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2017
 CONTENTS
Tips for Doing Exam-type Tasks... 4 Unit 3 Health & Medicine ............. 62
Reading Part 1...........................................62
Unit 1 Education .......................... 16 Reading Part 2...........................................63
Reading Part 1...........................................16 Reading Part 3...........................................66
Reading Part 2...........................................17 Reading Part 4...........................................67
Reading Part 3...........................................20 Use Of English ..................................... 70
Reading Part 4...........................................22
WRITING ..................................................... 74
Use of English ...................................... 24
SPEAKING ..................................................... 75
WRITING ..................................................... 27
Listening Part 1...........................................77
SPEAKING ..................................................... 29 Listening Part 2...........................................78
Listening Part 1...........................................31 Listening Part 3...........................................78
Listening Part 2...........................................32 Listening Part 4...........................................79
Listening Part 3...........................................32 Listening Tapescript ................................ 80
Listening Part 4...........................................33
Listening Tapescript ................................ 34 Unit 4 Business ............................. 85
Reading Part 1...........................................85
Unit 2 Environment ....................... 39 Reading Part 2...........................................87
Reading Part 1...........................................39 Reading Part 3...........................................89
Reading Part 2...........................................40 Reading Part 4...........................................91
Reading Part 3...........................................43 Use Of English ..................................... 93
Reading Part 4...........................................45
WRITING .................................................... 97
Use of English ...................................... 47
SPEAKING ..................................................... 99
WRITING ..................................................... 51
Listening Part 1........................................ 100
SPEAKING ..................................................... 53 Listening Part 2........................................ 101
Listening Part 1...........................................54 Listening Part 3........................................ 102
Listening Part 2...........................................55 Listening Part 4........................................ 102
Listening Part 3...........................................55 Listening Tapescript ..............................103
Listening Part 4...........................................56
Listening Tapescript ................................ 57 Answer Key .................................... 108
Tips for doing Exam-Type Task

READING particular programme starts. In a reading

test, we scan in order to find out which
First of all, it should be said that it part of the text contains the answer we
is not really necessary to try to read and need. We do this by looking for the ideas
understand every single word in a reading that are mentioned in the questions.
test. In fact, if you do, you might not have
enough time to finish the test. The skills
that you need when reading in a foreign 3 Close reading
language are exactly the same as those Skimming and scanning do not involve
that you use when you read in your own reading every word. Close reading, on the
language. Generally speaking, there are other hand, does. When we have scanned
three kinds of reading that you need the text to locate where the answer is,
we now need to read this part closely,
i.e. carefully, to find out what the answer
1 Skimming is. Close reading might involve reading
Before we read a text in detail, we something more than once, e.g. to make
nearly always know what we are going sure that we have the right answer.
to read about. The way we do this is This book contains four kinds of reading
by skimming the text. This means that task.
we quickly go through the text to find
out what it is generally about. One way
of doing this is by reading any titles or 1 Matching Headings
headlines in the text. This is the kind
of skill that we use when we read a Suggested procedure:
newspaper. Another way of finding  skim the whole text
out what a text is generally about is by  read the paragraph
quickly reading the topic sentence of each  if necessary, try and work out any
paragraph. The topic sentence is the first
unknown words from the context
sentence of a paragraph and its function
is to tell the reader what the topic of the  try and summarise in your mind what
paragraph is. If we know what the topic the paragraph is about
of each paragraph is, we will have a good  choose a suitable heading which
idea of what the text is about. You should matches your idea
try to skim a text quickly so as not to  underline key words in the heading
waste time. (see example below)
 see if you can find similar ideas in
the paragraph (see example below)
2 Scanning and underline them
This is when we quickly go through  quickly check that the other headings
a text to locate a piece of information. do not match the paragraph
This is the kind of skill we use when we
look at a TV guide to find out what time a

4
 Tips for doing Exam-Type Task

Example (from Environment) Example (from Environment)

In the example below on the text 'The It was filthy, too, with all the car
Changing Weather', the idea of 'who ... to exhaust fumes and the smoke from the
blame' in the title matches the underlined factories. The park he had to walk through
phrases in the paragraph. on his way to work was no better, littered
1 WHO IS TO BLAME? with broken bottles, empty cigarette
packets and the mess left behind by dogs
0 whose owners never gave a second thought
to any one else who might want to use the
The planet's climate has constantly
park. He'd even seen a syringe a couple
changed throughout history. Previously
of days before. The mayor had been on
this was due to natural processes.
TV the night before boasting about how
However, many scientists believe the
visitors always said how pleasant the city
changes we have seen over the last
was. How embarrassing the man could be.
century are mainly due to man's activities.
The earth is kept warm by greenhouse 9 Which word best describes the park the
gases. Without these the world would be author walks through?
extremely cold. The problem is that man's A crowded
activities have produced extra greenhouse B dangerous
gases like carbon dioxide which have
increased temperatures further. C dirty
D pleasant
2 Four-way Multiple Choice The underlined phrases show that C is the
best answer. The author says the city is 'filthy'
Questions and the park is 'no better', i.e. it is also dirty.
He then gives some examples, including
Suggested procedure: dog's mess. The other options are distractors,
 skim the whole text i.e. they seem like they might be right but
 read the questions before you start they are not the best answer. For example,
reading in detail you could argue that broken bottles and a
 underline key words in the questions syringe make the park dangerous, but there is
 quickly find the part of the text that less evidence for this option than for C. The
mentions these things (this is called list of things might make it seem that A could
scanning) be the answer, but we don't use 'crowded' for
 read this part of the text closely things. Finally, the word 'pleasant' appears in
the paragraph but not in relation to the park.
 try and work out any unknown words
from the context
 underline the parts of the text that 3 Gapped text
you think answer the question This task is a test of close reading and
 match the answer in the text to the understanding of structure. In particular, it
best of the four options tests your understanding of referencing, i.e.
 check that the other 3 options don't fit

5
Tips for doing Exam-Type Task

SPEAKING d. ending
 finish your presentation
Speaking activities give you the
 thank your audience
opportunity to practise not only the fluency
and accuracy of lexical and grammatical
structures, but also to express your opinion 2 Short talk
and develop your critical thinking skills,
such as asking questions, analysing, Useful tips:
problem solving, etc.  plan your talk, but DO NOT read it
There are 5 types of speaking activities  include all important information
in this book.  present your points in a simple, clear
and direct way
 use informal language
1 Presentation  use relevant transitional words/
phrases
Useful tips:
 plan your presentation, but DO NOT 3 Role play
read it
 make sure that your presentation has In a role play you are supposed to talk
with your partner about the given topic.
a proper structure (introduction, body,
Initiate the conversation, ask questions,
conclusion, ending) listen to your partner and respond to their
 speak clearly and DO NOT rush – be views by agreeing or disagreeing and
natural always try to justify your arguments.
 use formal language
 use relevant transitional words/
phrases 4 Discussion
 use visual aids to improve the interest Here are some suggestions on how to
of your presentation (computer, take part in a discussion:
video, real objects, etc)  try to avoid "closed" questions, and
Presentation structure ask "open questions because they
a. introduction generate discussion
 state the topic  if you have no opinion about the
 list the points you will cover subject, think what other people
 define the time for asking might say about it and express it
questions  if you don't know what to say about
one thing in the list, try to compare it
b. body
with another one in the list
 develop the topic of your  if you don't know the exact word for
presentation something, try to explain what you
c. conclusion mean and give examples
 restate your main points

12
 Tips for doing Exam-Type Task
 listen carefully to your partner and
try to respond to what he/she has said LISTENING
 use linking phrases and phrases to
express opinions, to give examples, 1 Short Recordings – Three-
to summarise, etc Way Multiple Choice
5 Class debate This task tests your general understanding.

Suggested procedure: Suggested procedure:

 form three groups  before listening, read the questions
The first two groups should prepare to find out about the situation and
arguments for either accepting or speakers. You will find it easier to
rejecting the motion. Present your follow the recording if you know
arguments and be ready to answer what it is going to be about.
questions from the other group.  while listening, beware of distractors.
The third group should listen to You will probably hear all the options
both groups and decide whether to mentioned, but only one will be the
accept or reject the motion providing answer to the question
arguments for their decision. Before  don't worry if you don't get the
making their decision, the third group answer the first time, as you will hear
can put questions to both groups. the recording again
 allow time for groups to prepare their  if you think you have got the answer
arguments the first time, use the second listening
 group presentations to confirm your answer
 asking & answering questions
 presenting the decision Example (from Environment)
1. You overhear a woman talking to a
PRESENTING AN ARGUMENT friend about vegetarianism. What is
a. prepare some arguments and the woman talking about?
examples to support your view A why she became a vegetarian
b. think about possible counter B why she gave up being a
arguments and prepare your vegetarian
response(s)
C why she would like to become a
c. use linking phrases and vegetarian
phrases to express agreement/
disagreement, to give examples,
to express opinions, to
summarise, etc.

13
 Unit 1 EDUCATION
READING Part 1
You are going to read an interview with a teacher about her work. Choose the best
heading from A to I below for each paragraph of the interview (1-7) There is an extra
heading that you do not need. The first one (0) has been done as an example.
A LIFELONG PROFESSIONAL E THE BASIS OF TEACHING
DEVELOPMENT F THE DARK SIDE
B SEEING IT FROM THE PUPILS' POINT G THE GREATEST SATISFACTION
OF VIEW
H THE LIFE-WORK BALANCE
C SELF DOUBT
I THE RIGHT DECISION
D SPEED OF CHANGE

JENNY BROWN - MY LIFE AS A TEACHER

0 1 as a teacher, as there can be no learning
without reflection.
I always wanted to go into teaching.
Both my parents were teachers, and two of 2
my grandparents, too. It's also something
I've always believed in. Some of my friends Essentially, it's all a question of
at university went into things like business motivating pupils to learn. I actually believe
and law, which undoubtedly pay a lot more that at the end of the day teachers can't
than teaching, though I don't think they really teach pupils, because it's up to the
necessarily make you any happier. I certainly pupils themselves to do the learning. But
have no regrets about the path that I have what teachers can do is motivate students.
chosen for myself in life. Every great teacher is really a good motivator
and someone who can get the best out of
1 their pupils. In this respect, a teacher is like a
football manager.
I have to confess, though, that at first it
wasn't as easy as I thought it was going to 3
be. The teacher-training course was rather
demanding, and my teaching practice in The best thing for me is when you can
a school in the capital left me wondering see that you have really made a difference.
if I had what it takes to be a teacher, and I Many students who get top marks would
certainly never dreamt that I would spend probably get top marks anyway, but as a
the rest of my professional life in the teacher it's a tremendous feeling when you
classroom. However, I soon overcame these help someone to succeed when many other
initial difficulties. I think that all teachers people thought they were going to fail.
question their own ability at some point. That's really what teaching is all about.
Personally, I think this makes you stronger

16
 Education. Reading Unit 1
4 6
It's not all roses, though. Discipline can be It's important to realise that you never stop
a real problem in some schools, especially in learning in teaching. The teacher who says that
large cities. Many of the children come from they've been teaching for twenty years and
less well-off families, and they might have know everything there is to know about the
problems at home. They are used to being job, in reality has probably learnt very little. We
seen as failures, and so have no motivation can always find out more about our subject,
to learn. As a result, in such circumstances, teaching techniques, how people learn, and
behaviour can be quite bad. I know that most importantly, about our pupils as people.
some teachers get quite desperate at times. We need to know what we're doing, but also
why we're doing it.
5
7
When I first started teaching, learning
was all from textbooks and the blackboard. However, you need to stand back
The teacher would stand at the front of the sometimes. I have to tell myself that I'm
classroom and talk, while the students would not just a teacher. I'm also a mother, a
make notes or copy from the board. Of wife, a daughter and a friend, and I have
course, now we've got far more possibilities my own interests, too. There's no doubt
with computers, DVDs and so on. It's really that sometimes you have to shut the job
great to see and I'm sure we'll be seeing out completely so that you can come back
some amazing things in the classroom in refreshed and ready to do your best in
the near future. The problem, though is that the classroom. If you're stressed out and
all this costs money, and it's the job of the exhausted the whole time, you're not helping
government to make sure that every school your students at all. Knowing how to relax is
has access to the best resources. an important part of a teacher's professional
development.

READING Part 2
You are going to read a magazine article.
Choose the best answer (A, B, C or D) for questions 8-14

The French Connection

David Curtis writes about his experience I had even done well in the end-of-first-year
of learning French at school. exam. But that was about as good as it got,
French had never come that easily to me. and little did I know what the next couple
I had rather enjoyed our initial lessons, which of years had in store for me. Had I known, I
involved the drawing of classroom articles probably would have quit there and then.
and labelling them with their French names.

17
 Unit 1 Education. Reading

It soon became clear that the first year And so things went on like this for
had merely been a gentle introduction to another year until something happened that
the more serious task of getting to grips with changed how I saw learning languages. I was
the French tense system. The problem was a keen rugby player and the school team was
that I didn't know anything about the English to go on tour in France. To minimise costs, we
tense system, since no one had bothered to stayed with the families of some of the boys
line 18 tell us about this at school. The result was I we were going to play against. I was to stay
was completely mystified when the teacher with twins, neither of whom knew a word
started talking about how to form the of English, but who both enjoyed going out
pluperfect and other such delights. and having a good time.
Not understanding what it was that The result of this intercultural exchange
we were supposed to be learning, and was that between the training sessions and
bored out of my mind by a succession of matches I had to rely on my own knowledge
mechanical exercises given to me by my of French. Forced to communicate, which
teacher that I could answer without actually was something that we had never used the
understanding, I soon became demotivated. language for in class, I found that I could
The consequence of all this was very actually understand and make myself
predictable indeed. My grades began to understood. Naturally, I felt more at ease not
deteriorate and I was able to follow less and having someone who was going to deduct a
less of what was going on in class, not that mark every time I made a mistake and then
my teacher cared. tell me what it should be. More importantly,
Everything culminated in the end-of- I could see the sense in learning a foreign
third-year test in which I came last in the language, especially when it came to trying
class with a mere thirty percent. By this to talk to the girls in the cafes at night.
time, I had decided that learning foreign On my return to school, I found that my
languages in general, and French in belief in myself had soared. It didn't matter if
particular, was nothing but a complete waste I was the worst in the class. I had been able
of time. This wasn't helped by the fact that to communicate with real French people in
my France. A few months later, we took our state
French teacher had found it necessary exams. The speaking test for French was a
to start sarcastically referring to me as 'the piece of cake and I did well enough in the
French scholar', which always raised a laugh other parts to obtain a comfortable pass. My
or two in class. teacher was shocked, but nevertheless took
all the credit for himself for the fact that 'the
French scholar' had passed with a 'B'.

18
 Education. Reading Unit 1
8 What does David say about his first year of learning French?
A He found it quite pleasant.
B He was motivated to do well in the end-of-year test.
C It was far too easy for him.
D It was so difficult that he wanted to give up.
9 What does 'this' in line 18 refer to?
A English grammar
B French grammar
C problems in learning foreign languages
D the serious tasks the students had to do
10 What does the writer say about his bad marks?
A His teachers tried to help by giving him more exercises to do.
B His teachers were very concerned about them.
C It was no surprise that he did so badly.
D Nobody could understand why he was doing so badly.
11 In his third year of learning French, David felt that it had become
A amusing.
B impossible.
C pointless.
D unnecessary.
12 David stayed with a French family
A because it would have been too expensive to stay in a hotel.
B so he could see how ordinary French people lived.
C to improve his own knowledge of the language.
D to help the twins with their English.
13 David tells us that he felt relaxed speaking French because
A he had no choice but to communicate in the language.
B he was in a stress-free environment.
C nobody was correcting him all the time.
D people wanted to help him.
14 David puts his success in the state exam down to
A his own hard work
B increased self-confidence.
C the desire to prove his teacher wrong.
D the fact the test was easier than expected.

19
Unit 1 Education. Reading
READING Part 3
You are gong to read a magazine article on independent language learners. Seven
paragraphs have been taken out of the interview. Choose the paragraph from A-H
which bests suits each gap (15-20). An example (0) has been done for you at the
beginning. There is an extra paragraph that you do not need.

Independent Language Learning

Research shows that language learners who make the most progress are those who
are prepared to take responsibility for their own learning. This is known as independent or
autonomous learning. But what does this actually involve?

0 B
Independent learners also keep organised vocabulary notebooks. They don't just write
down new words on scraps of paper. For instance, they organise new vocabulary by topic.
This means that they can easily find words they have decided to make a note of, which makes
accessing and learning them easier.

15
But independent language learning isn't just about using dictionaries and keeping
organised notebooks. Independent language learners are also more likely to actually use the
language outside the classroom.

16
Besides cinema and television, independent learners also enjoy listening to songs in the
target language. But it's not just the music that they are interested in. They listen to the words,
too, and try and work out their meaning.

17
Independent learning is not confined to reading and listening. This kind of learner also
likes to produce language. This does not only mean inside the classroom, but outside it, too.

18
They will be perfectly at home with writing, as well. They will probably be using the
language on the internet in chat rooms and writing e-mails to friends in other countries.

20
 Education. Reading Unit 1
19
There are several answers to these questions. First of all, students learning a language in a
country where that language is not spoken might only have a couple of lessons a week. This
means that those who use it outside the lessons are getting more exposure and practice.

20
At the end of the day, we don't actually know precisely how people learn languages, but
it seems clear that if we want to improve our chances of learning one well, we should try and
use it both inside and outside the classroom.

A An additional reason is that their learning is more personalised because they are
doing things in the language that they are actually interested in, such as listening to
their favourite bands singing in the language.

B First of all, language learners should know how to use resources like dictionaries. This
is important, because it allows the learner to work on their own without a teacher.
For example, if you know how to use a dictionary, you can look up words and check
spellings on your own.

C For example, they like to watch films in the language they are learning. However,
they don't just read the subtitles. They try to listen to how things are said, and might
even try and follow what they are watching without looking at the subtitles at all.

D However, independent learners not only write down new words and their meanings.
They also make a note of other important information connected with the word, such
as its pronunciation and other words that usually go with it. They also write down
examples of the word in context. All this information makes it easier for them to
actually use the words they have recorded.

E Reading in the target language is another favoured strategy. Such learners will be
browsing the internet or flicking through magazines dealing with subjects that they
are interested in.

F So why is it that independent learners seem to learn more? What is it about using the
language outside the classroom that makes it more memorable?

G There have been some spectacular results. A recent survey in Sweden concluded that
children who had access to one at home scored significantly higher in English tests
than those who didn't.

H They don't worry about using the language in shops when they go abroad or if a
foreign tourist stops them to ask for directions. In fact, they will eagerly grab the
opportunity to practise their foreign language skills.

21
Unit 1 Education. Reading
READING Part 4
You are going to read about six people's memories of their schools. For questions
21-35, choose the appropriate parts of the text (A-F). You may use any section more
than once. If you need to write more than one answer, you can put them in any
order. An example has been given at the beginning (0).
Which person
changed their opinion about their school afterwards? 0 D
felt sorry for the staff? 21
had no choice over what they wore? 22
studied ancient languages? 23
went to a religious school? 24
did not have much continuity in their education? 25
never saw their teacher? 26
believes their school helped them to become a better person? 27
had parents whose jobs affected their education? 28 29

Which school(s)
did not have a high success rate? 30
emphasised students should assist others? 31 32
was dependent on technology 33
was physically in a poor state? 34
had good science facilities? 35

School days
We asked six people to tell us about their schools and what they think about them now
they have left.

A When I look back on it all, I suppose

I would have to say that it was very
traditional. For example, we all had
too. I think we were the only school
in the area that did Latin and
Greek, and the whole system was
to wear a uniform, and it was also very exam- oriented. We were well
a single- sex school, which used equipped, though, with a gym, sports
to really bother me back then. The fields, computers and modern labs.
curriculum was very conservative,

22
 Education. Reading Unit 1

B I hated it. The place was really run

down and there was loads of graffiti
everywhere. The poor teachers
E We lived in the outback. We had
emigrated out there and Dad had
bought an enormous farm, and
couldn't concentrate on teaching, we were miles from the nearest
because they were too busy trying settlement. Every morning at nine
to keep control. All the equipment o'clock, we used to tune in the
was broken, too, and we couldn't do radio and have our lessons over
anything like experiments. Needless the airwaves. There was no choice
to say, hardly anyone passed the really. It was either that or going to a
school-leaving exam. It was like a boarding school, which would have
factory for failure. meant being separated from my

C When I think back to my school parents. Admittedly, we didn't have

days, the first thing I would say is laboratories or sports facilities, but
that my school was very progressive. in some ways, it was better than a
There were no classical languages normal school, because we got more
or anything like that, and we could individual attention, as there were
wear what we wanted. We also had only a few of us.
mixed ability groups, which meant
that the stronger students could
help the weaker ones. The whole
F Mum was a diplomat, so we moved
around a lot. I think I attended
something like six different schools
atmosphere was very laid back and in all. They were all international
relaxed and we called the teachers schools and the curriculum was
by their first names. I must say either in English or French, so at
that I think that it made me more least the language wasn't a problem
caring and helped me develop as for me. I suppose the best thing
an individual. I wouldn't hesitate to was that I had the opportunity to
send my kids to the same kind of meet people from all over the world.
place. However, it was always hard when

D I went to a faith school because my it came to moving on and having to

parents were devout Christians. We adjust to a new place and people.
had to go to church once a week For instance, it could be difficult
and so on. At the time, I couldn't to build up relationships with the
stand it, but looking back, I see teachers. I came through all right in
that in fact the teachers tried to the end, though.
teach us a lot about morality and
responsibility towards others. For
instance, we had to do community
work, such as helping the elderly. It
was ok, really.

23
Unit 1 Education. Use of English
USE OF ENGLISH
I Complete the second sentence so that it has a similar meaning to the first one, using
the word given. Do not change the word given. You must use between two and five
words, including the word given.

1 He tried hard, but he couldn't pass the First Certificate Exam,

as
Hard , he couldn't pass the First Certificate Exam.
2 If you don't study hard, you won't pass your Math test,
unless
You won't pass your Math test hard.
3 I am sure she is having serious problems at school,
be
She serious problems at school.
4 Peter finds Latin easier than Greek,
not
Greek Latin for Peter.
5 Our English teacher will be angry if we don't start working immediately,
down
Our English teacher will be very angry if we don't
work immediately.
6 My brother went to the Police Academy when he finished university,
until
My brother didn't go to the Police Academy university.
7 Someone stole my laptop while I was on holiday,
had
I while I was on holiday.
8 Learning about survival skills sounds incredibly interesting,
learn
It about survival skills.
9 You should stop interrupting me while I am giving this presentation,
time
It's while I am giving this presentation.
10 'Give me back my notes' said the student angrily,
be
The student his notes.

24
 Education. Use of English Unit 1
USE OF ENGLISH
II Read the text below and think of the word which best fits each space.

TOTAL PHYSICAL RESPONSE

Total Physical Response is a language teaching method (1) attempts to
teach language through physical activity.
Already in the late 1800s, a French teacher (2) the name of Francois Gouin
was trying to devise a method of language teaching based on the way young children learn
their first
language. His approach became (3) as the Series Method. His method
included the use of easy and simple sentences, so the language (4) used could
be directly related to whatever the speaker was doing at the time. His ideas were definitely
well ahead (5) his time.
Some 80 years later, in the 1960s, James Asher began experimenting (6) a
method he called Total Physical Response. It was (7) become particularly popular
in the 70s. The theory owed a (8) to certain basic principles of language
acquisition by young learners, in (9) to the 'trace theory' that memory is
stimulated and increased (10) it is closely associated with some kind of motor
activity. Asher also claimed that learning should be as fun as possible.
Nowadays, TPR is a standard requirement (11) the teaching of young
learners. Therefore, it would make (12) to determine whether it can be
effectively used at advanced levels.

III Read the sentences below and fill in the gaps using the appropriate word from
A, B, C, or D.
1 Congratulations to all of you on your English grammar test.
A sitting B taking C passing D failing
2 Foreign qualifications are not always by our government.
A recognised B admitted C acknowledged D agreed
3 My older brother graduated Cambridge University.
A at B on C in D from
4 After working on it for ten years, Jack finally finished the draft of his new novel.
A last B final C concluding D eventual
5 When I my course in English literature, I'll enrol on a new one.
A end B complete C terminate D fulfil
6 I a fascinating lecture by Professor Hill.
A watched B visited C attended D observed

25
Unit 1 Education. Use of English
7 School breaks next Tuesday.
A up B down C off D out
8 When I was a student, I was never a teacher's .
A favourite B jewel C darling D pet
9 My sister is herself to speak Chinese.
A learning B teaching C studying D mastering
10 Students have to hand their essays by the end of this week.
A in B over C on D out
11 When he finished university, he got a in Linguistics.
A diploma B certificate C degree D license
12 It is really becoming necessary to young people about the dangers of drugs
and alcohol.
A learn B bring up C train D educate

IV Match the words (1-10) to one of the explanations (A-L).

There are two explanations you do not need.
1 FEE A a class at the university for a small group of students and a
2 SEMINAR teacher to study or discuss a particular subject
B one of the periods of time that the school or university is
3 SUBJECT
divided into
4 DIPLOMA C a student at college or university who is working for their first
5 TERM degree
6 CAMPUS D a long talk on a particular subject that someone gives to a
group of people, especially to students in a university
7 DISSERTATION
E a small book that advertises a school, college or new business
8 UNDERGRADUATE F an amount of money you pay to a professional person for their
9 GRANT work
10 PROSPECTUS G the land and buildings of a college or university, including
buildings where students live
H an amount of money given to someone, especially by the
government for a particular purpose
I a document showing that someone has successfully
completed a course of study and passed an examination
J a long piece of writing on a particular subject, especially one
written for a university degree
K an area of knowledge that you are studying
L someone who has completed a university degree, especially a
first degree

26
 Education. Writing Unit 1
WRITING WRITING AN INFORMAL LETTER
You are in Scotland on a three-week English summer course.
At the end of the first week, you decide to write a letter to your best friend about your
experiences.

Write an informal letter and tell him/her about the:

 school (accommodation, course, teachers)
 social programme (excursions, activities)
 students
Write about 200 words.
 follow the instructions and include all the required information
 structure your letter (greeting, introduction, body paragraphs, conclusion, ending,
signature)
 use paragraphs (each new content point requires a new paragraph)
 use informal language (idioms, everyday language, short forms, etc.)
 use transitional words/phrases (likes/dislikes, giving information, expressing opinions, etc.)

Checklist
a check if the task is completed
b check if the layout/organisation is appropriate for the task
c re-read your letter and check for mistakes (grammar, vocabulary, spelling, punctuation)
d check the number of words

WRITING AN ESSAY (PRESENTING AN ARGUMENT)

The Private Schools Association has recently submitted a written request to the Ministry of
Education.
They have asked the Ministry to provide financial support for their work.
This request has raised a lot of heated discussion among the general public.

Write an argumentative essay in 200-250 words on the following statement:

Since their work is entirely supervised by the Ministry of Education, private schools
are entitled to ask for their financial support.
 read the instructions carefully and make sure you understand them fully
 present both sides (for & against) of the argument in a fairly balanced way
 structure your essay (introduction, body paragraphs (arguments for & against), conclusion)

27
Unit 1 Education. Writing
 use new paragraphs for each new point
 express your opinion in the concluding paragraph after summarising the arguments
 use formal language
 use transitional words/phrases (to list arguments for & against, to introduce examples,
to conclude, to give opinions, etc.)

Checklist
a check if the task is completed
b check if the layout/organisation is appropriate for the task
c re-read your essay and check for mistakes (grammar, vocabulary, spelling,
punctuation)
d check the number of words

28
 Education. Speaking Unit 1
SPEAKING HOLDING A DEBATE
A proposal for education reform is being discussed by students, teachers, parents, experts,
etc. It still hasn't been decided how students will be assessed at the end of their secondary
school education - continuous assessment or one final examination?
Before making the final decision, the Ministry of Education is interested in what students
have to say about this rather controversial issue. Hold the class debate.

CLASS DEBATE
 form three groups
The first two groups should prepare arguments for either accepting or rejecting the
motion. Present your arguments and be ready to answer questions from the other
group.
The third group should listen to both groups and decide whether to accept or reject
the motion providing arguments for their decision. Before making their decision, the
third group can put questions to both groups.
 allow time for groups to prepare their arguments
 group presentations
 asking & answering questions
 presenting the decision

PRESENTING AN ARGUMENT
a prepare some arguments and examples to support your view
b think about possible counter arguments and prepare your response(s)
c use transitional words/phrases
(agreeing/disagreeing, ordering arguments, giving examples, summarising, asking
for/expressing opinion)

GIVING A SHORT TALK

Some classmates of yours keep complaining about their grades. They claim that they
spend hours preparing for the exams, but results are disastrous. Your results, on the other
hand, are impressive. You have decided to help your classmates.

29
Unit 1 Education. Speaking
Prepare a five-minute talk on how to do well in school exams.

SHORT TALK
 plan your talk, but DO NOT read it
 include all important information
 present your points in a simple, clear and direct way
 use informal language
 use relevant transitional words/phrases

30
 Education. Listening Unit 1
LISTENING Part 1
You will hear people speaking in eight different situations.
Choose the most suitable answer (A, B or C) for questions 1-8.
1 You hear a student talking to a friend about the university she has chosen. Why did
the student choose this particular university?
A It has the best course.
B It is modern and well equipped.
C One of her friends is going to the same place.
2 You hear a man on the radio talking about learning Spanish. How did the man decide
to learn the language?
A by taking classes
B over the internet
C studying by himself
3 You hear a woman talking to students on their first day at college. What's the main
point of her talk?
A to give information about books
B to tell students what to do in an emergency
C to welcome students
4 You hear a woman on the radio talking about her memories of a teacher. What does
she remember most about his lessons?
A how boring they were
B how funny they were
C how much the students learnt
5 You overhear a girl talking to her friend about learning to drive. What reason does she
give for failing her driving test the first time?
A lack of knowledge
B nerves
C overconfidence
6 You hear a girl on the radio talking about learning to use a computer. Why did she
decide to learn to use a computer?
A because everyone else could already use one
B because she felt embarrassed at not knowing how to use one
C because she was required to use one for a particular piece of work
7 You overhear a man talking about why he stopped doing karate. Why did the man
decide to give up?
A because he was afraid of getting injured
B because of family difficulties
C because of work

31
Unit 1 Education. Listening
8 You overhear a college lecturer complaining about her students. What part of the day
is she talking about?
A morning
B afternoon
C night

LISTENING Part 2
You will hear somebody showing new students around a college.
Complete the sentences for questions 9-18 with no more than two words.
You will hear the words that you need.
The people on duty at the 9 should be able to help you with any enquiries.
At the examinations office, you can 10 and pay for exams.
You can also get leaflets with information on 11 and prices.
In order to get a library card, you must show your 12.
You can use the IT centre if you need to use a computer for your 13 or to
access the internet.
All students are issued with a college 14 and a password to access the
college intranet.
You should go to the student 15 office if you have any problems of any
kind.
The canteen works from seven-thirty a.m. until 16 p.m.
The bar serves drinks from eleven a.m. until one p.m., and from seven-thirty p.m. unt
il 17 at night.
All classrooms have 18, audio-visual equipment and boards.

LISTENING Part 3
You will hear five people talking about language courses that they attended.
For questions 19-23, match the opinions (A-G) with the speakers.
There are two extra letters that you do not need. Choose each letter once only.

32
 Education. Listening Unit 1
A It was all very original. 19 Speaker 1
B It was far too expensive. 20 Speaker 2
C It was good value for money. 21 Speaker 3
D It was not what I thought it would be like. 22 Speaker 4
E I was bored most of the time. 23 Speaker 5
F I would definitely go again.
G It was a long way to travel.

LISTENING Part 4
You will hear a conversation between two friends about studying for exams.
For questions 24-30, you must decide if the opinions are expressed by Sara, Tony or
both of them. Write: S for Sara, T for Tony or B for both.
24 Tests are not a good way of measuring someone's knowledge.
25 It can be hard to tell if students' work outside exams is their own.
26 You should turn your phone off when you study.
27 Make sure you have enough sleep before you sit an exam.
28 Eating fish can help you perform better in tests.
29 Doing previous exam papers can help you do better in examinations.
30 You should have a break every hour when studying.

33
 LISTENING
Unit 1 TAPESCRIPT
Part 1 4 What do I remember most? Well, he
could make the subject come alive in a
You will hear people speaking in eight humorous way. I mean, history is rather
different situations. boring at the best of times, what with all
Choose the most suitable answer those dates and dry facts that you have to
(A, B or C) for questions 1-8. commit to memory. But there was never
1 I really liked the place. It's great. You a dull moment in his classes. He also
know, the buildings are really modern, really knew his stuff and we learnt a lot
and there are loads of facilities and all from him, but it's the laughter I remember
that. But what really decided it for me most, and then the knowledge we gained.
was the programme itself. It looks really 5 I was really keen to learn and thought that
interesting and just what I wanted. It's it'd be really easy. So I had some lessons
much better than other places I was and took my test, but I was too sure of
thinking of applying to. One of my myself and made some simple errors. I
friends is also going, so at least I'll know failed my first attempt. I had expected to
someone there. I guess I'll make loads of pass, and I wasn't nervous or anything like
new friends anyway. I'm really looking that. I didn't have butterflies at all. I knew
forward to it. all the basics, so it wasn't a question of
2 Basically, we had a lot of business in knowledge, either.
Latin America and the boss thought it'd 6 I learnt to use one when I was at
be a good idea for us to learn Spanish. He university. They were just starting to catch
gave us time off work and everything so on and everyone on my course was using
we could attend lessons. He said we could them. Anyway, I resisted until it was time
have private lessons at work, but I fancied to submit some project work and I found
getting out of the office. So I surfed the out that we had to submit both a hard
internet, found what I was looking for, and an electronic copy. I felt really self-
and started a course straightaway It's conscious at first because I was so slow,
much better than doing it on your own. but after a while I got quite good. It seems
3 OK. First of, all I'd like to welcome you strange looking back now.
all to the college. I'd like to start by giving 7 I mean, I loved the classes and that, and
you some important information. In the I really wanted to learn karate. It wasn't
event of the fire alarms going off, please like I got scared of being hurt or anything
make sure you evacuate the building in an like that. It's just that I got promoted
orderly fashion. Fire exits are located at and had to start doing loads of overtime.
either end of the corridor. You can find out There were some problems at home, too,
more in the booklet you've been given. but basically it was the office. I'll take it
Please read it. Now I'll hand you over up again when things calm down a bit.
to Mrs Thompson, who'll tell you which I reckon I could be quite good. What do
books you need to have. you think?

34
 LISTENING
TAPESCRIPT Unit 1
8 They're all yawning or barely half awake. a library card. Just bring along your student
If you ask me, they're in no fit state to card, which you should already have been
learn. They've probably been up all night, issued with, and the library staff will do the
and I'm sure it's not because they've been rest.
studying, either. Sometimes I wonder if On the other side of the corridor, you
they'll be able to survive until lunchtime, can see the IT centre. If you need to use a
let alone afternoon lectures. I really computer for your work or to access the
don't know how they do it. I know that I internet, this is where you come. Access can
couldn't when I was their age. be gained by showing staff your student card.
All students are also given a college e-mail
Part 2 account and password to access the college
You will hear somebody showing new intranet.
students around a college. Now, if we turn down here, right in front
Complete the sentences for questions 9-18 of you, you can see the student welfare office.
with no more than two words. You will This is where you should come if you have any
hear the words that you need. problems of any kind. The staff here should
First of all, I'd like to welcome you all to be able to sort you out and make sure that you
the college. We'll start off by giving you a get the right kind of help or advice. You should
quick tour round the site so that you know, probably pop in there some time, anyway, just
more or less, where you are. So, let's start to see the services that they offer and to pick
off here in the main building. Right in front up some leaflets.
of you, you can see the reception desk. The If we go down the stairs now, we'll find
people on duty should be able to help you with ourselves in the canteen. The canteen's open
any enquiries about where you need to go. So, from seven-thirty in the morning until seven-
if you get lost in the first few days, though I'm thirty in the evening, and sells a selection of
sure you won't, make your way here and I'm hot and cold meals throughout the day. You
sure someone will help you out. can also purchase hot and cold drinks and a
Here on the left you can see the variety of snacks.
examinations office. This is where you need On the other side, you'll find the bar,
to go to register and pay for any exams that where alcoholic and non-alcoholic drinks can
you might wish to take. It might be a bit early be bought and consumed. The bar is open at
to start thinking of tests and things, but at the lunchtime from eleven until one, and in the
same time it probably won't hurt just to pop evening from seven-thirty until eleven.
along and pick up some leaflets which will And if we go back up again we can see the
give you information on deadlines and prices. classrooms. That is why you're here after all.
If we go further along, here we see the As you can see, each room is clearly marked,
library. One of the first things that you will so having already been issued with your
need to do in order to use it is get yourself timetables, you should all know where you

35
 LISTENING
Unit 1 TAPESCRIPT
need to be first thing on Monday. If we take a in the language. And another thing was that
quick look inside, we can see that the rooms students from the same country all stuck
are equipped with projectors, audio-visual together.
equipment and boards.
Well, I think that's just about it, unless Speaker three
there are any questions. We just did exercises from books all day. I
mean, I could do that at home. The teacher was
Part 3 this dull old man who spoke in a monotonous
voice. Everything we did went through the
You will hear five people talking about teacher. There was lots of dictation, spelling
language courses that they attended. For tests and reading comprehension. I was always
questions 19-23, match the opinions (A-G) scared that I was going to nod off in the middle
with the speakers. There are two extra of an activity. I could hardly wait for classes
letters that you do not need. Choose each to end. I'm not really sure if I learnt anything.
letter once only. But then again, I suppose that if you want
something different, you have to pay for it.
Speaker one
It wasn't the most original of courses, but Speaker four
the teachers seemed to know what they were The teachers were very creative. The
doing, there was a good range of activities, activities were all based on traditional ideas,
and the facilities were very up-to-date. We had but they had different twists. For instance, we
access to computers, and there was a lot of did dictations, which I used to find very dead
work with DVD. I really feel I improved my boring at school. But here it was the students
language skills a lot. I wouldn't hesitate for who gave them, not the teacher. The thing was
one second in recommending the school. I feel that the text we had to dictate from was in the
a lot more confident about using the language corridor, so we had to run outside and then
in real situations. The teachers were really back in again to dictate to the others in our
supportive and created a relaxed atmosphere, group. We were divided into groups and the
which made learning a lot easier. first team to finish the dictation was the winner.
It was all like that, very amusing and useful.
Speaker two
I don't know really. I guess I was expecting Speaker five
more language work. We just seemed to go on I mean, some of these course are
trips, have parties and play games like football ridiculously overpriced. You know all sorts
and so on. It was good fun and the price of hidden charges, with poor quality facilities
seemed reasonable, don't get me wrong, but and materials. You know how some of these
at the end of the course what had we actually places try and cut corners on everything to
learnt? It's not exactly what I was expecting. keep costs down. This wasn't one of those. On
I was hoping we'd do more talking and stuff the contrary, all the excursions and trips were

36
 LISTENING
TAPESCRIPT Unit 1
included in the price, as were the books and paints a more accurate picture, 'cos when
other materials. We also got ten percent off for you do an exam it often depends on how
booking early. you feel that day.
Tony: Yeah, but it's easy to cheat, isn't it. I
Part 4 mean, you could get someone else to do
You will hear a conversation between two work for you or copy it from the internet.
friends about studying for exams. Sara: Sure, but I think teachers know when
For questions 24-30, you must decide if someone' s been cheating. You know, they
the opinions are expressed by Sara, Tony can tell that's in a different style and so
or both of them. Write: S for Sara, T for on.
Tony or B for both Tony: I'm not sure. Anyway, it's not going help
Sara:Hi Tony. How's it going? you tomorrow. How's your revision been
Tony: Not too bad, Sara. What about going?
yourself? Sara: Oh all right, I suppose, it's just that I
Sara: All right, but I've got another test sometimes find it hard to actually get
tomorrow, so I'm feeling a bit nervous. down to studying. You know how it is.
Maybe there's something on TV or a
Tony: You'll be ok. I'm sure you know your friend calls.
stuff.
Tony: You need to steer clear of distractions.
Sara: It's just that I hate exams. I don't think Go to your room or a library and turn
that they're a good indicator of what you your mobile phone off.
know. I mean you just revise like mad
for a few days before the exam, repeat Sara: No way, I can't do without my mobile.
it all on paper or to the interviewer and What if someone wants to call me?
then just go home and forget about it. Tony: You can see who's called and you can
Tony: Yeah, perhaps they can be a bit like call them back later.
memory tests at times, but there aren't Sara: I don't know.
really any better alternatives. At least Tony: You need to get plenty of sleep as well.
none that I can think of. You don't want to wake up exhausted so
Sara: What do you mean no alternatives? that you can't concentrate when you sit
What about continuous assessment? the test.
Tony: What do you mean by continuous Sara: Absolutely. Also, my mum always
assessment? makes sure that I eat properly. 'Brain
Sara: You know, where you get marks food' she calls it, like fish.
throughout the year for the work that Tony: Fish? No, I reckon that's just
you do, and then you get a final mark at superstition. You're telling me that a bit of
the end which is like an average of all tuna before your test is going boost your
the marks that you've got. I reckon that mark?

37
 LISTENING
Unit 1 TAPESCRIPT
Sara: Seriously, it can give you energy and Tony: That's a good idea. Remember to give
increase your concentration levels. I was yourself a rest every hour or so. Give
reading about it for my biology paper. yourself a goal like 'I'll do one hour and
Tony: It's a question of hard work. You need then I'll go and get myself a sandwich and
to sit down and do the work. You should juice'. You can't work continuously.
also get hold of some past exam papers Sara: Yeah, sure, I do that anyway, otherwise
and practise doing them. You should also I can't concentrate. Anyway, cheers Tony
time yourself when you take them so that for all the advice, I've really got to be
you can pace yourself in the exam itself. going. I'll see you around, ok?
Sara: Timed practice tests? I'm not sure. Tony: No problem, Sara. Good luck.
What if you can't get any past papers?
Tony: It's just an idea.
Sara: Anyway, I'd better head off. I'm going
to try and get some work done.

38