbours invitation to a barbecue

Encouraging teacher/parent giving support for abilities talking to a child or boss talking to employee

Expressing individual just failed a test disappointment or had something ruined

Forgiving friends forgotten to do something

Speculating friends imagining emigrating to Australia

Asking about friends/colleagues planning a journey preference Listening Part 1 15 Listening to respond

Expressing friends/teacher a fact about something Notes interest and student

Advising older person to counselling about an someone in trouble unexplained difficulty

2 1 Female voice ‘We’re having a barbecue on Friday and wondered if you and Mike would like to come?’ 2 Male voice ‘I’ve got a lot of faith in you. I’m sure you can do it. Go on, go for it!’ 3 F ‘Oh no! I can’t believe it. After all my hard work and effort – nothing!’ 4 M ‘Oh, don’t worry about it. Honestly, it doesn’t matter at all.’ 5 F ‘I should think, all being well, we’ll be in Australia this time next year.’ 6 M ‘So how would you rather go – by coach or train?’ 7 F ‘Wow! I didn’t know that. That’s absolutely fascinating!’ 8 M ‘Well, before you do anything, I’d get yourself a good lawyer.’

Now get the students to think about suitable responses to the different functions shown by the illustrations. Play the recording. There is a 10- second pause after each utterance to allow them to write down what they think may be a suitable response. Tell them that there are many likely responses (not just one correct one), but they should all be addressing the same function. They can either work in pairs or singly. 16 International English for Speakers of Other Languages Teacher’s Book 5 Expert

5 Now you are going to think about suitable responses to different functions. Listen to the recording. There is a 10-second pause after each item to give you time to write down what you think may be a suitable response. There are many likely responses (not just one correct one). 3

3 12 1 Male voice ‘Sorry to bother you, but I wonder if you could give me a hand with this case?’ 2 Female voice ‘I think we should go for the whole week, and not just the two days – what do you reckon?’ 3 M ‘Look, try to be realistic. Do you stand any chance of passing?’ 34 4 F ‘Well done! You’ve sorted it all out brilliantly.’ 5 M ‘Oh, no! Someone’s jammed up the photocopier again.’ 6 F ‘You don’t mind if I leave a few minutes early, do you?’ 7 56 M ‘Oh, Naomi, I’d like you to meet Bob Mercer. He’s taken over from Stuart.’ 8 F ‘… and finally, make sure you lock up when you’ve finished. Now, have you got all that?’

Then tell them that they are going to listen to the next recording, which has the same statements, but this time followed by suitable responses. 78 Get them to check whether they have written the same or similar responses. Pause after each response to check and to ask for their alternatives. You can jot down any acceptable alternatives on the board. If you want, you can play the recording a third time for them to practise the intonation in the dialogues.

6 Now listen to the recording with responses. How similar are they to the ones you have written? Write down the ones you hear. 4 1 ‘Yes, of course. No problem.’

2 ‘Okay. Why not?’

3 ‘No, not really.’

4 ‘Thank you.’

5 ‘Don’t blame me.’

6 ‘Of course not.’

7 ‘How do you do? Pleased to meet you.’

8 ‘I think so.’ Listening Part 1 17 Listening to respond

4 Notes 1 Male voice 1 ‘Sorry to bother you, but I wonder if you could give me a hand with this case?’ Male voice 2 ‘Yes, of course. No problem.’ 2 F ‘I think we should go for the whole week, and not just the two days – what do you reckon?’ M ‘Okay. Why not?’ 3 M1 ‘Look, try to be realistic. Do you stand any chance of passing?’ M2 ‘No, not really.’ 4 F1 ‘Well done! You’ve sorted it all out brilliantly.’ F2 ‘Thank you.’ 5 M1 ‘Oh, no! Someone’s jammed up the photocopier again.’ M2 ‘Don’t blame me.’ 6 F ‘You don’t mind if I leave a few minutes early, do you?’ M ‘Of course not.’ 7 M ‘Oh, Naomi, I’d like you to meet Bob Mercer. He’s taken over from Stuart.’ F ‘How do you do? Pleased to meet you.’ 8 F1 ‘… and finally, make sure you lock up when you’ve finished. Now, have you got all that?’ F2 ‘I think so.’ Let me stress that! Ask the students to look at the following sentences. The sentences are identical, but the meaning varies depending on where the stress (the underlined words) falls. Invite them to discuss the different meanings in pairs, and then look at them as a whole group. 7 Look at the following sentences. They are identical, but the meaning varies depending on where the stress falls (the underlined words). Talk about how the meaning varies, depending on where the stress is put. 1‘Didyou invite Jason to the party?’ Yes or no?

2 ‘Did you invite Jason to the party?’ Or did somebody else invite him?

3 ‘Did you invite Jason to the party?’ Specifically him, rather than anyone else. Implies some disapproval, but could be approval/admiration of something daring.

4 ‘Did you invite Jason to the party?’ Implying that it might be okay to invite him to something else, but not the party itself. 18 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Now ask them to predict suitable responses. 8 Write suitable responses to the questions. 1 Yes, I did.

2 No, Charles did.

3 No, I didn’t think you two got along.

4 I sent him tickets for the play, but I didn’t mention the party.

Play the recording and see how close their answers were. Play the recording again, and get them to repeat the dialogues, paying attention to the different stress patterns. 9 Listen to the recording. How similar were your responses to the recording? 5

5 1 Male voice ‘Did you invite Jason to the party?’ Female voice ‘Yes, of course I did.’ 2 M ‘Did you invite Jason to the party?’ F ‘No, I think Tom did.’ 3 M ‘Did you invite Jason to the party?’ F ‘Yes. Why? Didn’t you want him to come?’ 4 M ‘Did you invite Jason to the party?’ F ‘Of course not! Not to the party!’

Ask your students to listen to some more examples of stress patterns and to choose the most suitable response from each choice of four. 10 Now listen to some more examples of stress and choose the most suitable response from each choice of four. Circle the correct letters. 6 1 a ‘No, Tess is.’ b ‘No, early.’ c ‘No, Thursday.’ d ‘No, studying.’

2 a ‘Most of it.’ b ‘They make it.’ c ‘Not the cheese.’ d ‘In the shop.’ Listening Part 1 19 Listening to respond

3 Notes a ‘He called by.’ b ‘His wife did.’ c ‘This morning.’ d ‘Philip Cameron.’

4 a ‘No, the main import.’ b ‘No, the second largest.’ c ‘No, in the Eastern part.’ d ‘No, pistachio nuts are.’

6 1 Male voice ‘So, are you working late on Friday?’ 2 Female voice ‘Do they produce all the cheese on the farm itself?’ 3 M ‘Did Philip Rogers phone just now?’ 4 F ‘Are dates the main product from that part of Iran?’

Play the next recording, pausing after each item to check their answers and to discuss why the other options are wrong (all the responses refer to the stressed words in the prompts). If you like, you can play the recording again, getting them to practise the stress patterns. 11 Now listen to the recording with the correct responses. Check your answers. Discuss why the other options are wrong. 7

7 1 Male voice ‘So, are you working late on Friday?’ Female voice ‘No, Thursday.’ 2 F ‘Do they produce all the cheese on the farm itself?’ M ‘Most of it.’ 3 M ‘Did Philip Rogers phone just now?’ F ‘His wife did.’ 4 F ‘Are dates the main product from that part of Iran?’ M ‘No, pistachio nuts are.’ 20 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Phrasal verbs ‘Work it out!’ There are more than 3,000 combinations of verbs with adverbs and prepositions (particles), known as ‘phrasal verbs’, that are in common use in everyday modern English. These phrasal verbs have over 6,000 meanings, and the list is always expanding. There are some excellent dictionaries and organisers, which explain the different types of phrasal verb and which give plenty of current examples of their use and meaning (e.g. Collins Cobuild Dictionary of Phrasal Verbs, Phrasal Verb Organiser ). At Expert level, candidates are expected to have a good understanding of and ability to use a wide range of phrasal verbs. In Listening Part 1, phrasal verbs may be found in the question or statement that is heard, or in the options from which the answer must be chosen. There are many ways to expand your students’ range of phrasal verbs through: – texts of all types – grammar games – ‘stem verb’ of the week, where a board is devoted, for instance, to the verb ‘to come’ and both you and your students put up as many examples of phrasal verbs in their contexts as they can find or think of – cartoons with empty caption bubbles, to be filled in using phrasal verbs. However, hearing and reading them in their natural context is by far the best way to become familiar with them, so make sure you use phrasal verbs as part of your everyday communication with your students. There are more than 3,000 combinations of verbs with adverbs and prepositions (particles), known as ‘phrasal verbs’, that are in common use in everyday modern English. These phrasal verbs have over 6,000 meanings, and the list is always expanding. Some examples are ‘fall out’, ‘break into’ and ‘run out of’. The best way to expand your range of phrasal verbs is to read as many types of text and listen to as many different people speaking as you can.

Ask the students to look at the pictures. Then play the recording of six short dialogues. Tell the students to match the dialogues with the pictures. Get them to write the numbers of the recordings under them. Ask them to write down the phrasal verbs they hear. Listening Part 1 21 Listening to respond

12 Look at the pictures and listen to the recording of six short dialogues. Match the dialogues and the pictures. Write the numbers of the dialogues in the boxes. Write down any phrasal verbs that you hear. 8

8 1 36 Male voice ‘I hear that Sarah and Jenny fell out at the party. Lin said they had a real bust-up.’ Female voice ‘Did they? Well, they must’ve made it up because yesterday they seemed to be getting on well again.’ 2 M ‘Somebody broke into the High Street post office on Friday night.’ F ‘Really?’ 15 M ‘Yeah – they got away with five hundred thousand pounds apparently.’ F ‘(whistles)’ 3 M ‘Dave told me you’d taken up bungee jumping.’ F ‘Mmm – it’s brilliant.’ M ‘But – what do you get out of it?’ F ‘It’s the ultimate thrill. That point, just before you jump, when you don’t know if you 42 can go through with it or not.’ M ‘Well, rather you than me…’ 4 F ‘You’re two hours late!’ M ‘I know. We had a bit of a problem on the journey.’ F ‘What? You didn’t break down again, did you?’ M ‘No. We just ran out of petrol this time!’ F ‘Honestly, you’re absolutely hopeless!’ 5 F ‘Wow Andy! That looks incredible!’ M ‘Oh, it’s just a little something I knocked up in a couple of minutes…’ F ‘Come off it! You must’ve put in a good three hours on the cake alone.’ 6 M ‘Look at the time! This evening’s flown by! We ought to be getting on home.’ F ‘Oh, why don’t you both stop over for the night? The bed’s already made up in the spare room.’ M ‘Well, are you sure that won’t put you out?’ F ‘Course not. And you can sleep in tomorrow morning, too. It’s Saturday.’ M ‘Well, that does sound very tempting… Thanks.’

Play the recording again. Pause after each item to check the students’ answers and to pick out the phrasal verbs used (make a list on the board). 13 Now listen to the recording again. Check your answers. How many phrasal verbs did you recognise?

Now ask your students to find the correct response in the list on the right to the question or statement on the left. Get them to underline the phrasal verbs at the same time. They can do this exercise in pairs if they like. 22 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 14 Work with a partner. Find the correct response in the list on the right to the question or statement on the left. Underline the phrasal verbs. 1 ‘Millie and Anna are so alike.’ E A ‘I’d love to. But I’m snowed under with work.’

2 ‘Why do you keep putting me down B ‘Oh, her father, definitely.’ all the time?’ C

3 ‘How’s Maria getting on with her C ‘Because you keep coming out with the new job?’ H most stupid ideas.’

4 ‘You’ll have a hard job convincing D ‘I’m pretty good at making ends meet.’ Ed that the plan will work.’ I

5 ‘How do you get by on so little E ‘I know. I can’t tell them apart.’ money?’ D

6 ‘How about going out for a F ‘I blame his parents. They let him get curry later?’ A away with anything.’

7 ‘You’ve lost weight, haven’t you?’ J G ‘Oh, don’t be put off by appearances. He’s really nice, actually.’

8 ‘I saw Lisa with her new boyfriend. H ‘She seems very happy. I think she’s I thought he looked a bit rough.’ G really taken to it.’

9 ‘Tom’s growing into a real handful.’ F I ‘Oh, he’ll come round in the end.’

10 ‘Who do you think the baby takes J ‘Yes, I’ve cut down on fat and cut out after?’ B sugar altogether.’

Now play them the recording to check their answers. Pause after each one to check their understanding of the phrasal verbs. 15 Now listen to the recording and check your answers. 9

9 1 Male voice ‘Millie and Anna are so alike.’ Female voice ‘I know. I can’t tell them apart.’ 2 M ‘Why do you keep putting me down all the time?’ F ‘Because you keep coming out with the most stupid ideas.’ 3 M ‘How’s Maria getting on with her new job?’ F ‘She seems very happy. I think she’s really taken to it.’ 4 M ‘You’ll have a hard job convincing Ed that the plan will work.’ F ‘Oh, he’ll come round in the end.’ Listening Part 1 23 Listening to respond

5 Notes F ‘How do you get by on so little money?’ M ‘I’m pretty good at making ends meet.’ 6 M ‘How about going out for a curry later?’ F ‘I’d love to. But I’m snowed under with work.’ 7 F ‘You’ve lost weight, haven’t you?’ M ‘Yes, I’ve cut down on fat and cut out sugar altogether.’ 8 M ‘I saw Lisa with her new boyfriend. I thought he looked a bit rough.’ F ‘Oh, don’t be put off by appearances. He’s really nice, actually.’ 9 F ‘Tom’s growing into a real handful.’ M ‘I blame his parents. They let him get away with anything.’ 10 M ‘Who do you think the baby takes after?’ F ‘Oh, her father, definitely.’

Now ask them to listen to the recording and to choose the correct response to each question or statement from the choice of four. Give them enough time to read the options through first. 16 Listen to the next recording. Choose the correct response to each question or statement from the choice of four. Read through the options first. 10 1 a ‘Oh, I hope not.’ The shop may have to close. The reply expresses regret/sympathy. b ‘Excuse me.’ c ‘Take care.’ d ‘Of course.’

2 a ‘That’s true.’ b ‘Go ahead.’ c ‘Fair enough.’ Offered the chance to consider (the suggestion, plan, etc). The reply expresses the reasonableness of this offer. d ‘Tell me then.’

3 a ‘It’s fine.’ b ‘No problem.’ Is asked to repeat something. Reply expresses willingness to comply with this request. c ‘Please do.’ d ‘Thank you.’ 24 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 4 a ‘Because it’s so much fun.’ b ‘I put in a lot of overtime.’ c ‘I took all of last week off.’ Is asked why there is still so much paperwork to do. Reply gives the explanation. d ‘We needed to get it done.’

10 1 Male voice ‘Business has been dropping off. I think we’ll have to close the shop down by the end of the year.’ 2 Female voice ‘I tell you what. Think it over tonight and let me have your answer tomorrow.’ 3 M ‘Would you mind running through that again?’ 4 F ‘How come you’re so behind with all your paperwork?’

Play the recording a second time, pausing after each item to check students’ answers and discuss why the other options are inappropriate. 17 Now listen to the recording a second time. Check your answers. Why are the other options inappropriate? Idioms ‘Can I give you a hand?’ Idiomatic language expresses ideas and feelings in a metaphorical rather than a literal way. Idiomatic expressions can rarely be translated from one language to another and cannot be made up on the spur of the moment – they are fixed and are used and recognised by native speakers in all aspects of life. There are some excellent dictionaries and organisers of idioms (e.g. Idioms Organiser). These books can give you ideas for how to introduce idioms to your students via topic or key words. However, as with phrasal verbs, the best way to expand your students’ range of idiomatic language is to get them to read and listen to all kinds of different text, and to introduce idioms naturally in your lessons. Idiomatic language expresses ideas and feelings in a metaphorical rather than a literal way. Idiomatic expressions can rarely be translated from one language to another and cannot be made up on the spur of the moment – they are fixed and are used and recognised by native speakers in all aspects of life. As with phrasal verbs, the best way to expand your range of idiomatic language is to read and listen to as many different kinds of text as you can. Listening Part 1 25 Listening to respond

Read through the following sentences with your students. Check that Notes they all understand them. Then tell them to listen to the dialogues and to note down any idioms they hear that mean the same as the sentences. They appear in the same order in the dialogues. 18 Read the following sentences. Then listen to the dialogues and note down any idioms you hear which mean the same as the sentences. They appear in the same order in the dialogues. 11 A It was far too difficult for me. ‘out of my depth’ – swimming idiom, being unable to touch the bottom of the pool when you’re in the water.

B We discussed things seriously. ‘had a heart to heart’

C Some problems have been eliminated. ‘we’ve cleared the air’

D She is being very extravagant. ‘splashing out’

E She was extremely wealthy. ‘worth a fortune’

F It upset him badly. ‘it knocked him for six’

G He’s very happy. ‘he’s in seventh heaven’

11 1 Male voice ‘How’s the psychology night-class going?’ Female voice ‘Oh, I’ve given it up.’ M ‘You haven’t, have you? Why?’ F ‘Well, I went to three sessions, but honestly, I was out of my depth, especially compared to the rest of the class.’ 2 F ‘You and David seem to be getting on better this week.’ M ‘I know. We sat down after work on Friday and had a real heart to heart about things.’ F ‘Oh, I’m so pleased. You both look so much more relaxed.’ M ‘Yes, I think we’ve cleared the air, thank goodness.’ 3 M ‘Fiona Harvey seems to be splashing out these days – a new Porsche, a month in the Seychelles…’ F ‘Oh, haven’t you heard? She inherited everything from her great aunt – and she was worth an absolute fortune.’ M ‘Really? How interesting…’ 4 M ‘How did Rod get on in his exams, by the way?’ F ‘He failed them all, I’m afraid.’ M ‘No! Oh dear, poor Rod!’ F ‘I know. It knocked him for six, I can tell you.’ M ‘I bet it did. So what’s he doing now?’ F ‘Well, he’s working with Bill Myers in his garden design business.’ M ‘Oh that’s great! I bet he’s good at that.’ F ‘He is and he loves it. He’s in seventh heaven, and Bill’s really pleased with him, too…’ 26 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Get them to compare the idioms they have written down in pairs. Then play the dialogues again, pausing after each one to check their answers. How many of the expressions were new to them? Write them all on the board. 19 Compare the expressions you have written with those of your partner. Then listen to the dialogues again and check your answers. How many of the expressions were new to you?

Now tell them to listen to the recording, in which they hear a variety of idiomatic expressions used in a functional way. They have to select the most appropriate response. First ask them to read through the options. 20 First read through the options. Now listen to the recording. You will hear a variety of idiomatic expressions used in a functional way. Select the most appropriate response for each item and circle the letter. 12 1 a ‘It’s so annoying.’ b ‘He’s too busy.’ c ‘Okay, that’s fine.’ d ‘I’m delighted.’

2 a ‘Poor you!’ b ‘That’s great!’ c ‘Why not?’ d ‘Pardon me!’

3 a ‘If you don’t.’ b ‘Would you?’ c ‘Unless you will.’ d ‘Won’t you?’

4 a ‘It serves him right.’ b ‘It’s up to us.’ c ‘It’s fine with him.’ d ‘She went over the line.’

5 a ‘Are you sure?’ b ‘Certainly not!’ c ‘With pleasure!’ d ‘Whatever next?’

6 a ‘No. Just to be on the safe side.’ b ‘No. It’s all over, thank goodness.’ c ‘Yes. Things are looking up.’ d ‘Yes. That’s the best idea.’ Listening Part 1 27 Listening to respond

7 Notes a ‘Indeed. You go ahead.’ b ‘Yes. Nip it in the bud.’ c ‘Quite. It needs sorting out.’ d ‘I agree. Best to ignore it.’

8 a ‘He’s got a memory like a sieve.’ b ‘Oh, well, forgive and forget.’ c ‘An elephant never forgets.’ d ‘It always jogs his memory.’

12 1 Male voice ‘Honestly, just look at Edgar, swanning around as if there was no work to be getting on with.’ doing very little, but moving around nonchalantly 2 Female voice ‘Julie and I see eye to eye about most things, actually.’ agree about most things, have similar outlooks 3 M ‘Right now, I’m not sure what’s going to happen, but I’ll keep you posted.’ inform you as and when I can 4 F ‘Monica was way out of line when she told Mr Sykes to get lost like that.’ did the wrong thing, acted very inappropriately and beyond her brief 5 M ‘You’re not losing your touch, are you?’ becoming less able 6 F ‘So you do reckon there’s light at the end of the tunnel?’ hope in the future, a way out of a problem 7 M ‘People are obviously sending private emails during office time, but I generally turn a blind eye.’ pretend not to notice, ignore something 8 F ‘You can keep on reminding Harry till the cows come home.’ forever, repeatedly

Play the recording again, pausing after each item to check their answers. Ask them to pick out the idiomatic expressions. Write them on the board. Discuss their meaning and why the other options are not appropriate. Formal or informal? By Expert level, your students should be sensitive to the differing degrees of formality used in spoken English, which signal the relationships between speakers and the contexts in which they are speaking. They need to be aware of what the people are saying to each other and how they are saying it. In Listening Part 1 of the International ESOL test, you will also be tested on your ability to recognise differing degrees of formality used in spoken English. 28 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Ask them to listen to the five short recordings and to say whether the language that is used is formal, neutral or informal. Ask them to note down any language that gives clues about the register. 21 Listen to the five short recordings and decide whether the language that is used in each conversation is formal, neutral or informal. Make a note of any language that gives you clues about the level of formality. 13 Formal/neutral/ Language/phrases used informal

1 Formal ‘Excuse me, but’, ‘I’d be pleased to’, ‘so much’, ‘you’re very welcome’

2 Informal ‘Hey, Ange’, ‘you know’, ‘mate’, ‘Hi! How you doin’?’, ‘You?’, ‘Yeah, cool!’, ‘See you around’, ‘Sure. See you’

3 Neutral ‘please’, ‘thank you’

4 Formal ‘How may I help you?’, ‘Certainly, sir. Can I take’, ‘may I have’

5 Informal ‘skint’, ‘Any chance of a tenner?’, ‘Do me a favour’, ‘loaded’, ‘No way’, ‘get lost’

13 1 Female voice ‘Excuse me, but you couldn’t tell me the way to the Adelphi Theatre, could you?’ Male voice ‘I’d be pleased to. Just follow this road to the end and it’s on your left. You can’t miss it.’ F ‘Thank you so much.’ M ‘You’re very welcome.’ 2 M1 ‘Hey, Ange, this is Ben, you know, my mate from Sheffield.’ F ‘Hi! How you doin’?’ M2 ‘Pretty good. You?’ F ‘Yeah, cool! Are you staying with Pete?’ M1 ‘Yeah – he’s down for the weekend.’ F ‘Good to meet you. See you around.’ M2 ‘Sure. See you.’ 3 F ‘Two tickets to Bath, please.’ M ‘Single or return?’ F ‘Return, please.’ M ‘That’s fifteen pounds seventy, please.’ F ‘Thank you.’ 4 F ‘Good morning. Mitchell Brothers. How may I help you?’ M ‘I’m hoping to have my windows replaced and wondered if someone could come round to give me an estimate.’ F ‘Certainly, sir. Can I take your name?’ M ‘It’s Leyton, Dennis Leyton.’ F ‘And may I have your address, Mr Leyton?’ Listening Part 1 29 Listening to respond

5 Notes M ‘I’m skint. Any chance of a tenner?’ F ‘Do me a favour.’ M ‘Go on, you’re loaded. Only ’til the weekend.’ F ‘No way, now get lost.’

Get the students to compare their answers with a partner and play the recording again, pausing after each conversation to check their answers. They can now turn to the tapescripts section and read the conversations. Go through the highlighted language with them. 22 Compare your answers with a partner’s. Now listen to the conversations again and check your answers. Discuss how the language helped you to decide the level of formality.

Now ask your students to listen to some more examples of different levels of formality and to choose the most appropriate response to each one by circling the letters. First ask them to read through the options. 23 Listen to some more examples of different levels of formality. Choose the most appropriate response to each one from each choice of four. Read through the options first. Circle the correct letters. 14 1 a ‘How do you do?’ b ‘Great to see you!’ c ‘How’s it going?’ d ‘Long time, no see.’

2 a ‘Okey-dokey.’ b ‘No probs.’ c ‘Of course.’ d ‘You most certainly can, sir.’

3 a ‘I’m terribly grateful.’ b ‘Thanks so much.’ c ‘Cheers, mate.’ d ‘That’s very kind.’

4 a ‘No way.’ b ‘Not likely.’ c ‘I can’t apologise enough.’ d ‘I’m afraid not.’ 30 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 14 1 Male voice ‘Lucy, this is Dr Wilkins. He’s recently joined the department.’ 2 M ‘I’d like to book a twin room for tonight, please.’ 3 Female voice ‘Hey, Barney, before I forget, here’s that fiver you lent me.’ 4 F ‘I realise it’s rather late, but are there any tickets left?’

Play the recording again and check their answers, paying attention to the inappropriateness of the wrong options. 24 Listen to the recording again and check your answers. Why are the other options inappropriate? 15

15 1 Male voice ‘Lucy, this is Dr Wilkins. He’s recently joined the department.’ Female voice ‘How do you do?’ 2 M ‘I’d like to book a twin room for tonight, please.’ F ‘Of course.’ 3 F ‘Hey, Barney, before I forget, here’s that fiver you lent me.’ M ‘Cheers, mate.’ 4 F ‘I realise it’s rather late, but are there any tickets left?’ M ‘I’m afraid not.’ Express yourself Remind the students that Listening 1 features short conversations in which people express a range of different feelings, opinions, attitudes, etc in everyday functional language. It will help the students as test candidates if they can anticipate some of the many things we express in conversations. Ask them to think of as many of these as they can and to put them in the A to Z boxes. Working in pairs is usually productive. 25 We express many different things in conversations. It will help you to prepare to answer the questions in Listening Part 1 if you think about the things we express. Work with a partner. How many of the following A to Z boxes can you fill with things you might express? There are one or two examples. Add as many others as you can think of. Listening Part 1 31 Listening to respond

ANNotes

BO

C concern P

DQ

ER

F S surprise

GT

HU

IV

JW

KX

LY

MZ

Now ask the students to share their ideas with the others in the group. Make notes of suggestions on the board and add any others which the students may have overlooked: criticism, approval, etc. 26 Compare your answers with those of the other students in your group. What answers do you have?

Explain that there will always be two speakers and that the final one of the exchanges heard will hold the clue to what follows. Remind the students that they have four options to choose from and that only one will fit in the context. Look at the options in the list below and discuss why d) is the only appropriate response of those given. 27 In the IESOL test you will hear eight short unfinished conversations. There will always be two speakers. The pattern will be as in this example. Speaker A: ‘You’re here at last. It’s about time!’ Speaker B: ‘Sorry, have you been waiting long?’ Speaker A: ‘Forty minutes! Where on earth have you been?’

You then have to choose the best of four options to continue the conversation. In this case, the options could be: a I’ve travelled quite a lot recently. b Yes, most of the time. c Oh well, that’s okay, then. d I’m really sorry – I had to stay on at work.

The best option is d because it expresses apology and explanation. 32 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Explain that it will help students be successful if they think about the types of conversation they may hear. Ask them to work in pairs to prepare short conversations to act out for the other students. Ask them to make a note of the final exchange but not to say it as the idea is for their fellow students to say what language function(s) they expect to complete the conversation. Work with a partner. Prepare short conversations on the Speaker A, Speaker B... pattern and write down what speaker B says as the final line of the conversation.

Invite the students in their pairs to act out their short conversations. Ask the other students to predict what function(s) and the exponent(s) will be used. Then check with the students who wrote the conversation whether or not the others in the group have guessed correctly – perhaps not word for word but some acceptable alternative way of expressing agreement or disagreement; apology, complaint and so on. Focus on the clues in the conversations – the words used and also stress and intonation – which helped the students identify the likely function(s) used in the final utterance. Remind the students that in the test they hear the conversations once only; all the clues they can pick up on will be valuable. 28 Now act out the first three lines of your conversations. Do this once only and ask the other students to write down: (i) What speaker B will express (e.g. sympathy) (ii) How speaker B will express it (e.g. ‘Oh, I’m sorry to hear that’) Tell the other students what you wrote down for the final sentence in the short conversation and see if they have guessed what speaker B was expressing and how he/she expressed it. Test practice Tips from the examiners

Before you listen, read the four possible answers carefully and try to imagine what the situation might be and what message the speakers intend to communicate.

Remember that you hear each of the short conversations once only. The three incorrect options may look possible but when you hear the conversation, the context will make it clear that they do not fit in the situation, even if the grammar is correct and even though the words you read in the options may also be heard in the recordings.

Pay particular attention to how the speaker says what you hear. There will be clues to the correct answer in the speaker’s stress and intonation, the degree of formality or informality the speaker uses, and the types of colloquial language and idioms the speaker uses.

Remember to record your answer by circling the letter of the correct response. If you change your answer, make sure that you indicate your final choice clearly. Listening Part 1 33 Test practice

You will hear eight short unfinished conversations. Choose the best reply to Notes continue the conversation. Put a circle round the letter of the best reply. First, look at the example. You will hear the conversations once only. 16 Example Speaker 1: Are you sure this one will fit into the room? Speaker 2: It’s no bigger than the one we have now. Speaker 1: You really should measure it.

a ‘Why are you so surprised?’ b ‘You worry too much.’ c ‘I’ll change it after I finish this one.’ d ‘I have it right here.’

1 a ‘We can’t assume we’re over it yet.’ b ‘Sooner or later we’ll have to.’ c ‘I think you’ve overstepped the mark.’ d ‘I’m not going anywhere.’

2 a ‘He could be on his way here now.’ b ‘I think we made that very clear.’ c ‘I’m sure he’ll keep us informed.’ d ‘It would have saved us some time.’

3 a ‘That’s the icing on the cake.’ b ‘That’s the least of her worries.’ c ‘That’s the best of her options.’ d ‘That’s the first of many.’

4 a ‘So where do you suggest?’ b ‘So how soon can you do it?’ c ‘So what shall we take next?’ d ‘So when would you be free?’

5 a ‘It’s nothing to do with you.’ b ‘Well, you know it’s a strange job.’ c ‘Sort of dizzy and light headed.’ d ‘You always ask the same question.’

6 a ‘How should I go about this?’ b ‘Oh, what happened in the end?’ c ‘Haven’t you read about her yet?’ d ‘Oh, in what particular respect?’ 34 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 7 a ‘Yes, I’ll see you tomorrow.’ b ‘Thanks. Same to you.’ c ‘Sorry. Thought you’d finished.’ d ‘Yes, I’ll see what I can do.’

8 a ‘I can’t wait to try it.’ b ‘Maybe something else then.’ c ‘In that case, I’ll take one.’ d ‘I’ve heard the news too.’

16 Male voice 1 ‘Part 1. Part 1. You will hear eight short unfinished conversations. Choose the best reply to continue the conversation. Put a circle round the letter of the best reply. First, look at the example. You will hear the conversations once only.’ M1 ‘Number 1, Number 1.’ Male voice 2 ‘I think we’ve made quite a bit of progress today.’ Female voice ‘But we really must make a decision.’ M2 ‘Now let’s not rush into anything.’ M1 ‘Number 2, Number 2.’ F ‘Dan just called. I’m afraid he can’t make this meeting.’ M2 ‘Oh no, we can’t really go ahead without him.’ F ‘He might have told us earlier.’ M1 ‘Number 3, Number 3.’ M2 ‘Maria is a bit worried about her new job.’ F ‘I’m not surprised. It’s a heck of a challenge.’ M2 ‘And she’ll have to get up earlier.’ M1 ‘Number 4, Number 4.’ F ‘Whoa! This is heavy. Where has it got to go?’ M2 ‘Down the cellar.’ F ‘You must be joking!’ M1 ‘Number 5, Number 5.’ M2 ‘What are you doing home so early?’ F ‘I felt really peculiar.’ M2 ‘How do you mean ‘peculiar’?’ M1 ‘Number 6, Number 6.’ F ‘I read your story. The character of the father rang very true.’ M2 ‘What about the mother?’ F ‘I found her a little less convincing.’ M1 ‘Number 7, Number 7.’ M2 ‘That’s the last item on the agenda. There are just one or two…’ F ‘OK, I’ll get going then.’ M2 ‘If you could just hold on one second…’ M1 ‘Number 8, Number 8.’ M2 ‘All right Julia, what’s it going to be?’ F ‘Oh I think I’ll have the duck today.’ M2 ‘They say it’s amazing.’ M1 ‘That is the end of Part 1.’ Listening Part 2 35 Introduction

Introduction to Listening Part 2 In Listening Part 2 at Expert level, candidates listen to conversations held by three speakers and choose the best option to identify the relationship of the speakers, the setting of the conversation, the likely outcomes and so on. Candidates need to be able to identify opinion and attitude as well as fact. There are several clues in each conversation and candidates need to listen to the whole recording to have the best chance of choosing the correct option. The candidates hear each conversation once only, so it is important for them to read the options carefully and be aware that apparently correct answers may be distracting. The activities in this unit will give your students the chance to listen out for and recognise features such as 2 confirmation, contradiction as signalled by intonation as well as by the actual words used. At C1 level, candidates need to be exposed to as wide as possible a range of authentic spoken language. Films and TV programmes offer excellent opportunities for students to listen to multi-participant conversations and to identify the attitudes and opinions of the different speakers. Encourage your students to listen to conversations of this kind and to share with classmates suggestions for extensive listening practice outside the classroom. The sample test material at the end of the unit and the book will help your students to put into practice the skills that the activities in this unit help them develop and to focus on features of successful examination technique such as recognising and avoiding distraction. Student introduction

The focus of Listening Part 2 at Expert level is to listen to conversations to identify certain aspects. One or more of the following aspects may be tested in each conversation: – context (where they are speaking) – gist, content (what they are speaking about) – purpose, function (why they are speaking) – attitude, opinion, feelings (what they are thinking and how they are feeling) – relationship (what the relationship between the speakers is) – possible outcome (what might happen next).

You will hear three conversations once only. After each one you answer two multiple- choice questions and select the correct answer – from A, B, C or D – for each one.

There will be three speakers in each conversation. The speakers will have distinct voices to help you identify who says what and there will be clear references to the different people involved.

There is an example of this type of question in the test practice at the end of this part of the book. 36 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 2 Listening to dialogues Context, relationships and gist Ask your students to make a quick list of the different places they had conversations yesterday and who the people involved were. Ask them to think about the kind of language they used, how they were feeling and what the conversations were about. Get them to compare their lists. Quickly brainstorm the range of places/ people we converse in/with. Now ask them to look at the pictures and, in their pairs, to discuss who the people are, where they are and what they may be talking about. You can come together as a whole class for a few minutes, to see how similar their ideas were, before asking them to listen to the recording. Ask them to match the conversations to the pictures and to write down what they consider to be the gist of the conversation. 1 Look at the pictures. With your partner, discuss who the people are, where they are and what they may be talking about. Now listen to the recording. Match the conversations to the pictures and write down what you consider to be the gist (the main point) of each conversation. 17 Who Where What about

1 bank manager/ bank opening a savings account customer

two friends café reasons for ending a relationship

police officer/ house reporting a burglary householder

3 17 1 Male voice ‘Well, Mrs Kite, there’s a number of options available to you. Our Gold Card account pays four-and-a-half per cent interest on savings of over fifteen thousand pounds.’ Female voice ‘Mmm, that’s quite good…’ M ‘It’s very good compared with most current rates, but of course, your 2 money would be tied up for five years.’ F ‘Tied up?’ M ‘You wouldn’t be able to make any withdrawals.’ F ‘Five years…’ M ‘Or, you may like to consider our Double Access, which would allow you to make two withdrawals per annum, provided neither was over five thousand pounds…’ F ‘And the interest rate on that one?’ M ‘Two point four per cent.’ F ‘Well, I’ll need to think it over for a bit, but thanks for your help…’ Listening Part 2 37 Listening to dialogues

2 Notes Female voice ‘Here’s your coffee, Nick. The waiter’ll bring the sandwiches in a minute. So, how are things between you and Maria?’ Male voice ‘Well, things’ve all come to a head this week, and I think it’s only fair to tell her how I really feel.’ F ‘Which is?’ M ‘What?’ F ‘How you really feel.’ M ‘How can I put it? Trapped, in a dead end, suffocated…’ F ‘It can’t be that bad, surely.’ M ‘I’ve been kidding myself for months that we can work it out. You know, get back to what it was like at the beginning…’ F ‘And…?’ M ‘Now I don’t think I want to. We’re both after different things. I mean, don’t get me wrong, Maria’s great. But I’m ready to move on, try new things. And she’s not interested.’ F ‘So that’s it?’ M ‘Yup. I’m telling her tonight…’ 3 Female voice ‘So, to try and establish the time of the crime, you and your wife were out the entire evening, Mr Bradshaw?’ Male voice ‘Yes, yes, we were. I guess we left around seven, seven-fifteen. Thereabouts, anyway.’ F ‘And your son came round when?’ M ‘He can’t be sure about that – nine, he thinks, but he couldn’t swear to it.’ F ‘But he didn’t go into the lounge?’ M ‘No, he just popped in to borrow a DVD – we keep them in the hall. But he did say the hall light was off and we normally leave it on.’ F ‘Right. That’s worth noting. And you and your wife got back at…?’ M ‘Just after midnight. Shock of our life, I can tell you, when we opened the lounge door. I mean, just look at it!’

Check their answers, and make sure they all agree on the main point of each dialogue. 2 Check your answers with your partner’s.

Then play the recording again and ask them to answer the questions. 3 Listen to the recording again and choose the correct options below. The bank manager a tries to persuade the woman to select a specific account. b suggests which account would be unsuitable. c gives details but does not recommend a particular account. d is unsure whether Mrs Kite is a suitable customer.

Nick a doesn’t know how he feels. b thinks he might change his mind. c has only recently made the decision. d doesn’t want Maria’s feelings to change. 38 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Which of these statements is true? a Mr Bradshaw’s son noticed something unusual. b The house was occupied between nine and midnight. c The whole house was in a mess. d The burglar must have left the light on.

Discuss the answers as a whole class and ask the students at which point they became sure of each answer. Now tell them to listen to three more dialogues. This time they will hear them once only. Again, the questions focus on the relationships between the speakers, the context and the main gist of their conversations. Explain that distraction is usually built into the dialogues. Most of the options will have some reference made to them in the conversations. They have to be sure of why they are disregarding the wrong options. 4 Now listen to three more dialogues. You will hear them once only. Again, the questions focus on the relationships between the speakers, the context and the main gist of their conversations. Watch out for words and phrases that are deliberately included to distract you! Most of the options will have some reference made to them in the conversations. Listen carefully so that you can identify and disregard the wrong options. First read the questions and options to be sure of what you need to focus on. 18 Conversation 1 Where is this dialogue taking place? a During a social event. b During a business meeting. c During a political debate. d During a family discussion.

What are the speakers talking about? a The last twelve months’ profits. b The figures from Clive’s department. c A campaign against their competitors. d Whether to create more small shops.

Conversation 2 Where is this conversation taking place? a A garage workshop. b A police station. c A petrol station. d A car showroom.

What are they talking about? a A bill that’s too high. b An unsatisfactory job. c A flat battery. d A future car service. Listening Part 2 39 Listening to dialogues

Conversation 3 Notes Who is this conversation between? a Travel agent and customer. b Careers teacher and student. c Two university students. d Mother and son.

What are they talking about? a How to earn some money. b Whether to go to university. c When to go to university. d Where to go travelling.

18 1 Female voice ‘And finally, to the last item on the agenda: exploring the potential for expansion of small Eight-til-Late branches in the south-west.’ Male voice ‘My department has just finished its detailed research on mini-market demand in the suburbs and, in a word, it’s massive.’ F ‘But at the same time, our main competitors are suggesting a downturn in profits in this section of the market.’ M ‘But that’s because they’re campaigning in the wrong areas – ready meals, snacks and so on. Not what we would be offering, with our local producer contacts.’ F ‘Well, our near-future strategy is to wait and watch for the next twelve months or so.’ M ‘Twelve months! That’s madness. We need to make our mark now, take the risk – although in fact, our figures suggest the risk is minimal.’ F ‘I’m sorry, Clive, but the decision’s already been taken…’ M ‘What? Before you’ve even discussed March’s figures?’ F ‘For the moment, yes. Branch expansion’s on hold.’ 2 Male voice ‘Ah, Mrs Bridges, back again? Can’t get enough of my company? Ha-ha…’ Female voice ‘Yes, to the former. No, to the latter.’ M ‘Oh dear. What’s up?’ F ‘I thought you were supposed to have fixed the back lights when you did the service.’ M ‘Yes, we did fix them.’ F ‘In that case, why was I pulled over last night by a police car, and told that neither of them was working?’ M ‘Well, they were definitely working when you left here on Monday.’ F ‘Well, they aren’t now – and my bill included new lights, plus the labour of fixing them.’ M ‘Have you reversed into anything, or let the battery go flat…?’ F ‘No, I haven’t! And I’m not sure what you’re implying…’ M ‘All right, all right, keep yer hair on. Let’s have a look, shall we?’ 3 Female voice ‘It’s from Nottingham University. Well, go on – open it!’ Male voice ‘Yes, they’ve accepted me!’ F ‘Oh Tom, that’s wonderful news. What grades do they want?’ M ‘Two As and a B, and they say I can defer going until next year.’ F ‘Defer going? What do you mean?’ 40 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes M ‘Well, I’ve been meaning to tell you and Dad, but I’m thinking of taking a year off before uni, to go travelling, you know, have a gap year.’ F ‘Travelling? Where?’ M ‘I’ve been looking at travel agents, the Internet – I’m thinking of Australia.’ F ‘Australia? What on earth for? And what are you going to do for money?’ M ‘Well, I can work as I travel. I mean loads of people do.’ F ‘And what about your careers teacher at school? What has he got to say about it?’ M ‘That it’s up to me, basically, but the experience could be very useful…’ F ‘Oh, I don’t know. I was so sure you’d be going this October, and putting it off for a whole year. You might get out of the knack of studying…’ M ‘Don’t be daft. You know that’s not me.’ F ‘I’ll tell you one thing, your dad’s not going to like it…’

Ask them to compare their choices in pairs. 5 Compare your choices with your partner’s.

Then play the recording again, pausing after each conversation and discussing their answers and why the other options are wrong. 6 Now listen to the recording again, checking your answers with your teacher and discussing why the other options are wrong. Attitudes and opinions Ask your students to look at the following statements and note whether they agree or disagree with them. Then ask them to say how strongly they feel about their opinions by grading each statement from 1 (not very strongly) to 4 (extremely strongly). 7 Look at the following statements and say whether you agree or disagree with them. Then judge how strongly you feel about your opinions by rating each statement from 1 (not very strongly) to 4 (extremely strongly). Agree/Disagree 1 to 4

a All jobs should be paid equally.

b Killing animals for sport should be banned.

c Space exploration is a waste of money.

d Everyone should learn a second language.

e Modern art is mostly rubbish.

Get them to discuss their answers in pairs and then find out from the whole class who felt most and least strongly about each statement. Listening Part 2 41 Listening to dialogues

8 Discuss your answers with a partner. Notes

Next ask them to imagine that two people are going to debate the issues in activity 7. What arguments (one for and one against) might these people give for each one? For example, statement a: all people would feel equally valued; it would reduce levels of ambition and competitiveness. Ask for some example arguments for each statement, making sure each group contributes some ideas. 9 Now, imagine that two people are going to debate these issues. What arguments might these people (one for and one against) give for each one? Discuss your ideas in small groups.

Now ask them to listen to the recording. In each case the people are discussing a topic about which they think differently. The questions ask about their attitudes and opinions. Tell them to read the questions first. 10 Now listen to the recording. In each conversation two people are discussing a topic about which they think differently. The questions ask about their attitudes and opinions. Read the questions first. 19 Whose responsibility should environmental protection be? a The individual. b Local government. c National government. d An international organisation. The man thinks c The woman thinks a

What do the people think about telling the truth? a Lies can be dangerous. b It is better to avoid the truth if it is hurtful. c Children are badly damaged by lies. d Lies are always detected. The man thinks b The woman thinks d

What do the speakers think about technological progress? a It reflects most people’s ambitions. b It causes stress. c It is inevitable. d It will improve people’s lives. The man thinks b The woman thinks c

19 1 Female voice ‘Don’t you use the recycling bank, Theo? You know, for glass, plastics, paper and stuff?’ Male voice ‘What’s the point, unless everyone in the local area does?’ F ‘Because it’s up to everyone to do their bit.’ M ‘But it’s so hit-and-miss. I mean each local government has its own policy on recycling and the environment in general, but they’re all dancing to a different tune. In some cases, they’re actually creating more problems.’ 42 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes F ‘So you’re waiting for some kind of global group to be formed before you bother to become involved. That’s an easy way out.’ M ‘No, not at all. My view is that the government should introduce policies which force all local authorities to do the same things, from litter fines through to fining people for not recycling.’ F ‘Well, I think that’s just passing the buck. The world belongs to each of us, after all.’ 2 Male voice ‘Have you seen Jean’s hair? It’s hideous.’ Female voice ‘I know. I told her she’d made a big mistake.’ M ‘You didn’t! That was really mean of you! Knowing you’d upset her. I said I thought she looked nice. She positively glowed.’ F ‘That is so cowardly.’ M ‘I disagree. It’s only a white lie. And she won’t know.’ F ‘She will when I tell her. Liars never get away with it.’ M ‘I don’t think you’d do that … And, anyway, what about telling your children that fairies exist, and Santa Claus will bring them presents?’ F ‘Well, I don’t do that either. I’m not exactly saying that kids are hurt by untruths, but I don’t feel it’s good for them either. It makes them suspicious of adults.’ M ‘Oh dear. I think you’re taking all this a bit too seriously…’ 3 Male voice ‘Honestly, this timing device on the recorder is driving me nuts. I’ve been trying to reset it for the last half hour and it still isn’t right.’ Female voice ‘Look, you just need to press the auto after you’ve tapped in the time. It’s simple.’ M ‘Oh, thanks. Sometimes I wish I could turn the clock back a couple of hundred years and have a more relaxed kind of life.’ F ‘Relaxed? You must be joking. Travelling on horseback through the night to get a message to a friend living in the next town? I don’t think so.’ M ‘Well, I’m not so sure. I just get so wound up by it all – the computer crashing, the washing machine flooding and the incessant noise of other people’s mobiles.’ F ‘Oh come on! Accept it! There’s no going back. People have always strived to invent and discover. That’s the human condition. That’s just the way life is.’ M ‘Hm. More’s the pity.’

Ask them to compare their answers with a partner’s. Then play the conversations again, pausing after each one to confirm their answers. Ask them to say at which point they were sure of their answers. Use this time to explain any language they are unsure of. 11 Compare your answers with a partner’s. Now listen to the conversations again, checking your answers. At which point were you sure of your answers? Was there any language you didn’t know? Listening Part 2 43 Listening to dialogues

Feelings Notes Ask your students to look at the expressions and to try to match them with the adjectives. 12 Look at the drawings. Match the emotions to the people. embarrassed furious surprised bored anxious

bored embarrassed furious Get them to think of experiences they have had (at any time in their lives) in which they felt these emotions. In small groups ask them to tell each other their anecdotes and ask the rest of the group to guess what emotion they felt. Make sure each student tells at least one anecdote. Move around the groups monitoring and making sure they are focusing on describing feelings and which situations can give rise to them. surprised anxious 13 Think of the various experiences you have had at different times in your life when you felt these emotions. In small groups, tell each other your anecdotes. Ask the rest of the group to guess what emotion you felt. Listen to the other students. Which emotions are they describing?

Now tell your students to look at the following list of emotions. Tell them they are going to listen to people expressing these emotions, both in what they say and how they say it. Ask them to try to match the emotion to the voice. Play the recording. 14 Now look at the following list of emotions. Check the meaning of any you are unsure of. You are going to listen to people expressing these emotions, both in what they say and how they say it. Match the emotions and the statements by writing the numbers in the boxes. 20 Meaning Number

A irritated 3

B amused 7

C grateful 2

D suspicious 5

E upset 8

F disbelieving 4

G fearful 1

H bitter 6 44 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 20 1 Male voice ‘No, no, don’t make me do that, please. It’s too deep…’ 2 Female voice ‘Well, what can I say? You don’t know what a relief that is to me.’ 3 M ‘Oh, for heaven’s sake. That’s the third time I’ve had to tell you.’ 4 F ‘No! Really? I can’t take it in, it’s just too much…’ 5 M ‘But I thought you said you were there before nine o’clock…’ 6 F ‘Tim’s always been the lucky one – good looks, popular, clever – and I’ve had to get used to living in his shadow.’ 7 M ‘Well, I never! I guess you’re never too old to learn. Who would’ve thought it?’ 8 F ‘You just never expect your best friend to let you down like that. After all we’ve been through together, as well.’

Get them to compare answers. Then play the recording again, pausing after each item to check their answers. You can get them to practise the intonation used for each one if you like. 15 Compare your answers with a partner’s. Then listen to the recording again, checking your answers with your teacher.

Write the following adjectives on slips of paper. Put them into a hat and ask the students to pick out one or two. Tell them they must express the adjective in just one sentence without saying the adjective. They can use any kind of topic or context. They must use their tone, stress and intonation to get their emotion across. The rest of the class must guess how they are feeling. Write the headline ‘How are they feeling?’ on the board. Write up the adjectives when they are guessed. If they come near (e.g. ‘surprised’ for ‘amazed’) then write it on the board but try to elicit the synonym. You should finish with a good spread of adjectives on the board. grumpy relieved nervous confident proud excited tired disappointed angry delighted eager pessimistic shy disgusted hopeful aggressive sad cheerful amazed bewildered Now tell the students that they are going to listen to two dialogues in which the speakers are expressing different emotions. Tell them to read the questions first. Listening Part 2 45 Listening to dialogues

16 You are going to listen to two dialogues in which the speakers are Notes expressing different emotions. Answer the questions about how the people are feeling. Read the questions first. 21 Conversation 1 How are the people feeling? a Annoyed. b Surprised. c Excited. d Depressed. The woman c The man a

Conversation 2 How do the people feel about the situation? a Embarrassed. b Confused. c Impatient. d Desperate. The woman b The man c

21 1 Female voice ‘James, it’s great news. I’ve been accepted to run the weekend art classes in March.’ Male voice ‘March! But that was when we planned the trip to Scotland.’ F ‘Yes, I know. I’m sorry about that. But this is such an opportunity for me, you know. To get my name known, to make an impression.’ M ‘Really? You could’ve let me know.’ F ‘But I’ve only just found out myself.’ M ‘No, I mean, let me know that this was on the cards. Then I could’ve prepared myself.’ F ‘Prepared yourself? For what?’ M ‘For the disappointment. That’s what!’ F ‘Oh James. Don’t be like that. This is my opportunity, it’s brilliant for my career.’ M ‘My, my, me, me, me – what about the rest of us? Don’t we count?’ 2 Male voice ‘What did the supplier say when you delivered our ultimatum, Moira?’ Female voice ‘Ultimatum?’ M ‘Yes, yes. I told you yesterday. Either he delivers every Monday or the deal’s off.’ F ‘But you said perhaps we should wait ’til next month before…’ M ‘No, no, no, I said we could wait ’til next month, but…’ F ‘I’m sure you said should…’ M ‘Oh, honestly, Moira! “Could”, “should”, what’s the difference…?’ F ‘Well, quite a lot…’ M ‘Look, do I have to dot every “i” for you, explain every little thing…?’ F ‘No, of course not. It’s just that…’ M ‘You need to buck up your ideas, Moira. I need someone who’s able to show a bit of…’ 46 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask them to compare answers. Then play the recording again, check their answers and discuss the language used to express the feelings and the intonation. If you like, you can get them to practise the dialogues in pairs (turn to pages 159–160 in the student book). 17 Compare your answers with a partner’s. Then listen to the recording again. Check your answers and discuss the language used to express the feelings and the intonation. Then practise the dialogues in pairs.

Remind the students that in the test they will hear three people speaking in short conversations and will need to decide why they are speaking, what relationships they have, what their opinions are and what seems likely to happen as a result of the conversation. As always, anticipating what they are likely to hear will help the students in the test and it is useful to practise this in preparation. Ask the students to work in groups of three to prepare conversations they can act out for the other students. Ask them to base their conversations on the types of everyday conversation we hear people having and to make sure that each of them has more than one turn. 18 We often have conversations in small groups. In Listening Part 2, you will listen to conversations between three people and will need to identify things like context, relationship, purpose, opinions, likely outcomes and so on. It will help you prepare to answer Listening Part 2 questions if you think about conversations in these ways. Work in groups of three. Prepare conversations which give each of you a different role. Make the conversations typical of those you have and hear every day in different places and among different people. Try to give each of the speakers at least two or three lines in the conversation.

Now ask the students to think of two questions to give the others in the group before they act out the conversation. Encourage them to choose two different types of question to help focus on who the speakers are, why they are having the conversation, what will happen next, etc. 19 Think of two questions to go with each of your conversations and write down your answers. Your questions can include things like: • Where is the conversation taking place? • Which of the three speakers doesn’t really want to go to the party? • Why does [name] laugh? • How many of the speakers think the film was boring?

Ask the students to act out their conversations for the others to listen to and answer the questions. 20 Give the other students your two questions. Act out your conversations once only for the other students. Can they guess the answers to your questions? Listening Part 2 47 Test practice

Now ask the other students to say what were the answers to the Notes questions put by the group acting out the conversation and what made them choose this. Check with the ones who had the conversation if their classmates were correct. Focus on the clues in the conversations – the words used and also stress and intonation as well as reference to one speaker by one of the others – which helped the students identify the purpose, relationships and outcomes of the conversation. Remind the students that in the test they hear the conversations once only; all the clues they can pick up on will be valuable. 21 What gave the clues to the correct answers to each conversation? This may have been things like: • mention of several parts of a railway station, hospital, etc. • speaker’s voice sounding reluctant, uncertain, etc. Test practice Tips from the examiners

Don’t forget that in Listening Part 2 you hear the conversations once only. The questions will ask you to listen for general information, and there will be clues in what the speakers say and how they say it to help you find the correct answer and avoid an answer that may look correct but doesn’t fit what the speakers actually say.

There will be three speakers in each conversation. The speakers will have distinct voices to help you identify who says what and there will be clear references to the different people involved. Make sure you read the question carefully before you listen so you know what to focus on.

Remember to record your answer by circling the letter of the correct response. If you change your answer, make sure that you indicate your final choice clearly.

You will hear three conversations. Listen to the conversations and answer the questions below. Put a circle round the letter of the correct answer. You will hear each conversation once only. 22 Conversation 1 Adrian is trying to describe what a he liked so much about the concert. b was missing from the concert. c he prefers about the band’s CDs. d was different from the band’s CDs.

Sue thinks George is disappointed because a the band isn’t as good as it was. b he expected more creativity. c the band performed better live. d the CDs are better than the live music. 48 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Conversation 2 The main purpose of the meeting is to a make Mike aware of his problem. b improve Mike’s relationships with staff. c find out about Mike’s personal problems. d express appreciation for Mike’s work.

Mike thinks that Cheryl a is always rude to him. b is under-qualified. c relies on him too much. d is very jealous of him.

Conversation 3 During the conversation, the travel agent a recommends and reassures. b influences and persuades. c provides alternatives and informs. d apologises and makes an offer.

The travel agent believes that Morocco has a retained its traditions over the years. b been seriously affected by global changes. c not adjusted its attitude towards tourists. d not come to terms with different cultures.

22 Male voice ‘Part 2. Part 2. You will hear three conversations. Listen to the conversations and answer the questions below. Put a circle round the letter of the correct answer. You will hear each conversation once only. Look at the questions for Conversation 1.’ M ‘Conversation 1.’ Female voice ‘So you didn’t enjoy them then, Adrian?’ M1 ‘That’s not what I said at all, Sue!’ F ‘Well that’s what it sounded like to me. Isn’t that right, George?’ M2 ‘No, I don’t think so, Sue. I know what you mean, Adrian. They were everything I expected but at the same time…’ M1 ‘Yeah, that’s exactly what I mean. They were great, as you would expect, but there was that certain something not quite there. I can’t put my finger on it.’ F ‘I know what it may be. You probably expected them to sound just like their CDs. Goodness knows you listen to them all the time. And then when you see them live, they disappoint because they can’t recreate the same sound they get in the studio.’ M1 ‘Mmm. I don’t think that was it. Anyway… it was great to see them after all this time.’ M2 ‘Oh, I wouldn’t have missed it for the world. Thanks for getting the tickets.’ M1 ‘My pleasure. Thanks for coming.’ M ‘Now, look at the questions for Conversation 2. Conversation 2.’ M1 ‘Hi Mike. Now I know this is a delicate matter, but it’s something we really need to resolve for all our sakes.’ M2 ‘Yes, OK. So I was a bit rude to Cheryl. I’m sorry, but she had it coming.’ Listening Part 2 49 Test practice

F ‘Mike, I think that’s part of the problem. You seem to be alienating people recently. We Notes just wondered if there’s something wrong, maybe in your personal life.’ M2 ‘Let’s leave my personal life out of it, shall we. I’m just trying to do my job.’ M1 ‘It’s not just Cheryl; several staff members have commented on your behaviour.’ M2 ‘Well, I’m sorry… but I’m fed up with Cheryl and everyone else expecting me to do everything around here. They sit around waiting for things to happen.’ F ‘Mike. I really think you’re overstressed, and we’d like to help you.’ M2 ‘Help me! I’ll tell you how you can help me. Get some of that lot to do some work, that would be a start.’ M ‘Now, look at the questions for Conversation 3. Conversation 3.’ M1 ‘Now, let’s have a look. Well, at this late stage I can only offer you ten days in Morocco.’ F ‘Morocco. I’ve never been to Morocco. What do you think, Tom?’ M2 ‘I don’t know, Rosemary. I was thinking more of the South of Spain myself. I suppose it’ll be different culturally. Can’t make up my mind. What do you think?’ M1 ‘I think it’s fair to say that lots of European resorts feel much the same, I suppose because of globalisation. Whereas, Morocco hasn’t changed nearly so much.’ F ‘Yes, I really like the idea of wandering round the old markets.’ M2 ‘I’m more interested in the ancient villages I’ve read about. Can we get to see the Sahara?’ M1 ‘Yes, you’d be surprised how near it is.’ F ‘My only concern is the chances of unwittingly offending local people.’ M1 ‘Oh I wouldn’t worry too much about that. They’re used to visitors and as long as you behave considerately you’ll have no problems, but that’s true anywhere.’ M ‘That is the end of Part 2.’ 50 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Introduction to Listening Part 3 The focus of Listening Part 3 at Expert level is to listen to a monologue and to extract key information with which to complete a set of brief notes on a message pad. The focus is on accurate identification and concise communication of factual information which is given amid a lot of irrelevant and potentially distracting commentary. The order in which the information is given in the monologue is always the same as the order the items appear on the message pad and each item is discrete, not dependent on a previous correct answer. The monologue may take the form of a lecture, radio broadcast, narrative, presentation or answerphone message, and will contain a range of 3 factual information. Candidates hear the monologue once only, so it is important for them to make their notes as short as possible so they don’t miss subsequent information. Answers over five words in length will not be accepted even if the information itself is correct. It will always be possible for candidates to answer in no more than three words and the activities in this unit will encourage this. There are eight questions in this part plus an example, which is always the first note. Candidates are given 10 seconds to read the uncompleted notes before listening. At C1 level, candidates need to listen to longer stretches of spoken language to learn to be able to edit out irrelevant information and focus on what is essential. Radio broadcasts offer excellent practice and it will help your students to prepare for the test if they listen to monologues outside the classroom as well as in lessons. Another way of getting them to understand the processes involved in coping with this kind of listening skill, is to ask them to research topics which they are interested in. Explain that the pieces should depend on facts rather than opinion or attitude. They can produce and record their own presentations or lectures (perhaps for homework) and devise questions on the material. Part of a lesson each week could be given over to the class listening to each other’s presentations and asking and answering their questions. The sample test material at the end of this unit and at the end of the book will help your students put into practice the skills that the activities in this unit help them develop and enables them to try out exam techniques. Listening Part 3 51 Introduction

Student introduction Notes

The focus of Listening Part 3 at Expert level is to listen to a monologue and to extract key information with which to complete a set of notes.

The monologue may take the form of a lecture, radio broadcast, narrative, presentation or answerphone message and will contain a range of factual information.

You will hear the monologue once only and you have to make short notes. Your answer won’t be accepted if you use more than five words so make sure you remember this when you do any practice for this part of the test. It will always be possible to keep your notes to under five words.

There are eight questions in this part plus an example, which is always the first note. You are always given 10 seconds to read the uncompleted notes before listening to the information.

You need to listen to a wide variety of monologues that contain lots of factual information. Being aware of the kind of information you need to listen for is one of the skills required for this part of the test. 52 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 3 Listening for key information Read out the following story to your class, not telling them that you’ll be asking them questions after. ‘Keiko Watanabe, a Japanese woman living in Istanbul, Turkey, had flown to London for the weekend to see her son, who was studying physics at Imperial College. She had also done quite a bit of shopping – food from Harrods and clothes from Marks and Spencer. Her flight from Heathrow Airport was at 11.20pm. At Paddington station, she asked the guard to tell her which platform she needed. “Where are you going?” asked the guard. “To Turkey,” she replied. “Platform three, madam. The train’s leaving in five minutes.” Keiko boarded the train. She was so tired that she fell asleep and the ticket inspector decided not to wake her up to check her ticket. Four hours later, Keiko was woken up by another passenger, who told her that the train had reached the terminus. Keiko got off the train and thought it didn’t look much like an airport. The guard on the platform said “No, there isn’t an airport. This is Torquay. A seaside resort in South Devon, about 250 miles from London.” Now ask them the following questions. They can either write them down or answer orally as a group. What nationality is Keiko? Where does she live? Why did she fly to London? What is her son studying? Where is he studying? What did she buy in London? Which shops did she use? What time was her flight due from Heathrow airport? Which railway platform was she directed to? How long was she asleep? Why didn’t the guard check her ticket? How far had she travelled? Where had she travelled to? How much of the factual information did they remember? Quite often when we listen to anecdotes, narratives and so on, we follow the gist of the story, rather than specific details. In Listening Part 3 of the International ESOL test, candidates are asked to listen for specific key information, in order to answer questions similar to those you’ve just asked them. Explorers Ask your students for the names of some famous explorers. What were they most famous for discovering? If they could go back in time to meet one of them, who would it be? What would they ask them? Listening Part 3 53 Listening for key information

1 Think of the names of some famous explorers. What were they most Notes famous for discovering? If you could go back in time to meet one of them, who would it be? What would you want to ask them? Name Discovery

Now tell them they are going to listen to some information about a little- known English female explorer and must complete the fact-file notes. Tell them to look at the incomplete notes first. 2 Listen to the recording to hear some information about a little-known English female explorer. You are going to complete the fact-file notes. First look at the incomplete notes. 23

FACT-FILE – EXPLORERS

Name: Mary Kingsley Year of birth: 1862 Father’s job: physician/doctor Parents died in: 1892 Climbed: Mount Cameroon Nickname: Only me Skirts saved her from: crocodiles Job in the Boer War: nurse Where buried: at sea

23 Female voice ‘Mary and Charles Kingsley were born within four years of each other; she in 1862 and he in 1866. Charles, as the son, although much less bright than his sister, was sent to Cambridge, while Mary looked after her mother when her father, a private physician to the rich and aristocratic of his day, travelled around the world. Within six weeks of both her parents dying in 1892, Mary Kingsley set off on her travels, having dreamed for many years of being free to do what she 54 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes wanted most – to explore the unknown and taste adventure. Most famous for her adventures in West Africa, she scaled a hitherto unclimbed face of the daunting Mount Cameroon and canoed down the dangerous rapids of the Ogooué River. She wrote about her adventures and claimed to be called ‘only me’ by the Africans, because of her habit of calling out ‘it’s only me’ when she entered their villages. At the time, most Europeans would have been outraged by the idea of a lady wearing trousers, so she concealed them under her voluminous long Victorian skirts. She declared that the thickness of her skirts had, on one occasion, delivered her from the teeth of a crocodile. When the Boer War broke out in 1899, Mary Kingsley took herself to the battlefield to work as a nurse, despite being one of the earliest pacifists. She died just a year later and was buried at sea off the coast of Africa, leaving behind an amazing collection of memoirs.’

3 Compare your answers with a partner’s. Now listen to the recording again. At what point do you hear the information that gives you an answer? Farming How much do your students know about farming methods used today in their own countries? How do they think farming methods have changed in the last two hundred years? Have all the changes been ‘progressive’? What impact have these changes had on the countryside and on our food? How do they feel about the ‘factory farming’ of fowl and other livestock? How do they foresee the future of farming worldwide? Get them to discuss these questions in small groups and have a brief feedback session. 4 Work in small groups to discuss the following questions about farming. Make some notes for each question. How do you think farming methods have changed in the last two hundred years?

What impact have these changes had on the countryside and on our food?

How do you feel about the ‘factory farming’ of fowl and other livestock?

How do you foresee the future of farming worldwide?

Now tell them they are going to listen to someone speaking about the Agricultural Revolution in England. Ask them to look at the incomplete notes first. Listening Part 3 55 Listening for key information

5 Now you are going to listen to someone speaking about the Agricultural Notes Revolution in England and complete the notes below. First look at the incomplete notes. 24

The Agricultural Revolution Dates: 1700–1850 Jethro Tull built: seed drill Robert Bakewell improved: health of livestock Crop rotation increased to: 4 courses Land enclosure disadvantaged: small farmers Animal feed supplemented by: cattle cake First all-steel plough introduced in: 1837 1860s saw introduction of: steam tractors The ‘mole plough’ helped improve: drainage

24 Male voice ‘Between 1700 and 1850 the population of Britain soared from nine to twenty-eight million, the reason being the abundance of food produced by the improved methods of farming. The first seed drill was built by Jethro Tull in 1701, allowing seed to be directly sown in rows, rather than scattered. Simultaneously, farmers like Robert Bakewell from Leicestershire concentrated on breeding healthier livestock, allowing more meat to be available for the masses. For centuries farmers had used a rotation system of only three courses, two crops and one fallow or unused year. By introducing the four-course system, in which they grew turnips in year three followed by grass and clover for animals to graze on, they made better use of the land. Landowners speeded up the practice of fencing off or enclosing previous common land, which had been used by small farmers. Consequently this latter group of people suffered badly and many were forced to move to the towns. By 1800, the method of feeding animals through the long winter months was changing, with farmers supplementing the traditional feed of turnips with cattle cake made from crushed oil seeds. More animals survived and managed to breed the following season. However, important as all these things were, they almost pale into insignificance alongside the invention of the all-steel plough, the first of which was built in 1837. The blades stayed sharp, unclogged with mud and, although still pulled by horses, cut the ploughing time significantly. Only three decades after the first steel plough was built, the steam tractors 56 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes were at work, at first mostly on the big, flat fields of the east of England, but eventually spreading to the whole country. Other inventions improved farmland, including the mole-plough, which is used to make underground drainage channels in clay soil. Later, clay pipes made land draining even simpler.’

Ask them to compare their answers and then play the recording again, asking them to raise a hand when they hear information which completes a note. Continue until you have checked all their answers. 6 Compare your answers with a partner’s. Now listen to the recording again. At what point do you hear information that gives you an answer? Cycling Ask your students which of these adjectives they would attribute to cycling and why. Get them to discuss their ideas in small groups. 7 How well do you think these adjectives describe the sport of cycling? Compare your views in small groups. useful dangerous fun outdated ecological boring healthy

Now get them to talk about the following questions in their groups. 8 Talk about the following questions in your groups. Is cycling encouraged/popular in your country/countries?

Which special provisions are made for cyclists?

What are the best ways to teach children how to ride a bike?

Tell them they are going to listen to a talk about a cycling expedition. Ask them to look at the incomplete notes first. Tell them to write any numbers as figures rather than words. Can they predict, in pairs, what the answers might be? Play the recording. Listening Part 3 57 Listening for key information

9 Now you are going to listen to a talk about a cycling expedition. Notes Look at the incomplete notes. Can you predict what the answers might be? Write any numbers numerically rather than as words. 25

Cycling Expedition Cyclists: Nick & Dick Crane Conquered: Kilimanjaro Summit’s height: 6000 metres Carried bikes for: 3000 metres Bikes used: Saracen mountain bikes Tyre type: knobbly Clothing based on: layer system Main problem: lack of oxygen Money raised for: charity/Third World/Intermediate Technology charity

25 Female voice ‘The mountain bike has been aptly named, used by adventurers to climb peaks worldwide. Cousins Nick and Dick Crane used years of climbing and cycling experience to conquer Africa’s highest mountain – Kilimanjaro. The expedition was incredibly demanding, but the payoff was tremendous – the downward freewheel of a lifetime. At nearly six thousand metres, the mountain is daunting enough for those unencumbered by wheels, and indeed the two men did have to walk while carrying their bikes for three thousand metres of the expedition, when the ice and snow made cycling impossible. They did, however, have a support team of porters and friends who carried their equipment, camping gear and food. The Crane cousins rode production model Saracen mountain bikes, which had not been modified or upgraded with any special extras. The bikes were fitted with knobbly tyres to give good grip on the varied types of terrain they would encounter. Both men used standard equipment and based their clothing on a layer system with insulated salopettes, T-shirts, and an inner and outer jacket. They wore thermal balaclavas, which could also be used as sun visors. The Cranes pedalled through several climate zones, starting with an equatorial rainforest. They carried their bikes to the rim of the volcanic crater, before riding the rest of the way to the summit. Towards the end, they could only ride for two minutes at a time before resting, because of the lack of oxygen at such an altitude. The whole event was organised in order to raise money for the Third World charity Intermediate Technology with sponsors from the worlds of business and the media.’ 58 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 10 Compare your answers with other students’ and then listen to the recording again, to check. How close are the answers to your original predictions?

Check their answers as a whole group and then play the recording again, pausing after each item to confirm. Summarising in five words or less It’s important that your students learn how to summarise facts in five words or less for this part of the International ESOL test. Read the following examples of a text with an answered question, as a whole group, paying attention to the words that are ‘key’ and those that can be omitted. It’s important that you get into the habit of learning how to summarise facts in five words or less for this part of the International ESOL test.

11 Read the following examples of a text with an answered question. Pay attention to the words that are ‘key’ and those that can be omitted. Having breakfasted early, the twins set out from John O’Groats on the cool but sunny morning of March the twenty-sixth, to start their walk to Land’s End. Q Date trip began: 26 March Tip: use numbers, not words

Lady Ada Lovelace, daughter of Lord Byron, was the first computer programmer. She devised a number of programs using special cards with tiny holes punched in them. Q Method used: Cards with holes/hole-punched cards Tip: ‘special’ and ‘tiny’ are not integral to the answer and can be omitted

All the remaining wall-space comprised shelves, which were tightly stacked from floor to ceiling with novels, biographies, histories, encyclopaedias, journals and autobiographies, works of philosophy, philology and goodness knows what else. Q Shelves contained: many/different books Tip: use one word, collective noun or category to cover a variety of examples

Now ask your students to listen to the short extracts on the next recording and to answer the questions in three words or fewer. This will give them practice at summarising in as few words as possible (even though in the exam they will be allowed up to five words). Read the questions together first. 12 Now listen to the short extracts on the recording and pick out the details requested below. Write answers of three words or fewer for each extract. 26 1 What did they do on Tuesday? sightsee/sightseeing/visited tourist sites

2 Invention used for bailing out/bailing out ships/bailing out water

3 Get vegetables

4 Do ask open-ended questions Don’t ask closed questions Listening Part 3 59 Listening for key information

5 Event in second week of January menswear sale/men’s clothes sale Notes

6 Book about mushrooms/fungi

7 Lecture on living without water/surviving without water

8 Hobby astronomy

26 1 Female voice ‘And on Tuesday we visited the Miró museum on the hilltop, the incredible Sagrada Familia, the unfinished cathedral designed by Antoni Gaudí, Park Guell and various other monuments and tourist attractions.’ 2 Male voice ‘Archimedes’ most famous invention was the Archimedes screw. This was a giant wooden screw, cased in a wooden cylinder. It enabled sailors to bail water out of flooded ships, which was vital in naval battles. The bottom end of the screw and cylinder was placed in water. When the screw was turned, it pulled the water up the sides of the cylinder and out of the top.’ 3 F ‘Oh, hi Harry! I’m likely to be late home from work tonight, so do me a favour, would you, and pop down to Liddell’s for me? I need a couple of turnips, a bag of spuds, some red onions, a couple of heads of garlic and some celery, if it looks crisp. There’s money in the second drawer down of the dresser. Thanks, love. See you later.’ 4 M ‘Children can be reliable witnesses, provided they’re asked the right kind of questions, say psychologists at Southampton University. Closed questions like “Did he drink his orange juice?” can be misleading and influence responses, especially if repeated. But repetition of open-ended questions like “Was he drinking anything?” or “What was he drinking?” can have the opposite effect of improving recall, they found.’ 5 F ‘And we’ll open the second week of January with massive reductions in prices on coats, jackets and suits – up to fifty per cent off, and up to forty per cent on all trousers, jeans and sportswear. Underwear, shirts and jumpers all fifty per cent off, too. And on ladieswear we’ll…’ 6 M ‘And our final recommendation is The Mushroom Book, by Thomas Laessae and Anna Del Conte, which catalogues 450 species, with excellent illustrations. It also offers some mouth-watering recipes and detailed advice on what to pick and what to reject when hunting fungi for the kitchen.’ 7 F ‘What is remarkable about the animal world’s attitude to water is the way so many creatures manage to survive long periods with only minimal quantities and – the subject of today’s lecture – how some actually do without it altogether. A breed of antelope on an island in the Red Sea, which is completely without water, has never been observed drinking and it is assumed they glean their moisture from plant life. There is also the case of a small mammal…’ 60 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 8 M ‘I’m interested in why certain planets have moons, how our solar system was formed, and what new minerals or gases may be found on Pluto or Neptune. My study is filled with stuff on the constellations of the stars, black holes, pulsars, quasars, you name it. And, my pride and joy, an observation tower and telescope in the garden.’

Check the answers as a whole-group activity and encourage the students to use their dictionaries to look up any new vocabulary. 13 Compare your answers with other students’ in your class and then listen to the extracts again and check your answers. You can then read the tapescripts and look up any new vocabulary in your dictionaries. Listening for information Remind the students that Listening Part 3 features a monologue with a high content of factual information, much of which is redundant in terms of the notes candidates need to take. All the practice students can do outside the classroom will be a valuable aid to the development of the skill of listening to extract relevant information from the body of a monologue. Ask your students to listen out for, and record if possible, monologues heard on radio or on the internet. 14 We listen to monologues of many different types – lectures, announcements, answering machine messages, etc. In Listening Part 3, you will listen to a monologue and make notes. It will help you to prepare to answer Listening Part 3 questions if you think about the important information contained in monologues and also about the extra things people say, which we don’t need to make notes about. If you have the chance, listen to radio programmes or internet monologues and record these to bring to lessons.

If the students have managed to find suitable monologues, play these and ask the group to listen out for what they consider the key information. Ask them, in pairs, to ask questions which can be answered in no more than five words and to share these with the rest of the class. 15 In groups, listen to the recordings other students bring in. Decide what information is important and what doesn’t really need to be noted down. Write the start of notes relating to the recording (the number doesn’t really matter for this exercise, just think of as many as you can) which the other students can try to complete in one to five words.

Ask for answers – reminding students that an answer in more than five words will not get a mark in the test – and ask for opinions on what facts were important and what was redundant, background information. 16 Discuss the answers. Why was some information included in the notes and why was some information not important? Listening Part 3 61 Listening for key information

Test practice Notes Tips from the examiners

Remember that you hear the monologue in Listening Part 3 once only. Use the time you are given before you hear the recording to look carefully at the information you are asked to provide.

Don’t forget that you have to give the required information in no more than five words. You won’t have time to write more, and if you did, you would be penalised in the test.

If you think you have found the correct information but aren’t sure how to spell a word, write your answer anyway. If what you write can be clearly understood you will be given credit for it.

You will hear a lecture in which a film historian talks about the origins of Hollywood. Listen to the lecture and complete the notes below. Write short answers. An example is done for you. At the end of the lecture you will have two minutes to read through and check your answers. You will hear the lecture once only. 27

Beginnings William Dickson’s position: Edison’s assistant 1. Quality of Kinetoscope image: Crude and jerky (moving) picture 2. Genre of most early movies: Comedy and adventure

3. Change Porter’s ‘story film’ made: Popular art form

4. Edison’s reaction to illegal Kinetoscopes: Suing / he sued entrepreneurs Going West 5. California film-making season: All year (round)

6. Advantage of the Californian landscape: Good / perfect for Westerns / like the Wild West 7. Actor’s opinion of early cinema: Low form of art / passing fad 8. Contemporary prediction of Hollywood’s future: A more lively place 62 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 27 Male voice ‘Part 3. Part 3. You will hear a lecture in which a film historian talks about the origins of Hollywood. Listen to the lecture and complete the notes below. Write short answers. An example is done for you. At the end of the lecture you will have two minutes to read through and check your answers. You will hear the lecture once only. You have one minute to look at the notes below.’ Female voice ‘Good evening everybody. Now I’m going to talk a bit about the beginnings of the movie industry and the growth of Hollywood. And the only place to start really is with Thomas Edison. In 1892, Edison, who’d spent his life as an inventor, came up with something he called the Kinetoscope, although most of the work seems to have been done by one of his assistants, William Dickson. The Kinetoscope was really the first motion picture device and was in the form of a kind of box that one person at a time could look through. Inside photographs flashed through the light to show a rather crude, jerky moving picture. These boxes began appearing in New York City amusement arcades and pretty soon spread all across America. They were called Nickelodeons; Odeon, the name of the ancient Greek theatres and Nickel, because it cost a nickel, or five cents, to watch. People didn’t realise what was about to begin. The first moving pictures were mostly short comedies or adventure stories. And then, in 1903, a man called Edwin S. Porter, known as “the father of the story film”, produced an eight-minute effort called ‘The Great Train Robbery’. It became incredibly successful and turned what had been just a gimmick into a popular art form. Now this growing popularity of movies attracted more entrepreneurs into the film industry, many of whom began building their own versions of the Kinetoscope, despite the fact that Edison held the patent. When Edison began suing everyone around New York and the East Coast, filmmakers panicked at the prospect of ending up behind bars. So they skipped town and headed west in true cowboy style. Where did they end up? You guessed it. A little place called Hollywood in southern California, about as far away from Edison as they could get. For many, the opportunity to make films all year long in sunny California was just too good to pass up and pretty soon it was the place to be if you were a filmmaker. Now at this time California really did resemble the real wild west. The wide open spaces, punctuated by the odd dilapidated building made it, with the addition of a cowboy, a heroine and a couple of horses, the perfect place for filming Westerns on a low budget. Hundreds of Westerns were made during this time and the prospect of cinematic glory attracted aspiring filmmakers like gold prospectors to the Klondike. Now screen actors in the early days of Hollywood were mostly out-of-work theatre actors, most of whom were ashamed to be appearing in this passing fad and low form of art. They were paid five dollars a day and never received on-screen credit. To an extent, they were right. Most of the early silent films made at this time were really awful. But future cinematic greats such as Cecil B. DeMille, William Fox and Adolph Zukor, founder of Paramount Pictures, produced enough high-quality films to raise the industry’s reputation. Now I’ll finish this part with a quote from a 1909 newspaper article: “The sleepy town surrounded by orange groves in the northern suburbs of Los Angeles seems likely to become a more lively place if an assumption can be made by the interest shown in it by filmmakers.” If that reporter had only known...’ M ‘You will now have two minutes to read through and check your answers. That is the end of Part 3.’ Listening Part 4 63 Introduction

Introduction to Listening Part 4 In Listening Part 4 candidates listen to a longer and more complex conversation between two speakers, one male and one female, and choose the best of four options to answer each of eight questions. The questions always follow the order in which the information appears in the conversation. The questions deal not only with factual information but also opinions and attitudes, which are often identified by recognising stress and intonation patterns or interpreting irony. The candidates hear the conversation once only, so it is important for them to read the options carefully and to be aware that apparently correct answers may be distracting. The activities in this unit will give your students the chance to listen out for and recognise features of spoken 4 language which express meanings beyond the words themselves. At C1 level, candidates need to be comfortable with listening to longer conversations in which the speakers express opinions and attitudes, which may at times be the same and at other times different. Encourage your students to listen for conversations of this kind outside the classroom and to share useful material with their fellow students. The sample test material at the end of the unit and the book will help your students put into practice the skills that the activities in this unit help them develop and to gain experience of listening carefully to longer conversations under controlled conditions. Student introduction

The focus of Listening Part 4 is to listen to a discussion between two people and to answer multiple-choice questions on the following aspects: – the gist of the discussion – specific details – the purpose of the discussion – the key ideas and attitudes of the speakers – the difference between fact and opinion.

The discussion is between male and female speakers. The question format may be either sentence completion or question-and-answer. The questions always follow the order of the discussion.

You will hear the discussion once only and must answer by circling the letter of the correct reply. You are given 20 seconds to read the questions before you listen.

You will find it helpful to have practice in: – listening to discussions on a wide range of topics, where both obvious and subtle differences of opinion are expressed. Radio and the Internet are very valuable sources of listening material – taking part in discussions yourself, where you have to argue from a certain standpoint, using persuasive tactics to change another person’s viewpoint – understanding the language of argument, justification, giving examples, and so on – listening for mood, emotion and attitude in different speakers. 64 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 4 Following a discussion How fast should food be? Ask your students to say how far they agree with the following statement on food and eating. Get them into groups to compare their ideas and to give reasons for their opinions. Move around and monitor their discussions, asking them to give examples to back up their opinions and making sure they are listening to and responding to each other’s points of view. 1 How far do you agree with the following statement on food and eating? ‘Multinational fast food companies are a good thing for the planet.’ Get into small groups and compare your ideas with other students’. Think of good reasons for your opinions. Write down the arguments for and against. Arguments for:

1 They encourage international understanding.

2 They help people to save time.

3 They are instantly recognisable wherever you are.

4 They provide employment.

Arguments against:

1 They undermine local/traditional food.

2 They encourage obesity/bad eating habits.

3 They create a culture of waste (disposable packaging).

4 They destroy forests (logging for beef).

Now tell them that they are going to listen to a man and woman discussing fast food outlets and they must answer the questions as they listen. In the test they’ll hear the discussion twice. Give them 20 to 30 seconds to look at the questions and, if necessary, allow up to a minute before replaying the recording. 2 You are going to listen to a man and woman discussing fast food outlets. You must answer the questions as you listen. You’ll hear the discussion twice. You have 30 seconds to look at the questions and your teacher will allow some time before replaying the recording. 28 The woman doesn’t like a the man’s comment. b the smell of the food. c eating meat. d the taste of fries. Listening Part 4 65 Following a discussion

The man objects to Notes a the council. b take-away food. c the litter. d birds and animals.

The woman thinks more rubbish bins would a be helpful. b not be used. c attract animals. d need emptying more often.

What does the woman think about people who eat fast food? a They don’t think about what’s added to the food. b They are ignorant of where the food comes from. c They eat their food too quickly. d They don’t think food matters very much.

What does the man think about fast food? a It’s cheap. b It’s satisfying. c It’s convenient. d It’s anti-social.

What do both speakers agree is a bad thing? a People are being encouraged to overeat. b Chicken being included in children’s food. c The globalisation of fast food companies. d Poor cooking standards in some countries.

What effect does the woman think fast food chains have on the local economy? a Local people are forced out of business. b The profits are not enough for growth. c Young people are given poor pay. d There is too much money too fast.

Which statement best reflects the man’s final comments? a People must be allowed to choose. b I’d ban certain types of food. c I have completely changed my mind. d Trading policies are often unfair.

28 Male voice ‘Mmm, that makes you feel hungry, doesn’t it? I could just go a burger and fries.’ Female voice ‘You are joking, I hope. It’s absolutely disgusting.’ M ‘Oh dear! Are you one of these anti-meat crusaders?’ F ‘It’s not that, it’s just the whiff of the fat that they use which is so revolting.’ 66 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes M ‘Really? Not to me. Although I have to say that all these take-away boxes and stuff strewn all over the place are a bit off-putting – especially when it’s windy or wet, you know, it makes everywhere such a mess – they could have a few more bins around. That would stop the birds and animals getting at it. I suppose that would be the council’s responsibility, though.’ F ‘Yeah, but look at that one over there, it’s nearly empty and yet there’s loads of stuff lying around everywhere. My objection to fast food generally is that it kind of degrades the whole idea of cooking and eating.’ M ‘A bit of a blanket statement, that, isn’t it?’ F ‘Not really. I just mean that people who eat this kind of stuff take food for granted, you know, see it as a quick fix, something that’s just not important instead of something to be prepared with love and care and a lot of consideration. It’s not even about where the food is sourced or the additives and things that go into it. It’s kind of the idea of just mindlessly filling up your body, like putting petrol in the tank.’ M ‘I think that’s a bit harsh. I mean the pace of life has changed for a lot of people, hasn’t it? And fast food satisfies that need for something quick and easy when you haven’t got all day to sit round a table being sociable. It probably costs you a bit more, but not that much.’ F ‘Well, yes, I know all the arguments, but you can cook good, local food pretty quickly, too.’ M ‘And?’ F ‘And retain the food’s national identity. I suppose my other problem’s with the spread of certain fast food chains all over the world, you know, riding roughshod over the planet…’ M ‘Well, yes, there I must agree you do have a point. Very soon you won’t be able to tell which continent you’re in, let alone which country, food-wise.’ F ‘Exactly. And that is a shame. Especially where traditional cooking is thrown out in favour of processed chicken pieces – you know, children who aren’t used to eating a lot of fat suddenly end up eating loads of the stuff.’ M ‘On the other hand, though, jobs are created and that must help the local communities in one way or another, you know, keeping young people in the area and so on…’ F ‘How can you say that? At first it might seem as if there’s the prospect of growth. However, the main bulk of the profits go straight to the company coffers and any small local businesses, you know, cafés, little restaurants and local food producers, also suffer. They don’t get a look-in.’ M ‘Ah well, that’s market forces for you! In the end you can’t deny people what they want and if that’s a double cheeseburger with chips and double helpings of mayonnaise, who am I to say “No”! Talking of which, what shall we do for lunch?…’

Check the answers as a whole-group activity and encourage the students to use their dictionaries to look up any new vocabulary. Play the recording again. 3 Compare your answers with a partner’s. Then listen to the recording again and check your answers with your teacher. Listening Part 4 67 Following a discussion

Agreeing and disagreeing Notes Your students need to be able to spot any markers that signal whether a speaker is going to agree or disagree with something that has just been said. First ask them to match the beginnings and endings of these expressions of agreement and disagreement. 4 When you listen to people putting forward different ideas, you need to be able to spot any markers which signal whether a speaker is going to agree or disagree with something that has just been said. Look at the mixed-up expressions. Match the beginnings and endings of these expressions of agreement and disagreement. Expressions of agreement

1 ‘I couldn’t agree 7 your point.’ 2 ‘You’ve got 6 grant you that.’ 3 ‘I can’t 5 you’re coming from.’ 4 ‘You’re 2 a point there.’ 5 ‘I see where 1 with you more.’ 6 ‘I’ll have to 3 argue with that.’ 7 ‘Well, yes, I take 4 absolutely right.’

Expressions of disagreement

1 ‘You couldn’t 6 quite differently.’ 2 ‘I can’t let you 5 entirely.’ 3 ‘I couldn’t 2 get away with that.’ 4 ‘We’ll have to agree 1 be more wrong.’ 5 ‘I disagree 3 agree less.’ 6 ‘I see it 7 quite wrong about that.’ 7 ‘I’m afraid you’re 4 to disagree.’

Now ask them to listen to the recording. They will hear some two-turn dialogues with the second turn left unfinished. Ask your students if the speakers are going to agree or disagree and to predict how the speakers will finish what they are saying. Get them to note their ideas down. 5 Now listen to the recording. You will hear some dialogues with the second turn left unfinished. Do you think the speakers are going to agree or disagree? Write A (agree) or D (disagree). How do you think the speakers will finish what they are saying? 29 Agree/Disagree Finish statement

1

2

3

4

5 68 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 29 1 Male voice ‘Honestly, the prices that restaurant charges! Twenty pounds for a starter! You were quite right about it.’ Female voice ‘Hm, yes, but having said that…’ 2 F ‘God, the traffic’s been dreadful this week, hasn’t it?’ M ‘Tell me about it. You know yesterday it took me…’ 3 M ‘Dylan Winter’s been causing trouble again. If you ask me it’s about time someone shook some sense into that boy.’ F ‘That’s a bit harsh, isn’t it? I mean he’s only…’ 4 F ‘I don’t know about you, but it seems to me Head Office is piling the pressure on a bit.’ M ‘Don’t I know it! This week alone I’ve…’ 5 M ‘You’ve got to admit that Ray Ferguson would make a really good parliamentary candidate.’ F ‘Come off it! He…’

Check their ideas and ask for their reasons. What clues did the second speakers give? 6 Compare your ideas with other students’ in your group. What clues did the second speakers give?

Then play the next recording which gives the rest of the conversations – pausing after each one to compare their answers and explain the clues (‘having said that’, ‘tell me about it’, ‘come off it’, etc). 7 Now listen to the next recording, in which the conversations are completed. How close were your predictions? 30

30 1 Male voice ‘Honestly, the prices that restaurant charges! Twenty pounds for a starter! You were quite right about it.’ Female voice ‘Hm, yes, but having said that the food really is fabulous.’ 2 F ‘God, the traffic’s been dreadful this week, hasn’t it?’ M ‘Tell me about it. You know yesterday it took me two hours to get into work.’ 3 M ‘Dylan Winter’s been causing trouble again. If you ask me it’s about time someone shook some sense into that boy.’ F ‘That’s a bit harsh, isn’t it? I mean he’s only having a bit of fun.’ 4 F ‘I don’t know about you, but it seems to me Head Office is piling the pressure on a bit.’ M ‘Don’t I know it! This week alone I’ve been bombarded with fourteen different demands.’ Listening Part 4 69 Following a discussion

5 Notes M ‘You’ve got to admit that Ray Ferguson would make a really good parliamentary candidate.’ F ‘Come off it! He’d be absolutely hopeless!’ Travel and tourism Tell the students that they are now going to listen to some short extracts of people talking about different aspects of travel and tourism. Ask them to read the questions (one per extract) first. The nature of the questions will tell them what kinds of opinion or idea they should be listening for. Also tell them to focus on how the distracting material is used and why they decide to reject it. Then play the recording (which they will hear twice) and ask them to answer the questions. 8 You are going to listen to some short extracts of people talking about travel. Read the questions first. The questions tell you what kinds of opinion or idea you should be listening for. Also try to focus on how the distracting material is used. Why do you reject the incorrect options? You will hear each extract twice. 31 1 What did Frances think of her holiday? a The weather spoiled it. b It was rather expensive. c There wasn’t enough time. d The places she visited were boring.

2 Which kind of place appeals to John? a Remote. b Accessible. c Safe. d Luxurious.

3 Why does Liz prefer travelling by train? a Because it’s much safer. b For the changing scenery. c It’s more comfortable. d To meet different people.

4 What does Ian think happened to his luggage? a It fell out during the journey. b Another passenger stole it. c It went on the wrong coach. d It was left behind at the depot.

31 1 Male voice ‘Hi Frances, I haven’t seen you since you got back. I hear the weather wasn’t up to much.’ Female voice ‘Well, no, it was pretty abysmal, but then, we were indoors most of the time.’ M ‘Oh dear, that sounds rather tedious.’ 70 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes F ‘Far from it. It was all quite fascinating. We just could’ve done with longer to take everything in, that’s all.’ M ‘Ah well, that’s the price you pay for going on an organised tour.’ F ‘Exactly.’ 2 F ‘Have you booked anywhere for your holiday yet, John?’ M ‘Not yet, but I’ve been thinking about it. Maybe the very north-west of Scotland.’ F ‘Crikey! That’s a bit off the beaten track, isn’t it?’ M ‘Well, that’s the point; somewhere I can be safe in the knowledge that nobody’s going to recognise me and start asking for my autograph.’ F ‘…but talk about being cut off…’ M ‘Well no, so long as I have Internet access. You know, my laptop, and so on. There’ll be a phone, for goodness’ sake!’ F ‘But it’s likely to be a bit basic, I’d imagine.’ M ‘Oh come on, you know I can’t manage without my little luxuries – I’ll take them with me, but yes, somewhere modest would suit me perfectly well.’ 3 M ‘But Liz, you must’ve been mad travelling all that way by train when you could’ve just hopped on a flight. Compared with flying, it’s so uncomfortable, to say nothing of the time you waste.’ F ‘Waste? That’s a funny way of looking at it. And really, talking about comfort, it’s not so bad. You can get up and stretch your legs, you know!’ M ‘You’re scared of flying! Is that it? Because, in fact, statistics prove that aeroplanes are by far the safest way to travel…’ F (laughing) ‘I know, I know. I’m sure you’re right, but, come on, how else are you going to be able to watch forests turn into plains, steppe transform into fabulous snow- covered mountains, swamps become rivers … all without the hassle of being behind the wheel of a car?’ M ‘…and have a chance to meet all those other exciting people full of travellers’ tales?’ F ‘Actually, I usually keep myself very much to myself, you know, remain anonymous and use the time to recharge the old batteries.’ 4 F ‘Any luck? Have they found it?’ M ‘No, nothing. Honestly, I’m just so furious. I had all my research notes in there. I don’t know what I’m going to do. Plus my only decent suit. I keep going over the scenario in my mind. There were two coaches to Bath alongside each other, but I deliberately put my stuff right below the luggage hold of the direct one – the one I was taking. Nobody would’ve switched it. What I didn’t do, however, was stand there until all the bags were put into the hold. I got on board to grab a decent seat. I just assumed I could trust them to load everything up. But I don’t think they did.’ F ‘Maybe the hold wasn’t locked, and it just fell out while you were travelling?’ M ‘Hardly likely. I mean, why didn’t anyone else’s get lost? And I’ve racked my brains to think if someone actually walked off with my bag – I mean it’s possible, but I was only the fourth or fifth person off the coach and I think I’d’ve seen them. Also, why my bag? It’s a really scruffy old thing. Hardly worth a second glance.’ F ‘Oh well, don’t give up hope. It might still turn up. You never know…’ Listening Part 4 71 Following a discussion

Check their answers. Then play the recording once more, confirming their Notes understanding and explaining any new language 9 Compare your answers with other students’ and then listen again to confirm your understanding. Check any expressions you don’t know.

Listening Part 4 requires candidates to listen to longer conversations to identify facts, opinions and attitudes. It will help your students to prepare if they anticipate the likely types of conversations they will hear in the test. Ask them to work in pairs to discuss longer conversations they have heard recently and to say what the settings were. 10 Listening to longer discussions is the best practice you can have for Listening Part 4. When have you had the opportunity to listen to conversations like this? Discuss this with a partner – you might have listened to some of the following, for example: • films • TV • radio • others. Which of these give you the chance to listen to discussions?

Ask the students to report back on sources of conversations they have heard and to compare notes with the other students in the group. Now ask the students to discuss the content of these conversations: what do people say to each other and how do they say it? 11 Compare notes with the other students in your group. Do you have similar answers? What are the typical features of the discussions you have heard? The following may give you some ideas: • agreeing and disagreeing • explaining and justifying • expressing opinions • using voice to express meaning • others.

Go through the list of features of conversations and pay particular attention to using voice to express meaning. Stress and intonation play a key role in communicating meaning and it will help candidates in the test if they are trained in listening out for intonation that expresses surprise, uncertainty, etc.

Ask the students to look at the list of statements and questions. Ask them, in pairs, to focus on how stress and intonation can change meaning. Monitor and give any prompting you think useful (for example, ‘Why don’t you phone her?’ – as opposed to writing – compared with ‘Why don’t you phone her?’ – instead of waiting for her to make the first move. 72 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 12 It will help you to prepare for the Listening Part 4 test if you focus on the features of language that give conversations meaning – sometimes the way we say things can change the meanings of the words themselves. Look at these phrases. You can say them in different ways to give different meanings, for example: ‘I think John’s in Canada.’ (…not in the USA or anywhere else…) ‘I think John’s in Canada.’ (...but I’m not sure…) ‘I think John’s in Canada.’ (...but I don’t know where Annie is…)

Look at these examples. Can you give each of them at least two different meanings by the way you say them? Work with a partner and try saying the sentences in different ways and make notes of the various meanings this gives them. ‘They said Bill was okay.’ ‘You don’t know where Jack’s gone, do you?’ ‘What does she look like?’ ‘It’s not that bad, is it?’ ‘Why don’t you phone her?’

Ask the students to act out their two or more different meanings per item expressed by use of stress and intonation. Ask the others to listen and identify meaning conveyed by voice. 13 In turns, say your phrases/sentences for the other students in your group. Do they understand the different meanings you gave to what you said?

Ask the students to say what messages they got from each other’s exchanges and focus on how voice can alter meaning.

Now invite the students to think of any other examples of use of stress and intonation to affect meaning. Ask them to act out these exchanges as before and remind them that the words we hear may not express the apparent intended meaning (for example, ‘Well, I like that’ said in an exasperated tone can mean the opposite). At C1 level, candidates will be expected to recognise subtleties in spoken language. Remind them that in the test, the context will offer valuable clues and that the skill to develop is that of listening to whole, longer conversations and for the real meaning of individual utterances within it. 14 Can you think of any other examples of times when the way we say things changes the meanings of the words we use? Discuss these with a partner and share them with the other students in your group. Listening Part 4 73 Test practice

Test practice Notes Tips from the examiners

Remember that in Listening Part 4 you may be asked about general or specific information, facts or opinions, moods or feelings. Read the questions carefully in the time you are given before you listen, and make sure you know what type of information you are listening for.

Remember that you will hear the discussion once only. If you are not sure of an answer, take a chance with one of the options you are given; there is no penalty for an incorrect guess. Listen for things like the way the speakers’ intonation gives clues to their feelings, and the things the speakers say in all parts of the discussion (what comes later may contradict what was said at first).

Remember to record your answer by circling the letter of the correct response. If you change your answer, make sure that you indicate your final choice clearly.

Listen to the conversation and answer the questions. Put a circle round the letter of the correct answer. An example is done for you. You will hear the conversation once only. You have two minutes to read through the questions below. 32 Example Mrs Smith is visiting the school because a it’s easy to talk to Mr Grant. b she needs moral support. c she needs practical help. d she needs to make a complaint.

1 Before doing anything else, Mr Grant wants to a find out how the situation developed. b reassure Mrs Smith about the situation. c stop the situation getting worse. d explain what he intends to do.

2 Mrs Smith discovered that a Jack’s classmates spent his money. b Jack was using his money to impress. c Jack wasn’t using the money to buy lunch. d Jack’s money was being stolen from class.

3 Mr Grant thinks Jack’s case a is rather unusual. b is particularly cruel. c is in its early stages. d is fairly typical. 74 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 4 Mr Grant is a unwilling to identify the boys. b unwilling to take further action. c unable to identify the boys. d unable to investigate Jack’s claim.

5 Mrs Smith is not really interested in a the causes of Jack’s bullying. b who has been bullying Jack. c school action against the bullies. d who is telling the truth.

6 Mrs Smith agrees with Mr Grant about why Jack a has been acting strangely. b wants to stay at home. c told his mother about the bullies. d continues to be bullied.

7 Mrs Smith thinks the suggestion to talk to the boys’ parents a is potentially dangerous. b would not get a reaction. c may get results. d is not practical.

8 Mrs Smith’s final reaction is one of a disappointment and anger. b resignation and acceptance. c frustration and threat. d determination and anxiety.

32 Male voice ‘Part 4. Part 4. Listen to the conversation and answer the questions. Put a circle round the letter of the correct answer. An example is done for you. You will hear the conversation once only. You have two minutes to read through the questions below.’ Female voice ‘Well, thanks for seeing me like this, Mr Grant. I’m very concerned about Jack.’ M ‘Yes, I’m aware of what’s going on and I’m really glad you decided to come and talk about it. Can’t have been easy.’ F ‘Oh, this bit’s easy enough. It’s just working out what to do about it is the hard part. That’s where I thought you may be able to help. It’s beginning to affect his behaviour and his school work. I really don’t know what to do.’ M ‘I’m sorry to say, Mrs Smith, that there isn’t a school in the country where some form of bullying doesn’t take place. It comes in various forms, but it can escalate if nothing is done about it. But first I need a bit of background. Do you know when this started?’ F ‘Well, it sort of crept up on us – I suppose we noticed it when he kept asking for more and more money to buy lunch and yet when he came home he was starving hungry as if he hadn’t eaten all day. He was very defensive when we asked him about it. Then we found out he was being threatened by some group of kids from the year above.’ Listening Part 4 75 Test practice

M ‘Any idea why?’ Notes F ‘Well, he’s a quiet boy, got his little group of friends – he’s very popular – but he keeps himself to himself really.’ M ‘Well, kids can be very cruel without any apparent reason, and they pick on ones they think won’t fight back, as in this case.’ F ‘I know, but what I don’t understand is why nothing can be done. Have these kids been challenged over this?’ M ‘Well, we know who they are, but at the moment it’s their word against his I’m afraid. And I certainly don’t want to escalate the situation.’ F ‘I don’t see how threatening to punish them or something like that can be seen as escalation.’ M ‘Mrs Smith. I appreciate your frustration but it isn’t as simple as that. Kids bully for a variety of reasons. They may have a troubled family life or a history of abuse.’ F ‘And that gives them the right to make my son’s life a misery, does it? Whose side are you on here?’ M ‘I’m on no one’s side Mrs Smith; you have to understand it’s a delicate situation. Now, let’s get back to Jack. Sometimes kids feel like it's their own fault, that if they looked or acted differently it wouldn't happen. Sometimes they're scared if the bully finds out that they told, it will get worse.’ F ‘I think that’s what’s happened in our case. He just hates going to school now.’ M ‘Which means it’s probably still happening. Others are worried their parents will want them to fight back when they're scared to.’ F ‘No no. I don’t think there’s anything to be gained by fighting back. We’re not that sort of family really.’ M ‘Jack needs to know that there are lots of kids in the same or worse position than him, just so he knows he’s not alone. And tell him that you’ll try to help him find a solution.’ F ‘Well, yes, I’ve done all that. But now I need to know what action the school is taking. Not a lot by the look of it.’ M ‘Have you tried talking to the boys’ parents?’ F ‘That’s all very well in theory, but in practice where would I start? Excuse me, can you tell your son to stop bullying my son. How do you think they’d react? And anyway, it’s not just one boy.’ M ‘Well I think the only thing you can realistically do is to let Jack know we’re all on his side and just encourage him to walk away, not to react, avoid the bullies.’ F ‘We’ve done all that. Is that really all you can suggest? As far as I can see it’s Jack who’s being treated like the wrongdoer here and not the real culprits.’ M ‘That is the end of Part 4.’ 76 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Teacher’s Book 5 Expert 77 Reading

Student book This book Reading

1 Understanding text structure 49 79

2 Understanding the sequence of a text 60 93

3 Understanding the purpose of a text 75 113

4 Reading for key information 93 134 78 International English for Speakers of Other Languages Teacher’s Book 5 Expert Reading Reading Part 1 79 Introduction

Introduction to Reading Part 1 The focus of Reading Part 1 is to test the candidates’ understanding of more complex texts. In this part of the test, candidates read a text written in a literary style and look at ten statements which relate to information contained in the text. Five of the ten statements match information in the text and five do not. Candidates need to read very carefully to select the five correct sentences and avoid the subtle distraction in the ones which are incorrect even though they may contain words and phrases in the text. The activities in this unit will help your students recognise how statements can be phrased to look correct but upon closer analysis are seen to be distractors. They will also have the chance to see how this works from a test writer’s point of view and to look at the types of distraction which occur with some frequency. In this task, candidates may have to show that they are able, for example, to: – understand idioms – appreciate how metaphors, similes and other literary devices are used – read between the lines. Student introduction 1 This task tests your understanding of more complex texts. These will be literary or creative in nature and they will get their meaning across by using literary devices and complex structures.

You have to read a fairly short text (250–300 words). You then have to read ten sentences about that text. Five of the sentences accurately paraphrase what the writer was saying in the text. Five of the sentences do not accurately reflect the writer’s meaning.

You have to identify the five sentences that accurately reflect what the writer intended.

In this task, you may have to show that you are, for example, able to: – understand idioms – appreciate how metaphors, similes and other literary devices are used – read between the lines. 80 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 1 Understanding text structure Does the writer say this? The following extracts are taken from The Strange Case of Dr Jekyll and Mr Hyde, written by Robert Louis Stevenson in 1886. The exam is likely to use more modern texts, but it can be useful for students to practise with older classics as these are often written in an appropriately complex style. Read the first text aloud to help your students follow it. Ask the students individually to decide which of the sentences supplied accurately reflect the meaning of the text. 1 The texts in this part of the exam tend to be literary ones and so they are likely to use less familiar words and to use them in an interesting, often unusual, way. Furthermore, the exercise type may be slightly different from anything you have previously done. Here are a few short extracts to get you started. They are all from the short novel The Strange Case of Dr Jekyll and Mr Hyde written by Robert Louis Stevenson in 1886. Read the texts and then the four sentences below. Two of these are correct according to the text. Tick the boxes of the correct sentences. The first text is a letter written by Dr Jekyll to his friend and lawyer Mr Utterson.

‘I do not blame our old friend [Dr Lanyon],’ Jekyll wrote, ‘but I share his view that we must never meet. I mean from henceforth to lead a life of extreme seclusion; you must not be surprised, nor must you doubt my friendship, if my door is often shut even to you. You must suffer me to go my own dark way. I have brought on myself a punishment and a danger that I cannot name. If I am the chief of sinners, I am the chief of sufferers also. I could not think that this earth contained a place for sufferings and terrors so unmanning; and you can do but one thing, Utterson, to lighten this destiny, and that is to respect my silence.’

Dr Jekyll no longer wishes to be friends with Mr Utterson.

Dr Jekyll wants to meet his old friends some time in the future.

Dr Jekyll feels he is being punished, but will not speak out about it. Y

Dr Jekyll thinks he has no choice, but to endure his fate. Y Reading Part 1 81 Understanding text structure

The second text describes a visit by Dr Lanyon to Mr Hyde. Notes

He [Mr Hyde] put the glass to his lips and drank at one gulp. A cry followed; he reeled, staggered, clutched at the table and held on, staring with injected eyes, gasping with open mouth; and as I looked there came, I thought, a change – he seemed to swell – his face became suddenly black and the features seemed to melt and alter – and the next moment, I had sprung to my feet and leaped back against the wall, my arms raised to shield me from that prodigy, my mind submerged in terror. ‘O God!’ I screamed, and ‘O God!’ again and again; for there before my eyes – pale and shaken, and half fainting, and groping before him with his hands, like a man restored from death – there stood Henry Jekyll!

Mr Hyde drank from the glass and became calm again.

Mr Hyde was transformed in front of Dr Lanyon. Y

Dr Lanyon was shocked by what happened to Hyde. Y

Mr Hyde introduced Lanyon to his friend Dr Jekyll.

The third text is from a note written by Dr Jekyll.

Hence, although I had now two characters as well as two appearances, one was wholly evil, and the other was still the old Henry Jekyll, that incongruous compound of whose reformation and improvement I had already learned to despair. … I had but to drink the cup, to doff at once the body of the noted professor, and to assume, like a thick cloak, that of Edward Hyde.

Mr Hyde was totally bad and Dr Jekyll was totally good.

When Dr Jekyll became Mr Hyde, his personality and looks changed. Y

Mr Hyde usually wore a heavy cloak.

Dr Jekyll could shed his own appearance by swallowing the liquid. Y 82 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes The story of Dr Jekyll and Mr Hyde is so well known that their names have become part of everyday language, for example in the sentence: ‘He had a Jekyll-and-Hyde personality’. Put this sentence in your own words: He had a split personality./He had good and bad sides to his personality.

The students should work through the parts of activity 1 before you discuss the details of the texts with them – although you should check the answers to the first text before they go on to attempt the other two. Now the students discuss their answers in pairs. Encourage them to discuss why the false statements are not an accurate summary of what the text says. 2 Compare your answers with a partner’s. Do you agree on which sentences are correct? Do you agree with your partner’s explanation of the phrase ‘a Jekyll-and-Hyde personality’?

After doing this exercise, allow students to ask you about anything in it that they do not understand. Idioms Divide the class into teams of three or four students. Read out the following questions a–f and give the students a couple of minutes to discuss and to note down their answers. Then go through the answers awarding points as indicated below. a What is an idiom? – a fixed expression (1 point) whose meaning cannot be worked out from knowing the meaning of the individual words (1 point) b Can you give an example of an idiom? – allow 1 point for any appropriate example c Is it more important to be able to understand or to be able to use idioms? Why? – to understand (1 point) – it is always possible to find another way of expressing the idea conveyed by an idiom (1 point) d Why can it be difficult to understand idioms? – because their meaning is not apparent from the sum of their parts (1 point) e Why can it be difficult to use idioms? (1 point each for each of the following points) – they can have a very specific register – very informal – and so may not be appropriate in all contexts Reading Part 1 83 Understanding text structure

– they can date quite quickly and so may sound strange and old-fashioned Notes if used incorrectly – they are fixed expressions and will sound strange if one word is used wrongly – if ‘the’ is used instead of ‘a’, for example. f How can you help yourself to learn English idioms? (1 point each for each of the following points) – read a lot and notice the idioms as you read – write the idioms down in an appropriate context in your vocabulary notebook – use a good idioms dictionary – use a good idioms practice book. If two or more teams end up with the same top score, find the winning team by giving them a minute to write down as many idioms as they can think of. Ask the students to work in pairs to decipher the meaning of the idioms in the following sentences. Encourage them to work out or guess the meaning from the context rather than by using a dictionary. The illustration in the student book is a fun way to show that, in sentence a, someone doesn’t physically wrap a person around her little finger. 3 The kind of text used in this task may make use of idioms. Work with a partner to rewrite the underlined idioms in simpler language. a Patsy has always been able to wrap her father around her little finger. get her father to do whatever she wants him to

b Jeanne shouldn’t try to pull the wool over her boss’s eyes – he’s not easily fooled. try to deceive her boss

c Everyone in the company agreed that Debbie was the brains behind their enormously successful advertising campaign last year. was responsible for planning and organising

d The burglars were caught red-handed when Mr Jones arrived home early from work. were caught in a criminal act

e Hari is bending over backwards to try to help you, so you could show a bit more appreciation of his contribution. making a great effort

f The new boss is planning to run a very tight ship, which will mean quite a lot of changes for some people. manage things in a very economical and efficient way

Get the students to compare their answers in pairs. 4 Compare your answers with a partner’s. 84 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Get the students to work individually to match the idioms with their meaning. Allow the use of a good learner’s dictionary if required – to enable them to see how idioms are presented in the dictionary. ‘Throw your weight around’, for example, may be listed under ‘throw’, ‘weight’ or both, depending on the dictionary. 5 Match the idioms on the left with their meanings on the right. 1 throw your weight around 4 stop yourself from speaking out

2 go from strength to strength 5 try very hard to think of something

3 get your head around something 9 feel unwell

4 bite/hold your tongue 7 pretend not to see something

5 rack your brains 11 react in a very angry way

6 be all ears 1 behave as if you are very important

7 turn a blind eye to something 8 to be speechless

8 be lost for words 12 earn a lot of money very easily

9 be under the weather 10 sounds familiar

10 rings a bell 2 become more and more successful

11 fly off the handle 6 be eager to hear what someone has to say

12 make a killing 3 be able to understand something

Check the answers as a whole-group activity. Then ask the students to use the idioms to fill in the gaps. 6 Choose an idiom from activity 5 to fill the gaps in these sentences. You may need to change the form of the verb. a Hailey has got very bossy since she was appointed manager. I wish she’d stop throwing her weight around.

b I want to arrange something special for my parents’ golden wedding and I am racking my brains trying to come up with something really good.

c Jack made a killing from his first business venture and he used the money to invest in various other projects which have all also proved successful.

d I really had to bite my tongue when Sonya asked me how her brother was getting on as my new boss.

Check the answers with the class as a whole, paying particular attention to the verb forms. As a homework exercise, get the students to find an example sentence from the Internet for each of the eight idioms not used. Reading Part 1 85 Understanding text structure

Metaphors Notes The texts in this part of the test are likely to make use of metaphors, similes and other literary devices. A metaphor is when language is used in a figurative or non-literal way to describe one thing in terms of another. For example, if a writer says that people were flooding out onto the streets, he does not mean that they are in a current of water, he means that people are moving in large numbers, comparing their movement to the way in which water moves. Many idioms are in fact metaphors. However, idioms have, by definition, been used so often that they have become fixed and often their original metaphorical image is lost. ‘To rack your brains’, for instance, is a metaphor originating from the instrument of torture known as the rack, which was used to stretch the body. It has now lost the unpleasant associations of the original image. Check that students understand metaphors before they start work on activity 7. The texts in this part of the test are likely to make use of metaphors, similes and other literary devices. A metaphor is when one thing is described in the terms of another. A comparison is usually implied. For example, if a writer says that people were flooding out onto the streets, he does not mean that they are a current of water; he means that people are moving in large numbers, comparing their movement to the way in which water moves. Many idioms are in fact metaphors. However, idioms have, by definition, been used so often that they have become fixed and frequently their original metaphorical image is lost.

Ask the students to work in pairs to decide which of the words in the sentences below form metaphors. Encourage them to use a good learner’s dictionary to explore the meanings. They could try looking up related words to see if they have metaphorical uses exemplified in the dictionary. 7 Underline the metaphors in these sentences. Explain what is being described metaphorically? a Julie met us with the sunniest of smiles and the warmest of greetings. A ‘sunny’ smile is an open and friendly smile and a ‘warm’ greeting is a friendly welcoming greeting. ‘Sunny’ and ‘warm’ are both normally used about weather.

b Leena is very bright so I’m surprised she married such a dim man. ‘Bright’ here means intelligent and ‘dim’ means stupid. ‘Bright’ and ‘dim’ are normally used about light.

c The Prime Minister has promised to wage war on crime. To ‘wage war’ on crime means to tackle the problem of crime. The basic usage of ‘waging war’ is of course in a military context. 86 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes d I made some useful contacts at the business fair and hope that they will soon bear fruit. ‘Bear fruit’ means to have useful results. The basic usage of ‘bear fruit’ would be in the context of plants and trees.

e When you leave university you will have a choice of paths to take and you should think carefully about which direction you want to head in. If you have a choice of ‘paths to take’, you have a choice of different things to do. If you think about which ‘direction’ to ‘head in’, you think about what you would like to do in the future. Both expressions would be normally used in the context of a journey.

f Liam has been very chilly towards me ever since we had a rather heated argument about the current government. If someone is ‘chilly’ towards you, they are unfriendly. A ‘heated’ argument is one in which the participants feel strongly opposed to each other’s views. ‘Chilly’ and ‘heated’ are both normally used to talk about temperature. ‘Chilly’ is used about weather and you ‘heat’ food or a house.

Check the answers as a whole-group activity. Similes Similes are another kind of figurative language that may be used for literary effect in the texts in this part of the test. Like a metaphor, a simile makes a comparison between one thing and another, but it does so in a more direct way using the words ‘as’ or ‘like’. For example, ‘I’m as blind as a bat without my glasses’ is a simile. Some similes, eg, ‘as light as a feather’ (extremely light) or ‘to sell like hot cakes’ (to sell very rapidly) are very commonly used. Such similes are used to emphasise a point.

Point out that the similes in this exercise are commonly used and could be called clichés as they have lost their original force through over-use. They are much more likely to be encountered in speech or in advertisements or journalism, than in a more serious literary text. 8 Choose one of these words to complete the similes in the sentences below. bear button cat fiddle fish gold leaf picture rain sheet sieve thunder

a The children have been wonderful, as good as gold all day.

b Carla was very nervous before her interview. I could see her shaking like a leaf.

c Jane’s little daughter is delightful, as pretty as a picture and as bright as a button, too. Reading Part 1 87 Understanding text structure

d What’s the matter with Geri? She looks as white as a sheet. Notes

e I wasn’t very well last week, but I’m as right as rain now.

f Why is Urs so pleased with himself? He looks like the cat that got the cream.

g I’ll never be able to keep up with Oliver on the walk. He’s as fit as a fiddle.

h Tom looks furious. His face is like thunder.

i I don’t feel comfortable when I go to the Smiths’ house. I feel like a fish out of water there.

j Marta has been in a bad mood all day, like a bear with a sore head.

k Mum’ll never remember to post those letters. She’s got a memory like a sieve.

Ask the students to work in pairs or small groups and discuss the following sentences. Point out that there is no one right answer here. It may be possible to justify a number of different interpretations. 9 Here are some similes that are different in type. With these you have to think more carefully about what the writer means. Work with a partner to decide the meaning in each case. a Trying to have an argument with Geoff is like fighting a jelly. It is very difficult to fight with Geoff as he doesn’t fight back/it just bounces off him.

b Finishing my project was like coming out of a dark tunnel into bright sunlight. It was a great relief to finish the project. I began feeling cheerful rather than gloomy.

c She confides in her cat as if it were her best friend. She talks in a frank way about her feelings and her life to her cat.

d Theo swam round the rocks like a young eel. Theo swims in a very effortless and natural way.

e Walking into the forest was like going from day to night. The forest is thick and it is dark there.

f Talking to Jim is like having your own private encyclopaedia. Jim knows a lot of facts and gives you a lot of interesting information.

Check answers as a whole-group activity. 88 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Spotting idioms, metaphors and similes Good writers often say what they mean in an indirect way. It is more effective to say, for example, ‘Louisa pursed her lips’ than ‘Louisa looked disapproving’. Ask the students to read the texts, underline the idioms, metaphors and similes, and then tick the statements that accurately reflect the meaning of the text. 10 Some more extracts from Dr Jekyll and Mr Hyde are given below. Spotting the idioms, metaphors and similes will help you to understand these texts. Underline the idioms, metaphors and similes. Tick the boxes of the sentences that correctly reflect the author’s meaning.

It was reported by those who encountered them in their Sunday walks, that they said nothing, looked singularly dull and would hail with obvious relief the appearance of a friend. For all that, the two men put the greatest store by these excursions, counted them the chief jewel of each week, and not only set aside occasions of pleasure, but even resisted the calls of business, that they might enjoy them uninterrupted.

a The two men gave the appearance of being bored by their walks. Y

b The two men looked forward to their walks and considered them Y a valued part of the week.

c The two men sometimes had to postpone their walks for business reasons.

d The two men talked non-stop during their walks.

It chanced on one of these rambles that their way led them down a by- street in a busy quarter of London. The street was small and what is called quiet, but it drove a thriving trade on the weekdays. The inhabitants were all doing well, it seemed and all emulously hoping to do better still, and laying out the surplus of their grains in coquetry; so that the shop fronts stood along that thoroughfare with an air of invitation, like rows of smiling saleswomen.

e The street was busier on weekdays than at the weekend. Y

f The people who lived here were poor and had little hope for the future.

g The shop owners were doing their best to attract custom. Y

h The women rather than the men worked in the shops. Reading Part 1 89 Understanding text structure

Notes Even on Sunday, when it veiled its more florid charms and lay comparatively empty of passage, the street shone out in contrast to its dingy neighbourhood, like a fire in a forest; and with its freshly painted shutters, well-polished brasses, and general cleanliness and gaiety of note, instantly caught and pleased the eye of the passenger.

i The shops had curtains that looked like veils.

j The street was more colourful than other streets in the neighbourhood Y

k The street had been rebuilt after a fire.

l The street looked well cared for. Y

Students should work in pairs to compare answers before discussing as a whole-class activity. Explain any aspects that students find difficult. 11 Work with a partner. Did you underline the same idioms, metaphors and similes? Do you agree on which sentences are correct? Can you explain what is wrong with the false statements? c We are told that the reverse was true; the men put off business rather than their walks.

d We are told that people who observed them reported that the men ‘said nothing’.

f The word ‘thrived’ tells us that the shops actually did very well.

h We do not know whether this is true or not. The reference to ‘saleswomen’ is there as a comparison with the inviting appearance of the shop fronts.

i The word ‘veiled’ is used metaphorically, and the curtains are not mentioned.

k There is nothing to suggest this. The reference to ‘fire’ is there simply to suggest how bright and colourful the street is in comparison with its neighbours. Reading between the lines Now ask the students to look at the text from Oscar Wilde’s The Picture of Dorian Gray. This text is quite difficult, and deals with the complex reactions of the main protagonist when he sees his own portrait for the first time. Get the students to work together in pairs to read the text and discuss it. Then they work individually to decide which sentences match what the writer intended. Five of the sentences are correct. 90 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 12 The main skill required in this part of the exam is to be able to identify whether a statement exactly represents what is written in a text or not. This text is taken from The Picture of Dorian Gray by Oscar Wilde, written in 1891. Read the text and then read the ten statements A–J. Five of these are correct according to the text. Tick the boxes of the correct sentences.

Dorian made no answer, but passed listlessly in front of his picture and turned towards it. When he saw it he drew back, and his cheeks flushed for a moment with pleasure. A look of joy came into his eyes, as if he had recognised himself for the first time. He stood there motionless and in wonder, dimly conscious that Hallward was speaking to him, but not catching the meaning of his words. The sense of his own beauty came on him like a revelation. He had never felt it before. Basil Hallward’s compliments had seemed to him to be merely the charming exaggeration of friendship. He had listened to them, laughed at them, forgotten them. They had not influenced his nature. Then had come Lord Henry Wotton with his strange panegyric on youth, his terrible warning of its brevity. That had stirred him at the time, and now, as he stood gazing at the shadow of his own loveliness, the full reality of the description flashed across him. Yes, there would be a day when his face would be wrinkled and wizen, his eyes dim and colourless, the grace of his figure broken and deformed. The scarlet would pass away from his lips, and the gold steal from his hair. The life that was to make his soul would mar his body. He would become dreadful, hideous and uncouth. As he thought of it, a sharp pang of pain struck through him like a knife and made each delicate fibre of his nature quiver. His eyes deepened into amethyst, and across them came a mist of tears. He felt as if a hand of ice had been laid upon his heart.

A Dorian was looking forward to seeing the picture of himself.

B Dorian was quite pleased with his own image when he first saw it. Y

C He couldn’t hear what Hallward was saying as he had gone quite deaf while sitting for the portrait.

D He had not previously considered his own attractiveness. Y

E He had thought Basil Hallward only flattered him out of friendship. Y

F Lord Henry Wotton had said that youthfulness lasts indefinitely.

G The picture depicted Dorian as looking old, gnarled and grey, just as one day he dreaded he would be.

H When Dorian surveyed the evidence of his current beauty, he realised suddenly that it would not last very long. Y Reading Part 1 91 Test practice

I He thought that the life he was going to lead would have a positive effect Notes on his looks.

J The realisation that his youth would fade pained him deeply. Y

Now get the students to compare their answers in pairs. Can they explain why the wrong sentences are incorrect? 13 Compare your answers with a partner’s. Can you explain what is wrong with the false statements? A He is described as passing ‘listlessly’, which would indicate a lack of enthusiasm.

C He could hear what Hallward was saying, but he was not listening properly.

F He had talked of the ‘brevity‘ of youthfulness, implying that it was short-lived.

G The picture depicted Dorian as young and beautiful.

I He knew that the life he would lead would ‘mar’ his body, ie have a negative effect on his looks. Test practice Tips from the examiners

In this part of the text it is important to read the text very carefully and to think about what exactly the writer means. Do this before you look at the ten sentences.

Read each sentence and decide whether it matches exactly what the writer means or not. If you are not sure about one sentence, leave it and move on to the next one. You may find five sentences that you are sure are correct and so this one cannot be right.

Remember that only five sentences can be correct. If you choose six sentences you will lose marks.

Read the following text, and then read the ten statements A–J. Five of these statements are correct according to the text. Tick the boxes of the correct sentences. Do NOT tick more than five boxes. Leave the other five boxes blank. 92 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes There were a number of people out this afternoon, far more than last Sunday. And the band sounded louder and gayer. That was because the Season had begun. For although the band played all the year round on Sundays, out of season it was never the same. It was like someone playing with only the family to listen; it didn’t care how it played if there weren’t any strangers present. Wasn’t the conductor wearing a new coat, too? She was sure it was new. He scraped with his foot and flapped his arms like a rooster about to crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at the music. Now there came a little ‘flutey’ bit – very pretty! – a little chain of bright drops. She was sure it would be repeated. It was; she lifted her head and smiled. Only two people shared her ‘special’ seat: a fine old man in a velvet coat, his hands clasped over a huge carved walking-stick, and a big old woman, sitting upright, with a roll of knitting on her embroidered apron. They did not speak. This was disappointing, for Miss Brill always looked forward to the conversation. She had become really quite expert, she thought, at listening as though she didn’t listen, at sitting in other people’s lives just for a minute while they talked round her. She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too, hadn’t been as interesting as usual. An Englishman and his wife, he wearing a dreadful Panama hat and she button shoes. And she’d gone on the whole time about how she ought to wear spectacles; she knew she needed them; but that it was no good getting any; they’d be sure to break and they’d never keep on. And he’d been so patient. He’d suggested everything – gold rims, the kind that curved round your ears, little pads inside the bridge. No, nothing would please her. ‘They’d always be sliding down my nose!’ Miss Brill had wanted to shake her.

A The previous week’s audience had been considerably smaller. Y B The band doesn’t play on Sundays out of season. C The conductor resembled a bird in flight. D Miss Brill wished her companions were less talkative. E Miss Brill was annoyed that her ‘special’ seat was unoccupied. F She wasn’t keen for the old couple to stay on her ‘special’ seat. Y G Miss Brill enjoys listening to other people’s conversations. Y H The Englishman and his wife had told Miss Brill she needed to wear spectacles. I The Englishman had tried to persuade his wife that there were things that made wearing spectacles more comfortable. Y J Miss Brill had been frustrated by the previous week’s conversation. Y Reading Part 2 93 Introduction

Introduction to Reading Part 2 The focus of Reading Part 2 is to test the candidates’ understanding of how meaning is built up in a text. In this part of the test, candidates read a text that has six sentences removed and have to reconstruct the text by selecting the six missing sentences from a list of eight possible options. The options will all be correct grammatically and will be on the same theme as the text but will not fit logically because of what precedes or follows. The activities in this unit will help your students understand how a text is constructed and how some sentences introduce an idea while others expand, give examples, contradict, summarise, etc. Any of the following types of sentence may be removed: – topic sentences, introducing an idea – exemplifying sentences, explaining a point already made – sentences containing reference to something mentioned previously – sentences containing reference to something mentioned subsequently – sentences that develop an idea – sentences that emphasise a point – summarising sentences, concluding an idea – the final sentence of a paragraph, linking to the next, to show transition to another idea 2 – sentences anticipating an objection or contrary point of view – sentences expressing contrast – sentences expressing sequence – sentences expressing cause and effect. The types of text found in this part are narrative, discursive, explanatory, descriptive and biographical. At C1 level, candidates need to look beyond sentence level to see how a text is constructed and what different types of sentences are used for this purpose. Wide reading of texts of different kinds – especially narrative and informative – will help your students become familiar with patterns of text structure and it will be useful to encourage them to bring in any good examples to share with the rest of the class. The internet is a rich source of various types of written text. The sample test material at the end of the unit and the book will help your students put into practice the skills that the activities in this unit help them develop and to pay attention to specific examination techniques such as identifying the two obviously wrong options and limiting choice of what remains. 94 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Student introduction

In this part of the test you read a text to see how sentences fit together to build up meaning. The text has three or more paragraphs. Six sentences are removed from the text. You choose six from a list of eight possible sentences (A–H) to fill in the spaces and indicate which sentence goes in each space.

The type of sentence you need to put in each space may be one that: – introduces an idea – gives an example of something that comes before it – refers to what comes next – refers to something which has gone before – develops an idea – emphasises a point that has been made – gives a summary of what has gone before – comes at the end of one paragraph to make a link to the next – introduces a different point of view – makes a contrast with what has gone before – gives the sequence of the information in the text – deals with cause and effect.

You will need to become familiar with the different ways we use words and phrases to make sentences that develop a text. To prepare for the test you will need practice in reading a wide variety of texts. These may be, for example: – articles and reports from newspapers and magazines – narratives and short stories – opinion columns – popular science texts – humour – business reports – travel literature – biographies.

There is an example of this type of exercise in the test practice at the end of this part of the book. Reading Part 2 95 Understanding the sequence of a text

2 Understanding the sequence of a text Notes Reading English Before starting work on this section of the book, spend time discussing the important role that reading English outside the classroom can play in exam success. Put students into groups of four or five and ask them to discuss the questions. Ask them to make notes of their answers. Each group feeds back to the class as a whole. 1 Answer the questionnaire ‘Reading English’. Discuss your answers in small groups.

Reading English How much do you read in English outside the classroom? ______Do you think it would be useful for you to read more in English outside the classroom? Why (not)? ______What sorts of things do you enjoy reading in your own language? ______Would it be possible to get hold of similar things to read in English? How? ______Have you read something in English that you would recommend to other students in the class? ______96 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes To expand the exercise, ask each group to prepare a poster on a reading- related topic. You may wish to give each group a general topic like: Reading ideas, Everyday reading. Or you might prefer to give each group a different, more specific title. These might include: Useful websites for reading texts English books we have enjoyed Getting better at reading in English Good English reading habits The best thing I’ve ever read in English Reading English language newspapers Reading English language magazines. While they are preparing their posters, encourage the groups to ask each other and you for suggestions as to what they could include. If possible, they could leave space on their posters in order to add further suggestions as time goes by. Put the prepared posters on the wall. Try to make a point of referring to them regularly and adding extra ideas to them as the course progresses. In discussing reading habits with students, try to ensure that the following points are covered: – Reading anything in English that interests them will help their English – it does not have to be ‘good literature’. – There is a wealth of material on the Internet in English so they should be able to find something that matches their own personal interests. – It is not necessary to understand every word when they are reading, and over-using a dictionary is likely to have a negative effect on their enjoyment of what they read. – Encourage them only to look up words that are crucial for their understanding of the text. – Keeping a reading diary in which students note down a little bit about any book or article they have read – a couple of sentences in English – as well as any interesting vocabulary or phrases from it may help them to gain substantially more from the activity. – Reading in English doesn’t just benefit their reading skills, it helps their knowledge of grammar and vocabulary and so will help with all the other skills too. Types of sentence In this task candidates have to complete a gapped text to show understanding of how meaning is built up in text. They are given a text from which six sentences have been removed. They are also given eight sentences and have to find the appropriate sentence to fit each gap. Check that the students understand what these descriptions of different types of sentence mean. Reading Part 2 97 Understanding the sequence of a text

2 In this part of the International ESOL test you fill in the gaps in a text to Notes show that you understand how meaning is built up. You are given a text from which six sentences have been removed. You choose six from a list of eight possible sentences to fill the gaps. Types of sentence

The types of sentence that might be removed from the text include the following:

A topic sentence, introducing an idea

B exemplifying sentence, explaining or clarifying a point already made

C sentence containing reference to something elsewhere in the text and which develops an idea or emphasises a point

D summarising sentence, concluding an idea

E final sentence of a paragraph, which links to the next and shows transition to another idea

F sentence expressing an opinion or anticipating an objection or contrary view

Ask the students to work in pairs and discuss this exercise. They need to decide which sentence fits logically into each space. Check answers as a whole-group activity. 3 Read the paragraph below and fill in the gaps with the missing sentences a, b or c. Write the letter of the missing sentence in the correct box.

My sister has always loved reading ever since she was a small child. b 1 Of course, some people might say it was not good for a child to spend so much time reading, arguing that children need to spend time being more physically active. c 2 However, not all children take quite so easily to reading. a 3

a Let me now tell you about my brother, who was a very different kettle of fish.

b From the age of seven onwards you hardly ever saw her without her nose in a book.

c But my sister walked over a mile to school and back – usually reading as she went – so she did get some exercise every day.

Now ask the students in their pairs to work out what type of sentence each of the sentences in the paragraph is. 98 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 4 Now work with a partner to match each of the six sentences in activity 3 to one of the types listed in activity 2. The first one is done for you. Sentence Type

1 My sister … A, topic sentence

2 From the age… B, exemplifying sentence

3 Of course, F, expressing an opinion/anticipating an objection some…

4 But my sister… C, refers to something and develops it

5 However,not ... D, summarising sentence

6 Let me now… E, final sentence, which shows transition

Point out to the students that it may not be possible to categorise sentences in a text as neatly as was possible in this exercise. This does not matter, as they will not be asked to do this in the exam. The point of activity 4 is simply to raise their awareness of the different roles that sentences may play. It may help them, for example, to be aware of the fact that topic sentences almost always come first in English paragraphs. Awareness of sentence and paragraph structure may help them when they come to think about where the given sentences fit in the exam exercise. Also point out to the students that they may not know the idiom at the very end of the text – ‘my brother was a very different kettle of fish’. However, they are almost certainly able to infer from the context what it must mean – ‘my brother was a very different type of person from my sister, ie, he wasn’t a natural book-lover’. 5 Check your answers with other students’ in your class.

At this level it is important that students are able to understand: – the use of reference words – cohesive devices – complex sentences. Reference words Reference words refer to something mentioned earlier or later in the text. They may, for example, be pronouns like ‘he’ or ‘she’, or expressions like ‘the woman’ or ‘the boy’ that stand for a specific person mentioned elsewhere. ‘The former’ and ‘the latter’ are shortcuts to refer to two things or ideas already mentioned. Words like ‘the rumour’, ‘the complaint’ and ‘the announcement’ are general nouns that refer to information given in greater detail elsewhere. As reference words point backwards and forwards, they can be key to understanding the sequence of a text. Reading Part 2 99 Understanding the sequence of a text

Ask the students to work in pairs and discuss the exercise. Check the Notes answers as a whole-group activity. 6 Some reference words have been underlined in the sentences below. Work with a partner to explain what each of these underlined words refers to. a The brothers have lessons on the piano and the guitar, but while Jason is enthusiastic about both, Todd is not very keen on either. both – the piano and the guitar either – the piano or the guitar

b Harry and his twin sister Fay are planning to study modern languages and accountancy respectively. respectively – Harry is planning to study modern languages and Fay is planning to study accountancy (ie, ‘respectively’ is used to indicate that the two bits of information are given in the same order)

c Nobody finished their coursework by the deadline, which was a great disappointment to the teacher. which – the fact that no one finished their coursework by the deadline (ie, which sums up everything in the preceding clause)

d I’d like you to complete your assignment by the end of June. Please let me know in advance if you think you may not manage to do so. so – complete the assignment by the end of June

e At the moment there is more demand for university places in subjects leading most directly to a job – medicine, law, accountancy and such like. such like – other subjects leading most directly to a job (ie, in the same way as medicine, law and accountancy lead directly to a job)

f Your parents want you to be home by midnight only because they are concerned about you; I’m sure you wouldn’t really want it otherwise. otherwise – your parents not being concerned about you (ie, to be different from the actual situation)

g I never eat meat and neither does my wife. neither – my wife also never eats meat (ie, ‘neither’ agrees with the previous statement)

h At school we could do either physics and chemistry or a second foreign language; I went for the former while my sister chose the latter. the former – physics and chemistry (ie, the first of two mentioned options) the latter – a second foreign language (ie, the second or later mentioned of two mentioned options)

i The forecast said that there would be snow throughout the country today, but we haven’t seen any of it here. it – snow 100 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Check the answers as a whole-group activity. Carry on working with reference words with your students by, for example, drawing their attention to them in any other text-based work that you do in class. Ask the students to work in pairs and discuss the general nouns in this exercise. 7 Sometimes general nouns may be used to refer to a piece of text, something that is either said or written. Look at these reference nouns and answer the questions below about them. account comment excuse refusal admission complaint lie report advice compliment plea response announcement condemnation point rumour apology definition proposal suggestion argument description protest warning

Which of the nouns refers to (one word unless otherwise stated): a something that is untrue? lie

b something that is being said unofficially and is possibly untrue? rumour

c an explanation of the meaning of a word or expression? definition

d something nice that is said about someone directly to them? compliment

e an official document describing a situation or something that has happened in an objective and clear way? report

f an earnestly worded request that something should be done? plea

g someone’s statement that they did something wrong? admission

h someone’s saying or writing that they are sorry for something they did? apology

i someone’s statement of their reasons for holding a particular point of view? argument

j a short public statement? announcement

k a text that expresses dislike of something? (three words to select) complaint, condemnation, protest

l a text that expresses opinions about what someone should do? (three words to select) advice, suggestion, warning

Check the answers as a whole-group activity. Now get the students to complete the following task individually. They should quickly note down all eight words on a sheet of paper. The purpose of this exercise is simply to make it easier for them to do the next activity. Reading Part 2 101 Understanding the sequence of a text

8 Which of the nouns from activity 7 are not covered by the questions Notes in the exercise? Write down those words. account comment description excuse

point proposal refusal response

Ask the students to fill in the blanks individually. 9 Now choose one of the words in activity 8 and use it to complete each of these sentences. Put it in the plural form if necessary. a Joe had assumed that Maria would agree to move to the States, so he was really surprised by her refusal.

b Each child had to write their own account of the school trip and they each chose very different things to focus on. (‘Description’ also works, but ‘account’ is better.)

c ‘The dog ate my essay’ is one of the most famous and least likely excuses for not handing in homework on time.

d If you think you could create a safe and interesting play area in the park, then write up a proposal, detailing exactly what you would do and how you would do it, and send it to the Planning Officer.

e The tutor made some useful comments on my project and these will help me a great deal in the next stage.

f In order to explain why I think you should vote for me, there are three main points I would like to make.

g The guidebook contains a beautiful description of the mountainous area in the north of the country.

h I wrote to the council complaining about their development plans, but am still waiting for their response to my letter.

Compare answers as a whole-group activity. Ask the students to work in pairs and discuss the text on the Maori meeting house. The exercise is similar to that found in the test. Monitor and make sure they understand how to go about selecting the correct sentences to fill the gaps. Remind them that there are two extra sentences that don’t fit in the gaps. 10 Read the text on the next page and fill in the six gaps with sentences from the list A–H below. Write the letter of the missing sentence in the box in the correct gap. There are two sentences that don’t fit into the text. 102 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes A Maori Meeting House

We all like the occasional souvenir. A Maori meeting house was the only building left when a terrible volcano swept away the village of Te Wairoa in 1886. Six years after that, the Fourth Lord Onslow, Governor of New Zealand, saw it still standing there. E 1 It is called ‘Hinemihi’ or ‘Hinemihi of the golden coins’. These coins once filled the eye sockets of the carved ancestor figures that decorate the meeting house.

Like a jigsaw puzzle, Hinemihi has been pieced together several times. H 2 Later, when the building was moved from one part of Clandon Park to another, workers dismantled and reassembled it again. It seems that at one point or the other, a few ‘adjustments’ were made. G 3

When restoration and repairs were carried out in 1978, an old photograph was consulted. C 4 This was misinterpreted, leading to the erroneous assumption that the building originally had a thatched roof.

B 5 The thatched roof will be removed and replaced with a wooden shingle roof of the type that the building originally had. Experts from various fields will advise on the restoration. A 6 To those of Maori descent, Hinemihi is a place of pilgrimage – the only Maori building in the UK. The aim is to restore the building to the highest standards so this much travelled Maori meeting house can be appreciated by future generations.

A The Maori community will be involved and Maori artists and craftsmen will contribute to the work. B A new programme of restoration is now being planned. C Taken at Te Wairoa shortly after the volcano, it showed the roof covered with a thick layer of ash. D Lord Onslow thought that the meeting house needed more decoration and commissioned some craftsmen to add more sculptures to it. Reading Part 2 103 Understanding the sequence of a text

E He bought it for £50 and had it shipped back to his home at Clandon – which is Notes near Guildford in Surrey – to be his summer house. F The meeting house had suffered at the hands of vandals visiting the Clandon Park estate. G The building was shortened and some carvings were positioned in the wrong place. H First the dismantled parts had to be assembled according to instructions shipped with them.

Check the answers as a whole-group activity. Ask the students whether any of the reference words in the text helped them to decide. 11 How did you decide the correct order? Did any of the reference words in the sentences help you? Cohesive devices The words and expressions that students are working on in this activity are very important. Students at this level not only need to recognise cohesive devices, but they also need to be able to use them correctly. Cohesive devices are expressions that help to link different parts of a text, showing the connections between them. ‘To sum up’, for example, shows that the writer is going to summarise some points that have just been dealt with more fully and ‘moreover’, that the writer is going to make an additional point that supports the argument that he or she is presenting. After students have individually graded each of the expressions in activity 12 – which they could perhaps do as a homework activity – put them into groups of three or four. Those who gave any expression an A should explain it to others in their group. If the others do not understand or do not think that the explanation they have been given is correct, encourage them to use a dictionary or ask you for help. Cohesive devices are expressions that help to link different parts of a text, showing the connections between them. ‘To sum up’, for example, shows that the writer is going to summarise some points that have just been dealt with more fully. ‘Moreover’ signals that the writer is going to make an additional point that supports the argument that he or she is presenting.

12 How well do you know the meanings of the following cohesive devices? Give each of them grades: A (I know it well and can use it properly), B (I know it but don’t feel confident about using it properly), C (I might know it but am not totally sure) and D (I don’t know it at all).

accordingly equally in the same way similarly afterwards finally instead simultaneously as a result first last subsequently beforehand firstly lastly then 104 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes besides furthermore moreover therefore consequently however nevertheless throughout conversely in conclusion on the other hand to sum up

Ask the students to work in pairs on the activity. Point out that they may want to use some words more than once. 13 Put the words and expressions from activity 12 under the correct headings. You may use some of them more than once. Indicating an addition Indicating something similar

furthermore equally

besides similarly

moreover in the same way

Indicating a contrast Indicating a cause or result

nevertheless accordingly

however therefore

on the other hand as a result

conversely consequently

instead

Indicating a sequence in time Ordering points in an argument

afterwards firstly

beforehand lastly

simultaneously in conclusion

subsequently to sum up

throughout first

first last

last then

then finally

finally

Get the students to work with a partner to choose the best option. Ask pairs of students to write their answers on the board for discussion as a whole group. Reading Part 2 105 Understanding the sequence of a text

14 Choose the best expression – A, B or C – to complete each text. Notes a They suggested a very interesting itinerary for our two weeks in South Africa. There were wonderful things to see and do ______. A similarly B subsequently C throughout

b Dave is good at science and has excellent people skills. ______I think he could make a very good doctor. AHowever B Consequently C Moreover

c Janie would make a good manager in that she knows the company so well having spent all her working life here. ______it might be better to go for a bit of new blood. A On the other hand B In the same way C As a result

d We bought our tickets for the show. ______we went for a meal in a nearby restaurant. A Equally B Then C Besides

e I don’t want you to go to the party. It’s too far away. You’ve got an exam tomorrow and, ______, the weather forecast says the roads will be very icy tonight. A similarly B furthermore C to sum up

f Petra thinks that it would be too expensive to buy James a video camera as a leaving present. ______a laptop is not really a serious possibility. Do you think a briefcase might be acceptable? A Simultaneously B Conversely C Equally

g We can’t go away this weekend. For a start, I’ve got to work, then, you’re supposed to be going to Katie’s birthday party and, ______, we can’t afford it. A last B afterwards C lastly

h We couldn’t get a last-minute flight to Barbados. ______we caught one to Miami and then went on from there. A Instead B In conclusion C Beforehand

Check the answers as a whole-group activity. Now ask the students to look at the following text. It contains a lot of cohesive devices. The exercise is similar to that in the test, and students must decide which sentences fit into which gaps. Remind them that there are two extra sentences. 15 Read the text and fill in the six gaps with sentences from the list A–H below. Write the letter of the missing sentence in the box in the correct gap. There are two sentences that don’t fit into the text. 106 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes The Emperor Augustus

When Octavian became the first Roman emperor in 27 BC, he was given the name Augustus, meaning ‘the exalted’. He was handsome and intelligent, and knew how to win popular affection. A 1 Consequently there are many fine statues and busts of Augustus in museums today.

H 2 He had almost total power, but he used it with prudence. He created Rome’s first permanent army and navy. E 3 Instead he gave Rome forty years of peace and prosperity – known in history as the Pax Romana.

Enormous wealth flowed into Rome from its huge empire. Augustus used these funds to beautify the capital, building many new temples and civic buildings and restoring others. D 4

Augustus was also a supporter of literature. He sponsored such famous writers as Virgil, Horace, Ovid and Livy. In return these writers were expected to promote the glory of Rome, praise the virtues of Augustus and stick to his standards. C 5

Looking back on Augustus’s reign, modern scholars see some shortcomings. F 6 Overall, however, Augustus’s strengths are seen as much greater than his weaknesses. He is considered by many to be Rome’s greatest emperor. Moreover, his name is still on people’s lips today – the month of August is named after Augustus.

A Furthermore, he placed great importance on his image, commissioning the best sculptors to carve appealing portraits. B Regardless of the opinions of his advisors, Augustus decided to go to war. C When Ovid failed to do so, he lost favour and was banished from Rome. D As a result he was able to boast that he ‘found Rome brick and left it marble’. E Nevertheless, he waged no major wars. F One of these is that farmers were forced to pay such high taxes that agriculture was damaged. G Despite being incredibly handsome, Augustus was not very vain. H Rome achieved great glory during the reign of Augustus.

Check the answers as a whole-group activity. Ask the students whether any of the cohesive devices in the text helped them to decide. 16 How did you decide the correct order? Did any of the cohesive devices in the sentences help you? Reading Part 2 107 Understanding the sequence of a text

Complex sentences Notes At Expert level students are expected to be able to understand most written texts in standard English even if they use complex sentence structures. Ask the students to work on this in pairs. Tell them to put the underlined parts of these complex sentences into simpler words. You could do the first one with the class as an example. 17 At Expert level you are expected to be able to understand most written texts in standard English even if they use complex sentence structures. Here are some examples of complex sentences. Work with a partner to rewrite the underlined parts in simpler language. a Being a child she finds it hard to understand why they have to keep moving from one house to the next. As/Since/Because she is a child…

b His innocence at last proved, Henry felt as if an enormous burden had been lifted from his shoulders. Now that his innocence had at last been proved,…

c No sooner had we got home than the phone started ringing and visitors started arriving. We had only just got home when…

d John spoke on and on, hardly pausing to take breath. … and did not appear to stop to take breath.

eHowever much you dislike him, you must try to hide how you feel. It doesn’t matter if you dislike him a great deal, …

fHaving made such a mess of things the first time round, George was determined to do things better this time. As/Since/Because he had made such a mess of things the first time round, …

Check the answers as a class. Deal with each item individually, asking students to write their answer on the board. Discuss any corrections and/or alternatives before going on to the next item. Ask the students to work on this exercise individually and then compare their answers in pairs. 108 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 18 Now match the beginning of each sentence in A with its ending in B. AB a Had I known how difficult the final d Sylvio was treated with respect by exams would be most of his colleagues.

b Whatever decision you come to a I would have spent more time revising.

c On entering the house e I’ll give you the job.

d Having a black belt at judo g the sooner you’ll finish.

e Provided you can convince me c Vicky was immediately aware of a that you really want it very strange smell.

f They should be here soon as long as h no matter what you said or did.

g The sooner you get started on your f the train is not delayed. coursework

h He would never let you know b we will give you all our support.

As a class, discuss any problems that arise. Types of sentences Before the students read the text, ask them to think about types of sentences which make up a text. Remind them of the information in the introduction to this part of the test; sentences may introduce a new idea, expand on what has been said, contradict what has gone before, anticipate what comes next and so on. Thinking about texts from the point of view of how they are constructed will help candidates identify the correct options among the eight given. Check the answer and supply any that the students may have overlooked. Now ask the students to read the text 'SIMPLI perfect!' to see if the sentence types you have discussed can fit into any of the gaps. 19 Read the text below. There are six gaps in the text where sentences have been removed. What type of sentences do you think may be missing? The types of sentence removed from the texts you read in the IESOL test may be sentences that: • introduce a topic • explain what goes before • give an example of what goes before • comment on what has appeared earlier in the text • refer to what is coming next in the text • emphasise what has been written before • contradict or contrast with what has been written before • give, or invite, an opinion • summarise the whole text. Reading Part 2 109 Understanding the sequence of a text

Notes SIMPLI perfect! Staying in a hotel is often seen as one of life's little indulgences. People like to be surrounded by a certain amount of comfort, even luxury, and to receive special attention from staff. 1 One new chain of hotels is adopting a very different view and breaking the mould. The name is SIMPLI – you won't have seen it advertised on TV because company policy is to limit spending on non essentials – and the idea is provide as basic a service as possible at a budget price. 2 For years, low-cost, no-frills airlines have made a virtue of simplicity. The principle is that people want to get from A to B as cheaply as possible and are not interested in paying for things they don't actually need. SIMPLI never set out to take trade away from existing, more up-market hotels that have established a clientele which is happy with their services and prepared to pay for them. 3 Typically, he or she is someone who is prepared to travel overnight or get up at unearthly hours to travel to airports and major cities for an early start to the day. To date, SIMPLI’s clientele has not been limited to the backpackers, students and other people who are traditionally content to sacrifice comfort for saving out of necessity rather than choice. 4 This seems bizarre: why would those not paying their own bills be so concerned with saving money? Feedback in guest questionnaires suggests that there are two main reasons. The first is the absence of twenty-first-century technology. Not that SIMPLI does not offer multi-channel TV and internet access; all their hotel rooms have these just as more expensive hotels do. 5 Presented with the choice, most guests decide to have a break from ever-present hi-tech and find the experience refreshingly relaxing. SIMPLI has, although this was never the company's intention, begun to encourage people to reassess their own lifestyles and priorities. This in turn has led many people to take a more ethical view of their expenditure. The slogan SIMPLI uses is, well, simple enough: ‘SIMPLI – everything you need’ but it does seem to have captured the imagination. Whether SIMPLI has revolutionised hotel accommodation or, well, simply provided an alternative as a passing fad is uncertain. 6

20 Discuss your ideas with a partner. What kind of sentence do you think is likely to be in each gap? Are there any of the above types of sentence you would not expect to be in a gap? Why? 110 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask the students to look at the list of eight sentences. Explain that eliminating two options that don't fit will reduce the choice of sentences to match with gaps. Ask them to work in pairs to say which two sentences do not fit. 21 Now look at the eight sentences below. Only six sentences are used in the text, so two do not fit. In the test, it helps if you can eliminate certain sentences and reduce the choice you have to make. Which two sentences do you think do not fit? Compare your answers with a partner’s. Do you agree?

A On the contrary, a significant proportion of guests have been business people travelling on company expenses. B Others will almost certainly continue to boycott hotels like this on exactly the same grounds. C That, at least, has been the traditional perception of clients' expectations. D The difference is that they are not included in the room tariff but are optional extras. E Only time will tell if hotel guests have changed habits permanently or just for the time being. F The principal reasons for this almost certainly include the following. G In fact, the intended market was the person who does not normally stay in hotels at all. H This approach is not without precedent in the service industry.

Ask the students to tell you which two sentences do not fit into the text. Confirm the answers (B and F). Now ask the students, individually, to read the text again and this time to match the remaining sentence options and gaps in the text. Check the answers: 1 C 2 H 3 G 4 A 5 D 6 E 22 Now look at the six sentences you have left. Which sentence goes into which gap?

One longer-term approach to preparation for the test is to see things from the test writer's perspective; at C1 level, your students should be able to do this. As optional project work outside the classroom, you could suggest that the students look for suitable texts to adapt and share with others in the group. 23 At C1 Expert level, it often helps if you look at texts and tasks from the test writer’s point of view. That way, you can see the kind of questions you may be asked to answer. In Reading Part 2, it always helps if you think about the types of sentence that a writer uses to construct a text. As optional project work, you could find a text of around 400 to 500 words (magazines, newspapers and the internet are good sources) and take out some of the sentences. Don’t worry if you can’t find six sentences, the important thing is to look for types of sentence like the ones listed for the previous text. You can then ask the other students in your group to say what type of sentence they think is missing and offer them the actual sentence and an incorrect alternative to choose between. Reading Part 2 111 Test practice

Test practice Notes Tips from the examiners

It is important to read the whole text first before attempting to fill any of the gaps. Only when you have done this should you look at the sentences and start doing the task.

When you are doing the task, you need to check that the sentence you choose to put into the gap fits with both what goes before and what comes after.

It is not necessary to begin with the first gap. There may be one or two other gaps that are easier to fill. If you approach the task in this way, you can reduce the number of options you need to consider when you fill in the remaining gaps.

Read the text and fill the gaps with the correct sentences A–H. Write the letter of the missing sentence in the box in the gap. There are two extra sentences you will not need.

Why do chief executives earn so much money?

Whenever news of a corporate meltdown or scandal breaks, many people are astonished to learn exactly how much the chief executive officer (CEO) of that company actually earns. While the company itself may be in serious financial straits with its employees and/or investors, the CEO often escapes with a healthy severance package, known as a golden parachute, and begins work with another company within months. Many people wonder why CEOs make so much money. F 1

One reason CEOs make so much money is the nature of the job behind the title. While most employees and supervisors understand their particular responsibilities, a CEO needs to have a working knowledge of virtually every aspect of the company. H 2 An ideal CEO is someone who has extensively studied the industry as a whole. He or she knows the inner workings of a specific company inside out and from top to bottom. A 3 But without a dedicated CEO at the top, the company could easily lose its focus.

Another reason CEOs make so much money is the business concept of paying for performance. Stockholders and other investors want to see their company remain profitable year after year. CEOs who can successfully steer their companies through rough economic seas are often rewarded with substantial performance bonuses and other financial incentives to ensure their continued leadership and company loyalty. C 4

This may be because they already have considerable personal wealth and ask only for a nominal annual salary for tax purposes. This rejection of a standard salary does not mean the CEO of a successful company will go penniless, however. CEOs often earn more money through profit-sharing plans, performance bonuses and patent or licensing royalties. By not accepting a yearly salary from the company, a CEO can appear to be motivated by other reasons beside personal gain. 112 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes While many CEOs do make so much money from their company's performance, they also understand their skills and business acumen are in large demand in the marketplace. E 5 Because of this constant demand and short supply of qualified CEOs, many companies pay incredibly high salaries in order to keep their top executives satisfied.

Overall, most CEOs make so much money because they have made numerous personal sacrifices over the years for the good of their companies and have earned the right to share in the profits. D 6

A A salary commensurate with this amount of expertise, education and vision may seem high to outsiders. B One thing is for sure, you won’t find many CEOs with a job for life. C There are some CEOs who technically earn little or no money in actual salaries. D Some unscrupulous CEOs have no doubt exploited the system, but for others their salaries are commensurate with their level of responsibility. E Struggling companies routinely seek out talented CEOs to help them avoid financial collapse. F The answer is not always clear. G This offer may have to be matched or bettered in order to keep the CEO on board. H This kind of knowledge is not gathered overnight.

When checking the answers with your students, discuss where they found the clues that helped them to identify the correct answers. Discuss any wrong answers your students went for, pointing out why they are not possible in the given context. Reading Part 3 113 Introduction

Introduction to Reading Part 3 The focus of Reading Part 3 is to test the candidates’ understanding of the writer’s intentions. In this task candidates will be given four texts labelled A, B, C and D and asked some questions about them. The first five questions will begin ‘In which text does the writer…’ and the remainder of the questions will be prompted by ‘Which text is saying the following?’ For each question, then, it is only necessary to write the letter – A, B, C or D – depending on which text provides the answer. In this task it is important that students should not only understand the content of the texts, but should also be able to answer these questions about a text: – What was the writer’s purpose in this text? – Who was the intended audience for this text? – What is the writer’s point of view? The four texts all appear in plain format and the only clues to help candidates answer the questions are in the language itself, not the layout. The activities in this unit will help your students practise efficient skim reading to identify text purpose and detailed reading to locate specific information and avoid distraction. Student introduction 3 In this task you will be given four texts labelled A, B, C and D and asked some questions about them. The first five questions will begin ‘In which text does the writer…’ and the rest of the questions will be prompted by ‘Which text is saying the following?’ For each question, you need to write only the letter – A, B, C or D – depending on which text provides the answer.

In this task it is important that you should not only understand the content of the texts, but should also be able to answer these questions about a text: – What was the writer’s purpose in this text? – Who was the intended audience for this text? – What is the writer’s point of view?

The following text forms might be used in this task in the exam: – story, guide, instructions, message, notice, letter (both formal and informal), note, list, personal information, directions, advertisement, recipe, announcement, report, form, request, book or article extract, itinerary, tourist information, memo, warning, leaflet, email.

The four texts all appear in plain format and the only clues to help you answer the questions are in the language itself, not the layout. 114 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 3 Understanding the purpose of a text Writer’s purpose Spend a little time reviewing the different types of text that might appear in the International ESOL test at Expert level. Show the students examples in their first language, or in English if possible. Look at different formats and discuss how the format can give clues to the text’s purpose, but point out that they cannot rely on this as sometimes a format can be used to fool the reader, such as in advertising materials. The next few tasks ask the students to find information given in the text. They are not in quite the same format as the test activity, but will encourage students to start to look for the right information. As the activities focus on reading in detail, it is best for students to work on the texts individually before comparing answers with other students and discussing any areas of disagreement. 1 The four texts in the following exercises – A, B, C and D – are all about different places that tourists visit. However, the writer’s purpose, intended audience or point of view may differ. First, read Text A and answer the questions. A

It may now be a sleepy, provincial town but Kutná Hora, located 60km east of Prague, once rivalled Prague and even London in terms of size and importance. The discovery of silver ore here in the fourteenth century led to the creation of the Royal Mint and the town became the political, cultural and economic centre of Bohemia. The legacy of this glorious epoch can be seen in the fine Gothic and Italianate buildings that line the cobbled streets. The most famous of all is the magnificent St Barbara’s Cathedral built between 1388 and 1565 by the town’s miners (St Barbara is the patron saint of miners) to rival St Vitus’ Cathedral in Prague.

What kind of text is this? travel guide entry

Who is it aimed at? travellers/tourists

Today, which city is bigger: Kutná Hora or Prague? Prague

Why did Kutná Hora become important in the fourteenth century? wealth from mining of silver ore

What is Kutná Hora’s most famous building? St Barbara’s Cathedral

When was it built? 1388–1565

Why is the cathedral named after St Barbara? Miners’ patron saint Reading Part 3 115 Understanding the purpose of a text

Check their answers as a whole-class activity. Notes 2 Check your answers. How did you find the answers? Did you skim-read or search-read?

3 Now read Text B. How does it differ from Text A? Answer the questions. B The highlight of our trip for James, of course, was Legoland. We arrived quite late at night and found it very difficult to get accommodation – everywhere was full. We thought we might have to sleep in the car but we tried one last place and they had just one room left. What a relief! Anyway, we spent all of the next couple of days in the park. It’s huge – spread over 25 acres and using over 40 million Lego bricks! In one section you can see lots of famous buildings replicated in miniature – it was fascinating to see Edinburgh Castle, the canals of Amsterdam and various other places that we know really well! Then there are areas with lots of rides and activities for kids. Nothing too terrifying, I’m glad to say. You must go there with Clare and Dan some time. It’s brilliant.

What kind of text is this? letter (extract from)

Who is it aimed at? the writer’s friends

Who do you think James is? the writer’s son

Why did they consider sleeping in the car? there were no rooms in hotels

How large is Legoland? 25 acres

Name two places they were able to recognise. Edinburgh Castle, Amsterdam

What things are of special interest to children? rides and activities

Check their answers as a whole-class activity. 4 Check your answers with the whole class. Did you need to search-read or could you scan for the answers? 116 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 5 Now read Text C. In what ways is it similar to and different from Texts A and B? Answer the questions. C

Nestled deep in the heartlands of the Cordilleras Mountains and rising to an altitude of 1525m are the Banaue Rice Terraces. The terraces were carved out of the mountain range over 3000 years ago by the Ifugaos, the oldest mountain tribe in the area, using only the most primitive tools. The irrigation system uses gravity to harness water from the forests 1800m above, thus ensuring a continuous supply of crops. Measured from end to end, the terraces would stretch a total length of 22,400km, enough to encircle half the globe. They are often dubbed the eighth wonder of the ancient world as their age and scale are comparable to that of the official seven wonders, of which only the Pyramids of Giza remain.

What kind of text is this? country information/tourist destination/geographical description

Who is it aimed at? tourists, students

At what altitude are the Banaue Rice Terraces? 1525 metres

How old are they? 3000 years old

Who made them? the Ifugaos tribe

How are the crops irrigated? water from the forests above

Why are they sometimes called the eighth wonder of the world? they are as old and big as some of the other wonders

Check their answers as a whole-class activity. 6 Now check your answers. Did you need to search-read or skim-read to find them? Reading Part 3 117 Understanding the purpose of a text

7 Read Text D. How is it similar to Texts A, B and C? Answer the questions. Notes D

As she walked into the Raffles Hotel, Jenny briefly forgot her despondency. She remembered how some of her favourite writers – Somerset Maugham, Joseph Conrad and Rudyard Kipling – had all walked through the very same door. Had they also gasped at the magnificence of its entrance lobby? Were they also planning a long luxurious bath followed by tiffin as they entered the hotel for the first time? No, doubtless they would have been focused on something less trivial: how to develop the plot of their current novel or how they could make use of some of the interesting exchanges that could always be heard going on in a busy hotel vestibule. Like her parting words to Martin in the Royal Park lobby in Hong Kong. With that thought her misery descended again, covering her like a heavy blanket.

What kind of text is this? novel/fiction extract

Who is it aimed at? readers of romantic novels

Who are some of Jenny’s favourite writers? Somerset Maugham, Joseph Conrad, Rudyard Kipling

How many times has Jenny stayed at the Raffles Hotel? it’s her first time

Who do you think Martin is? her husband/boyfriend/friend

What happened in the lobby of the Royal Park Hotel? they argued/fell out

Why is Jenny feeling miserable at the end of the text? she is upset about arguing/falling out with Martin

The next task introduces the format of the test activity. The students need to answer the questions using the letter of the correct text, rather than giving the answer in their own words. Ask the students to try the task individually and then compare answers in pairs, discussing any areas of disagreement. 8 Check your answers. Read the questions below about Texts A to D in the previous activities. Write the letter of the correct text in the appropriate box. The first one has been done for you. 118 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes In which text does the writer: 1 try to persuade someone to visit a holiday destination? B

2 describe a magnificent feat of engineering? C

3 focus on feelings more than the place itself? B

4 compare the place with other places? A

5 refer to a problem the writer experienced? B

6 deal more with fiction rather than fact? D

Which text is saying the following? 7 This place has interesting literary associations. D

8 This place was once more important than the reader probably expected. A

9 This place is particularly interesting for one specific age group. B

10 This place provides great benefits for the people living nearby. C

11 This place is built on an extraordinarily large scale. C

Compare answers as a whole-class activity. Intended audience Get the students in pairs to discuss the degree of formality in each text. 9 Establishing the intended audience for a text will often be a matter of considering what register the text is written in. Texts can be very formal, very informal, neutral or anywhere in between. Look at the sentences below. Are they more likely to be found in formal or informal texts? How do you know this? a

Whereas Browne’s initial hypothesis was found to be somewhat flawed, his subsequent interpretation of the data has not been superseded in the literature of the discipline and contemporary scholars continue to regularly cite his seminal 1922 dissertation on the subject.

Formal Y Informal

Why? – length and complexity of sentence structure – long words of Latin or Greek origin (‘initial’, ‘hypothesis’, ‘subsequent’, ‘interpretation’, ‘superseded’, ‘discipline’, ‘contemporary’, ‘seminal’, ‘dissertation’) – use of connector ‘whereas’ Reading Part 3 119 Understanding the purpose of a text

b Notes

We all got some nice souvenirs at a great little stall near the beach.

Formal Informal Y

Why? – use of everyday short, colloquial words (‘nice’, ‘get’, ‘great’)

c

You won’t believe what my kids told me when they came home from school the other day.

Formal Informal Y

Why? – way the reader is directly addressed as ‘you’ – use of colloquial word ‘kids’ – use of contracted verb form ‘won’t’

d

I was over the moon when I heard that Jack had finally made up his mind to take us up on our offer to buy into the company.

Formal Informal Y

Why? – use of colloquial idiom ‘over the moon’ – use of phrasal verbs ‘made up his mind’ (rather than ‘decide’) and ‘to take us up on our offer’ (rather than ‘accept our offer’)

e The interrogation was initiated at 18.00 and terminated at 18.30. Therefore, the conclusion must be reached that it was not as thorough as might have been desirable.

Formal Y Informal

Why? – use of verbs in the passive form (‘was initiated … and terminated’, ‘must be reached’) – use of more formal Latinate vocabulary (‘initiate’ and ‘terminate’ instead of ‘begin’ and ‘end’) 120 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes f Federico’s an old mate of mine, but I haven’t seen him in ages. We only manage to get together once in a blue moon these days, more’s the pity.

Formal Informal Y

Why? – use of contracted forms ‘’s’ and ‘haven’t’ – use of colloquial word ‘mate’ (friend) – use of colloquial idiom ‘once in a blue moon’ – use of colloquial expression ‘more’s the pity’ – use of informal ‘get together’ (rather than ‘meet’)

Check answers as a whole-class activity. Point out that there are different degrees of formality and informality. For example, a country’s constitution is likely to be written in more formal language than an application for a university place, even though both pieces of writing will be relatively formal. Also point out that some text types may appear in a range of registers. For example, a letter to a son or daughter may be quite formal or quite informal depending on the relationship between the correspondents, their ages and so on. However, such a letter is more likely to be informal rather than formal. Ask the students to work in pairs and decide how to classify each of the texts. 10 Decide whether the text types below are more likely to be written in a formal or informal register. Formal Informal

an article in a teenage magazine Y

a country’s constitution Y

a college law textbook Y

an editorial in a quality newspaper Y

a leaflet giving health advice Y

a report to the board of a multinational Y company

a letter to a son or daughter Y

an application for a university place Y

a teenager’s email to a friend Y Reading Part 3 121 Understanding the purpose of a text

Writer’s opinion Notes Point out how exactly the same people or places can be described in different ways depending on the speaker’s point of view. The writer of a text can convey his or her personal opinion by using vocabulary that has a particularly positive or negative nuance. In text C in activity 5 we see the word ‘nestled’. The writer could have used the word ‘huddled’ in the same context. Both words can be used to describe something or someone that is closely surrounded by something or someone else. Yet the associations of the word ‘nestled’ are primarily pleasant – it makes you think of being safely cocooned in a protective nest – whereas the associations of ‘huddled’ are primarily negative – it makes you think of people or animals getting as close together as they can because they are cold or afraid. Ask the students to work in pairs and use a dictionary if necessary. Good dictionaries will indicate when a word has strong positive or negative connotations. 11 In these sentences, which word suggests something more positive and which something more negative? Underline the positive words. a Tina is a chubby/fat little girl.

b Mike invited me to dinner in a very upmarket/ostentatious restaurant.

c The Scots are stereotypically known as tight-fisted/thrifty but it is not an accurate stereotype in my opinion.

d Gina always speaks her mind in a forthright/curt manner.

e Mehmet sometimes surprises me by being unusually belligerent/assertive.

f The boys were looking at each other and sniggering/chuckling.

g I find that writer’s style very original/weird.

h Their living room can best be described as poky/cosy.

Check the answers and then do the next activity as a whole group. 12 Use a word from this selection to replace the underlined words below and make the sentences sound positive rather than negative. thorough principled easy-going sweet talkative thrilling original excited

a Her husband is a very narrow-minded man, just as her own father was, too. principled

b I feel quite apprehensive about having to make a speech tomorrow. excited 122 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes c Helena’s essay is very long-winded. thorough

d The writing is bizarre. original

e Richard is much more verbose than his brother is. talkative

f Even when he was at primary school his teachers used to say he was very lackadaisical. easy-going

g Milly said the film was terrifying. thrilling

h The poem is very cloying. sweet

Get the students to work in pairs to find and explain the emphatic words. 13 Writers may also convey their opinions by using words that are particularly emphatic instead of a more ordinary word. For example, ‘There was a freezing wind’ makes it clear that the writer found it an extremely cold wind. Look at the sentences. Underline the particularly emphatic word and explain what it means. a There were some very nail-biting scenes in the horror movie that Andy insisted on watching. very frightening

b I’d better make some sandwiches as the children say they are starving. extremely hungry

c After doing all that housework, I feel quite worn out. very tired

d I am absolutely appalled by your behaviour. horrified

e The town has a magnificent location at the foot of Table Mountain. very striking

f The clothes that my grandmother sewed for her babies are exquisite. beautiful

Check the answers as a whole-group activity. Get the students to work in pairs to find the synonyms. They may use a dictionary or perhaps the thesaurus facility on a word-processing program if available. Reading Part 3 123 Understanding the purpose of a text

14 Now can you find an equally emphatic synonym for each of the words you Notes underlined in activity 13? a nail-biting – spine-chilling

b starving – famished

c worn out – exhausted

d appalled – disgusted

e magnificent – splendid, stunning

f exquisite – divine, superb

Compare the range of answers as a whole-class activity. Get the students to work on the next activity in pairs. Point out that these are just some of the many words in English that have strong negative or positive connotations. Suggest that the students raise their awareness of this aspect of vocabulary by giving a separate section of their vocabulary notebooks to words with particularly strong connotations. Many of the words that they put in this section will be adjectives, but not all. For example, they might note down the noun ‘hovel’ which has strongly negative associations. (It is a small and very poor hut.) Get the students to look up unfamiliar words in a good learner’s dictionary. 15 Here are some more adjectives that have strongly positive or negative associations. Underline the positive words. Topic Adjectives

books absorbing, superficial, thought-provoking, run-of-the-mill

places picturesque, scenic, shabby, run-down

people sociable, convivial, hostile, intimidating

work mundane, monotonous, varied, satisfying

films or plays depressing, inspiring, evocative, tedious Definitions game This optional activity reinforces the use of the adjectives in the preceding activities. Write enough different adjectives from activities 11 to 15 on slips of paper to give one to each student. Choose the words that you think your students will find most useful. 124 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Give each student a slip of paper and ask them not to show it to anyone. They should write a definition of the word they have been given, eg, for ‘chubby’ they could write ‘a word used to describe someone – often a child – who is attractively plump’. They can use a dictionary if necessary. The students then take it in turns to read out their definitions. The other students write down the word they think is being defined. When all the definitions have been read out in this way, go round the class again, with each student reading out his or her definition and the others saying what word they thought was being defined. At this stage you may want to comment on the quality of the definition being offered. You may want to offer points for students who define their words well and a point for each word students identify correctly. The winner of the game is the student with the most points at the end of the game. Ask the students individually to read the texts in activity 16. This activity follows the format of the test. Get them to work in pairs to answer the questions. Monitor the pairs and ensure they are clear about the task. 16 Read the four texts below. Then decide which texts contain the answers to the questions that follow. A

George Eliot (1819–80), pseudonym of English novelist Marian Evans, also Mary Ann Cross. Born near Nuneaton, Warwickshire, the daughter of Robert Evans, a carpenter who rose to become a land agent. Educated at a school in Coventry, and after the death of her mother in 1836, and the marriage of her elder sister, she kept house for her father until his death in 1849. In 1841 she made the acquaintance of Charles Bray, a writer on phrenology, and his brother-in- law Charles Hennell, a rationalistic writer on the origin of Christianity. On her father’s death she went abroad with the Brays, and, on her return in 1850, began to write for the Westminster Review. Some of her best known work was written in her late forties: the semi-autobiographical The Mill on the Floss in 1860, and Silas Marner, perhaps the most artistically constructed of her books, in 1861. For some time she concentrated on poetry rather than fiction, but in 1871–2, she produced Middlemarch, considered by many to be her greatest work. Daniel Deronda, which came out in parts between 1874 and 1876, was her last novel. She married John Cross in March 1880. The union was terminated by her death in December the same year. Reading Part 3 125 Understanding the purpose of a text

B Notes

Turning towards the hearth, where the two logs had fallen apart, and sent forth only a red uncertain glimmer, he seated himself on his fireside chair, and was stooping to push his logs together, when to his blurred vision it seemed as if there were gold on the floor in front of the hearth. Gold – his own gold – brought back to him as mysteriously as it had been taken away! He felt his heart begin to beat violently, and for a few moments he was unable to stretch out his hand and grasp the restored treasure. The heap of gold seemed to glow and get larger beneath his agitated gaze. He leaned forward at last, and stretched forth his hand; but instead of the hard coin with the familiar resisting outline, his fingers encountered soft warm curls. In utter amazement Silas fell on his knees and bent his head low to examine the marvel; it was a sleeping child – a round, fair thing, with soft yellow rings all over its head. Could this be his little sister come back to him in a dream – his little sister whom he had carried about in his arms for a year before she died, when he was a small boy without shoes or stockings? That was the first thought that darted across Silas’s blank wonderment. Was it a dream? 126 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes C

To: [email protected] From: [email protected] Subject: Silas Marner

Dear Jasmine,

Sorry I haven’t written for several weeks. The work this term is keeping me very busy. Our English class is reading the novel Silas Marner. It was written by a woman novelist, who took a man’s name so people would take her more seriously!

At times the long sentences and complex vocabulary are a bit of a challenge, but I think it’s an excellent book. Silas Marner is a miser who stashes away all the money he earns, but his gold is stolen. One of the most touching moments is when Silas Marner thinks his gold has been miraculously returned, but in fact it’s a child whose mother has just frozen to death in the snow. And he refuses to part with her!

You really should read it. I’m going to try to get the DVD of the film. Would you like me to lend it to you?

Hope to see you soon.

Kind regards, Susan Reading Part 3 127 Understanding the purpose of a text

D Notes George Eliot Walking Tour The author George Eliot grew up in the town of Nuneaton, which features as a place called Milby in her novels. Those who have enjoyed reading her books will find many places of interest on the George Eliot walking tour.

Stop 1 Art Gallery: George Eliot’s dining room has been recreated by the curators. Two key items in the display are her grand piano and writing desk. The exhibit also includes some of her clothes, photographs and other belongings.

Stop 2 Memorial Garden: An obelisk commemorating George Eliot stands at the centre of the garden. If you are visiting during June, you may be lucky enough to attend the wreath-laying ceremony organised each year by the George Eliot Fellowship to celebrate the author.

Stop 3 George Eliot statue: Made by John Letts in 1986, the statue sits at the very centre of Nuneaton, in the midst of a busy pedestrian area.

Stop 4 Nuneaton Library: The library holds early editions of George Eliot’s novels and essays, and much more. It prides itself on having the largest public collection of George Eliot material in the country.

In which text does the writer: describe the life of a famous author? A

tell a fictional story? B

address potential visitors? D

write informally? C

provide the dates of key publications? A

recommend a book to a friend? C

Which text is saying the following? Silas Marner is one of George Eliot’s most important novels. A

Silas Marner thinks that the child is a vision of his dead sister. B

The writer explains why George Eliot wrote under a pseudonym. C

A town is proud of one of its former residents. D

The writer is enjoying the challenge of reading Silas Marner. C

Discuss the answers as a whole-class activity. 128 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Identifying purpose Remind the students that there are two types of question to answer in this part of the test. Explain that these questions are designed to test the ability to read for general meaning and specific content and that it is very important to read these relatively short texts carefully to avoid the distracting incorrect answers which look as though they match the questions. Ask the students to read the texts and answer the questions. Efficient use of time will help candidates in the test and although there is no time limit for any one reading task it is good practice to spend no more than fifteen to twenty minutes on this task. 17 In the IESOL test, you will always have sets of questions that test your ability to identify text type and purpose (‘In which text does the writer...’) and your ability to locate information (‘Which text is saying the following’). Read these four texts and answer the questions that follow.

A

This is just one more example of health and safety regulations gone mad. The tar barrel tradition has been part of life in this region for longer than anyone can remember and it is totally unacceptable for the authorities to interfere. Travelling by coach the other day I heard the announcement, ‘for their own comfort and safety, passengers are required by law to wear a seat belt.’ Great; the law even tells us when we have to be comfortable! Nobody is forcing anyone else to take part, those of us who do so know and accept the risks. I’m sure I’m not alone in feeling so strongly about this. I appeal to all sensible people to carry on as normal and ignore what is clearly a restriction on our civil liberties – or is there a law preventing your publishing this?

B

We won’t know until next week whether or not tar barrel night is going ahead so I don’t know what to suggest for the best. It seems pointless you coming all this way at this time of year if there’s nothing to see but I know that train tickets are much cheaper if you book in advance. Don’t even think of driving, there’s nowhere to park for miles around and buses aren’t allowed in the town centre. Sorry, this sounds like I’m saying you’re not welcome but I don’t mean that at all, we’d love to see you again. I don’t care what they decide as long as they let us know so we can make arrangements. I think it’s ridiculous that they leave it so late to make their minds up one way or the other. Reading Part 3 129 Understanding the purpose of a text

C Notes

The proposal to ban the annual tradition of carrying and rolling blazing tar barrels through a small town in the south-west of England has met with a mixed reception. Popular with local people and visitors, the practice has become too dangerous for the council to allow it to continue. The council claims that dozens of people could be very seriously injured during the event while supporters of the tar barrel night point out that actual injuries have been remarkably rare given the numbers of people taking part and watching. Feelings are running high all round. No final decision will be made until the council meets next week to vote on the proposal and in the meantime we will continue to give readers a platform to air opposing but equally valid opinions.

D

The origins of the tar barrel festival are not known but it is assumed that the practice started some time shortly after the Gunpowder Plot of November 5th 1605. Today, the event takes place on the historic date of November the 5th unless that is Sunday, when it reverts to the fourth. Astonishingly, the event has never been known to be cancelled even in times of war or other crises. There are in fact several events in one, with barrels of different sizes and weights being carried by people of different ages. Although participation cannot legally be restricted to locals, the tradition is that only those born within the boundaries of the village take part in a unique event that attracts spectators from all over the world. There have been concerns expressed about the public safety issue but the tradition looks set to continue.

In which text does the writer: give information about who can take part in the event? D

try to give both sides of the argument? C

imply that his/her text may not be read? A

give travel information? B

express frustration with the lack of a decision? B 130 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Which text is saying the following? The tar barrel event is unlikely to be cancelled. D

Official interference in people’s lives is increasing. A

It doesn’t really matter if the event goes ahead. B

Everyone has a strong opinion about the proposed ban. C

The date of the event sometimes changes. D

Now ask the students to compare answers with a partner. Then check the answers and focus on any which produced disagreement. 18 Compare your answers with a partner’s. Do you agree?

In a whole-group activity, discuss the types of distracting information contained in the answers and remind them that the information they are asked to find will always be mentioned in more than one of the four texts. Ask the students to look at the tasks from the point of view of the examiner to see what themes the texts may refer to (at Expert level, there is a very wide range) and to focus on what types of different texts may deal with the same theme. 19 It helps you anticipate the types of questions you will answer if you look at things from the perspective of the examiners who write the tasks. Work with a partner. Think of common themes on which you can produce four different types of text and make notes.

Theme Text type 1 Text type 2 Text type 3 Text type 4

Ask the students to share their ideas with the rest of the group. Add any text types which the students may have overlooked (articles, reports, adverts, etc). 20 Discuss your ideas with the rest of your group. What themes and text types did you suggest?

Remind the students that the language in the texts is the only clue to the text type, as there is nothing in the layout to indicate what type it is. Discuss what features of language would be typical of some of the text types suggested: contractions and colloquialisms in informal letters, formal language in business letters, etc. 21 What features and language would help a reader to identify the text types you suggested? Reading Part 3 131 Test practice

Test practice Notes Tips from the examiners

Read each text carefully.

As you read, think about what the writer’s purpose is in each text.

Notice clues that suggest the writer’s opinion as you read.

Read each question very carefully and check it against the text you think it matches.

Read the four texts below. There are ten questions about the texts. Decide which text, A, B, C or D, tells you the answer to the question. The first one is done for you.

A

With their magnificent architecture and sophisticated knowledge of astronomy and mathematics, the Maya boasted one of the great cultures of the ancient world. Although they had not discovered the wheel and were without metal tools, the Maya constructed massive pyramids, temples and monuments of hewn stone. During its Classic period (250–950 AD), Maya civilisation reached a zenith, with a probable population of 13 million. Then, between about 750 and 950 AD their society imploded. The Maya abandoned densely populated urban centres, leaving their edifices to fall into ruin. The demise of Maya civilisation has been one of the great anthropological mysteries of modern times. What happened? In recent years, evidence has mounted that unusual shifts in atmospheric patterns took place near the end of the Classic Maya period, lending credence to the notion that climate, and specifically drought, played a hand in the decline of this ancient civilisation. 132 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes B

The north of Guatemala, known as El Petén, is an area of lush lowland jungle whose depths conceal countless Mayan ruins, half-buried and entwined by tree-roots and lianas. The most impressive and famous of these lost cities is Tikal; a stunning collection of mighty temples at the heart of a vast national park, which was once home to between 10,000 and 100,000 Mayans (though the rain forest makes it difficult to determine the real physical extent of the city). It is not only fascinating for its historic remains but is also a haven for wildlife. There is little to beat the experience of approaching temples towering above you as they rise from the forest floor through the tree canopy. Five main temples make up Tikal, which the fit and brave can climb for magnificent views, as well as thousands more structures still hidden under mounds of earth, awaiting discovery.

C

The modern Maya live in southeastern Mexico, Guatemala, Belize, Honduras, and El Salvador. Altogether, their homelands cover an area of approximately 125,000 square miles (323,750 square kilometers) with a varied terrain that encompasses both northern lowlands and southern highlands. Volcanic mountains dominate the highlands. The fertile soil of the traditional Mayan homeland of the highland valleys supports the largest segment of the Maya population. While many Maya have settled in cities—particularly Merida and Cancún—and adopted an urban lifestyle, most remain rural dwellers. Estimates of the Maya population range upward from 4 million. The true figure is probably between 8 and 10 million, including about half of Guatemala's total population of 10 million. Among the larger individual groups are about 750,000 Quiché (K'iche') in the midwestern highlands of Guatemala; 445,000 or more Cakchiquel in several Guatemalan departments (provinces); and over 500,000 Mam in southwestern Guatemala and southeastern Chiapas. Reading Part 3 133 Test practice

D Notes

Jom works about 12 to 14 hours a day, and then brings his material to different suppliers and customers. Meeting his wife opened my mind to other cultures. She had walked to the small market and surprised me with some bottled water and crackers that they couldn’t afford. I wondered why Jom wasn’t wearing any real Mayan clothes. He said that other people were jealous of successful Mayans doing their craft. It left me concerned about their valuable culture, and how it would hold up in the future.

We drove through Quetaltenango, seeing many new buildings mixed with old markets. I saw ayabs selling their wares along with common vendors, and it was a fascinating sight. I hope that the new generation of Guatemalans and their government will help preserve the Mayan race and their culture because we can’t afford to lose more chapters in the history of our planet.

In which text does the writer: 1 describe the Maya engineering achievements? A

2 contrast the old and the new? D

3 refer to buildings that are still to be seen by modern man? B

4 refer to the adaptability of Mayans to change? C

5 speculate about Mayan history? A

Which text is saying the following? 6 The disappearance of a culture is always a possibility. D

7 Physical geographical conditions make it impossible to be any more precise. B

8 The majority of Mayans depend on agriculture. C

9 It has always been in the Mayans’ nature to be hospitable. D

10 Lack of water may be to blame. A 134 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Introduction to Reading Part 4 The focus of Reading Part 4 is to test the candidates’ ability to read a longer and more complex text and to be able to summarise, to recognise internal text development and to identify factual information and the writer’s opinion. The summary and text development questions come in the form of a set of options from which candidates choose the correct answer and avoid plausible distractors. The activities in this unit will help your students practise efficient skim- reading to understand the overall meaning of a text and the more detailed reading required to recognise how a writer develops a text. The activities also give your students practice in reading very carefully to distinguish between fact and opinion and to read between the lines to locate hidden information and opinion. Candidates need to be familiar with the following types of text: – narratives, discussions, explanations, descriptions, biographies, instructions. Student introduction

In this part of the test you read a longer and more complex text. The text will contain a lot of information and you will need to read carefully to understand the overall 4 meaning, the development of the text and the specific content. The information you need will not always be obvious.

To show understanding of overall meaning, you will choose the best summary from a choice given to you. There will be three summaries but only one will present the most relevant information in a more concise form.

The question on text development will offer you a choice of brief descriptions of how the writer presents information in sequence.

The questions on specific content will ask you about the writer’s opinion as well as about the factual information presented.

The types of text you may read in the test are: – narrative – discussion – explanation – description – biography – instruction.

To prepare, you need to be able to: – read longer, more complex texts for overall meaning – show understanding of how a text is developed – locate and select specific information and opinion – recognise and avoid information that may distract you. Reading Part 4 135 Reading for key information

4 Reading for key information Notes Answering concisely Ask the students to work individually on this exercise. 1 In this part of the test, you need to answer questions in three words or less. To answer concisely, you may need to miss some words out. Can you reduce these answers to three words without losing any important information? a What is Jeanne interested in? She loves music and literature, painting, sculpture, ballet and opera. all the arts

b What is the Minister of Transport planning to introduce? The Minister believes that forcing cars to drive more slowly will reduce the number of road accidents and he is convinced that the way to make this happen is to increase the number of speed cameras so that there is one on almost every street in all our towns. more speed cameras

c What was Marco opposed to? Marco knew it was old-fashioned of him, and he felt slightly ashamed of himself for not being able to be more modern, but he had a strong feeling that he did not want his wife to go out to work. He felt a true husband should support his wife and she should be at home doing the undoubtedly equally important tasks there. his wife working

d What made Tasha decide to become a pilot? It wasn’t as if she had any relatives who were pilots or involved in flying. Her mother put it down to the fact that she had been born in a hospital right beside the airport, but Tasha herself said it was because of a wonderful series of books about a pilot she read when she was a child. They were probably intended for boys, but they engrossed and inspired her, and the desire never left her. favourite children’s stories

Compare answers as a whole-class activity. Discuss any alternative answers that the class suggest. Answers may vary, but remember to stress the point that no answer of more than three words will be acceptable. Ask the students to work in pairs to reduce the following phrases to three words or fewer. 136 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 2 Now reduce these phrases to a maximum of three words each. a a knife, a fork or a spoon piece of cutlery

b because it was raining and extremely cold because of weather

c as long as the children both agree to lend a hand if children help

d too much food was prepared by the kitchen staff and ended up left uneaten superfluous food prepared/food was wasted

e it is better never to say anything that is not totally in accordance with the truth tell the truth/never tell lies

Compare answers as a whole-class activity. Then ask the students to look at the following text and answer the questions using three words or fewer. Monitor, and offer help as needed. 3 Now read the text and answer the questions. Do not use more than three words in your answer.

Electronic skin to give robots human-like touch A flexible electronic skin that can sense when something is too hot to handle or is being squeezed too hard could give robots an almost human sense of touch. Takao Someya and colleagues at the University of Tokyo in Japan embedded electronic sensors in a thin plastic film flexible enough to wrap around an egg. The film incorporates a matrix of transistors to measure pressure and another to sense temperature. The point at which two wires intersect in each matrix provides sensor readings, with changes in current indicating fluctuations in temperature or pressure. The two layers are fabricated separately before being overlaid, slightly offset, and laminated to form the finished e-skin. The distance between each sensor in the matrices is roughly four centimetres and sensitivity to temperature and pressure has yet to be tested thoroughly. However, Someya says this is not his priority at the moment. ‘We really want to develop new technologies which make it possible to entirely cover the surface of robot bodies with e-skins,’ he says. Future e-skin could include ‘sensors not only for pressure and temperature, but also for light, humidity, strain and ultrasonic sound’.

a What sensations can the electronic skin detect? heat and pressure

b Who is carrying out the research? scientists/university professors Reading Part 4 137 Reading for key information

c Where is it taking place? University of Tokyo Notes

d What are the electronic sensors set into? flexible/thin plastic film

e What do the changes in current show? fluctuating heat/pressure

f How are the two layers joined up? laminated

g How far apart are the sensors? 4 centimetres

h What do the scientists hope to do with the e-skins? cover robot bodies

i Name two things that forthcoming e-skins might be able to sense. (2 of) light/humidity/strain/ultrasonic sound Explaining in your own words Ask the students to discuss this exercise in pairs. Draw their attention to the fact that they must look at the phrase in its context when trying to find an appropriate definition. Point out that this practice exercise is easier than the exam questions because they can use more than three words for each answer if they wish.The text is taken from The Hungry Years by William Leith, published in 2005. 4 Sometimes you may be asked to put something from a text into your own words. You need to look at the words in context and think about how they could be replaced. Explain the phrases below the text in your own words. For this exercise you are not restricted to three words per answer.

The big thing about early diet gurus, the guys who gave dietary advice before, say, the nineteenth century, was that they preached moderation. When Luigi Cornaro, arguably the first modern diet guru, wrote his best-selling book Discourses on a Sober and Temperate Life, which was published in 1558, he wasn’t saying anything scientifically controversial. The book starts in the classic manner, with the author telling us how fat he got, and how dangerous and unpleasant it is to get fat. Gluttony, he said, ‘kills every year … as great a number as would perish during the time of a most dreadful pestilence, or by the sword or fire of many bloody wars.’ Cornaro’s answer: do not eat ‘a greater quantity than can be digested’. In other words, don’t eat too much. Cornaro ate sparingly and lost weight. Another thing he discovered: food tastes better when you don’t eat too much of it. ‘I now find more true relish in the simple food I eat, wheresoever I may chance to be,’ Cornaro wrote, ‘than I formerly found in the most delicate dishes at the time of my intemperate life.’ He lived to the age of 98.

a diet guru food expert

b preached moderation told people to show restraint

c best-selling successful/sold many copies 138 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes d scientifically controversial views that are contentious, or cause argument or debate

e in the classic manner in the usual or established way

f a most dreadful pestilence a plague, a widespread illness or epidemic

g sparingly meagrely/economically

h more true relish genuine enjoyment

i wheresoever I may chance to be wherever I might be

j my intemperate life my self-indulgent lifestyle/uncontrolled way of living

Discuss this exercise as a whole-group activity. 5 Compare your answers as a whole class.

Now ask the students to look at another extract from the same book, and answer the questions on the text. They must use three words or less. 6 Now read another extract from the same book and answer the questions. Do not use more than three words in your answers.

In 1983, diet guru Geoffrey Cannon wrote a book called Dieting Makes You Fat. ‘Dieting,’ wrote Cannon and Einzig, ‘creates the conditions it is meant to cure.’ When you diet, your body just gets better at sucking calories out of the food that you do eat. What Cannon and Einzig tell us is that dieting makes you hungry on the inside; it gives your body a secret hunger. This is because, when you diet, your mind wants to lose weight, but your body does not. When you diet, your body thinks you are unable to find food. You think: diet. Your body thinks: famine. And the more times you diet, the fatter you get. As Cannon puts it, ‘And what does the body need to keep it going between times of famine? Fat. The more often people diet, the more their bodies will protect the stores of fat.’ Cannon began to study the effects of diets on the body because he had been an obsessive dieter himself. He had tried diet after diet, all with the same result: he lost weight, and then, when he stopped dieting, the weight came back. ‘Between 1964 and 1976,’ he wrote, ‘I lost about 200lb. If all my diets had worked, on New Year’s Day 1976 I would have weighed minus 20lb.’ What he discovered was that, when a diet stops, the dieter experiences ‘raging appetite’. You can’t help it. It’s not you – it’s your body. ‘The healthy body,’ wrote Cannon, ‘can adjust to a period of emergency, which is in effect what a diet is, but once the emergency is over the body’s imperative demand is for the nourishment that succours it.’

a Who are the authors of Dieting Makes You Fat? Cannon and Einzig

b When was this book written? 1983

c According to the authors, what does dieting do? induces secret hunger/ makes you fat Reading Part 4 139 Reading for key information

d What does the body do when it thinks there is a famine? stores fat Notes

e In your own words, explain the term ‘obsessive’ in the phrase ‘obsessive dieter’. fanatical about/preoccupied with/constantly thinking about

f For how many years did Cannon try to lose weight? 12 years

g How much weight did he lose? 200 pounds

h What is a ‘raging appetite’? a substantial hunger

Get the students to discuss the answers in pairs; then check as a whole- class activity. 7 Check your answers with a partner’s. Were all your answers three words or less? Were your answers similar?

The texts in this part of the exam are sometimes quite academic in nature. Academic language typically uses vocabulary that is much less common in other kinds of writing. Ask the students to explain the underlined academic phrases in everyday English. 8 The texts in this part of the exam are sometimes quite academic in nature. Here are some sentences from academic texts. Rewrite the underlined phrases, replacing the words with more everyday English vocabulary. You can use more than three words. a In his latest article Heidermann offers a robust defence of his controversial theory. powerfully defends

b In writing an academic paper it is essential that you acknowledge your sources. let your reader know where you got your information from

c No study has succeeded in providing irrefutable proof of the government’s involvement in the scientist’s sudden death. enough evidence to prove beyond any doubt

d It is important to draw a clear distinction between Jardine’s initial research and his later work. make clear the differences between

e Robinson adopts a position that few other scholars in the field currently accept. holds a point of view

f Some recently published statistics lend support to the claim that only a small proportion of domestic violence is reported. back up

gFor all the elegance of his style Shakespeare is not thought to have had much in the way of formal education. Although he had great literary talent

h Notwithstanding the potency of the prosecuting lawyer’s arguments, Jones won the case. Despite the strength 140 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Discuss the students’ range of answers as a whole-group activity. Then ask the students to work with a partner to match the academic phrases with their equivalents. 9 Here are some more academic words and phrases. Work with a partner and match the academic words on the left with their equivalents on the right. a maintain e agree

b contest (verb) c extreme

c radical g logical, consistent

d hypothetical h idea

e concur f apt, appropriate

f pertinent d theoretical, conceptual

g coherent a say

h concept b challenge, dispute

Check the answers as a whole-group activity. As homework, ask the students to try to find some more examples of academic language from textbooks or articles in English that they may be using and to bring them to class to share with other students. Remember to collect these and to deal with them in a follow-up lesson. Gathering information Remind the students that the text they read in Part 4 will be long and complex and that they will be asked to summarise and recognise text development as well as locate specific information and opinion. Even though time is limited in the test, it is essential for candidates to read the text for overall meaning before attempting to answer questions. Ask the students to read the text in around two to three minutes. Set a very general task such as 'Read the text. Do you think the title fits the text?' 10 Read the following text through quickly, without trying to understand everything at this stage.

There’s no success like failure 25 July 1965 has been described as the defining moment in the history of twentieth-century popular music. An extravagant claim, but one worth revisiting.The stage was the Newport Festival in the USA; the central figure was Bob Dylan, darling of the American folk music movement. Folk music and political awareness had gone hand in hand for decades; protest against social injustice finding expression in traditional song. When Dylan burst on the scene as the 1950s gave way to the 60s, a new, exciting phase began. Folk music had become dated but Dylan's Reading Part 4 141 Reading for key information

Notes angry-young-man lyrics and plain harmonies struck a chord with a generation. Best of all, his songs could be sung by his audience: the chorus of songs like 'Blowin’ in the Wind' was there for everyone to pick up on and make their own. Having played the influential Newport Festival twice before, Dylan was already a legend and in 1965 played to a devoted audience. Things could not have started better. To rapturous applause, Dylan opened with a traditional classic 'Don't think twice, it's all right' and introduced the sublimely lyrical, acoustic 'Love minus Zero' from his new album 'Bringing it all back home'. Later, things took a controversial turn. 'Bringing it all back home' was partly traditional folk. It was also partly electric; a break from Dylan's trademark guitar and harmonica simplicity. The lyrics were disturbingly different: not the social protest Dylan's audiences felt comfortable with but acidic, introspective outpourings which were quintessentially personal and no longer the 'voice that came from you and me' later immortalised in fellow singer- songwriter Don MacLean's peerless 'American Pie.' Reaction to the new Dylan was dramatic and potentially violent. Those who had idolised the young champion of folk music jeered. One of Dylan's patrons apparently attempted to chop through the electric cable with an axe – a gesture which had it succeeded would have done rather more harm to himself than to Dylan's reputation – in outrage at what he saw as the perversion of the singer's art. Report is changeable; the senior folk music figure later insisted that he had intended to cut off the electricity supply because the distorted sound quality prevented the audience hearing Dylan's lyrics. It just could be true. If Newport 1965 was controversial, it was mild in comparison with Dylan's long-awaited UK tour the following year. British audiences had waited in vain for a promised visit by the iconic American rock 'n roll star Elvis Presley, only to be disappointed as tour after tour failed to materialise. Now the great prophet of folk music was about to speak to his followers. Things came to a head in Manchester in May 1966. Dylan started to sing the now classic 'Like a Rolling Stone' when a member of the audience shouted an objection. It all happened a long time ago and certain things are best not recalled too precisely. The words exchanged were calculated to offend and may do so to this day. Rather than reproduce them verbatim, suffice it to say that his accuser questioned Dylan's loyalty to the cause and Dylan, for his part, rejected the accusation and encouraged his musical accompaniment to proceed. Dylan undoubtedly lost some of his following by 'going electric'. At the same time, he gave folk music a new image and appealed to a wider audience; lyrics like 'When you ain't got nothin', you got nothin' to lose' shocked mid-60s audiences but if Dylan hadn't made the change music would have lost so much. Like the man said, 'there's no success like failure'. 142 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask if the students thought the title was suitable – there is no right or wrong answer to this question as it is a matter of opinion but the consensus is likely to be that the title captures the idea of contrast within the account given and looking at this will help the students to summarise and recognise how the text develops. Now ask the students to write a summary of the text. Explain that they will not be asked to produce a summary in the test (they will choose the best of a set of three given) but that writing their own summary will help them recognise summaries they read. 11 Now write a summary of the text in your own words. Use around 50 to 60 words.

Ask the students to exchange summaries and compare these. Focus on the main content points which make a summary a good paraphrase of a longer text. 12 Exchange your summary with a partner’s. In what ways are your summaries the same and what differences are there?

Now ask the students to read these three summaries and decide which most fully and accurately gives the information in the text in a condensed form. 13 Now look at these three summaries. Which of them is closest to what you and your partner wrote? A It was at the 1965 Newport Festival that singer–songwriter, Bob Dylan, first became recognised as an important musician. Before that, he had merely been one of many rather old-fashioned and unimaginative folk singers. Following his appearance at the Newport Festival, Dylan went on to tour the UK and his music received universal praise and admiration.

B Before the mid-1960s, folk music had been the most popular branch of music in the USA. All this changed with the introduction of far more modern and appealing pop and rock from Britain. While many American musicians changed their style to incorporate these new influences, Bob Dylan remained true to traditional folk music and so became the folk movement’s hero.

C The musician, Bob Dylan, took the world of popular music by surprise in the mid-1960s by changing his successful folk style for something less traditional. This did not please all of Dylan’s fans on either side of the Atlantic but the controversial change of style is now regarded as an important step in the development of modern popular music.

Ask the students to work in pairs to discuss which of the three summaries they chose and why they rejected the other two options. Reading Part 4 143 Reading for key information

Ask for the answer to the summary question. Confirm the correct answer Notes (C) and draw the students' attention to the fact that the incorrect options do deal with the subject matter of the text but change the information given. Explain that avoiding distraction is part of successful examination technique and discuss examples in these summaries (e.g. option B says that Dylan didn't change his musical style; option A says Dylan received 'universal praise' when the text reports divided opinion). 14 Compare your answer with a partner’s. Which summary did you choose, and what made it a more accurate summary than the other two possibilities?

Explain that one of the questions in the test will ask students to identify the way in which the text is developed by the writer. Ask them to read the text again and look at the four options below to decide which best describes the way the writer develops the text. Ask for answers to the question and confirm that option B gives accurate information in the sequence presented in the text, which will not necessarily be in chronological order as in this the writer starts with the events at the festival and then gives background information about previous events. 15 Look at the text ‘There’s no success like failure’ again. Which of these options – A, B, C or D – do you think best describes the way the text develops? A Dylan looks back on career – explanation of background – author’s critical views – comparison of Dylan’s successes in USA and UK.

B Events at Newport Festival – Dylan’s earlier musical career – response in UK – author’s evaluation of Dylan’s impact on popular music.

C Changes in UK popular music – UK style introduced into USA – response of USA audiences – Dylan considered a failure.

D Origins of American folk music – Dylan leaves folk movement – Dylan rejoins folk movement – Dylan’s success in pop charts.

Explain that IESOL candidates at Expert level are asked to read complex texts not just for fact but also for opinions and attitudes, which will involve reading between the lines, inferring meaning and spotting rhetorical devices like irony. Ask the students to read the text again and to choose the best of the given options to answer the questions from the writer's point of view as suggested in the text. 16 Reading Part 4 invites you to read not just for facts but to look for opinions and attitudes. How would you describe the writer’s opinions of these elements of the texts? Dylan’s traditional folk style in the time before the 1965 Newport Festival was a of little musical or lyrical value. b an outstanding example of its genre. c extremely annoying to lovers of good music. 144 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes The album ‘Bringin’ it all back home’ a contained great music of conflicting styles. b was a serious error of musical judgement on Dylan’s part. c was largely copied from other singer–songwriters’ work.

The claim by one of Dylan’s supporters that he wanted the audience to hear Dylan’s new lyrics more clearly a is almost certainly true. b is at best doubtful. c is backed up by his reputation. d has been changed many times.

The words exchanged between Dylan and the member of the Manchester audience who objected to his new style of music a have been long forgotten. b were never recorded. c could be repeated but it would be better not to. d seemed perfectly objective and balanced.

Bob Dylan’s change of musical style in the mid-1960s was a rightly recognised as a failure by everyone. b worth the controversy. c a lot of fuss about nothing. d a shocking waste of a great musical talent.

Ask the students to discuss their answers with a partner and to say what made them select one option and reject the others. Now ask the students to report back on their discussion. Confirm the correct answers and point out that at C1 Expert level, candidates need to read thoroughly as finding the correct answers will not be merely a matter of spotting words and phrases in the text to match with those in the questions. 17 Discuss your answers with a partner. Do you agree about which of the options most accurately reflects the writer’s opinion? Is there anything in the options you rejected that helped you to eliminate them?

As optional project work outside the classroom, you could suggest that the students look for suitable texts to adapt and share with others in the group. Ask them to look for longer texts that develop a narrative and to try to make up a summary, text development and opinion questions similar to those they have just answered. Stress that they are not expected to produce the same number of questions as the test writer or to provide options to test specification standards but that this activity will help them prepare for the IESOL test. The text in the test will be long, around 600 words, so texts of roughly this length will be ideal. 18 At C1 Expert level, it often helps if you look at texts and tasks from the test writer’s point of view. That way, you can try to see the kind of questions you may be asked to answer. Reading Part 4 145 Test practice

As optional project work, you could look for a longer text (magazines, Notes newspapers and the internet are good sources) and produce summaries, text structure questions and questions about facts and opinions to give to other students in your group. Don’t worry if your tasks and questions are not exactly the same as those in this book or sample papers – the idea is to get an insight into the nature of the test tasks. Test practice Tips from the examiners

Read the text very carefully before looking at the questions.

Read the questions equally carefully.

Think about what the question means.

Refer back to the text to find the correct answer.

The questions will be in the same order as the text.

Check that you have not used more than three words in any answer.

Read the text and answer the ten questions. Put a circle round the letter of the correct answer.

Why I think universities should ditch teaching Radical views from a disenchanted lecturer The degree course used to strike me as a contract. They want to learn. We want to teach. Money is exchanged for wisdom imparted. In fact, in America this ancient symbiosis has become so explicitly contractual of late that I gather the teacher can now be sued if a student fails his course. As someone who lectures only occasionally, I always bounce along to whichever college wants me in the naive belief that I will give and they will receive and that at the end of 50 minutes the world will be a wiser place. But, say friends who have what these days pass for permanent jobs at various British universities, this is simplistic. None of these PhDs has any wish to teach. In fact, they would rather have nothing whatsoever to do with the student body, a body that is often unwashed, hung-over and exhausted from working all night stacking shelves in the local supermarket. Indeed, I gather that these days the worst thing that can happen to academics is to have their job re-designated ‘a teaching post’. Teaching is Siberia, the infinitely bleak internal exile of academia. No kudos attaches to those who burn the midnight halogen lamps marking essays. One friend said she had a special look for an undergraduate who shuffles in to explain that he has been unable to deliver 2,000 words ‘because I was sittin' in front of the telly all day’. The expression cultivates sternness to disguise the huge sense of relief that floods her at the prospect of one less piece of regurgitated nonsense to assess. 146 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes I had always thought that cynicism extended only to the senior common room. Recently, however, a report commissioned by the mobile telephone company Orange revealed that 41 per cent of males and 50 per cent of females starting university this year claimed that partying, clubbing and generally having a good time were what they were most looking forward to at university. And of the remainder, only 8 per cent embarked on tertiary education with anything approaching a keenness to learn, in preparation for the rigours of the competitive world we now live in. We are left then with the bizarre spectacle of two wholly mismatched groups of people locked together for three years in a curious dance of deception: teachers, the majority of whom don't want to teach, and students, the majority of whom don't want to learn. Would it not be a great relief to all concerned if we blew the lid off this sham and let universities be what people on campus actually want them to be? Academics would receive a monthly sum, most of which would be spent on paying their mortgages and their day-to-day living expenses, with the rest being put into pet research projects, while students would hand over their ‘tuition fees’ as the price of admission to the greatest party scene in town. Renaming the junior common room Club 18–21 and the SCR ‘Dunteachin’ would be acts of simple honesty. For those who object to this plan by saying that education at a university is vital if young people are to get good jobs, I would point to another rather alarming recent survey. This showed that media studies was the course most likely to guarantee a job in the 21st century. And what is media studies about? Sitting down in front of the telly all day.

1 The best summary of this passage is: a Academics feel their main role is to research specific areas of interest and not waste their time teaching reluctant learners. Their investigative work is better appreciated than the effort they put into assessing student assignments. Students, on the other hand, feel that academics fail to provide them with an acceptable standard of tuition and so focus on their social life. b The agreement between a university and its student body is like a contract; students pay for teaching and gain the necessary knowledge. But many academics refuse to honour their side of the contract and avoid teaching in favour of pursuing their own research interests. Their justification is that students have no intention of honouring their side of the contract anyway. c Given that research shows that many students are not really interested in learning from academics and given that academics only teach because they are contractually obliged to do so and would rather be doing their research, why not abandon tuition altogether? The main objection to this would be the effect it may have on students’ career prospects. Reading Part 4 147 Test practice

2 The passage develops in which of the following ways? Notes a Author’s interpretation of course contract – academics’ view – reasons for academic preferences – research on undergraduates – incompatibility – hypothetical scenario – effect on prospects. b How degree courses should work – why they don’t – why students don’t like university – suggestions for change – post-graduate job prospects. c Ideal tutor–student contract – the reality and reasons – two opposing views – what would happen if… – effect on job prospects.

3 How can the author’s opening interpretation of a university course be described? a Cynical. b Naïve. c Provocative. d Unconventional.

4 How do academics believe their contribution to teaching is viewed by the university? a More important than research. b Key to the university success. c Not acknowledged. d Under-appreciated.

5 What is the academics’ view of student assignments? a Lacking in originality. b Impossible to mark. c Poorly presented. d Very repetitive.

6 What is the author suggesting universities should do? a Allow a little more flexibility. b Adopt a drastic solution. c Stick to their beliefs. d Open up a debate.

7 What is the author’s purpose in Paragraph 6? a To expose academics’ poor working conditions. b To make a judgement on the standard of undergraduates. c To criticise the universities’ educational role. d To exaggerate in order to recognise a problem.

8 What would be the result of the proposed plan for undergraduates? a They would be poorly prepared for the outside world. b They would have to start worrying about a career. c It would make little difference to their lives. d It would provide them with greater opportunities. 148 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Teacher’s Book 5 Expert 149 Writing

Student book This book Writing

1 Writing a formal response 107 151

2 Writing on a topic 130 180 150 International English for Speakers of Other Languages Teacher’s Book 5 Expert Writing Writing Part 1 151 Introduction

Introduction to Writing Part 1 In Writing Part 1 at Expert level, candidates produce between 150 and 200 words of continuous writing in response to input given in the form of a letter, email, schedule, notice, poster, table, graph, extract from a diary, etc. Candidates are instructed to include certain information in their response. If candidates miss out specified information or stray outside the word limit, they will lose some of the credit they would otherwise gain for their writing. The style of writing needs to be appropriate to the task for candidates to get full credit and it is essential to help your students become more aware of stylistic differences. The activities in this unit will explain and give examples of different styles and what features of language characterise these and will give your students the opportunity to produce writing that achieves set tasks by the use of appropriate language. In this unit of the book, candidates practise: – careful reading of the rubric to identify the specified purposes of tasks – constructing an argument – planning in order to ensure that all relevant content is included – selecting a style of writing appropriate to the target reader – checking to locate and correct errors. At C1 level, candidates need to be able to write with a good degree of accuracy, range and organisation. Wide reading always helps promote effective writing and your students should be encouraged to read articles, reviews, reports and arguments to appreciate how these are presented. Newspapers and magazines are excellent sources of these types of text and if your students find good examples it will be useful to share these with fellow students and analyse the features that make successful writing. 1 152 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Student introduction

In Writing Part 1 of the International ESOL test at Expert level, you produce between 150 and 200 words of continuous writing in response to input given in the form of a letter, email, schedule, notice, poster, table, graph, extract from a diary, etc.

You may be asked to produce: – an article – a letter – a report.

In this unit of the book, you will practise: – careful reading of the rubric to identify the specified purposes of tasks – structuring your argument or point of view – planning in order to ensure that all relevant content is included – selecting a style of writing appropriate to the target reader – checking to locate and correct errors.

This unit of the book includes samples of written work to give you the opportunity to analyse the features that make transactional writing successful. The areas that provide the focus of assessment in the International ESOL test are: – accuracy – organisation – range.

There is a test practice activity at the end of this part of the book. Writing Part 1 153 Writing a formal response

1 Writing a formal response Notes What do we write? Engage the students’ interest in the types of writing they may be expected to produce in the International ESOL test at Expert level. Ask them, individually, to look at the questionnaire and make brief notes (eg, how often have you written this type of text?, when was the last time you wrote this type of text?). 1 People write different things for different purposes. Look at the questionnaire and tick your answers. What have you written in your first language and what have you written in English?

What do we write?

I have written … In my first language In English articles

formal letters

reports

stories

emails

a diary

Ask the students to work in pairs or small groups to compare notes. Monitor, and note the types of writing the students are familiar with. 2 Discuss your answers with a partner. In what ways are your experiences of writing the same? In what ways are they different? 154 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes As a whole-group activity, invite the students to share experiences of the types of writing they are familiar with and feel confident producing. This will help you and the group to decide which areas are likely to need particular practice. It may be useful to involve yourself in the discussion, as a user of written English as well as a teacher, to share your own experience and advice. 3 What about the other people in your class? Has anyone had a lot of experience of writing some of these types of text? You are the expert Make a study stage of the different features of the different types of written text they have discussed. Ask the students individually to look at the list of features of written language and to fill in the boxes to show which type(s) of text they are/are not appropriate to. Tell them to tick the appropriate ones, put a cross if they are not appropriate and a question mark for those they don’t know. At this level, it is best to stress that there are no hard and fast rules, but that certain aspects of organisation are more or less likely to make a positive impression on a target reader. As the students are now preparing for a test at an advanced level, it will have a positive effect on motivation if you engage them fully in the ethos of the Expert level: effective writing is more than simply accurate grammatical structure, and a wide range of language is needed. 4 Look at this list of features of written English. In your opinion, are they appropriate to the types of text you have discussed? Some features may be appropriate to more than one style of writing. Writing Part 1 155 Writing a formal response

Notes You are the expert a informed articles b formal letters c reports a b c Notes

contractions (I’m, it’s, etc) Y

underlined headings Y

accurate spelling YYY

• bullet points Y

dates in numbers (eg, 04/11/05) YYY

exclamation marks (!) Y

idioms Y

graphs and other illustrations Y

correct grammar YYY

Ask the students to work in pairs or small groups to exchange ideas. One way to do this is to ask those members of the class who have had more experience of producing certain types of text to work with those who have not (as identified in activity 3). 5 Work with a partner. Do you have the same answers?

Monitor, and note down any areas that give rise to confusion or disagreement. You don’t need to explain at this stage; the following activity will give an opportunity for this. As a whole-group activity, ask the students to discuss the opinions they have exchanged with their partners. Stress that at this level of written production there are inevitably grey areas and that conventions change (it may add to the usefulness of the discussion to give your own input on how some of the conventions you were taught have since changed). It will also be useful to draw on the experience some of the students have of formal writing in other languages and look at how conventions may be different. 6 What about the other students in your class? Do you agree on the answers to the questions in the questionnaire?

Now ask the students individually to read the magazine article ‘What Style?!’ Ask them to check if the answers they and their classmates 156 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes gave to the questionnaire in activity 4 correspond to those of the writer of the article. 7 Writing at Expert level is not a simple matter, and there are not always simple answers to complex questions. Read this article about features of different kinds of formal writing. What Style?! What is correct style these days? It very much depends on what it is that you are writing. In formal writing, there are certain constants: accurate grammar and correct spelling will always be expected in articles, reports and letters. Idioms, though, are a can of worms. I can write this in an article because the style I choose is very much up to me. In a formal letter, on the other hand, we tend to be conservative in style and to write more literally. A narrative or creative piece of writing allows us some choice of style, and idioms may be part of that. Reports are economical in the use of language, and there is not always a place for idiomatic language. It’s a grey area. And what about contractions? I’d say ‘no’ to these in very formal writing because they’re a bit too chatty. They definitely don’t belong in formal letters. In reports, it tends to depend on the intended reader. I’m using contractions in this article, so I assume it’s okay to do that. Exclamation marks in formal writing?! You must be joking! We can use them in articles, but they usually look out of place in other types of formal writing. Poor exclamation marks! The use of bullet points is appropriate in some contexts, but not in others. Bullet points are generally: • very natural in reports • out of place in formal letters • fine in articles. Graphs have their place in reports and in articles (where you may also find photos or other illustrations), but compositions and formal letters would not normally have them. Underlined headings These really look most natural in a report, when the writer is aiming to draw the reader’s attention to different facts, proposals, etc. They would not normally be a feature of narratives or formal letters. Articles, as we have seen, give the writer the freedom to choose. Dates are written in the form of numbers in most types of writing. The exceptions tend to be in essays, stories, etc, where instead of ‘the 1990s’ and even the ‘21st century’, we have seen ‘nineteen-nineties’ and ‘twenty-first century’ as the preferred forms. Who would really claim to be an expert when it comes to style? Writing Part 1 157 Writing a formal response

Ask the students to work in pairs to compare notes. Notes 8 How much of the information in ‘What Style?!’ matches the answers you and the other students in your class gave to the questions in the ‘You are the expert’ questionnaire? Discuss your answer with a partner. Do you agree on the correct answer? a all of the information

b most of the information

c only a little of the information

d none of the information

As a whole-group activity, ask the students which answer they have agreed on and what has led them to this. Point out that the article accepts that there are grey areas, but that there are certain conventions that characterise different types of formal writing. Ask the students individually to skim-read the four texts in activity 9. Ask them to note down which type of text each one is (article, opinion, formal letter, report). There is one example from each category. The students should not, at this stage, look for details of improvements needed; this will come a little later. 158 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 9 Now look at these examples of writing. They all need to be improved, but which of the four types of formal writing – article, formal letter, essay and report – is attempted in each of the texts? Text A

type of text: article

needs improvement in: The article needs to be put into paragraphs and the range needs to be expanded: structures and vocabulary are far too limited, simple and repetitive for the article to be effective. Repetition of sentences beginning ‘Some…’.

Some people say they never dream. We all dream. We have six or seven dreams every night. This is usual. We have different kinds of dreams. Some dreams are about our day. These dreams are about what happened in the day. Some dreams are about other things. Some dreams are about our problems. Some dreams are about the things we are afraid of. Some dreams are about the things we wish for. Some dreams are about the things we are worried about. Some people have some kinds of dream. Some people don’t have these kinds of dream. Some people dream about flying. Some people say this dream means we have problems. We want to escape from these problems. Some people dream about the future. Some of these dreams come true. Some people say dreams hold the secrets of the future. Some people don’t agree. They don’t think this is possible.

Text B

type of text: report

needs improvement in: The report needs to be in a different format: To: From: Date: Subject: as headings; bullet points for ‘last year’s comments’; use of language to be far more economical. Writing Part 1 159 Writing a formal response

Notes This is to everyone on the Entertainments Committee from Sami Williams, who is the Chairperson, dated the twenty-seventh of March. My reason for writing this is that I would like to remind you all that the festival that the College holds every year will take place no more than ten weeks from now. The comments people were kind enough to make on the festival we organised twelve months ago had the following among them. The time of year, and the place where we held the festival, really could not have been better. Another comment was that the amount of money people had to pay for tickets was, to be perfectly honest, rather more than they were happy with. Encouragingly, people reported that what we provided for them to eat and drink was very good indeed. A final observation was that the provision of toilet facilities was not altogether sufficient. I have arranged the next meeting of our committee for the evening of Thursday the fourteenth of April in the main hall of the College. I am proposing that we start at seven-thirty and the meeting should be finished by a quarter past nine at the latest. I wonder if you could possibly telephone me if you are unable to attend the meeting. My telephone number is 0935 565678. Alternatively, you could always send a message to my electronic mail address, which is [email protected]

Text C

type of text: essay

needs improvement in: The points of the argument are in themselves relevant but the paragraphs need to be reordered. The colloquial style is also inappropriate to a composition and needs to be changed.

When all’s said and done, you’ve got to agree that it’s true. Individuals can’t change the world they live in. Okay, there are exceptions to this rule as I’ve said but the conclusion is definitely that ‘The only way we can produce a better world is to forget national rivalries and work together.’ I’ll tell you what I think. You’ll never get people to work together if you don’t start when they are young. Kids are pretty easy to influence and if all they hear at school is how great their own country is, well I mean, come on, do you seriously reckon they’re going to grow up thinking about the rest of the world? No way. Is it true that the only way we can produce a better world is to forget national rivalries and work together? For sure, we can’t do it all on our own. It’s stupid to think that we can change things without getting together. But the really big question is how we go about it. 160 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Text D

type of text: formal letter

needs improvement in: The formal letter needs considerable attention to accuracy in the areas of spelling and punctuation.

Dear sir Thank you for your letter of 23 january in which you reminded me that my subscription to country living magazine had ellapsed. I wonder, if there may be some misstake? Acording to my record’s the subscription was renewed at the end of december could you possibly check the details and confirm that this is correct

In a recent eddition of the magazine you asked, if readers had any comments to make on permenant features? My personnel point of view is that all existing features are satisfactory and no changes are actually neccessary. However I would suggest that you consider introducing more articles on topics off interest to firsttime visitors to the countryside. The following may appeal to readers holidays on farms country walks, and weakened breaks.

I sincerely hop that you will find these suggestions helpfull and that you will confirm that my subscription to you’re magazine is as I stated earlier up to date.

your’s fatefully B. Green

Ask the students to work in pairs briefly to exchange opinions on which of the four types of formal text each of the above is intended to be. This activity should take very little time. 10 Work with a partner. Do you agree about the type of formal writing each is intended to be?

As a whole-group activity, ask for the students’ answers and confirm. Now ask them individually to read the texts more closely. Ask them to make brief notes about the general areas of improvement each text needs. Ask them not to make any improvements at this stage; they will do this shortly. 11 Look the texts again. What improvements do you think they need in order to communicate effectively to the target reader? Writing Part 1 161 Writing a formal response

Ask the students to work in pairs to discuss what general improvement(s) Notes each text needs. 12 Work with a partner. Do you agree about the areas where the texts need improvement?

In a whole-group activity, ask the students to report back on the discussions they had with their partners. Confirm that the texts need general improvement in the ways noted. Ask the students to produce improved versions. 13 Working with other students in your class, can you produce improved drafts of the four texts? Text A

Text B 162 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Text C

Text D

There are various possible ways to get the students to exchange the texts they have produced. One is to ask the students to work in pairs or small groups, another to post the texts on noticeboards/walls around the room. The important thing is to focus on reading all texts closely with a view to looking at any improvements that can be made. Ask the students to draw your attention to anything they think can be made better and suggest any changes (while, of course, recognising the positive features of the texts). 14 Now work in groups. Exchange the texts you have produced. Can you suggest any other possible improvements to the texts other students have written? Writing Part 1 163 Writing a formal response

Formal letters Notes Lead into the specific area of formal letter writing. Ask the students to think of the many different ways we express the same ideas in speaking or writing and to make a few notes about this. Ask the students to work in pairs to exchange ideas. As a whole-group activity, ask the students to report back on the discussions they have had in pairs. Put on the board some of the contexts in which they use their own first language(s) more formally or informally. Letters will probably be among the topics the students have discussed; lead into the next stage by referring to formal letters and how they differ from personal letters, faxes, emails, texts, etc.

The Editor Students’ World 114 Bradford Towers Manchester ML7 4GG

Ask the students individually to look at the phrases below. Point out that the items can be matched in pairs of phrases that convey the same message but with differing degrees of formality. Ask the students to match the pairs of phrases and put them in the appropriate columns. 164 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 15 When we write letters, we can express the same ideas in different ways. Look at these phrases. Can you match the pairs from each column that have the same general meaning? Then order the pairs into the formal or informal columns. The first one is done for you. Sorry I didn’t Would it be possible I am contacting you with reference to Why don’t you Is there any chance Please accept my apologies for not I don’t want to There are several Just think about it I do not wish to There’s lots of I hope you will give serious consideration Might I suggest I’m writing about

Formal Informal

I do not wish to I don’t want to

Please accept my apologies for not Sorry I didn’t

Might I suggest Why don’t you

I am contacting you with reference to I’m writing about

Would it be possible Is there any chance

There are several There’s lots of

I hope you will give serious Just think about it consideration

Ask the students to work in pairs to compare notes about the pairs of phrases and their formal or informal usage. 16 Work with a partner. Do you have the same answers? What makes some ways of expressing the same ideas more or less formal?

As a whole-group activity, ask the students to tell you what answers they have given. Check these. Now ask the students to read the extract from a letter they have received from Students’ World magazine and to discuss in pairs what they would like to know more about before submitting articles. If necessary, offer a single-word prompt (‘fees’ or ‘topics’), but ask the students not actually to write questions at this stage; that will come shortly. 17 Here is part of a circular letter you have received from the editor of a magazine for language students. Writing Part 1 165 Writing a formal response

Notes Dear Reader,

Students’ World magazine is interested in receiving articles from readers. We hope to print a number of these in future editions of the magazine and fees will be paid for all work published.

To submit an article, please send it to:

The Editor Students’ World 114 Bradford Towers Manchester ML7 4GG

We look forward to hearing from you. Best wishes, The Editor

18 You are interested in submitting an article, but you would naturally like more information about a number of things in the letter. Work with a partner and together discuss the things you would like to know more about before you write an article.

As a whole-group activity, ask the students to tell you what things they and their partners have suggested. 19 Share your ideas with the other students in your group. Do you have the same queries?

Ask the students individually to read the draft letter sent to the editor of the magazine. Point out that the content is satisfactory but the style is inappropriate to a formal letter. Ask the students to think about how the style can be improved and to rewrite the part of the letter they have in front of them. 20 Now look at this letter to the editor. The writer may have asked the questions you would like to be answered, but the style is not appropriate to a formal letter. Can you express the writer’s questions in more formal language? 166 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Dear Ed, I wouldn’t mind sending in an article but there's a couple of things I want to know first. How many articles are you going to put in the magazine? And obviously I want to know how much you pay. You didn’t say how long the articles have to be; let me know. Oh yes and one other thing – what do you want the articles to be about? Thanks a lot, I’m waiting for your letter. Speak soon.

Ask the students to work in pairs to compare their rewritten letters and to discuss any further improvements that might be possible. 21 Compare your letter with a partner’s. Have you made the same changes in the style of writing?

As a whole-group activity, remind the students that as we saw in the article ‘What Style?!’, appropriate usage is not an entirely prescriptive matter. There are, however, examples of what the target reader would be likely to find acceptable. Engage the students’ interest in the topic of articles. There are various ways to do this (you may like to take in a magazine and be obviously engrossed in reading an article; you could take in copies of articles you think the students will find interesting). Establish the point that articles are written to be read for interest and pleasure, and that the style should capture the reader’s attention and interest. Writing Part 1 167 Writing a formal response

Articles Notes Ask the students to look at the email message they have received. (This is an additional opportunity to focus on degrees of formality in styles of written English – you may like to ask the students to say how this would have been different if sent as a formal letter, eg, no contracted forms.) 22 Here is an email you have received from the editor of Students’ World. Read the email and choose one of the articles to submit.

From: [email protected] To: [email protected] Subject: Articles for the magazine

Thanks for the message. Here are the answers to your questions. 1 We hope to publish 6–8 articles. 2 We’ll pay $25 per article published. 3 We’re looking for short articles (150–200 words maximum). 4 The title is either ‘What makes a really good/bad teacher?’ (personality, special skills, qualifications, etc) or ‘The best English coursebook I know’ (what’s in it, why it’s so good, where and when you used it, etc).

Regards, Editor

Now ask the students individually to write two articles to submit to the magazine. 23 Write two articles for the magazine, one for each title. What makes a really good/bad teacher? 168 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes

The best English coursebook I know

Ask the students to work in pairs. Ask them to exchange the articles they have written and to consider ways in which their partner’s work could be improved for publication. Monitor, make corrections and suggest improvements the students may not have spotted. Ask the students to put themselves in the position of the target reader and to say which of their partner’s articles is the more effective and why. 24 Work with a partner. Exchange articles. Can you suggest any ways in which each other’s work could be improved for publication in the magazine? Which of your partner’s two articles do you think will appeal more to readers of the magazine? Why?

Now ask the students to read the articles their classmates have produced. Depending on the size of the group, you may like to do this as a whole- group activity with the articles pinned on noticeboards. Writing Part 1 169 Writing a formal response

Tell the students their articles have been accepted and will be published. Notes Ask them individually to write a letter to the editor. 25 Congratulations! One of your articles has been accepted and the magazine has decided to publish it in a future edition of Students’ World. Write a letter to the editor to: – express your feelings about the decision – establish what made your article successful – suggest other articles you could submit to Students’ World.

Dear Editor,

Yours sincerely,

Ask the students to work in pairs to read each other’s letters and, as if they were the editor, to say how effective these would be. Monitor, and offer any assistance and prompting you think will be helpful. 26 Exchange letters with a partner. Put yourself in the place of the editor. Does your partner’s letter give you all the information you would expect, in a style you find appropriate? 170 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes As a whole-group activity, ask for examples of letters the students found particularly effective. You may like to read out one or two of these, pointing to successful task completion and use of appropriately formal language. Now move on to the topic of reports. Point out the differences between articles (where entertainment value is important) and reports (where the main aim is to present facts and recommendations clearly and efficiently). Reports Tell the students that they have been asked to submit a report on trainee teachers of ESOL. Ask them to read the note and attached information received from a teacher-training centre. 27 The English language students’ organisation you belong to has asked you to write a report on the kind of people who are training to become teachers of English for Speakers of Other Languages. You have contacted a teacher-training centre to ask for information. Read the reply you receive.

STT teacher training STT, 1–5 Cross Street, Newtown Hope this will be of use in your research. The pie-chart shows the breakdown of new teachers by age. You might be interested to know that females currently account for 57% of the teachers in training. It’s also nice to know that more than 90% of our successful trainees have gone on to teach – the graph shows where. For whatever reason, about one trainee in ten never uses the certificate. RV PS In case it’s of interest, our trainees’ backgrounds are pretty varied: a few are straight out of university, some have worked in offices or factories – there’s no typical profile. Writing Part 1 171 Writing a formal response

Notes Who are the new teachers?

9% 60+ yr old 35% 13% 20 – 29 yr old 50 – 59 yr old

19% 40 – 49 yr old 24% 30 – 39 yr old

Where they teach: 35% UK 11% Africa 23% Europe 8% South America 14% Asia 9% Don’t teach

Ask the students individually to write a report for the organisation and to include the information asked for. Remind them of the advice given in activity 7. 28 Write your report. Include information about the trainee teachers’ age and gender mix. Add information about the teaching work successful trainees go on to do. Use an extra sheet if necessary. 172 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask the students to work in pairs to read each other’s reports and check that all the content points are covered. Monitor, and note the format of the reports and style used. (There is no need to make any specific comments to the students at this stage. Format and style will be discussed in activity 30.) 29 Work with a partner. Exchange reports. Does your partner’s report include all the information the organisation would like to have?

Ask the students to work in groups to compare the reports they have produced. Ask them to think of any ways in which these reports could be made more effective. Monitor and prompt: draw attention not only to content but also layout. If the students haven’t used headings, bullet points, etc, you could point out that these can help focus the reader’s attention on factual information. 30 Now look at the reports the other students in your group have produced. Are the reports effective? Are there improvements anyone could suggest?

Again, point out that writing at Expert level is not a simple matter of what is correct or incorrect. Now ask the students to look at the email message received from STT. 31 The teacher-training centre you contacted for information has sent you this email. Writing Part 1 173 Writing a formal response

Notes

From: [email protected] To: [email protected] Subject: Report

Hi, Hope the information came in useful. Could you possibly do us a big favour?

It would be helpful for STT’s new teachers to know what to expect when they teach in other countries, and students like you are obviously the experts. Could you do a short report we could give them? What would be really useful is your opinion about what is typical of English language study in your country.

The things they’d like some idea about are: typical numbers in class, timetables, exams students take, why English is important to students, things students find difficult in English studies.

Thanks, Rupert

Ask the students individually to write the report. Stress that they are not expected to know everything about teachers’ conditions in their own country, but can base their information on their own experience or opinions. Remind them of features of layout that make reports effective. 32 Write a report.

Ask the students to work in pairs to read each other’s reports and suggest any possible improvements. Monitor, and prompt wherever this appears useful. 33 Compare your report with a partner’s. Is the information you have included the same or are there differences? Will the reports be useful to the teacher-training centre and can any improvements be made?

As a whole-group activity, ask the students to discuss what made their partners’ reports effective. Again, take one or two reports as examples and display these or ask the students to read them in small groups. 174 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Engage the students’ interest in producing discursive compositions. One way to do this is to refer to the essay in activity 7 and the discussions about it. Constructing an argument Ask the students to look at the list of opinions and decide whether they agree, disagree or neither agree nor disagree. 34 Look at this list of opinions. Do you see more than one side to these arguments or do you strongly agree/disagree? Put a tick in the column of the table to show you agree, a cross if you disagree or a zero if you don’t have a strong opinion. Agree/disagree/ neither

Mobile phones are anti-social, and their use should be restricted.

Smoking should be banned completely.

Animals should never be used for medical experiments.

English is now the international language, and should be the first language in all countries.

Films, books and TV programmes should never be censored.

Traffic is a serious problem in today’s world, and the use of private cars should be banned.

All dangerous sports should be made illegal.

Examinations have a negative effect on learning and should not play any part in the education system.

Ask the students to find out who in the group has ticked which opinions. You can do this as a whole-group activity, taking the statements in turn, or by asking the students to move around the class asking and answering questions. When the students find someone who has similar answers to theirs, ask them to work as a pair. 35 Compare your answers with those of other students in your group.

Ask the pairs of students to exchange reasons for ticking or crossing the opinions. 36 Work with a partner. Give details of the reasons you had for the answers to activity 34.

Now draw the students’ attention to the advertisement in the student magazine. Writing Part 1 175 Writing a formal response

37 Look at this advert in the magazine of the school/college where you study. Notes

‘Put your case’ writing competition We all feel strongly about certain things. Enter the competition to produce the best argument for something you feel strongly about. The competition judges will decide which writers put their case most persuasively.

Arguments should be 150 to 200 words long.

Ask the students to work with their partner to choose one of the opinions they shared in response to the statements in the list. Ask them to work together to produce a plan for an argument. 38 With your partner, choose one of the statements in the list in activity 34 and plan a short essay on your opinions. Discuss: – what points you will include – how you will introduce the points of your argument – how you will conclude your piece.

Ask the students individually to write a discursive composition based on the ideas they have discussed with their partners. 176 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 39 Now write your argument.

Ask the students to work with their partners again. Ask them to exchange the arguments they have written and to discuss any improvements they can make by borrowing ideas from each other, noticing and correcting their partner’s errors, and to produce a final draft. 40 Work with a partner. Compare the texts you have written. Are there any details you can take from each other’s texts to produce a final argument?

Now ask the students to read the arguments their classmates have produced. You can do this by asking them to circulate the texts and making notes after reading each one. When everyone has read all the arguments, ask the pairs to decide which text (not their own) was most effective. One way to decide on the overall winner is to ask each pair to write down their choice in a secret ballot, hand this to you to read out and count up the votes. Writing Part 1 177 Writing a formal response

41 Read the arguments the other students in your class have produced. Notes Whether you agree or disagree with the opinions expressed, who do you think argues the most persuasive case?

Make a study phase out of the factors that influenced the students’ decisions. Join in the discussion and, if necessary, point out that a good degree of accuracy, a suitably wide range of vocabulary, grammar and linking devices is always going to make a positive impact on the intended reader. Good organisation (logical presentation of arguments, paragraphs containing arguments and examples, etc) will also be credited. Ask the students to think back to the list of opinions in activity 34. Ask them to choose one for which they ticked the ‘neither’ column (or, if they had none in that category, to choose one about which they felt less strongly). Ask them individually to write the introduction and paragraphs setting out and supporting arguments for and against the statement. Ask them to plan their concluding paragraph, but not to write this yet. Monitor, and make sure the students are producing an introduction and one paragraph each with for and against arguments and examples. Check that they plan a conclusion in note form on a separate piece of paper. 42 Now look back at the list of topics. Choose one for which you can see both sides. Write an introduction and give both arguments, for and against the statement. Plan your conclusion, but don’t write it at this stage.

Ask the students to work with a partner (preferably a different partner from the one with whom they worked in activities 37 and 39). Ask them to exchange the compositions they have written and to read these. Ask them to speculate about what the conclusion is likely to be, based on what they have read. Ask them to write what they think their partner’s concluding paragraph will say. 43 Work with a partner. Read the arguments each other has written. What do you think your partner’s concluding paragraph will say? Write this paragraph. 178 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask the students to exchange and read the concluding paragraphs they have written to each other’s arguments. Ask them to then check if the information corresponds more or less to what their partner’s plan included. 44 Look at the conclusion your partner has written. Was it similar to yours? Test practice

Tips from the examiners

You may be asked to produce a formal letter in Part 1 of the International ESOL test at Expert level. You do not need to put addresses and dates in the test.

Arguments (for, against or putting both cases) give you the opportunity to use the language of explanation and persuasion. Effective arguments are carefully structured, with an introduction, points and examples, and a conclusion that fits what has gone before. Thinking about what you want to say, planning before you write and careful checking for mistakes afterwards will help you to produce successful arguments.

Reports are written to give information. The content is usually very factual and the style is informative rather than entertaining. Remember, bullet points and underlined headings are natural features of reports.

We often read articles for general interest rather than for information we actually need for a particular purpose. A good article needs to be interesting (perhaps amusing, controversial, etc) as well as informative. It is up to the writer to decide what style will most appeal to the target reader.

You see this advertisement in a magazine. Write a letter to the magazine putting yourself forward as a volunteer. Write between 150 and 200 words. Writing Part 1 179 Test practice

Notes It’s your WORLD! Students’World magazine is producing a dictionary of everyday English. We need volunteers to spend time in English-speaking countries. We will pay all expenses – all you have to do is talk to people about a range of general topics and record what they say. Write and tell us … – why you’d be good at interviewing all sorts of different people – which English-speaking country you’d like to go to.

Dear Sir

Yours faithfully, 180 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Introduction to Writing Part 2 In Writing Part 2 of the International ESOL test at Expert level, the candidates produce between 250 and 300 words of continuous, free writing on a single given topic. Candidates may be asked to produce: – a personal letter – a narrative – a descriptive composition. In this unit of the book, students practise: – planning in order to maximise the effective use of language appropriate to the task and topic – selecting a style of writing that will have a positive effect on the reader – checking to locate and correct errors. This unit of the book includes samples of written work to give students the opportunity to analyse the features that make free writing successful. They need to make improvements in the assessment areas of the International ESOL test: – accuracy – organisation – range. Student introduction

In Writing Part 2 of the International ESOL test at Expert level, you have to produce between 250 and 300 words of continuous, free writing on a single given topic.

You may be asked to write: – a personal letter – a narrative – a descriptive composition.

In this unit of the book, you practise: 2 – planning in order to maximise the effective use of language appropriate to the task and topic – selecting a style of writing that will have a positive effect on the reader – checking to locate and correct errors.

This unit of the book includes samples of written work to give you the opportunity to analyse the features that make free writing successful and to make necessary improvements in the assessment areas of the International ESOL test: – accuracy – organisation – range. Writing Part 2 181 Writing on a topic

2 Writing on a topic Notes Engage the students’ interest in the idea of words painting pictures. One simple way to do this is to take in postcards (ideally ones with several different pictures on the front). Every picture tells a story… Ask the students to think about places they have visited that have made a positive and lasting impression on them. Ask them to think Favourite places about four different places. If candidates plan their writing, they will perform more effectively in the test. Ask the students to make a few notes before they write on the blank postcard, to help them focus on what they plan to write. Ask the students individually to write descriptions of the places they have chosen. Remind them that they may use a dictionary if they wish. In the test, candidates have to write 250 to 300 words, but for the sake of this exercise shorter texts (about 100 to 150 words) will be acceptable. 1 We often send picture postcards to show what the places we visit look like. Imagine you could put photos of four different places you have been to and remember well on front of a picture postcard. Choose a different type of place to put in each of the ‘photos’, for example: – a city view – a place of natural beauty – a famous place you have visited abroad – somewhere typical of your own country – other places of importance to you. Write descriptions of your four places on the postcard below.

My favourite places 182 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask the students to work in pairs. They read each other’s descriptions to get an impression of the places their partner has written about. 2 Work with a partner. Read each other’s descriptions. Have you ever been to places like the ones your partner describes?

Now ask the students to say which of their partner’s four places they would most like to be in. Ask them to look closely at the description and to make one or two notes about the language their partner used to convey a positive impression. 3 Which of the four places your partner describes would you most like to be in at this moment? What makes you choose this place?

Widen the discussion to the whole group. Invite the students to say if their partners have produced descriptions that they found particularly effective and that they would like to share with the class. Put some of the words and phrases that made a positive impression on the board. 4 What about the other students in your class? Has anyone read a description that really paints a picture of the place?

Ask the students to look at the adjectives in exercise 5 and, if necessary, to use a dictionary to check the meanings. Ask them to think back to the descriptions they wrote and read and to say if they think any of the adjectives can be applied to the places in the descriptions. 5 Look at the adjectives below that are used to describe places. Could you use any of them to describe the places you or your classmates wrote about? Adjective Student’s name Student’s picture

picturesque

breathtaking

unique

idyllic

exotic

futuristic

Now ask the students to think of places they have not visited, but would love to go to. Ask them to write about the place, using some of the adjectives above and others to describe it. Tell the students not to name the place itself; the other students will be asked to read the description and, from it, identify the place. Monitor, and make a focus of expanding the range of descriptive language the students use. Be ready to supply new descriptive language as necessary. Writing Part 2 183 Writing on a topic

6 There are places most of us would love to visit but have not yet had the Notes chance. Choose such a place and write a description of it, but don’t say where it is.

Ask the students to work in pairs. Ask them to read their partner’s description and say where the place is. Ask them to look for the descriptive language that the writer uses to make the place sound interesting and attractive. 7 Work with a partner. Read each other’s descriptions. Can you say where the place is and why you think your partner would like to go there?

Now ask the students to think about the descriptive language they would use about a place they find unattractive. Ask them to look at the adjectives below and individually to grade them ‘negative’ or ‘very negative’. 8 Look at these descriptive words. They could describe places we don’t find attractive. They are all negative, but some are stronger than others. Which would you put in the ‘negative’ and ‘very negative’ columns? disagreeable appalling unpleasant dreadful terrible disgusting unappealing awful unbearable unsatisfactory bad dull

Negative Very negative

bad awful

disagreeable appalling

unpleasant dreadful

unappealing terrible

unsatisfactory disgusting

dull unbearable 184 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask the students to work in pairs to discuss which of the adjectives express strong negative impressions as in the examples given. 9 Work with a partner. Did you agree which of the descriptive words were negative and which were very negative?

As a whole-group activity, check the categories. Invite the students to add any other words they know. Discuss whether these are mildly or strongly negative; and whether they are formal, neutral, colloquial, slang or taboo. Add suitable descriptive adjectives to the appropriate ‘negative’ or ‘very negative’ columns. Remind the students that at Expert level, candidates in the test will be credited for the use of register and a range of language that is appropriate to the task. Point out that we can modify the strength of adjectives we use by putting other words with them. Ask the students to match ‘rather’/‘fairly’ or ‘absolutely’/‘completely’/‘utterly’ to the words in activity 8 and to any others they have suggested. 10 We can make descriptive words seem milder or stronger by putting other words in front of them: ‘rather’ and ‘fairly’ make negative words a little less strong; ‘absolutely’, ‘completely’ and ‘utterly’ make very negative words sound even stronger. Match one of these words to each of the negative/very negative descriptive adjectives above.

Now ask the students to read the letter from a friend. Ask them to think about a place they could choose to describe as an example. 11 Here is part of a letter you receive from a friend. Read it and think about what you could write in reply.

… and I’d really appreciate it if you could help me. I have to write a composition describing a place I visited but didn’t like. The title is ‘I wouldn’t go there again if you paid me!’ The composition has to be about 200 to 250 words long and is supposed to give my reader an impression of what was fairly bad about the place and what was actually awful. My problem is that I just don’t have any imagination. You are so good with words – can you write and tell me about a place you hated and give me some ideas? Writing Part 2 185 Writing on a topic

Remind the students of the importance of planning. This will help Notes performance in each of the assessment categories of organisation, accuracy and range. Ask the students individually to write their description of a place they didn’t like. Monitor, and supply any language the students may need. Encourage them to use some of the descriptive language discussed earlier. 12 Now write your reply. Choose a place and describe it, using some of the descriptive words and phrases in the activities above. Use both mild and strong statements to vary the description. ‘I wouldn’t go there again if you paid me!’

Ask the students to work in pairs and exchange descriptions with their partners. Ask them to read the description and make brief notes about the parts of the description that gave them a) a fairly negative and b) a very strong negative impression of the place. 13 Work with a partner. Read what your partner has written. Which parts of the description give you a fairly negative impression of the place, and which parts give a very strong negative impression?

Discuss with the whole group and ask the students to quote examples from their partner’s writing to show how language was used to convey particularly strong impressions. Put the best examples on the board. 186 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 14 What about the other students in your class? What particularly strong impressions does anyone’s description give you?

Ask the students to read these reviews of descriptive writing. Encourage them to use a dictionary and then to make brief notes. 15 Read these reviews of pieces of descriptive writing in a magazine for English language students. A

It was mouth-watering! I could taste it all as if I were there at the table. A most delicious piece of writing.

B

Gorgeous gowns, sumptuous suits, glittering jewels … words fail me. Simply the most elegant description I’ve ever read!

C

The excitement shouted at me from the page. I felt I was part of that crowd, just waiting for the event to begin. It was just like being there!

16 What do you think the pieces of writing were about? Make short notes below. A a meal in a restaurant, a banquet

B an evening reception, the Oscars ceremony, a ball

C a rock concert, a sports event

As a whole-group activity, invite the students to say what settings they thought the reviews described. Now ask the students individually to choose one of the three settings and plan a description that would earn the glowing review. Again, emphasise the value of taking time to plan before writing. 17 Choose one of the reviews, A, B or C. Can you write a description to earn the same review? Plan your description and write it below. Plan Writing Part 2 187 Writing on a topic

Notes

Ask the students to work in pairs. Ask them to read each other’s descriptions and decide if they have earned the glowing reviews as they stand, or if there could be a few corrections or improvements. Monitor, and help to correct/improve. 18 Work with a partner. Read each other’s descriptions. Do they earn the review? Are there any further improvements you could suggest?

When the students think their descriptions are in a final form, invite them to circulate them among the class. Ask them to read the descriptions and decide which earn the good reviews. Be encouraging, and point out successful use of language – there is no reason why all students can’t get a glowing review if their descriptions show a good degree of accuracy, effective organisation and an appropriate range of descriptive language. 19 What about the other students in your group? How many of the descriptions do you think earn the reviews? Narratives Activity 18 should have made a natural link to narratives, as the task was to describe an event that occurred in the past. Ask the students to think back over their own lives (change the time period if you like). Ask the students individually to choose an occasion. They think about the sequence of events that happened – this will help them organise what they write into a logical sequence – and also how they felt. Ask them to make a few notes below. 20 Think back over the last five years. What personal events stand out in your life? These suggestions may give you some ideas: – achieving something in studies or at work – seeing someone famous – making a journey of some kind – leaving a place where you lived – other personal events. Now think about one particularly memorable occasion. Try to recall the sequence of events and how you felt at the time. Make a few planning notes. 188 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes What happened How I felt

Ask the students individually to write about the occasion they have chosen. Set a word limit of 250 to 300 words, as this will be useful for exam preparation. 21 Now write a narrative beginning with the words ‘It’s an occasion I’ll never forget…’ ‘It’s an occasion I’ll never forget.’

Ask the students to read through their own narratives – this is a good habit to encourage in preparation for checking what they produce in the test. Ask them to choose one or more of the adjectives below that describe(s) the feelings they were intending to convey. If none of the adjectives fits, ask them to choose an alternative. Monitor, and supply any language the students may be searching for. Writing Part 2 189 Writing on a topic

22 Read through your own narrative. Tick the words below that describe how Notes you felt during the event you describe. If none of these words fits how you felt, what word would you use instead? happy sad excited nervous

disappointed bored scared puzzled

amused angry surprised indifferent

offended moved thrilled miserable

other

Ask the students to work in pairs to read each other’s narratives and, without discussing it with their partner at this stage, to use one or more adjectives to describe the feelings conveyed. 23 Read your partner’s narrative. Which words in activity 22 describe how your partner felt? If none of these words fit, what would you use instead?

Ask them to tell each other what word(s) they used to describe the narrative. Monitor and make a note of cases where the students use the same (or similar) words to describe the narratives. If there are cases where the writer’s intended message didn’t quite come across, ask the students to discuss what changes could be made. 24 Now discuss with your partner what words you think best describe their feelings in the narrative. Does your partner agree?

Move on to the assessment area of accuracy. The accurate use of a range of verb forms is an essential part of a successful narrative. Ask the students to look closely at the pairs of sentences below. Ask them individually to make notes about whether they think the two sentences in each pair have exactly the same meaning. Tell the students not to worry if they aren’t sure of the answer; you will check shortly. At Expert level, candidates will need to have a good grasp of accurate usage as well as form, and this activity can help the students focus on one of the more complex areas of English grammatical usage. 25 When we write narratives, we need to use a range of tenses accurately. Look at these pairs of sentences. They all give information about past time, and in each pair they are about the same topic, but do they mean the same thing? Tick the ‘Same’ column if you think the two sentences mean the same. If you think there are differences, make a note in the ‘Different’ column. Same Different

1a I spent my birthday abroad. Y 1b I’ve spent my birthday abroad. 190 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Same Different

2a When I arrived, they were cleaning Y the house. 2b When I arrived, they cleaned the house.

3a I got up at 6.30. Y 3b I used to get up at 6.30.

4a When I got to the party, everyone Y had gone home. 4b When I got to the party, everyone went home.

5a I didn’t finish that long letter of yours. Y 5b I haven’t finished that long letter of yours.

As a whole-group activity, ask the students to tell you what they think about the pairs of sentences. Monitor, and note the answers the students give, but don’t confirm or correct at this stage. 26 What about the other students in your group? Do you agree about any differences between the pairs of sentences?

Now check the answers. Then compare the answers with the explanations offered by native-speaker teachers of English. 27 Below are the answers that native-speaker teachers of English gave to the questions in activity 25 when asked the difference between the pairs. However, the letters of the statements have been missed out. Can you correctly identify the letters that match each of the statements? 1 ‘Statement a makes me think automatically that it was your most recent birthday. Statement b could have been any birthday you have had.’

2 ‘Statement b – oh dear! This doesn’t sound very nice, it says that when you visited, the next thing they did was to clean the house … not very tactful! Statement a is pretty clear, it says what was going on at the time you arrived – the cleaning started some time before.’

3 ‘Statement b tells me it was something you did regularly quite a long time ago, but you don’t normally do it these days. Statement a tells me it was only one time – if you don’t say when, I automatically think it was this morning.’

4 ‘Statement a means you were too late, when you arrived, no one was there. Statement b is rather sad. When you got there, everyone else decided to leave … what did you do or say?’

5 ‘Statement b sounds like you’re still reading the letter, but statement a sounds very final – you started to read, but gave up. Was it too long?’ Writing Part 2 191 Writing on a topic

Ask the students to look at some beginnings of narratives. Ask them Notes to choose one beginning and individually to plan the narrative, with particular attention to the past forms. Monitor closely and give any help the students may need. Again, set a word limit of 250 to 300 words. 28 Look at these beginnings of statements. Choose one and continue the narrative. Before you begin, plan what you are going to write and pay particular attention to the different past forms of verbs you need to use. ‘The last time I saw Chris…’ ‘I haven’t had such a good time for years…’ ‘It’s sometimes hard to believe that I used to…’ ‘I was walking down the street, minding my own business…’

Plan

Ask the students to work in pairs. Ask them to read each other’s narratives and to pay particular attention to the use of verb forms to express past time notions. Stress that they are not criticising each other in any negative way, simply helping each other by raising queries. Monitor closely, and confirm accurate corrections. Make notes of any past tense difficulties that may need to be part of study stages in a future lesson. As a whole-group activity, invite the students to tell you what queries they had about the accurate use of verb forms. Put on the board any examples that illustrate clearly the way we use different forms (eg, simple past with a specific point in the past; ‘used to’ to convey past habit; past continuous as background action). 29 Work with a partner. Read each other’s narratives. Are there any verb forms you think may be used incorrectly? Discuss these with your partner. 192 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Informal letters Introduce the theme of informal letters. Take in a letter and invite the students to guess who it came from. Encourage them to suggest a number of likely senders of informal letters (friend, brother, sister, cousin, former colleague, etc) before confirming who sent you the letter. Ask the students to think about people they’ve received informal letters from. Ask them to make notes about the topics of these letters. 30 Which different people have you received informal letters (or emails) from in the last few months? What were the topics of the letters? Make a few notes. Letters from … Letters about …

Ask the students to work in pairs. Ask them to say what informal letters they have received, who sent them and what made them successful. This should elicit comments about and references to people and events both writer and reader are familiar with. 31 Work in pairs. Tell your partner about the informal letters you have received and say what made them good to read.

Ask the students to read the note. They need to suggest changes in light of the writer’s expressed wish to appear less formal. 32 Read this note from a friend requesting your help with a letter he wants to send. Suggest any changes you think will make the letter less formal.

Hello, I would be so grateful if you could assist me. I was recently a guest of family friends in the north of England. They were so kind that I would like to write to express my gratitude, but fear that I have a tendency to appear excessively formal. Could you possibly read the letter below and make any changes that would make it appear more natural and friendly? With thanks, Johan Writing Part 2 193 Writing on a topic

Notes Dear Wilson Family,

May I take this opportunity to express my gratitude for the hospitality you extended to me during my recent visit. I shall always remember the week I spent in Manchester as I had never previously had the opportunity to familiarise myself with a large city of that kind. I cannot recall the name of your acquaintance who was so kind as to meet me at the railway station but I should very much like to express my gratitude via you.

Upon my return home, I noticed that I had inadvertently packed among my possessions a towel that is your property. Do please accept my sincere apologies as I would not wish you to think that I had taken the item by design. I shall return the towel to you by postal delivery and hope that will be acceptable.

During the time you were kind enough to host me, you referred to my country on more than one occasion and stated that it was a destination to which you had always wished to travel. I have a proposition. Would you care to return my visit and allow me to be your host on this occasion? It would give me great pleasure if you would answer in the affirmative.

I regret that I shall not be able to accompany you on excursions made during the day as I must work but there is much to be seen and done in this area. I shall, however, be in a position to devote my evenings entirely to you and would hope to introduce you to some of the many places of amusement in the locality.

Yours faithfully, Johan

Ask the students to work in pairs. Ask them to compare notes and say what they would change to make the letter appear more informal and natural. 33 Work with a partner. Compare the changes you would make. 194 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes As a whole-group activity, ask the students to discuss what changes would achieve the aim of making the letter more appropriately informal. At Expert level, it is not always possible to be prescriptive, but the following suggestion can serve as an example. Point to some of the proposed changes: contractions read naturally in informal letters; the use of certain modal verbs can appear rather formal (as here with ‘must’, ‘shall’ or ‘may’). The letter below is a sample of a less formal version. Dear Mr and Mrs Wilson,

Can I just say ‘thank you’ for your hospitality during my recent visit. I’ll always remember the week I spent in Manchester because I’d never had the chance to get to know a big city like that.

I can’t remember the name of your friend who met me at the station. Could you say ‘thanks’ from me, please?

When I got home, I noticed that I’d packed one of your towels with my own things by mistake. I’m really sorry about that and I didn’t want you to think that I’d done it on purpose. I’ll send the towel to you by post, and hope that’s okay.

While I was staying with you, you mentioned my country once or twice and said it was somewhere you’d always wanted to go to. Would you like to come here and be my guests? I really hope you’ll say ‘yes.’

I’m afraid I won’t be able to come with you on any day trips because I have to work, but there’s lots to see and do here. I’ll be able to spend the evenings with you, though, and I can show you some of the fun places around here.

Best wishes, Johan

34 What about the other students in your group? Was there general agreement on the types of change the letter needed? Are there any changes you aren’t sure about? Writing Part 2 195 Writing on a topic

Now ask the students to read this letter from one friend to another. Notes Draw their attention to the highlighted words and ask them individually to think of less formal alternatives. The first one is an example. 35 Read this letter. Certain ways in which Ming expresses his ideas appear a little formal. Can you think of a less formal way of expressing the things that are highlighted? There is an example below.

Dear Kelvin, Thank you for your letter. I am fine, although I am recuperating from a rather bad cold. Apart from that, everything is going well. There are lots of other students here and I am co-operating well with them socially and academically.

How are you? I was sorry to hear that you lost your diary with all those addresses, etc – keep looking and you may well discover it by chance somewhere. I hear that you have begun to practise yoga – tell me all about it.

I have one or two assignments to complete and time is going to be in short supply so forgive me if I finish here for now.

All the best, Ming

PS No, I’m not cycling to and from school any more. I abandoned the practice because I just couldn’t tolerate the traffic.

recuperating from getting over

co-operating well getting on/getting on well

discover it by chance come across it

begun to practise taken up

time is going to be in short supply I don’t have much time/I’m running out of time

abandoned the practice gave it up

tolerate stand/put up with 196 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Ask the students to work in pairs to exchange ideas about alternative, less formal, ways of expressing what the writer intends to communicate. 36 Work with a partner. Did you have similar ideas for alternative ways to express Ming’s ideas?

As a whole-group activity, ask the students to discuss what alternatives they have thought of. Put on the board some of these. Again, it is not always helpful to be too prescriptive at Expert level. 37 Talk over the alternatives with the other students in your group and see what ideas you can come up with.

Ask the students individually to look at the two lists of words and to match the general meanings of phrasal verbs in A to the words and phrases in B. Point out that phrasal verbs may have two or more unconnected meanings and that all the words and phrases in B have a match in A. Ask them not to use dictionaries yet. 38 Phrasal verbs make spoken English sound very natural and they also fit in with the style of informal letters. Phrasal verbs can, of course, be tricky. For instance, they may mean several different things. Look at the phrasal verbs in A and the other words and phrases in B. Can you match the ones that have a similar meaning? There are more options in B, so you may need to use each of the phrasal verbs more than once. Don’t use a dictionary at this stage. AB 1 make up 3 leave until later 2 begin to improve 2 look up 4 be friendly 3 make you not want something 3 put off 1 invent 4 make progress 4 get on 4 co-operate well 1 become friends after a quarrel 3 deter 2 try to find

Ask the students to work in pairs to check if they agree about the matches. Monitor, but don’t confirm or correct at this stage. 39 Work in pairs. Did you and your partner make the same matches?

Now suggest that the students look up the meanings in the dictionary to check their answers. 40 Look up the phrasal verbs in a dictionary. Did you and/or your partner make the correct matches?

As a whole-group activity, check the answers. Writing Part 2 197 Test practice

41 Think of how you might use these phrasal verbs in an informal letter. Notes Write a sentence for each to show the meaning.

Check the sentences the students have written. Test practice

Tips from the examiners

There is no set time limit for this part of the test; you need to manage your time effectively to make sure you organise writing that shows an appropriate range at Expert level and that contains few, if any, errors.

Planning before you write in the test is always a valuable use of your time. Think about the range of structures and vocabulary you can use to create the right impression on the target reader.

Checking what you have written is also a valuable use of your time. Make sure you haven’t left anything out and double-check for mistakes you may need to correct.

Don’t forget that you can use an English–English dictionary.

Describe the public leisure facilities in the place where you live and say what you think can be done to improve some of them. Write between 250 and 300 words. 198 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Teacher’s Book 5 Expert 199 More information

Expert level syllabus 201 information More

Frequently asked questions: teachers 215

Frequently asked questions: students 217

Exam advice 219

Sample exam paper 220

Sample exam paper tapescripts 236 200 International English for Speakers of Other Languages Teacher’s Book 5 Expert information More More information 201 Expert level syllabus

Expert level syllabus Notes Listening syllabus Candidates will be able to: – follow extended speech delivered at natural speed, even when it is not clearly structured and when the meaning may be implicit rather than explicit – follow short conversations both formal and informal in a range of situations, understanding gist, context, purpose, function, attitude, feelings, opinions and relationships – understand complex narratives, sequences and explanations – recognise the function of short utterances which may contain idiomatic English (see Grammar and Functions sections) – follow a discussion to identify gist, detail, purposes and key ideas, and distinguish between fact and opinion – extract and reproduce key information from announcements, media broadcasts, presentations and lectures on abstract and concrete topics of general interest – follow a complex argument.

Phonological features – consistently recognise how intonation, pitch and/or stress affect meaning – consistently recognise feelings, moods, attitudes, important points and opinions expressed through stress, pitch and intonation.

Range – understand ideas, arguments and descriptions expressed through a wide range of complex grammatical structures – understand a broad range of vocabulary including idiomatic and colloquial expressions.

Register – consistently recognise degrees of formality in different types of utterance used by speakers in a wide range of situations.

Understanding gist – understand the main ideas of extended discourse even when the content is not clearly structured.

Understanding detail – extract most points of detail even from extended discourse on both concrete and abstract topics even when the content is not clearly structured. 202 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Reading syllabus Candidates will be able to: – understand long complex texts, appreciating distinctions in style and purpose – understand texts from authentic sources, identifying context, content and style – understand the main ideas of complex text on a wide range of professional, academic and social topics – gather specific information from different parts of a text or from different texts – understand descriptions and narratives in which language is used to create different sophisticated effects – understand lengthy texts containing complex instructions or explanations including technical or specialist texts, such as instruction manuals and articles – understand texts concerned with contemporary issues in which the writers adopt particular viewpoints, identifying finer points of attitude, and implied as well as stated opinions.

Range – understand a broad range of vocabulary including idiomatic expressions – understand a very broad range of grammatical structures including those used to convey subtle distinctions in meaning.

Register – understand the role of register even in emotional or allusive contexts.

Text structure – recognise how textual features are used to achieve purposes in a wide range of texts including those containing images, and graphical and tabular data – understand the different ways in which meaning is built up in a range of texts of varying complexity – understand a range of logical markers and sequence markers. Writing syllabus Candidates will be able to: – write well-structured, detailed texts on complex subjects, clearly communicating ideas, impressions, feelings and opinions – write complex narratives and descriptions varying style appropriately – write a well-structured detailed argument emphasising important points, and expanding and supporting relevant ideas – write formal letters, reports or articles to fulfil a wide range of functions including those requiring a tactful approach.

Accuracy – use all punctuation marks accurately and effectively – spell correctly words used in work, study and daily life including commonly used technical words – consistently control grammar to communicate effectively with few errors even when complex structures are employed. More information 203 Expert level syllabus

Range Notes – use a wide range of vocabulary suitable for purpose – generally use idiomatic expressions appropriately and naturally – use a wide range of complex structures – adapt register effectively and appropriately according to purpose in most contexts.

Organisation – link and organise ideas using a range of linking words and cohesive devices – organise text effectively to reflect the structure of the ideas expressed. Grammar Candidates are expected to know the grammar required for Preliminary, Access, Achiever and Communicator levels. They may also be exposed to the grammar required for Mastery level, but will not be tested on it. Sentence structure Simple sentences – word order in simple statements: subject-verb-object/adverbial/adjectival/prepositional phrase – word order in instructions – word order in questions – ‘there is/are’ + noun – ‘there was/were’ – ‘there has/have been’ – ‘there will be’/‘there is going to be’

Compound sentences – use of the conjunctions ‘and’/‘but’/‘or’ – word order: subject-verb-(object) (+‘and’/‘but’/‘or’) + subject-verb-(object)

Complex sentences – clauses of: time with ‘when’/‘before’/‘after’ reason ‘because’ result ‘so’ – noun clause with ‘that’ – word order in complex sentences – complex sentences with one subordinate clause – defining relative clauses with ‘who’/‘which’/‘that’ – clause as subject/object

Simple, compound and complex sentences with subordinate clauses – word order in sentences with more than one subordinate clause – ‘there had been’ – use of common conjunctions expressing contrast, purpose, consequence, condition, concession 204 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes – non-defining relative clauses – defining relative clauses with ‘where’/‘whose’/‘when’ – defining relative clauses without relative pronouns – participle clauses describing action with ‘-ing’ – word order in complex sentences, including order selected for emphasis – ‘there could be’/‘would be’/‘should be’ – ‘could have’/‘would have’/‘should have’ – wider range of conjunctions including ‘on condition that’/‘provided that’ – comparative clauses – more complex participle clauses describing action with ‘-ed’ Verb forms Present reference – simple present tense of ‘be’/‘have’/‘do’ and common regular verbs – present continuous of common verbs – ‘have got’ – simple present with no time focus – present continuous to express continuity

Present/Past reference – present perfect with ‘since’/‘for’/‘ever’/‘never’/‘yet’/‘already’/‘just’ – present perfect continuous

Past reference – past tense of regular and common irregular verbs with time markers – ‘used to’ for regular actions in the past – past continuous – past perfect

Future reference – noun phrase (NP) + ‘be going to’, present continuous and time markers – future simple verb forms, NP + ‘will’ – all verb forms, active and passive

Other – ‘yes/no’ questions – question words: ‘who’/‘what’/‘where’/‘when’/‘how much’/‘how many’/‘how old’ – auxiliary ‘do’ for questions and negatives – short answers, such as ‘Yes, he does’/‘No, I haven’t’ – imperatives and negative imperatives – ‘let’s’ + infinitive for suggestions – verb + ‘to’ + infinitive, such as ‘want’/‘hope’ – questions, such as ‘what time’/‘how often’/‘why’/‘how’/‘which’ – contracted forms appropriate to this level – zero and 1st conditional – range of verbs + ‘-ing’ forms More information 205 Expert level syllabus

– ‘to’ + infinitive to express purpose Notes – common phrasal verbs and position of object pronouns, such as ‘I looked it up’ – simple reported/embedded statements and questions – simple passive – 2nd and 3rd conditional – verbs + (object) + gerund or infinitive, such as ‘would like someone to do something’/‘suggest doing something’ – causative use of ‘have’ and ‘get’ – reported speech with a range of tenses – wider range of phrasal verbs, such as ‘give up’/‘hold out’ – reported requests and instructions – question tags using tenses appropriate to this level – ‘would’ expressing habit in the past – mixed conditionals – reported speech with full range of tenses and introductory verbs – extended phrasal verbs, such as ‘get around to’/‘carry on with’ – question tags using all tenses – imperative + question tag Modals, nouns, pronouns, possessives, prepositions Modals and forms with similar meaning – ‘can’/‘can’t’ (ability/inability, permission) and ‘would like’ (request) – ‘not’ negative questions – ‘must’ (obligation) – ‘mustn’t’ (prohibition) – ‘have to’/‘had got to’ (need) – ‘can’/‘could’ (requests) – ‘couldn’t’ (impossibility) – ‘may’ (permission) – single modal adverbs, such as ‘possibly’/‘probably’/‘perhaps’ – ‘should’ (obligation, advice) – ‘might’/‘may’/‘will probably’ (possibility and probability in the future) – ‘would’/‘should’ (advice) – ‘need to’ (obligation) – ‘needn’t’ (lack of obligation) – ‘will definitely’ (certainty in the future) – ‘may I’ (asking for permission) – ‘I’d rather’ (stating preference) – ‘ought to’ (obligation) – ‘must’/‘can’t’ (deduction) – ‘should have’/‘might have’/‘may have’/‘could have’/‘must have’ and negative forms of these – ‘can’t have’/‘needn’t have’ 206 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Nouns – regular and common irregular plural forms – very common uncountable nouns – simple noun phrases – all cardinal numbers – wider range of noun phrases with pre- and post-modification – word order of determiners, eg, ‘all my books’ – extended range of complex noun phrases

Pronouns – personal – subject – object – reflexive

Possessives – possessive adjectives, such as ‘my’/‘your’/‘his’/‘her’/‘its’/‘our’/‘their’ – use of ‘s, s’ – possessive pronouns, such as ‘mine’/‘yours’/‘whose’

Prepositions and prepositional phrases – common prepositions, such as ‘at’/‘in’/‘on’/‘under’/‘next to’/‘between’/‘near to’/‘from’ – prepositional phrases of place, time and movement, such as ‘at home’/‘on the left’/‘on Monday’/‘at six o’clock’ – prepositions of place, time and movement, such as ‘before’/‘after’/‘towards’/‘up’/ ‘down’/‘along’/‘across’/‘in front of’/‘behind’/‘opposite’ – prepositional phrases of place and time, such as ‘after dinner’/‘before tea’ – wide range of prepositions, such as ‘beyond’/‘above’/‘beneath’/‘below’ – prepositional phrases, such as ‘in her twenties’/‘of average height’/‘in the top right-hand corner’ – collocations of verbs/nouns + prepositions, such as ‘point at’, ‘have an interest in’ – preposition + ‘-ing’ form, such as ‘after leaving’ – preposition + ‘having’ + past participle, such as ‘after having eaten’ Articles, determiners, adjectives, adverbs, intensifiers Articles – definite with superlatives – definite article with post-modification, such as ‘the present you gave me’ – use of indefinite article in definitions, such as ‘an architect is a person who designs buildings’ – definite, indefinite and zero article with both countable and uncountable nouns in a range of uses More information 207 Expert level syllabus

Determiners Notes – ‘any’/‘some’/‘a lot of’ – ‘all’/‘none’/‘not (any)’/‘enough’/‘(a) few’/‘(a) little’/‘many’/‘more’/‘most’, ‘much’/‘no’ – a range of determiners, such as ‘all the’/‘most’/‘both’

Adjectives – common adjectives in front of a noun – demonstrative adjectives ‘this’/‘that’/‘these’/‘those’ – order of adjectives – comparative, superlative, regular and common irregular forms – use of ‘than’ – adjectives ending ‘-ed’ + ‘-ing’, such as ‘tired’ and ‘tiring’ – comparative structures, such as ‘as…as’/‘… is the same as’/‘not so …as…’/‘looks like’/‘is like’ – all ordinal numbers – comparisons with ‘fewer’ and ‘less’ – collocations of adjective + preposition, such as ‘responsible for’

Adverbs – simple adverbs of place, manner and time, such as ‘here’/‘slowly’/‘now’ – simple adverbs and adverbial phrases: sequencing, time and place, frequency, manner, such as ‘as soon as possible’ – position of adverbs and word order of adverbial phrases – adverbial phrases of degree, extent, probability – comparative and superlative of adverbs

Intensifiers – ‘very’/‘really’ – ‘quite’/‘so’/‘a bit’ – a wide range of intensifiers, such as ‘too’/‘enough’/‘extremely’/‘much too’ – collocations of intensifiers with ‘absolute’ and relative adjectives, such as ‘absolutely gorgeous’/‘very pretty’ Punctuation and spelling Punctuation – capital letters and full stops – question marks, exclamation marks, use of commas in lists – punctuation in formal and informal texts, such as dashes, brackets, bullet points, speech marks – multiple uses of commas – apostrophes for possession and omission – other punctuation to enhance meaning – accurate use of all punctuation 208 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Spelling – correct spelling of personal details – correct spelling of words used in work, studies, leisure and daily life, including familiar technical words Discourse

– sentence connectives, such as ‘then’/‘next’ – adverbs to indicate sequence, such as ‘first’/‘finally’ – use of substitution, such as ‘I think so’/‘I hope so’ – markers to structure spoken discourse, such as ‘Right’/‘Well’/‘OK/Okay’/‘anyway’/ ‘by the way’/‘as I was saying’ – markers to indicate addition, such as ‘also’, sequence ‘in the first place’, contrast ‘on the other hand’ – use of ellipsis in informal situations, such as ‘got to go’ and in informal speech and writing, such as ‘sounds good’ – use of vague language, such as ‘I think’/‘you know’ – a range of discourse markers expressing addition, cause and effect, contrast, such as ‘however’, sequence and time, such as ‘at a later date’ – a range of logical markers, such as ‘in this respect’/‘accordingly’ – sequence markers, such as ‘subsequently’ – a wider range of discourse markers to structure formal and informal speech, such as ‘can we now turn to’ Topics

1 Personal identification – personal details – occupation – family – likes and dislikes – physical appearance – first language – character – image

2 House and home and local environment – types of accommodation – interior design – local and regional services/amenities – regional geographic features – national flora and fauna – region-specific phenomena More information 209 Expert level syllabus

3 Daily life Notes – at home – at work – income – prospects – stress – money management

4 Free time, entertainment – leisure, hobbies and interests – TV, radio, cinema, theatre – computer, internet – intellectual/artistic pursuits – sports – press – music – photography – the written word (reading, letter writing, diaries, etc) – exhibitions, museums – leisure/work ratio

5Travel – public and private transport – traffic and traffic control – ‘green’ travel – holidays – accommodation – entering and leaving a country – common currency, e.g. the Euro – migration

6 Relations with other people – family relationships – friendship – manners – social conventions – anti-social behaviour

7 Shopping – shopping facilities – foodstuffs – clothes, fashion – household articles – prices – ethical shopping – retail therapy 210 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 8 Food and drink – eating habits – sourcing food locally – fast food – organic food – year around availability – dieting – food fashions

9 Services – communications – financial services – emergency services – leisure facilities – care for the elderly – IT in the community – diplomatic services – employment agencies

10 Places and location – satellite navigation systems – World Heritage sites – locating motorways and airports – protecting open spaces – how geography affects people – alternative places to live, e.g. underwater, on Mars

11 Language – foreign language ability – accents and dialects – preserving minority languages – bilingualism – universal languages, e.g. Esperanto – body language

12 Weather – climate and weather – weather forecasting – climate change – extreme weather – weather and mood

13 Measures and shapes – statistics – processes – importance of maths in everyday life More information 211 Expert level syllabus

14 Education Notes – schooling – subjects – qualifications and examinations – education systems – teaching and learning

15 The environment – recycling – pollution – global warming – endangered species – future of the planet

16 Beliefs – the paranormal and supernatural – superstitions – unexplained phenomena, e.g. UFOs, coincidences, etc.

17 Arts – modern art, theatre, architecture – classical art, theatre, architecture – literature – popular culture

18 Science and technology – scientific development – space exploration – power of the computer – important inventions – genetic modification – ethics – animal testing

19 Society – individual rights – family life – parental responsibilities – social responsibilities – equal opportunities – human rights – citizenship – the global village 212 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Functions (See Topics list for contexts) Personal environment – asking for and giving personal information – describing where one lives (accommodation, area, etc) – asking and answering questions for confirmation, information, identification – describing people, places, things – correcting information – explaining routines – narrating and describing past, present and future events – comparing things, people – reporting facts, actions – stating facts, actions – giving descriptions and specifications

Expressing thoughts and feelings – expressing and asking about agreement or disagreement – denying something – expressing agreement reluctantly or with reservations – conceding, demurring – expressing views and feelings with reasons – asserting and asking about knowledge or ignorance of something or someone – stating whether a person, thing or action is remembered or forgotten – enquiring of someone else whether a person, thing or action is remembered or forgotten – stating and asking about degrees of probability – expressing, denying or asking about necessity (including logical deduction) – stating and asking about one’s certainty or uncertainty of something – reminding someone to do something – expressing doubt, incredulity, bewilderment – hypothesising – speculating – stating and asking about one’s ability or inability to do something – stating and enquiring about one’s obligation (or lack of) to do something – seeking, granting or denying permission – stating and asking about the permissibility of doing something – expressing and asking about wishes, hopes, expectations – expressing and asking about wants, desires, needs – stating and asking about intention – stating, responding to and asking about preference – expressing and asking about likes and dislikes, with reasons – expressing and asking about (dis)pleasure, (un)happiness – expressing and asking about satisfaction or dissatisfaction – expressing disappointment – expressing gratitude – expressing and asking about interest or lack of it – expressing surprise or lack of it – expressing and asking about fear, anxiety More information 213 Expert level syllabus

– giving reassurance Notes – expressing regret, sympathy, condolence – expressing fellow-feeling, empathy – expressing and asking about pain, anguish, suffering – expressing relief – expressing indifference – expressing fatigue, resignation – offering and accepting an apology – granting forgiveness – expressing and asking about approval, appreciation or disapproval – expressing moral obligation – expressing regret – accepting, attaching or denying blame for something

Making things happen – responding to a request – requesting something, or someone to do something – inviting someone to do something – accepting or declining an offer or invitation – giving instructions or orders – giving and asking for advice – responding to or rejecting advice, with reasons – warning others to be careful or to stop doing something – offering and requesting assistance – insisting politely – persuading someone to do something – suggesting a course of action – asking for, responding to, agreeing to or rejecting suggestions with reason/alternative – making and agreeing plans and arrangements – encouraging someone to do something – reaching a compromise – prohibiting someone from doing something – making a complaint – refusing to do something, expressing defiance – pleading with someone to do something

Social contact – getting someone’s attention – greeting people and responding to greetings – expressing thanks – addressing somebody – making and responding to formal and informal introductions – opening, closing a formal or informal conversation – congratulating someone – proposing a toast – praising someone – paying someone a compliment – asking someone’s opinion – making someone feel welcome 214 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes – giving and responding to constructive criticism – indicating lack of understanding – giving and asking for clarification, explanation or definition of something – confirming one’s own or another’s understanding – asking someone to repeat all or part of something – asking someone to speak more slowly – asking for help in finding words or phrases – asking for and giving the spelling and meaning of words – counting and using numbers – asking for and telling people the time, day, date – interrupting politely – objecting, protesting – exemplifying or emphasising a point – classifying, generalising, defining something – encouraging another speaker to continue – indicating a wish to continue or finish speaking – summing up – taking leave – observing telephone conventions – observing letter writing conventions More information 215 Frequently asked questions: teachers

Frequently asked questions: teachers Notes General

Q Can candidates use dictionaries in the test? A Yes, they can use English–English dictionaries only; no electronic dictionaries can be used.

Q How many different parts of the test are there? A At Expert level, ten parts.

Q Is there a time limit for each part of the test? A At Expert level, the Listening section takes about 20 minutes. Candidates then have 2 hours 40 minutes for the rest of the paper. Teachers need to help their students to plan how to use their time effectively.

Q Do candidates have to pass every part of the test? A Yes, candidates must reach the required pass mark for each of the Listening, Reading and Writing sections in order to pass the test as a whole.

Q What grades of pass are there and how do candidates get these? A Pass: candidates must get a pass mark in each of the Listening and Reading sections and a Pass grade or above in the Writing section First Class Pass: candidates must get a First Class Pass in each of the Listening, Reading and Writing sections. Listening

Q The Listening part of the test is now all recorded – why? A It gives us the chance to test conversations as well as monologues. We can test candidates’ recognition of stress and intonation. It also makes the test more reliable.

Q Do candidates hear different accents? A The accents are mostly neutral, standard British English. In conversations, there is usually one male and one female speaker to help candidates know who says what. In some of the conversations at Expert level there will be more than two speakers.

Q Do candidates hear everything twice? A No, candidates will hear all conversations once only. They will be given time before each section begins to read through the questions.

Q What happens if candidates spell their answers incorrectly? A If the answer can be understood, it is accepted (unless the answer is spelt out in the recording). 216 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Reading

Q Is there sometimes more than one correct answer to multiple-choice questions? A No. We check this when we vet the exam tasks and when we trial the papers.

Q Is there sometimes more than one way of answering the questions in Reading Part 4? A There may occasionally be alternatives – these are included in the examiner’s answer key.

Q What happens if candidates exceed the word limit in giving answers to Reading Part 4? A The answer will not be allowed. Writing

Q How much do candidates have to write? A At Expert level, 150 to 200 words in Writing Part 1 and 250 to 300 words in Writing Part 2.

Q What happens if candidates write more or fewer words than instructed? A If they write fewer words, this is taken into account in the marking. If they write more than required, they have probably penalised themselves by not planning their work sufficiently, or giving themselves time to proofread and review and correct errors. More information 217 Frequently asked questions: students

Frequently asked questions: students Notes General Students preparing for the International ESOL test naturally have questions about what they will find in the test. Here are some frequently asked questions, along with answers. We hope these will be useful to you and your students. Some students who are now preparing for the International ESOL test at Expert level may be familiar with the test at Communicator (B2). The basic structure of the test remains the same, but there are some features of the different parts that will be new. All of the listening tasks are heard once only. It is worth going through these FAQs in preparation for the test to help your students know exactly what to expect as candidates. International ESOL candidates often ask about the pass grades and how they achieve these. Pass and First Class Pass grades are available, and it is important for candidates to perform to a sufficient standard in each section of the test. Q Can I use a dictionary in the test? A Yes, you can use an English–English dictionary, but not an electronic version.

Q How many different parts of the test are there? A There are ten: Listening 1, 2, 3 and 4; Reading 1, 2, 3 and 4; Writing 1 and 2.

Q Do I have a time limit for each part of the test? A The Listening section will take about 20 minutes. You have 2 hours and 40 minutes to complete the rest of the test.

Q Do I have to pass every part of the test? A You have to pass in the Listening, Reading and Writing sections. You don’t have to pass each separate part of these sections as long as the overall total for each section is sufficient to pass.

Q What grades of pass are there? A A Pass or a First Class Pass. Listening International ESOL candidates are sometimes concerned that they will have trouble understanding strong regional accents. Stress that the speakers on the recordings will have mostly neutral, standard British English accents. Another worry candidates have is spelling answers correctly. Tell them that unless a word is spelt out, they will not be marked on correct spelling and if their answer can be understood it will be accepted. 218 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Q Is all of the Listening section now recorded? A Yes.

Q Do I hear many different accents? A No. The accents are mostly standard British English. In conversations, there is usually one male and one female speaker to help you know who is speaking. In some of the conversations at the Expert level, there will be more than two speakers.

Q Do I hear everything twice? A No. You will hear all conversations once only. You will be given time before each section begins to read through the questions.

Q What happens if I spell answers incorrectly? A If the examiner can understand your answer, that’s not a problem. Reading Candidates are sometimes concerned that there may be more than one correct multiple-choice option in reading tasks; tell them that there will be only one correct answer to each question. Remind candidates to read the instructions very carefully before giving answers and not to exceed any given word limit. Q Is there only one correct A, B, C or D answer to multiple-choice questions? A Yes.

Q What happens if I write too many words in my answers in Reading Part 4? A Your answer will not be allowed.You must use no more than three words. Writing Point out that there are word limits in each part and explain why it is useful for candidates to keep to these. Q How much do I have to write? A Between 150 and 200 words in Writing Part 1 and 250 and 300 words in Writing Part 2.

Q What happens if I don’t write the correct number of words? A If you write too few words, this is taken into account in the marking. If you write more than required, you will probably make more mistakes and not give yourself time to read it through and correct errors, so try and keep to the limit. More information 219 Exam advice

Exam advice Notes

Tips from the examiners

Check how much time you have for the whole paper.

Give yourself enough time to answer all the questions.

Read each question carefully and follow the instructions exactly.

If you become stuck, then move on to the next question. You can always come back to a question later.

Always use a black or blue pen, not a pencil.

Attempt all the questions, even if you are not completely sure.

You may make corrections, but make sure your writing is easy to read.

At the beginning of the Listening section your supervisor will check that you can hear the recording clearly. Tell the supervisor if you can’t hear well. You must not speak during the test itself. 220 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Sample exam paper – Expert level Listening Part 1 You will hear eight short unfinished conversations. Choose the best reply to continue the conversation. Put a circle round the letter of the best reply. First, look at the example. You will hear the conversations once only. 33

Example Speaker 1: Are you sure this one will fit into the room? Speaker 2: It’s no bigger than the one we have now. Speaker 1: You really should measure it. a Why are you so surprised? b You worry too much. c I’ll change it after I finish this one. d I have it right here.

1 a I don’t know about that. b I’m only trying to help. c I’m willing to give it a try. d I don’t think I quite follow this.

2 a If you’re happy to get it started. b I’m glad we feel the same way. c If you’d rather hold on for a bit. d I’m surprised we agree for once.

3 a He’s very good at this kind of thing. b He wouldn’t mind, I’m sure. c He’ll tell you how much it is tomorrow. d He’s just very busy at the moment.

4 a I’d like to know what you think of it. b I wouldn’t read it as quickly as you. c I’d really like to have a look. d I’d like you to tell me where it is.

5 a I’m sure I can give you a hand. b I’m sure it’s the right decision. c I’m not sure I have enough time. d I’m not sure it’s of any use. More information 221 Sample exam paper

6 Notes a They’ll make it up to him. b You’ve got to take it from him. c They’ll have to explain it to him. d You’ve got to hand it to him.

7 a Sorry, I can’t describe it. b Sorry, I can’t remember it. c Sorry, I wasn’t thinking. d Sorry, I wasn’t doing it.

8 a Do you have the same one? b Do you really think so? c Oh, I wouldn’t say that. d That’s the only difference. Listening Part 2 You will hear three conversations. Listen to the conversations and answer the questions below. Put a circle round the letter of the correct answer. You will hear each conversation once only. Look at the questions for Conversation 1. 34 Conversation 1 1 The first man is trying to a get off with only a verbal warning. b deny he has parked without paying. c convince the woman she is unreasonable. d appreciate the woman’s work obligations.

2 The woman’s attitude towards the motorist is a sympathetic. b neutral. c vindictive. d impatient.

Conversation 2 1 When things need fixing, Mary and Peter think that Jeff a takes a long time to do anything. b refuses to take responsibility. c spends too long preparing. d can’t accept they need doing.

2 Mary feels a furious. b upset. c surprised. d frustrated. 222 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Conversation 3 1 The teacher is asking questions to obtain a confirmation. b information. c knowledge. d views.

2 The speakers all agree that examples of poor citizenship result from a poor parenting within the community. b the breakdown of traditional communities. c inability to adapt to new styles of community. d unemployment within the community. Listening Part 3 You will hear a radio broadcast describing some scientific research. Listen to the broadcast and complete the notes below. Write short answers (1–5 words). An example is done for you. At the end of the broadcast you will have two minutes to read through and check your answers. You will hear the broadcast once only. You have one minute to look at the notes below. 35

The problem

Examples given of allergies: hay fever asthma

food allergies

The research

1. Carried out at: University Hospital Zurich

2. Proposed location for injections: (the) glands / (the) lymph nodes

3. Normal location for injections: (the) skin

4. Length of trial: 3 / three years

Results

Effects on second group improvements in symptoms

5. fewer side effects

6. improvements sooner

7. injections less painful / less uncomfortable More information 223 Sample exam paper

Notes Results

Research using: larger groups

8. Research looking at: other allergies

Listening Part 4 Listen to the radio interview and answer the questions. Put a circle round the letter of the correct answer. An example is done for you. You will hear the interview once only. You have two minutes to read through the questions below. 36 Example The reaction to the publication of the results is a unexpected. b unsurprising. c unprecedented. d unjustified.

1 Jane Soames feels that the public claims of destruction of communities and livelihoods are a a slightly inaccurate interpretation of the facts. b based on the true facts available. c misleading when analysed against the facts. d based on out-of-date facts and figures.

2 The presenter believes that, by supplying the supermarkets with dairy produce, many farmers a have secured their long-term future. b make only a very small profit. c spoil the market for everyone else. d are in danger of going out of business.

3 According to Jane Soames, helping farmers extend their growing season exemplifies a the need for more and more varieties of produce. b the company’s commitment to supporting suppliers. c the amount of shortfall in UK produce. d technological advancement in agriculture.

4 Jane Soames and the presenter of the programme disagree about a the price farmers receive for their milk. b the reasons farmers sell milk to supermarkets. c the amount of milk farmers sell to supermarkets. d why farmers lose so much money on milk sales. 224 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes 5 Jane Soames quotes the Competition Commission’s report in order to show a that the company has made an excellent profit. b how well the company has performed. c the level of profit increase over previous years. d that the company’s profit is not excessive.

6 Jane Soames believes that, by opening more stores, her company has a made shopping more convenient for shoppers. b made us go shopping much more frequently. c reduced the number of poor quality high street stores. d increased the amount of food we buy every year.

7 Critics claim that nowadays most people eat fewer vegetables than before because a there aren’t so many vegetables available in supermarkets. b the quality of vegetables is generally poor in supermarkets. c supermarkets fail to make their vegetable selection a priority. d there is too much choice of everything in addition to vegetables.

8 Jane Soames believes that supermarkets in general and her company in particular a have received unfair criticism from their customers. b have allowed local small stores to thrive. c have not received the recognition they deserve. d provide much better quality than most local stores. Reading Part 1 Read the following text, then read the ten statements A–J. Five of these statements are correct according to the text. Tick the boxes of the correct sentences. Do not tick more than five boxes. Leave the other five boxes blank.

International fugitive slips through the net again There is no such thing, we older hands like to say, as an intelligence operation that does not occasionally run to farce. The bigger the operation, the bigger the belly laughs, and it is a matter of service history that the week-long manhunt for Bartholomew, alias Barley Scott-Blair, generated enough frenzy and frustration to power a dozen secret networks. Orthodox young novices like Brock learned to hate Barley’s life before they even found the man who led it.

After five days of chasing after him, they thought they knew everything about Barley except where he was. They knew his free-thinking parentage and his expensive education, both wasted, and the unedifying details of his marriages, all broken. They knew the café in Camden Town where he played his chess with any layabout spirit who happened to drift in. Under the usual tacky but effective pretexts, they had door-stepped a sister in Hove who despaired of him, tradesmen in Hampstead who were writing to him, a married daughter in Grantham who adored him and a grey-wolf son in the City who was so withdrawn he might have taken a vow of silence. More information 225 Sample exam paper

They had talked to members of a scratch jazz band for whom he had occasionally Notes played saxophone, to the almoner at the hospital where he was enrolled as a visitor and to the vicar at the Kentish Town church where to everyone’s amazement he sang tenor. ‘Such a lovely voice when he shows up,’ said the vicar indulgently. But when they tried to tap his phone to get more of this lovely voice, there was nothing to tap because he hadn’t paid his bill.

They even found a trace on him in our own records. Or rather the Americans found it for them, which did not add to their enchantment. For it turned out that in the early sixties, when any Englishman who had the misfortune to possess a double-barrelled name was in danger of being recruited to the Secret Service, Barley’s had been passed to New York for vetting under some partially observed bilateral security treaty.

A Big intelligence organisations sometimes produce comical situations. Y

B Brock was keen to meet the man about whom he knew so much.

C It took them five days to locate Barley.

D Barley did not take advantage of his privileged upbringing. Y

E The service went to Barley’s sister’s home to speak to her. Y

F The service got little information from Barley’s son. Y

G Barley had formed a music group.

H Barley regularly sang in his church choir.

I They tried unsuccessfully to listen to Barley’s phone conversations. Y

J The Americans had investigated Barley because they recognised his name. 226 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Reading Part 2 Read the text and fill the gaps with the correct sentences A–H. Write the letter of the missing sentence in the box in the gap. There are two extra sentences you will not need.

Dealing with difficult people at work No workplace comes without its share of difficult people. How difficult a person is for you to deal with depends on your self-esteem, self-confidence and professional courage. Dealing with them is easier when they are just generally obnoxious or when the behavior affects more than one person. Dealing with difficult people is much tougher when they are attacking you or undermining your professional contribution.

Difficult people come in every conceivable variety. F 1 Others must always have the last word. Some co-workers fail to keep commitments. Others criticise anything that they did not create. Difficult co-workers compete with you for power, privilege and the spotlight; some go too far in courting the boss’s positive opinion – to your diminishment.

Some co-workers attempt to undermine you and you constantly feel as if you need to watch your back. Your boss plays favourite and the favoured party lords it over you; people form cliques and leave you out. Difficult people and situations exist in every workplace. G 2 You must address them. No matter the type of difficult situation in which you find yourself, dealing with difficult people is a must.

Initially, people go into shock when they are treated unprofessionally. Once you are fully aware of what is happening, deciding to live with the situation long term is not an option. You become so angry and feel so much pain that your efforts to address the situation become irrational. C 3

Constant complaining about the co-worker or situation can quickly earn you the title of whiner or complainer. Managers wonder why you are unable to solve your own problems – even if the manager’s tolerance or encouragement of the situation is part of the problem.

Most importantly, if you are embroiled in a constant conflict at work, you may not only get blamed for being ‘unable to handle the situation like a mature professional’. You may even end up being branded as a ‘difficult’ person yourself. E 4

Finally, if the situation continues to deteriorate over time, the organisation and your boss may tire of you. The boss may decide you are a ‘high maintenance’ employee, easily replaced with a more professional or cooperative person. A 5 However unfair, this sometimes is the reality.

I’ve experienced workplaces in which all sorts of dysfunctional approaches to dealing with a difficult co-worker have been tried. Putting an anonymous note in the person’s mailbox is not an option. H 6 So, it’s advisable to look at more productive ways to address your difficult co-worker. More information 227 Sample exam paper

A As a consequence you could lose your job. Notes B Otherwise, you risk becoming the problem maker in the eyes of your colleague. C It’s far better to address the difficult person while you can maintain some objectivity and emotional control. D Be pleasant and agreeable as you talk with the other person. E This label is hard to escape and can have devastating consequences for your career. F Some talk constantly and never listen. G They have one thing in common. H Confronting the bully publicly can often lead to disaster. Reading Part 3 Read the four texts below. There are ten questions about the texts. Decide which text – A, B, C or D – tells you the answer to the question. The first one is done for you. A

Back in 1993, Scandic started developing the industry’s leading sustainability programme. Now we see environmental, economic and social considerations feature in our everyday decisions. We are the trend-setters in our industry. Today, sustainability issues are high on the agenda for many companies. Scandic is proof that you can be progressive in these areas and achieve even better profitability along the way. Our belief in the future is based on equal parts of sustainable proactivity as well as care and consideration for others. These are fundamental values for everyone within Scandic. We know that it is possible to reduce fossil carbon dioxide emissions. We think that health is an obvious focus. And we realise that accessibility is a must. Come to us any time and you’ll find team members who enjoy doing something they believe in. You'll see how, together, we are turning environmental and social issues into natural, everyday actions.

B

The majority of ‘eco’ hotels are found in far-away places, where they are aided in their search for a reduced carbon footprint by a benevolent climate. You’ll struggle to find many in city centres or in the energy-draining north with its long, freezing winter nights. Or so you might think. However, one of the biggest hotel chains in the Nordic region has just announced that it has reduced the carbon footprint of its guests by a third. How? Let's start with the details, like the use of wooden pens and wooden keycards, which are both biodegradable. Then there are the recycling bins in every room. The chain has started phasing out bottled water, instead asking guests to fill an empty water jug from the tap. Even the taps themselves are more efficient, using around half as much water as standard ones when you use them to wash your hands. 228 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes C

What makes the hospitality industry inefficient? Some things even a casual traveller notices – lack of recycling facilities, little bottles of shampoo, the cold blast of the air conditioner. Hotels, like other buildings, use electricity for lighting, cooling, appliances and fuel for heating. However, hotel structures – individual units that each have their own appliances, heating and cooling sources – combined with hospitality standards – piles of fresh towels and linens – make them more wasteful than traditional buildings. The hospitality industry has several motivations for implementing a greener strategy. First, making their operations more efficient can result in cost savings. Consuming less fuel, electricity and water can reduce costs. Another reason is for competitive positioning of their brands. Facing demand from increasingly environmentally savvy consumers, hotels are changing their practices to meet these preferences. According to a travel industry association study, 87 percent of travellers would be more likely to stay at green properties.

D

On arriving at a hotel, I immediately review the room-service menu, bask in the prospect of fresh, silky sheets and inspect the bathroom to ensure I have fluffy, clean towels for every possible need. Then I spy one of those little placards, nestled among the tiny soaps, asking me to reuse my linens: ‘Every day millions of gallons of water are used to wash towels that have only been used once… Please decide for yourself.’ And, like that, my hotel buzz fizzles. I'll admit that I sometimes choose not to participate in this programme and request fresh towels and sheets every day. Before you write in scolding me for being wasteful, let me say it's not the programme I'm against. But I don't want to be guilt-tripped into going green. It's the two-facedness of it that gets me. Save our planet!

In which text does the writer 1 disbelieve that hotel’s claim to environmentalism? D

2 explain why hotels find going green more difficult than other sectors? C

3 describe which organisation has done most to develop this kind of programme? A

4 state that certain parts of the world are more conducive to environmentalism? B

5 claim that hotels go green partly because customers want them to? C More information 229 Sample exam paper

Which text is saying the following? Notes 6 It’s important that employees are committed to environmental initiatives. A 7 It’s unfair for hotels to put the onus on the customer. D

8 It’s challenging to maintain high service levels whilst adopting a green strategy. C 9 Modifying the way in which water is supplied is an effective strategy. B 10 Part of the enjoyment of hotel accommodation is its luxury. D Reading Part 4 Read the text and answer the questions. Put a circle round the letter of the correct answer.

Why people lie when seeking a job

From foolish fibs to full-on fraud, lying on your CV is one of the most common ways that people stretch the truth. But think twice before you ship off your next half-baked job application. Even if your moral compass doesn’t keep you from deceit, the fact that Human Resources is on to the game should.

The percentage of people who lie to potential employers is substantial; an estimated 40 per cent of all CVs aren’t altogether above board. And this game of employment Russian roulette is getting riskier. Human Resources professionals have reported they’ve increased the amount of time spent checking references over the past three years.

CVs are marketing tools designed to do one thing: make the phone ring. Once it does, you’d better be ready to back up your paper claims. Even a white lie can follow people throughout their career.

One of the most common CV lies involves playing with dates to hide employment gaps. The reasons are myriad: hiding being fired, a period of job hopping or even maternity leave. Some women stretch time lines because they fear it will be difficult to re-enter the workplace after starting a family.

Even though it’s one of the easiest items on a CV to check, bogus college degree claims are also prevalent. Not having a diploma is one of the things many applicants are most ashamed about. Dave Edmondson, the former chief executive of RadioShack, resigned in February after questions arose about the accuracy of his CV. According to media reports, his claim to have a degree in psychology from Pacific Coast Baptist College in California wasn’t true. Nor was there evidence he received a degree in theology from the same unaccredited college. 230 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Fear of ageism can lead to lies by omission. Older job seekers may fudge or leave off the year they received their degree, or lop off their early work history, to appear younger on paper. While it’s easy to sympathise, it’s also important to remember that the truth behind these lies will quickly become evident at the interview.

Another widespread set of tall tales is embellishment of experience and accomplishments. For example, a mediocre salesperson might claim she increased sales by 80 per cent, or a small-office sales director might say he managed 50 people.

Some job hunters will say they were paid a higher salary at a previous job in an attempt to get more money. One particularly popular move is to combine one’s salary and bonus. But employers are wising up and it’s becoming more common for companies and recruiters to ask for a recent pay slip or tax return. Imagine talking your way out of that.

Considering that a CV is usually a single sheet of paper, there are surprisingly many opportunities for yarn-spinning. Recent graduates will raise their grade point averages or claim honours they didn’t receive. And some people blur the line between familiarity and proficiency when it comes to technical expertise, such as knowledge of software programmes.

Even claims of language proficiency aren't immune. One candidate who claimed fluency in Spanish on his CV was caught out during the interview when the interviewer began speaking to him in Spanish. He didn’t know a word.

So why do people do it? Why all the fiction? Simply put, in today's environment fear often leads to desperation. But whether you get caught in the interview, on the job or years down the road, it’s best to heed the old adage: ‘Whenever you tell the truth, you don’t have to remember what you said.’

1 The best summary of this passage is a Presenting untruths as facts on job applications is fraud and many companies now check facts before the interview process. Unfortunately many applicants still get away with the practice of changing dates and qualification details but are not usually found out if they omit or exaggerate information. Slowly but surely they are learning that lying doesn’t necessarily get them the job. b Lying on job application forms is becoming more risky as human resources departments increasingly check claims. The most popular practices amongst applicants are changing dates, enhancing qualifications, and omitting information. Exaggeration is another, whether it is of your own level of skills, responsibilities or salary. But honesty is better than spending your life trying to remember details of your lies. More information 231 Sample exam paper

c People who lie on job applications are being found out because companies are Notes verifying information, especially on serious issues like changing dates and inventing qualifications. They frequently ask for pay records from previous jobs to check the veracity of salary details. Although omissions are not regarded as lying, they are also checked. Applicants should learn it’s best to be honest.

2 The passage develops in which of the following ways? a Degrees of lying – dangers – importance of CVs – why lie – what lies – omitting and exaggerating isn’t lying – skills claims – why honesty. b Consider dangers of lying – stringent checks – follow up your application – ways people lie – success of people who lie – reasons – advice. c Warning – risks – common tricks – education grades – omitting information – exaggeration – salary claims – scope for lying – technical knowledge – anecdote – why – why not.

3 The writer believes that falsifying CVs a is now more difficult to get away with. b has increased in recent years. c is now being stamped out completely. d occurs in the majority of job applications.

4 The main purpose of a CV is to a reinforce the interview process. b save time at the interview stage. c make an initial impression. d provide marketing with information.

5 Applicants tend to change dates in order to a present a picture of continuity. b indicate they have been in a job longer. c claim they have had varied experience. d show how hardworking they are.

6 With regard to omitting information the writer suggests a suppressing emotions and recognising it as lying. b making allowances for older applicants. c treating it as more deceitful than lying. d dealing with it more sympathetically.

7 Applicants who have lied about their pay risk a being asked to explain the salary details. b pricing themselves out of the new job. c being embarrassed by their potential employers. d having to accept a considerably lower salary.

8 The writer thinks it is strange that such a small document a can take on so much importance. b can be abused in so many ways. c can contain so much information. d is sufficient for potential employers. 232 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Writing Part 1 You have been asked to write an essay for your class about the information on hospital beds from the graph below. Give your interpretation and conclusion from the information provided. Write between 150 and 200 words.

Low-income countries have only 10 hospital beds per 10,000 people

Europe 63

The Americas 24

Western Pacific 33

Eastern Mediterranean 14

South East Asia

Africa 6

Country group by income level

Global 30

High income 59

Upper middle income 42

Lower middle income 23

Low income 10

0 10 20 30 40 50 60 70 Hospital beds per 10,000 population, 2006 More information 233 Sample exam paper

Notes 234 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Writing Part 2 Write a composition for your college magazine describing your reaction to the following quotation: ‘I believe that every right implies a responsibility; every opportunity, an obligation; every possession, a duty.’ John D. Rockefeller, Jr. Write between 250 and 300 words. More information 235 Sample exam paper

Notes 236 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes Sample exam paper tapescripts Listening Part 1 33 Male voice 1 ‘Part 1. Part 1. You will hear eight short unfinished conversations. Choose the best reply to continue the conversation. Put a circle round the letter of the best reply. First, look at the example. You will hear the conversations once only.’ M1 ‘Number one. Number one.’ Male voice 2 ‘I certainly had it earlier.’ Female voice ‘You remember doing that?’ M2 ‘Yes. How many times do I have to tell you?’ M1 ‘Number two. Number two.’ F ‘I like the idea in principle, but…’ M2 ‘Are we agreed then? Shall we go ahead?’ F ‘I’m not sure. What about the costs?’ M1 ‘Number three. Number three.’ M2 ‘We can’t really solve the problem without Martin.’ F ‘Well, he promised to help us out.’ M2 ‘What’s the likelihood of that happening?’ M1 ‘Number four. Number four.’ M2 ‘Oh, that book you lent me. I haven’t forgotten.’ F ‘Take your time. There’s no rush.’ M2 ‘Really? Oh thanks; I haven’t read it yet.’ M1 ‘Number five. Number five.’ F ‘No, I’ve made my mind up. I don’t think I can work in this place any more.’ M2 ‘So you’re really going to leave?’ F ‘Yes. Time to move on.’ M1 ‘Number six. Number six.’ F ‘Of all the people to get that job.’ M2 ‘Yes. He’s the last one I would have expected.’ F ‘Well, I say well done to him.’ M1 ‘Number seven. Number seven.’ M2 ‘You know I wish you wouldn’t do that.’ F ‘Do what, exactly?’ M2 ‘That thing with your chair. It’s so annoying.’ M1 ‘Number eight. Number eight.’ M2 ‘Oh my goodness, I’m terribly sorry. I think I’ve taken your briefcase.’ F ‘Don’t worry; here’s yours. They’re almost identical.’ M2 ‘Except yours has the extra zip.’ M1 ‘That is the end of Part 1.’ More information 237 Sample exam paper tapescripts

Listening Part 2 Notes 34 Male voice ‘Part 2. Part 2. You will hear three conversations. Listen to the conversations and answer the questions below. Put a circle round the letter of the correct answer. You will hear each conversation once only. Look at the questions for Conversation 1. Conversation 1.’ Male voice 1 ‘Hallo! Sorry about that. Had to get change from the shop.’ Female voice ‘I’m sorry sir; this is a metred area. I’m issuing you with a fixed penalty notice.’ M1 ‘Wait a minute, I just told you. I had to get some change, for the meter, from that shop. Oh, excuse me! Can you tell her?’ M2 ‘Yeah it’s true. He just bought a paper from my shop and I gave him change for the parking meter.’ F ‘Sir; this is a controlled parking zone. You are required to display a parking receipt. I’ve got no alternative.’ M1 ‘Of course you have. Just don’t give me a fine!’ M2 ‘I’d save your breath mate; they’re terrible round here. You’ll get no leeway.’ F ‘Sir, you can pay the fine at a reduced rate within twenty-eight days.’ M1 ‘This is ridiculous. I was gone one minute.’ F ‘After that you’ll have to pay for the full amount.’ M1 ‘I don’t believe this!’ M2 ‘Huh! What’d I tell you?’ M ‘Now look at the questions for Conversation 2. Conversation 2.’ F ‘Jeff, that shower’s still leaking, you know.’ M1 ‘OK, Mary, I’ll give them a call.’ F ‘You’ve been saying that for ages. There’s water coming into the kitchen from upstairs.’ M2 ‘It’s true, Dad. It happened again this morning.’ M1 ‘Well, Peter, can’t you be more careful when you use the shower? The water goes all over the bathroom floor and seeps through into the kitchen below.’ M2 ‘Don’t blame me! It shouldn’t do that, should it?’ F ‘Look; what’s so difficult about getting someone in?’ M1 ‘Yeah OK; I’ll give them a call in a minute, when I’ve finished this.’ F ‘Here we go again. You’re always putting things off.’ M1 ‘Well I don’t think that’s true. It may take a while but I always get round to it eventually.’ M2 ‘Huh! Like my wardrobe door. It took you a year to fix that.’ M1 ‘You said you preferred not having to open the door.’ F ‘Come off it. It’s impossible to do anything with you.’ M1 ‘Believe what you like. It’s true.’ M ‘Now look at the questions for Conversation 3. Conversation 3.’ F ‘OK everybody, very quickly, definitions of good citizenship. Any thoughts? Sam.’ M1 ‘Erm… respecting others and their property; er… helpful and considerate.’ F ‘OK. What about you Frank?’ M2 ‘The same, Miss. Helping people who can’t help themselves. People who work hard.’ F ‘Is working hard a feature of good citizenship?’ M2 ‘Depends, Miss. If it’s for your family, yes, but lots of people just work hard to make money. They only care about themselves.’ 238 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes F ‘Good. It’s easy to generalise, isn’t it? Now what about in the street? Do you see examples of good and bad citizenship?’ M2 ‘Both. There’s lots of antisocial behaviour like vandalism and not respecting people.’ F ‘Why, Frank?’ M2 ‘Lots of reasons. Bad families, both parents at work, poor discipline, media pressure, oh lots of things.’ F ‘So you blame the parents?’ M2 ‘Not necessarily; it’s society that makes the parents like that.’ F1 ‘Exactly; people used to support each other. It seems to happen less today.’ M2 ‘Yeah, communities used to be much stronger.’ M ‘That is the end of Part 2.’ Listening Part 3 35 Male voice ‘Part 3. Part 3. You will hear a radio broadcast describing some scientific research. Listen to the broadcast and complete the notes below. Write short answers (1–5 words). An example is done for you. At the end of the broadcast you will have two minutes to read through and check your answers. You will hear the broadcast once only. You have one minute to look at the notes below.’ Female voice ‘Now for people like me who suffer from allergies, hay fever, asthma, food allergies, whatever, annoying as they are, often the only way to deal with them is to take drugs, like antihistamines. They actually make the symptoms better but don’t make the problem go away. But now researchers have come up with a better way to de-sensitise people, in other words to make the immune system tolerate better the thing that they’re reacting to. They are Gabriella Senti and her colleagues at the University Hospital in Zurich. And they’ve pioneered an approach in which you inject people with allergen. Not into the skin, but into the lymph nodes, the glands. Now in the past when doctors have tried to desensitise patients, they’ve made a weak solution of the thing the person is allergic to and injected this into the skin and over a course of several years of doing this, eventually in some people the body learns to tolerate the thing they’re injecting. But it’s not without risks, because the skin is all tooled up to tackle allergens like this and you get very profound and pronounced reactions. And this includes anaphylaxis which can be life threatening. So this group of researchers thought, well, if we inject the allergen instead directly into the lymph nodes, that’s where the cells are that can re-programme the immune system and re-educate immunity in order to better tolerate allergens, so instead of giving the allergens to the skin where there can be an intense reaction, we can inject it into the lymph nodes where it might be better. So they recruited a hundred-and-eighty-three people who had hay fever. They divided them into two groups. Group one just got skin injections. This went on for three years and they had fifty-four injections of the thing that they were allergic to into the skin. The other group got just three injections, one month apart into their lymph nodes, glands in their groin, which you can find very easily just by palpation or by using ultrasound to spot them. The results at a three-year follow-up were really, really impressive. The people who had the lymph node injections, after just three injections began to show dramatic improvements in their symptoms and that effect persisted for the three years of the More information 239 Sample exam paper tapescripts

study, and they had far fewer side effects. And because the response was much Notes quicker, they all improved in symptoms much sooner and they also reported that it was less uncomfortable. It’s less painful being injected in your lymph nodes than it is in to your skin. So they’re saying this is a very good way to control the immune response and to drive re-education of immunity by injecting people with the thing they’re allergic to and to do it in a much safer way. This is published in the Journal PANS, so you can have a read about it and what they’re saying is, this is an initial trial. We need to do this a bit more in order to assess what happens if you do this to bigger groups of people and perhaps look at other allergies as well.’ M ‘You will now have two minutes to read through and check your answers. That is the end of Part 3.’ Listening Part 4 36 Male voice 1 ‘Part 4. Part 4. Listen to the radio interview and answer the questions. Put a circle round the letter of the correct answer. An example is done for you. You will hear the interview once only. You have two minutes to read through the questions below.’ M2 ‘We’re going to look now at the reaction to the news that the big supermarket chains have again made huge profits this year. There has been the usual barrage of criticism from community groups, local farmers and small business owners claiming that communities and livelihoods are all being irreversibly affected by this kind of expansion, so I’ve invited to the studio Jane Soames, chief executive officer of BestCo, the biggest of the supermarket chains. Thank you for coming.’ Female voice ‘My pleasure.’ M2 ‘Perhaps you would like to first of all respond to these claims.’ F ‘Well, yes. I’m afraid they simply aren’t borne out by facts. On the contrary, we contribute to the vitality of the local economy and community to ensure its long-term success. As a result of our stores, people from the surrounding community visit the towns regularly. And of course, we use local produce whenever possible from local farmers.’ M2 ‘Yes, but the very farmers you claim to be supporting are the ones that claim to be facing ruin. They get the business, but at what cost? Many are currently paid less for milk than it costs them to produce. Ironically, they are being driven out of business by the very people they supply.’ F ‘Can I just respond to that? It ignores a simple truth. A successful and sustainable food business needs excellent relations with its suppliers. Almost 100% of our meat is British and we are working with UK farmers to extend the growing season so we can source more in the UK.’ M2 ‘But are you seriously telling me that the farmers are happy to be paid less for their milk than it costs them to produce it?’ F ‘Why would they stay with us if that were the case?’ M2 ‘Because they know that as soon as they opt out someone else will step in. There’s nowhere else to go. It’s a monopoly in their eyes.’ F ‘No, no. Another myth, I’m afraid. Look, the Competition Commission’s recent report recognised that our profits were not unreasonable and that they represented just over three pence in the pound. Hardly an excessive margin. But to get to the real question here, people need to realise that shopping 240 International English for Speakers of Other Languages Teacher’s Book 5 Expert

Notes habits change. We have to move on. Queuing at one store, then trudging down the High Street in the rain to another store... Is that what people actually want to go back to? We have provided the alternative.’ M2 ‘No, I’m not saying that at all. I agree that for many, the advent of the superstore makes our shopping lives much easier. But let’s turn to another topic. Many observers note that the UK’s vegetable consumption has declined by almost a third since the 1960s while the supermarkets' retail dominance has grown. Supermarkets claim to promote healthy eating. But you only have to look at the floor space devoted to fresh fruit and vegetables compared to that given over to crisps, sweets, fizzy drinks and ready meals to see where the supermarkets’ real interests lie.’ F ‘Oh dear! People want to blame supermarkets for everything. It all boils down to choice. We have introduced fruits and vegetables to our stores that were never even heard of a number of years ago, produce you simply can’t get in your local store. But we can’t tell the consumer what to buy.’ M2 ‘But in a way you do, don’t you? You entice people to overspend and bombard us with so-called “choices” between variations of over-processed, unhealthy foods that are poor value for money. Consumption of processed food is up; those are the facts; and the health of the nation is at risk.’ F ‘People seem determined to lay the blame for their problems at our door. BestCo offers what customers want, at prices they can afford, with service to match. It’s not rocket science. People don’t seem to recognise that.’ M2 ‘OK, I’m afraid we’ll have to leave it there.’ M1 ‘That is the end of Part 4. You now have 2 hours 40 minutes to complete the rest of the paper.’