anes SKILLS UO Sia ante a G VV Cem ae) aes) |@MnaeNt Dae ari nTListening & Speaking SKILLS FONT STENT ela NO aaa NOE C111) Student's Book 1 Virginio Evans - Sally Scott 4s Express PublishingPublished by Express Publishing Liberty House, New Greenham Park, Newbury, Berkshire RG19 GHW Tel: (0044) 1635 817 363 - Fax: (0044) 1635 817 463 e-mail: Inquiries@expresspublishing.co.uk http: /www.expresspublishing,co.uk © Virginia Evans - Sally Scott, 2002 Design & ilustration © Express Publishing, 2002 Fist published 2002 Al rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by ‘any means, electronic, photocopying or otherwise, without the prior written permission of the publishers. ISBN 1-84325-540-5, Acknowledgements ‘We would lke to thank all the staff at Express Publishing who have contvibuted thei skills to producing this book. Thanks for thelr Support and patience are due in particular to Megan Lawton (Eaitor in Chief), Michael Sadler (Senior Editor), Andrew Wright (Editorial Assistant), Sally Pearson (Senior Production Controller). the Express Publishing design team and Warehouse (recording studio). We would also lke to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book. ‘The authors and publishers also wish to thank the following for their kind permission to use copyright material: had a secret admirer’ by Marsha Arons, reproduced with permission ofthe author, on p. 6: Techno babble enters lexan’, by Jann Ezard, © The Guardian, on 7; Too clever by ha’, by Susan Aldridge, Courtesy of Focus Magazine, © National Magazine Company, on p. 8; Untar Carmen by Nafianne Thar, © FAIRLADY Media 24, on p. 11; ‘Only the young, gited and good-looking get noticed’, by Fiachra Gibbons, © The Guardian on p. 1; hat Jazz’. by Barry Fox, © New Scientist, onp. 12; The history ofthe future’, Courtesy of Focus Magaaina © National Magazine Company, on p. 13; Journey fo a lost city’, by Caroline Green, Courtesy of Focus Magazine © Natonal Magazine Company, on . 16; ‘Sinai Came! Trek’, © FAIRLADY Media 24, on p. 17; ‘Murdor that isa treat fo survival’, © Tove Skutnabb-Kangas, The Guardian, (on. 17; Rest Assured’, by Virginia Warren, © New Scientist, on p. 20; ‘Where there's smoke’, © FAIRLADY Media 24, on p. 21; Where 's the safest place to stand cutse ina thunderstorm?” Courtesy of Focus Magazine © National Magazine Company, on p. 22; ‘Cloning without embnos’, © New Scientist, on p. 25; ‘Old grey whisters welcome , by Denis Campbell, © The Observer, on p. 26; Relative Fame’, by Giles Coren, © Alanic Syndication Partners, on p. 26; ‘Athlete's Knee’ reproduced with permission of George Milloy, MIMS, on p. 27 ‘Power Stuggle’, by Rob Edwards, © New Scientist, on p. 30, Every effort has been made to trace all the copyright holders but If any have be pleased to make the necessary arrangements at the first opportunity. "on inadvertently overlooked, the publiContents Introduction A. Listening Listening Test 1 Listening Test 2 Listening Test 3 Listening Test 4 Listening Test 5 B. Speaking ‘Speaking Practice Speaking Test ‘Speaking Practice Speaking Test Speaking Practice Speaking Test Speaking Practice Speaking Test Speaking Practice Speaking Test " 16 24 26 34 . 38 40 . 44 46 50 52 56 58 62Introduction Listening and Speaking Skills for the Revised Cambridge Proficiency Exam Book 1 consists of two sections and is designed to help students to prepare for the University of Cambridge Local Examinations Syndicate (UCLES) Certiicate of Proficiency in English (CPE) examination Listening This section consists of five complete listening tests. Each test consists of four parts, with 28 questions in total, and lasts approximately 40 minutes. Each question gets 1 mark. Part 1 consists of four short extracts from monologues or texts involving interacting speakers with two three-option multiple-choice questions per extract Test focus: understanding gist, topic, attitude, opinion, feeling, purpose, etc. Part 2 consists of a monologue or prompted monologue, with nine sentence-completion questions. Test focus: understanding specitic information, stated opinion. Part 3 consists of a text involving interacting speakers followed by five multiple-choice questions. Test focus: understanding opinion, gist, detail and inference. Part 4 consists of matching six statements on a text to either of two speakers or to both when they express agreement. Test focus: recognising stated and non-stated opinion, agreement and disagreement. Speaking The speaking section consists of two parts: Speaking Practice and Speaking Test. Each Speaking Practice consists of material to prepare candidates for the Speaking Test which follows. Each Speaking Test consists of three parts and lasts approximately 19 minutes. Part 1 Conversation between the interlocutor and each candidate. The interlocutor encourages candidates to give information about themselves and express personal opinions. Test focus: using general interactional and social language. Part 2 Two-way conversation between the candidates based on visual and spoken prompts. Test focus: speculating, evaluating, comparing, giving opinions, decision making, etc. Part 3. Individual long turn by each candidate. Each candidate is given a written question to respond to, after which the other candidate is asked to comment. Then candidates engage in a discussion to further explore the long turn topics. Test focus: expressing and justifying opinions, developing topics.Listening Tests (OME TSTSSL UTTER COTATSOY EKACate according to what you hear. There are two questions for each extract. ao ‘You hear a woman discussing her relationship with her mother. 1 The speaker's mother wanted her children to be A. self-confident. B romantic. beautiful. 2 From what the speaker says, it may be inferred that the sender of flowers was ‘A never discovered. B_ her mother. © anunknown admirer. come ‘You hear a woman talking about her best friend 3 The speaker and Debbie are close because A they are so alike B_ the speaker doesn’t have a sister. C_ they complement one another. 4 When Debbie fell in love A the girls’ friendship was never the same again. B_ the girls lost touch with one another. the girls were able to develop independently. ‘You will hear four different extracts. For questions 1-8, choose the answer (A, B, or C) which fits best “—" BfExtract You hear a talk about young people in Japan. 5 ‘Freeters’ are young people who ‘A come from underprivileged backgrounds. B_ fulfil the expectations of middle-class Japanese. do not appear to worry about their future, 6 The dependency culture is worrying because ‘A. people are afraid to have children, B__fewer people are contributing to pension funds. C too many people are claiming welfare. extract Qi You hear a talk about language change. 7 The book Guinness Amazing Future is devoted to words A not yet in use. B some of which are already in use. which are no longer in use. 8 The book predicts that, by 2020, many ‘screenagers’ will A. beiilliterate, B_ have become disillusioned with cyberspace. know nothing about current affairs. Listening Test 1 at i a1 Listening Test PART 2 You will hear a radio report about the possible link between mental iliness and creativity. For questions 9-17, complete the sentences with a word or short phrase. People have believed in a connection between creative ability and since the time of the ancient Greeks. Psychiatrists use the phrase [| to refer to depression and linked mental problems. Sufferers from manic depression experience mood swings ranging from to deep despair. When in a state of depression, Virginia Woolf suffered from [2] as well as feeling physically ill. Gritfin claims that hypomania is a disorder which is particularly ] to productivity Apart from writers, composers and painters there were also sufferers from manic depression in the [ Scientists have discovered that the connection between creative ability and mental problems could [ Tests have shown that there may in fact be a genetic relationship between depression and ‘Thanks to technological advances, scientists may now be able to [*] the genes that govern madness and genius.Listening Test 1 .. PART 3 You will hear a woman being interviewed about her work with homeless children. For questions 18-22, choose the answer (A, B, C or D) which best fits according to what you hear. 18 Why did Sally set up SHELTER? ‘A because her childhood had been wasted B_ to overcome her own resentment She felt it was her duty. D_ She was forced to by circumstances. 19 Alter the death of her mother, her father A_kept their home going, B stopped caring about his children. © couldn't deal with life. D gave up his job to spend time at home. 20 In. comparison to her own home, Sally’s foster home was A. slightly better. B_ worse. much better. D. very strict. 21 When she was fifteen, Sally met a woman who ‘A helped her overcome her problems. B_ helped many street kids took her into her home. D_ gave her a difficult time. 22 According to Sally, the council provided temporary accommodation for street kids helped her to keep the home running, ‘were very interested in the children’s home. assisted her in buying a house. aoe wo one1 10 Listening Test . PART 4 ‘You will hear two educationalists talking about exams. For questions 23-28, decide whether the opinions are ‘expressed by only one of the speakers, or whether the sp Write P tor Peter, J for J ‘or —_B for Both, where they agree. 23 Exams are not the best means to assess learning. 24 — Education should be an ongoing process. 25 Exams are not limited to our school years. 26 Cramming is not recommended as an effective study method. 27 Exams are an integral part of the education system. 28 The education system can help those students who have problems sitting exams. ball lbAaah PART 1 You will hear four different extracts. For questions 1-8, choose the answer (A, B, or C) which fits best according to what you hear. There are two questions for each extract. You hear a woman complaining about consumerism. 1. The speaker compares airline classes to life in order to emphasise ‘A. inequalities in society. B the risks involved in flying, € the bad conditions on airlines, 2 The speaker implies that most consumers ‘A are not discriminating enough. B_ are not treated with respect. € always think they're right. You hear part of a talk about writers and their looks 3 The presenter implies that ‘A young, good-looking people are rarely talented. B__ young writers don't deserve their success. _youth’and good looks contribute to the authors’ success 4 Writers who are frequently on the best seller lists A have to write eight books first. B_ are often photogenic. tend to be mature. 1112 Listening Test ome You hear a review about a stage musical, 3 Why was the musical Fosse written? ‘A. asa showcase for synthesized music B_ in honour of a famous choreographer of the 1930s €_tocelebrate the millennium 6 The producers succeedet A. recreating the music of the 1930s, B inventing a new type of music. improving on pre-war music. one You hear part of a sports programme on the radio. 7 The speaker is talking about A acarrace. B_ acycle race, CC ahorse race. 8 Matt Stephens A caught a virus on the first day. B was taken to hospital in an ambulance. finished the race despite a crash ao BbListening Test 2 PART 2 ‘You will hear a talk about futurology. For questions 9-17, complete the sentences with a word or short phrase. People didn’t have much faith in futurology before the end of the | because life was fairly static until then. Jules Verne foresaw [| and space travel. The trend in the 70s was to make overly [*] predictions for the future. twas predicted that by the year 2000 we would be working a [*] week. Predictions made about a hundred years ago are now seen to have been rather The first heart transplant was carried out [| of 1967. ‘The predictions of Alvin Tolfler’s Future Shock proved to be and The future does not depend on [*] alone. Ten years ago, no one had considered the invention of a al 132 Listening Test . PART3 You will hear an interview with Patricia Adams about energy conservation. For questions 1 answer (A, B, C, or D) which fits best according to what you hi 3-22, choose the 18 To save on electricity bills, ‘A shower only in the afternoon. B_ halve the hot water you use in the bath. C replace leaking hot taps. D._ insulate the hot-water heater. 19 To save energy in the kitchen, A. only use small pans. B cool food before putting it in the fridge. C reduce all cooking times by fifteen minutes. D_ heat water in a thermos flask. 20 Electric lights ‘A. should be kept switched off. Bare cheaper if they have fluorescent bulbs. CC should always have a dimmer switch. D_ do not add greatly to your electricity 21 The cost of laundering can be reduced by ‘A. filling the washing machine to capacity. B__ washing small quantities regularly leaving the clothes in the dryer after the programme has finished. D__ always using hot water. 22 The advice that Patricia Adams gives is ‘A overcomplicated and hard to follow. B impractical and time-consuming. common-sense and practical. D_ impossible to put into practice. poo eo 1425. 26 27 28 You will he 23-28, decide whether the opinions are expres agree. Write L for Linda, or Listening Test ART 4 R for Rob, B for Both, where they agree. Many athletes believe that the thinner they are, the faster they can run. Being underweight can sap an athlete's energy. Excessive exercise is about control. Sports women feel they have to look good. Being thin is not the same as being healthy. Some athletes are willing to take risks with their health. r two people, Linda and Rob, talking about female athletes and eating disorders. For que: 1d by only one of the speakers, or whether the speakers is al al ll 15ES nies 16 . PART 1 ene ‘You hear an explorer discussing an ancient Inca city 1 According to the speaker, ‘A. you can visit Machu Picchu only in June and July. B_ people have collapsed treading the trail to Machu Picchu. Machu Picchu is a popular holiday destination for tourists 2 Machu Picchu is ‘A. the Lost City of the Incas, Ba World Heritage site. € Vilcabamba You hear a talk about Christopher Columbus. 3 How do people in general feel about Columbus? ‘A They want to change the date of Columbus Day. B_ They consider him to be a national hero. C They have mixed feelings about him. 4 America was named after ‘Aa German mapmaker. B_ another, later explorer. the native Americans. ‘You will hear four different extracts. For questions 1-8, choose the answer (A, B, or C) which fits best £ according to what you hear. There are two questions for each extract. Bi BiExtract Gf You hear a travel writer talking about an encounter with a camel. 3 On encountering a camel, the speaker's fears were A. confirmed. B_ dispelled. heightened. 6 The speaker soon realised that camels A. are rather smelly. B are fairly benevolent. Care quite easy to ride. eect Sd You hear a talk about the destruction of linguistic diversity. 7 The speaker claims that linguistic diversity is mainly threatened by ‘A the dispersal of ethnic groups. B the use of pesticides. mass means of communication. 8 — Compared with linguistic diversity, biodiversity is being affected A more quickly B_ more slowly. at the same speed. as Listening Test 3 a a et bs 173 18 Listening Test ‘You will hear a radio feature about camping wild. For questions 9-17, complete the sentences with a word or short phrase. Some people go camping wild because they wish to [2] with nature, n is very crowded, Clive advises backpackers to [2] ‘Theoretically, backpackers need [*] to camp on someone's land As Brit in Britain Clive suggests that campers stick to [2] countryside to begin with. W's not advisable to camp in a hollow, as it will be and at night Tinned food is not always a good idea, because of the weight of the and There is a wide variety of high quality [| available to backpackers. Some backpackers find walking long distances with a heavy load a [is] experience. According to Clive, camping wild is popular because it allows a sense of [7] that is rarely fet.18 19 20 a 22 Listening Test ART 3 You will hear an interview with Michael Jacobson about bilingual children. For questions 18-22, choo: answer (A, B, C, or D) which fits best according to what you hear. ‘The language problem being discussed is that of ‘A English-speaking children in a non-English-speaking environment. B__non-English-speaking children in an English-speaking environment. English-speaking children in an English-speaking environment. D_ non-English-speaking children in a non-English-speaking environment. When the families arrive in France, A. the children already speak French. B_ the children are pressured by local children. the children quickly adjust to the local language. the children reject their own language. English-speaking children have problems in secondary school because A. they find the lessons too easy. B_ they find it difficult to learn English as a foreign language. all their lessons have been taught in French hitherto, D_ they don’t know any English Grammar. Reading levels can only be maintained ‘A. at the expense of homework in the second language. B if reading is also practised outside of school! hours. by children who write fluently in English. D_ by learning to read at an early age. Michael suggests that bilingual children ‘A should be forced to conform to English language teaching methods. B should have their language ability nurtured, C should be segregated from other pupils. D shouldn't be made to feel unusual. 3 eo @ 19{ 3 Listening Test 20 You will hear two experts, Martin and Kathleen, discussing how genetic testing may affect the life insurance industry. For questions 23-28, decide whether the opinions are expressed by only one of the speakers, or whether the speakers agree. Write M for Martin, or 25, 26 27 K for Kathleen, B for Both, where they agree. People who have healthy genes will pay less for life insurance. ‘There is a fear that people may hide the results of genetic testing from insurers Insurance companies have to make a decision on how they are going to deal with genetic testing, Insurance companies shouldn't change the basis on which they issue policies. Ultimately everyone will find they are prone to one disease or another. If over-the-counter testing continues, insurance companies will suffer. 26 2PART 1 You hear a talk about weather forecasting. Weather forecasts are derived from A anumber of sources. B__ powerful supercomputers. C deterministic data. The ‘persistence effect’ ‘A needs costly electronic gadgetry to work. B allows you to get six out of seven predictions correct. C_ means you don’t need equipment for a fairly accurate prediction. one You hear a man talking about smoking. 3 4 By calling himself an ‘outlaw’, the speaker implies that ‘A he thinks smoking should be against the law. B_ he has broken the law. C__smokers are treated unjustly by society. ‘The speaker defends his habit by maintaining ‘A he is a good father. B_ he is aconsiderate smoker. Che only smokes in his car. 4 ‘You will hear four different extracts. For questions 1-8, choose the answer (A, B, or C) which fits best according to what you hear. There are two questions for each extract. A 214 22 Listening Test Extract GZ You hear a man and a woman discussing manners. 5 Both speakers agree that ‘A children should have an afternoon nap. B parents should be more responsible. © children shouldn’t scream. 6 The woman doesn’t like having parties, because ‘A. she is not sure who may attend until the last minute. B she never knows who to invite. she can’t be bothered to organise them. Exrect Qi ‘You hear a meteorologist talking about thunderstorms. 7 According to the speaker, lightning is most likely to target people ‘A. in wide open spaces. B__ who shelter under trees with static hair. 8 Ifyou are struck by lightning, wellington boots A. could protect you in some cases. B_ won't protect you at all C will only save you if your feet are together. i‘You will hear a speaker at a charity event talking about the aims and organisation of Amnesty International For questions 9-17, complete the sentences with a word or short phrase. ‘Some prisoners do not have access to [| Amnesty International is concerned that many people are imprisoned although they have not been es | imprisonment of men, women and children. ‘The organisation has members in more than =] nations and regions, The organisation is committed purely to upholding [3] ‘Amnesty Intemational are committed to presenting the information they have been given without Le Information comes from different types of people with [=] experience. ‘Amnesty was awarded the [| in 197. ‘Amnesty's first aim is to free all [| 23{ 4 Listening Test 24 . PART 3. You will hear an interview with Sir Francis Wright about architecture. For questions 18-22, choose the answer (A, B, C, or D) which fits best according to what you hear. 18 a 2 Sir Francis Wright felt that his restoration project was necessary because ‘A. all buildings from the 12th century were in ruins. B__no one was interested in their heritage. Ca number of old buildings were in a bad state. D criminals had damaged ancient landmarks. The project was A supported by local government. B helped considerably by people living in the area. initially difficult to fund. D_ faced with an uncooperative government. ‘A preoccupation with height is ‘A not so common as in the time of the Pyramids. B the successor to a fascination with size. € a totally new architectural phenomenon, D_ something architects have always had. Sir Francis feels that skyscrapers A. are difficult to build. B are outdated. Care unattractive. D_ are popular with city dwellers. Sir Francis says that skyscrapers are built because they are economically viable. they are energy efficient. they will be recorded in history books. they give distinction to hitherto unremarkable towns. one 1923 24 25 26 27 28 or Listening Test , oF whether the spi Lfor Linda, B for Both, where they agree. Human cloning is already a reality. ‘The temptation to clone humans will become irresistible in the future. More consideration needs to be given to the potential effects of cloning. Using older genetic material to clone is potentially dangerous. Cloning techniques vary. It is possible to clone 4 ‘You will hear two people, Frederick and Linda, talking about cloning. For questions 23-28, decide whether the opinions are expressed by only one of the spi Write F for Frederick,26 MGS Cutie kee ‘You will hear four different extracts. For questions 1-8, choose the answer (A, B, or C) which fits best ‘according to what you hear. There are two questions for each extract. You will hear a report about football hooliganism. 1 According to the speaker, violence on the pitch is due to A. allack of discipline. B incompetent referees. C disputed decisions. 2 Theplanis to ‘A. abolish the elite group of referees. B lower the age limit of premiership referees. Callow only older referees to referee top games. tt Eeract You hear a man talking about his relationship with his sister. 3 The man attempted to kill his sister because ‘A he was jealous of her. B__ he wanted to divert attention away from himselt. Che wanted to be an only child. 4 The man’s attitude to his sister is best described as A aggressive. B resentful C_ protective, aoYou hear an athlete discussing her knee injury with her coach 5 Cathy's reason for wanting the new treatment is that ‘A. she doesn’t want to undergo painful surgery. B_ her physiotherapist recommended it. C she may not have to miss an athletics event. 6 Cathy's coach wants to talk with her friend because ‘A he wants reassurance about the treatment. B he resents her interference. C_he wants to discuss Cathy's training programme. You hear a man and woman discussing parents. 7 The man feels that we should ‘A accept our parents’ values. B disregard our parents’ values. accept only those values we can believe in. 8 The woman feels the man is A. disloyal B irreverent. C disobedient. Listening Test 5 is et fs 275 28 Listening Test PART 2 ‘You will hear part of a lecture by a neurologist on headaches. For questions 9-17, complete the sentences ‘with a word or short phrase. Headaches can be so severe they are often eg the sufferer. Tension headaches, particularly in women, are often the result of or [| Cluster headaches are characterised by a severe & pain behind the eye. Itis believed that cluster headaches result from [2] of choline. number of migraine sufferers. ‘The speaker says that a majority of her patients [*] painkillers, Ithas been proven that [| of headaches result from the medication that is supposed to cure them. The speaker advises sufferers to consider: [7] forms of treatment before taking painkillers,Listening Test 5 You will hear a woman tal 1g to her friend about her son, Davie. For questions 18-22 choose the answer (A,B, C or D) which best fits according to what you he: 18 The problem with Davie is that he A. is out of control. B_ has undergone a personality change. Chas stopped talking, D_ has become violent. 19 In recent weeks, Davie has A. repeatedly attacked fellow pupils. B_ lost his books and bag more than once. been playing truant from school. D_ missed the school bus several times. 20 The man suggests that Davie won't talk about his problem because he's afraid ‘A. that his mother won't believe him. B_ of the bullies threatening his mother. of reprisals from the bullies. D_ of his mother reporting the bullies. 21 The man seems to imply that Davie's mother is A. overreacting B_ impatient. C ineffectual D_ hysterical 22 The man advises Davie’s mother to ‘A. tell Davie to fight back. B_ try to discover why he's being victimised, C suggest he takes a different route to school. D_ defend her son against the bullies. soe wo 2930 Listening Test ‘You will hear two people, Leonard and Sally, talking about nuclear power. For questions 23-28, decide whether the opinions are expressed by only one of the speakers, or whether the speakers agree. Write S for Sally, L for Leonard, or _B for Both, where they agree. 23 Burning fossil fuels produces more CO» than nuclear power stations. 24 Nuclear power will discourage nations from finding alternative forms of enerey. 25 Nuclear power can only partly help the CDM achieve its aims. 26 Developing nations should be given the option to adopt nuclear power. 27 The West has no right to impose nuclear power on developing nations. 28 It would be preferable to reduce carbon emissions through the use of forms of energy other than nuclear power. is all llSpeaking Practice Speaking Tests32 Guidelines for the Speaking Test The standard formats two candidates and two examiners, with one of the examiners acting as interlocutor — asking the questions and giving instructions. The other examiner does not join in the conversation, ‘The test lasts approximately 19 minutes and is divided into three parts: Part 1 (8 minutes) Each candidate is expected to give the examiner information about himself/herself and his/her opinions. Part 2 (4 minutes) Both candidates are given visual and spoken prompts which they use as the basis for a discussion, including a decision-making task in which the candidates should try to reach agreement. The examiner does not take part in the discussion. Part 3 (12 minutes) Each candidate is expected to talk without interruption for two minutes in response to a written question which they are given, together with brief written prompts. The other candidate then comments on what has been said, adding points or agreeing/disagreeing where appropriate, and should be prepared to speak without interruption for up to one minute. This is followed by a discussion on related topics. Assessment The interlocutor gives a global mark for each candidate, based on his or her overall performance. In addition to this, each candidate is assessed according to the criteria listed on page 33.STATI ASSN sieli ocd * accurate use of grammatical rules « effective arrangement of words ‘ wide range of grammatical forms, appropriately used > ube ot wee ae peop ange of canter «eit tree pene mewings ability to express attitudes, opinions and abstract ideas * avoidance of over-simpliication iscauise Management) « bility to link utterances coherently in monologues and dialogues «relevance of utterances * appropriate complexity of language © logical arrangement of contributions ‘© appropriate length of contributions > * easily comprehensible utterances * appropriate use of strong and weak syllables ‘smooth linking of words «effective highlighting of information-bearing words « effective use of intonation (CEE ‘© ability to take an active part in the conversation * sensitivity to tun-taking avoidance of undue hesitation ability to initiate and respond appropriately ability to maintain and repair interactionPractising for Part 1: 1. Personal details Imagine you have just met someone for the first time, and you want to know a little more about them. Think of a few simple ‘questions you might ask about each of these topics: * family (e.g, Do you live with your family? Do you have any brothers or sisters? etc) * hobbies/interests * future plans/ambitions * home/neighbourhood/town * schooljob ‘What would you say if someone asked you about these topics? Prepare short answers. 2. BBB Listen to two candidates and an examiner in Part 1 of the Speaking Test, and tick which of the topics listed in Ex 1 are mentioned. Listen again, and say who you think would get a better mark, and why. 3. Test Practice - Talking about yourself | Don't give avery bref answer and then stop talking In pairs, take turns asking and (8, @ Do you have ary brothers or ssters?A: No) | answering questions about Bo expand your answer by gvng reasons, examples, et thestoples Usted In Bet S, (eg A: No, don't but | often wish | had a brother or sister, ‘because you can fel .winn youre an only chi) ba em 2 can vey nly eye anny Practising for Part 2: Picture discussion 1. Talking about photographs ~ Assumption/Deduction Look at the photographs and, in pairs, answer the questions. PU Co uci) Ley ——_——— * [V'm not sure, but] it seems to me that she is .. (2g. sad/upset/ disappointed/depressed - in a bad mood - etc) ® It looks as if she is/might be ... (e.g. feeling lonely/miserableoored - suking -thinking/worrying about sth - etc) * Perhapsilt's possible she has just... (¢g. had some bad news) © She may/might have ... (e.g. had a fight with her parents - fallen out with a friend - been punished for sth - etc) Photograph A: ‘© How is this girl feeling? Do you think she is usually like this, or is this a passing mood? What may have happened to make her feel this way? Adolescence © &Photograph B: What do your think is happening in this photograph? What might have happened immediately before this? What do you think wilmay happen next? What do you imagine each of the people in the picture is feeling/thinking? ‘Now, still in pairs, ok at both of the photographs and answer the questions. Inyour opinion, whats the typical attitude of teenagers towarcs people in authority, andlor towards adults in general? What is the typical attitude of adults towards teenagers? ‘Talking Point ~ Images of Teenagers In pairs, use words and phrases from the Topic Resource ~ as well as your own ideas ~ to discuss the questions and photographs below. What adolescent qualities!behaviour does each picture showlsuggest? As a result, what image of teenagers does each picture present — positive or negative? Do you think same or any of these pictures present an unfair andlor unrealistic image of teenagers? If so, why? * Positive Aspects: adventurous - caring - creative - energetic - enthusiastic - fun-loving ~ sensitive - wellemeaning © Negative Aspects: aggressive - disobedient - irresponsible - moody - over-confident - rebellious - reckless - selfish36 Speaking Practice r 3 EIBI Discussing other speakers’ opinions Listen to two candidates discussing these photographs in Part 2 of the Speaking Test. What topic are they discussing in relation to the photographs? Which speaker mentions each of the points on the right? In pairs, discuss which speaker/points you agree or disagree with, and add any further points you can think of which were not mentioned. Interaction - Agreeing on a decision Boel CC i) Emotional problems: make the transition from childhood to ‘adulthood - fear of rejection(ailure - feeling misunderstood/ Unfair treated - insecurity - mood swings - vulnerability - ‘depression - physical manifestations - eating disorders, ‘© Breaking the rules/law: - smoking - shoplifting - truancy from ‘school - mischief in class - vandalism - violence ‘© Dealing with problems: ‘ust a phase’ - parental guidance - Uunderstanding/tolerance - support form teachers - expert advice Look at the following list of various factors which may affect teenagers’ opinions and behaviour. In pairs, discuss the list and decide which has the greatest influence and which is the least important. (Remember ~ you must try to reach a decision that you both agree on.) + peer-group pressure (opinionibehaviour of friends and other teenagers) role models (pop/sportsifilm stars, etc) ‘ family values (opinion of parents and other relatives, upbringing, etc) ‘@ entertainment (values and behaviour presented in films, music, etc) ¢ education (choo! rules, opinion of teachers, learning to think for yourself, ete) # the media (adio, TV, teen magazines, etc) PaO La Ce ecg | think/reckonvete that... It seems to me that... because ‘What do you think? / Do you agree? / Don't you think so? Yes, | think you'te right. / Yes, | agree. / That's a good point. ''m afraid | don't (really) agree with you, because ‘Well, (perhaps) you may be rightetc, but | stil think... Yes, but let's not forget/overlook the fact that ‘As a compromise, let'siwhy don't we agree/choose/ets.. So, (i's fair to say) we both agree/teel/etc that.Practising for Part 3: Work 2-minute speech, 7 ssppert youd opionsiat reasonsexamples m (eg, I thinkifelete. because... For instancelexarple ...) Comment & Discussion * present both sides of the argument ae * sum up and present your general conclusion (e450, .. on the wholeal in allon balance 1. Supporting your opinions Gap ® ee d Speaking Practice 1 When you make a short speech from notes, remember to: (e.g. On the one hand, .. . On the other hand, .. .) Match these opinions to the reasons and examples given in the lst on the right, then use appropriate linking expressions to connect each opinion to its justification. 2. Presenting both sides of an argument Look at these notes about the benefits and drawbacks ‘of having a job, and add any further important points ‘you can think of, ‘Then think of reasons andor examples to support each point and speak for a minute or two about the topic, presenting your conclusion at the end. Unemployment Causes/Solutions invcul es ~ sp payne ‘unemployment benefit 5 lckof arto has — ang «1 wk erence —pay employes incenves re fst ere wares + ectndlogy ors wots — use traditional methods, with rman our [EI Commenting on a short speech Listen to a candidate giving a short speech in Part 3 of the Speaking Test, on the causes of unemployment and. ‘what could be done about the problem. Which of the points from ths list does the speaker mention? Explain which points you agree or disagree with, and add any further important points you can think of which were not mentioned. 4 Topics for discussion Prepare to discuss each of the topics below by making brief notes. Then discuss the topic with a partner. (Us it right that some people eam much more than others? Why/Why not? Which people, ifany, should ‘eam more (eg. doctors, fm stars, business managers)? ** Why do people spend their lives doing a job they hate? Would you ever do this? Which is more important a good salary or job satisfaction? '* Why do people travel to other countries to work (e.g. as cheap labour, expert advisers, etc)? What are the ‘benefits and drawbacks for these people? What are the possible effects on the country they travel to? 37eo m1 PART 1 3 minutes) ‘© Do you live in or near this area? Have you always lived in the same area? # Are you a student or do you work? Do you enjoy what you do? * Could you tell mea little about the area you lve in? © Do you have any hobbies or interests? Tell me how you spend your free time. ‘+ How do you hope to use English when you have completed your studies? Could you describe your bestfriend to me? ‘© What worries you the most about the future? How do you like the idea of going to live in another country? PART 2 (4 minutes) 1 Here are some photographs of adolescents. Look at photographs 1 and 2. Together, discuss which aspects of adolescent emotion and behaviour the two images reflect. 2 a) Now look at all the pictures. Imagine that these photographs have been chosen to illustrate an article about teenagers, in a magazine aimed at adult readers. Talk together about how each image might affect readers’ atitude to teenagers. Then suggest one or two further aspects of teenage behaviour which you agree should be included in the article in order to present a more positive image of adolescents. FE Listen to two candidates in Part 2 of the Speaking Test discussing question 2a. How are thelr answers Similar to or diferent from yourst Adolescence 38The World of Work Speaking Test 1 PART 3 (12 minutes) 1 (GRIGGHBIAE Look at the prompt card and say what you think. You can use the ideas listed, What advantages and disadvantages does technology bring to | the world of work? © leisure time © productivity © unemployment | (CaneiaataNB Say if you agree or disagree with what Candidate A said, or if there is anything you would like to add. Bl Listen to two candidates in Part 3 of the Speaking Test discussing the same question. How do their answers compare with yours? How does Candidate A begin his talk? Does he present both sides of the argument? How does he conclude his talk? How does Candidate B begin? ‘Candidates A & B: ‘* How much do you rely on technology in your daily life? '* Do you think people are too dependent on technology? '* Does progress depend on technological advances alone? 2 (GAHGIGHKENBE Look at the prompt card and say what you think. You can use the ideas listed, What are the negative effects unemployment can have on an individual? + poverty self-esteem * socialite (CaGIAAKBIAE Say if you agree or disagree with what Candidate B said, or if there is anything. you would like to add. ‘Candidates A&B: * Do you worry about being unemployed at some time in the future? * What problems do young people face when looking for ther first job? What problems does unemployment create for society as a whole? 3 Candidates A & B: ‘© What are the effects of people travelling to other countries to find work? ‘Is it unfair for some people to earn vast amounts of money while others earn very litle? In what ways do you expect the world of work to change during your lifetime? ‘© How might a person’s job improve their quality of life, and how might it have the ‘opposite effect? # "We should work to live, not live to work.” What does this saying mean? Do you agree or disagree, and why? 397 1. Personal details In pairs, take turns asking and answering questions in the categories below. You can add questions of your own to each category Did you have a happy childhood? What kind of child were you? ‘What kind of person are you? ‘Would you say you are shy or outgoing? four views (Media) 7 hat do you think of the standard of television Programmes in your country? jork/Study ™ What do you do for a living? ‘What do you study? Practising for Part 2: Picture discussion r 1. Reacting to Photographs Use the Useful Language below to talk about your reactions to photographs Vand 2. ‘I find this pictur .. (e.g. shocking/moving disturbing/alarminglotiensive/ harrowing - etc) ‘© What the photographer is trying to say is that. ‘© The message that comes across is that .. ‘© This image attempts to conve) ‘* | think the photographer is trying ... ‘© I can't help feeling ... (e.g. shaker/saddenediotfended/disconcertediangered) '* Looking up at this picture, it's hard not to think about... © It makes me fee! b) In pairs, discuss your reaction to photographs 3 and 4. Remember to mention: '* how each photograph makes you feel ‘© what its purpose might be © where it may have been taken . The Media - Feel free to draw on your ‘own experiences and knowledge when discussing the photographs and the issues they relate to Gr, 402 Talking Point: Images in the Media a) Work in pairs. What is your reaction to the pictures on the right? Where would you normally expect to find these pictures? bb) Use the Topic Resource and the Useful Language below to discuss the following questions: ‘* How important is it for people to be informed about events that affect our lives? '® Which of the items in the photographs would you consider most newsworthy? Which are the least newsworthy? © Do you think the media pay too much attention to the lives and exploits of celebrities? BOL a ret ed —— * Positive Aspects: informative - enlightening - up-to-date bulletins - ‘educational - on-the-spot repating- thought provoking ‘= Negative Aspects: offensive - biased - manipulative - sensationalist - tival- insensitive - intrusive -inacourate - pootly-esearched - provocative Po ee ec) — ‘© Whatitlow about you? / How do you feel about that? / Do(n't) you agree/think 80? / What do you think? / What would you say? / What's your opinion? / think that... don't you? / Don't you think that ..? / Wouldn't you agree? ‘| (certainiy/realy) agreeifee! the same / Absolutely! / Very much so. / | couldn't agree with you more. ‘No, I don't agreefee! the samel / Not at alln the slightest! / 1 don’t believe 50. / That's not how I see it. / Absolutely not! / Not entirely. / Wel, yes and no .. ‘* Lunderstand what you mean/you're saying, but. /1 (can) see your point, but. / You could be right, but have you thoughthas it ‘occurred to you that... That's one idealviewlaspect; however ../1 party agree with you, but. 3 BM Discus Speaking Practice 2 Don't worry if you disagree with your Partner, but show that you respect histher opinion, and don't forget to give Your reasons for disagreeing. 18 other speakers’ opinions. Listen to two students discussing the questions in Ex. 2b. What points do they make about the importance of being informed? What do they say about the newsworthiness of each photograph, and how do they finally rank each one? How do they view the attention celebrities get from the media? How similar are their ideas to ea reSpeaking Practice 4 Ranking Culture & Tradition b De a) Number the following in order of how prominently you think they should feature in a newspaper. Enertainment news i Political events Environmental news A Business news Health issues b) BI Now listen to two people discussing the importance of the items above, and put a tick in the boxes next to the phrases that they use. the most important thing, politcal events are more urgent as serious as they are put politics at the top of the list That could go in second place put more emphasis on followed by environmental issues ‘what should we put next? I think it’s much too important the first priority political events are less urgent although they are serious put polities first We could put that second draw more attention to and following that, environmental issues ‘what should we put last? I don't think it’s so important oooccooocoe oeououueLL ©) With a partner, use the phrases above to reach an agreement on the order in which you would present the items in Ex. 4a, Practising for Part 3: 2-minute speech, Comment & Discussion 1 listing Points 2) Which ofthe following elements of your country’s culture do you consider the most important? Discuss in pairs, giving reasons. Traditional music © Costume Dance * Cuisine * Language * Other (pci) bb) The phrases below are about the benefits of maintaining traditions. Fill n the gaps with words from the Preserve, maintains, experience, guards, attracts 1 helps . .. cultural diversity 2 "Against the loss of minority languages 3 ..a sense of national identity i s a tourists 5 travellers .» other cultures at first hand, ©) Now use the phrases above and Pee aed the Useful Language on the left to talk about the benefits of maintaining traditions. * To begin wit, ./ First ofall. To stat with. / (One (of) The main reason(s) whyitor ... © Another reason why... / On top of that... / Not only that, but... / More important. * Finally .. / And we shouldn't forget ..Speaking Practice 2 © 2 Talking point - Threats to Culture a) To what extent i the culture of your country threatened by the following? Tick (/). : LS Gey aa Gare i mass produced goods) ) ) : trade agreements ) ) ) i Toreign homebuyers ) mmutinatonal oganisatons —_) ) ) immigration ) ) ) tourism ) ) ) ) the fastfoodindusty ) ) ‘American entertainment) ! imported products) ) the internet ) ) ) b) Now compare your answers with a partner, giving reasons for your choices and providing examples where possible. You may wish to use the prompts below. forces local companies out of business # deprives local people of their jobs leads to standardisation of goods/products/services worldwide requires people to speak a foreign language replaces homegrown/domestically-produced goods destroys unspoilt areas/natural beauty spots ® increases property prices “3. Topics for discussion Prepare to discuss each of the topics below by making brief notes. Then discuss the topic with a partner. ‘© Why do you think it’s important to maintain cultural diversity? ‘© What role does language play in preserving a country’s identity? ‘© What might be some of the threats to the cultural identity of many nations today? In what ways can foreign investors be a threat to cultural diversity? MEMORANDUM OFPART 1 (3 minutes) Did you have to travel far to get here today? ‘© Where do you like to socialise, and why? © Can you remember what you were like as a child? How have you changed? ‘© What are your career plans? ‘© What is the most important issue you have to address at this time? Tell us why. ‘© If you could improve one aspect of your workplace or place of study, what improvement would you make? PART 2 (4 minutes) 1 a) Here are some photographs that represent various issues in the news, Look at photographs 1 and 2 Together, talk about how they make you fel ) KIB Listen to two candidates in Part 2 ofthe Speaking Test discussing question 1a, How similar were their ideas to yours? Now, look at all the pictures. Imagine that you are the producers of a news programme. Talk together about the news issues each picture represents. Then, decide in which order they should be presented. The Media 44Speaking Test 2 MART 3 (12 minutes) 11 (CBiGIAAEEIAE Look at the prompt card and say what you think. You can use the ideas listed. ‘What is the value of studying our history? ] ‘© Understanding our culture and traditions ‘+ Learning from past suecess or failure '* Understanding the way our society functions 5 (GRGBRHEIBE Say if you agree or disagree with what Candidate A sad, oF if there is anything you would like to add. Candidates A & B: ‘ How do you feel about the idea of an international language? ‘© How important is it to learn other languages? ‘© What do you think isthe most effective way to learn a language? 2 (CAiGNGATETBE Look atthe prompt card and say what you think. You can use the ideas listed How important is it to be aware of a country’s culture when studying its language? | + idioms/phrases * context ‘© gestures and expressions (CaRGRIBREIAE Say if you agree or disagree with what Candidate B said, ori there is anything you would like to add. Culture & Tradition i Hid Listen to two candidates in Part 3 of the Speaking Test talking about the same question How does the first candidate start his monologue? What additional points did he mention? Which of these points did you use in your monologue? Candidates A&B: ‘¢ How important is your cultural heritage to you? © What ways are there to lear about other cultures? ‘© How important is it to respect other cultures? 3 Candidates A & B: © Do you agree that living in big cities stops people from maintaining traditions? ‘© What do you think of the idea of one set of international laws? ‘© How can cultural differences lead to conflict? ‘Is there a difference between being traditional and being old-fashioned? ‘© How do the arts help culture survive?Practice 3 Practising for Part 1: Interview 1. Personal details i a) Fill in this questionnaire by ticking the option which best describes how you feel. 1) How do you feel about using public transport? Di wouldn't dream of rd prefer not to, but | have no choice. Oi find it useful 2. How do you feel about cars? D1 wish t could afford one. Di couldn't tive without one. D1 wish they'd never been invented, 3. Do you spend a lot of time travelling to and from worl/school? Far more than Id like to. Hardly any. Not as much as some people. 4 How often do you travel around your own country? Hardly ever. O Quite often. Not as often as 1’ lke. 5 How do you feel about travelling abroad? D1 can't see the point. 1 think we can learn a lot from other cultures. ve rarely had the opportunity. b) FB Now listen to two candidates and an examiner discussing the topics covered in the questionnaire. Which candidate do you think would get a better mark? Why? (Consult the Speaking Assessment Checklist on p. 33) (©) Now discuss your answers in &x. 1a with a partner. Practise asking and answering questions using these phrases: How/What about you? Why is that? Really? Such as? | Im what way? To what extent? For example? Listen carefully to what your partner is saying o that B: | wouldn’t dream of it! A: Really? Why is that? B: Well, mainly because ... ‘on the points he/she has made. eg. A: How do you feel about using public transport? @S you can respond appropriately and pick up Practising for Part 2: Picture discussion 1 a) You will hear four people talking about their reasons for travelling and the problems they face. Listen and fil in the gaps in the table below. ‘to make 2) ‘unset * to do business * living out of 3) . is tng and boring ‘Commuter lve far From workplace + journeys ring and 4) '* have to travel to get work every day © little time to spend with family Emigrant looking for 5) ..... .. abroad: | @ language difficulties ~ better climate/jobs * culture 7) .. “ cheaper6) ltestyie |» leaving family and trends behind © often seen as 8) cae citizens ‘Tourist ‘© experience new sights, sounds and * spend a long time 10) , 46 9) * lose your luggage hotel not always what you expectedSpeaking Practice 3 'b) In pairs, use the information in the table on p. 46 and the prompts given to discuss the following questions. What are some of the main reasons why people travel? # restless nature on business for work to seek refuge ® on holiday ® out of necessity *# to broaden their horizons ® tourism What problems might visitors face when travelling in your country? # delays * accidents © congestion high fares. isolation ® language * over-crowding Why do some people choose (or choose to avoid) certain means of transport? # cost distance @ speed ® comfort @ convenience health ® safety fear 2. Speculating about photographs a) In pairs, look at the photographs and talk about why someone might choose (or need) to travel to these places. Then, say if you would like to visit each place. 3 ps USEFUL LANGUAGE: Speculating about photographs It’s hard to say for sure, but | suppose someone might .. Maybe/PerhapsiPossibly. © This seems like the place for a(n)... One possibility is that © This place could be of interest to a(n) .. Itlooks as thought. The most probable reason for visiting is b) In pairs, use the vocabulary on the previous two pages and the Useful Language above to answer the questions on photographs A & B. Photograph A: Why do you think these people have chosen to travel in this way? Why do you think this mode of transport is popular? What effects might this kind of transport have on the environment? Photograph B: Why might someone choose to go to this place? What attracts them to this kind of destination? What kind of people might go there? What can they do there? 47(3 Speaking Practice 3. Suggesting alternatives a) These photographs are to be used to illustrate two magazine articles, whose titles are shown below. : Match the photographs to the article titles. What do 2 you think each article is about? b) Imagine that you are editors of a travel magazine. In pairs, decide on TWO more pictures for each article referred to above. You can use the Useful Language and some of the ideas listed below. What do the extra pictures add to the article? «© the gate of a famous museum/art gallery ‘ guide talking to people on tour bus ‘group of tourists outside famous theatre ‘ people in jeep taking photographs of wild animals ‘* crowd of people crossing busy city street * inside shot of a crowded bus ‘* businessman waiting at train station, ‘ businessman cycling in the rain nervously looking at his watch © Itwould/might be a good idea to include . ‘© A picture of ... would catch the reader's eye. | Why not show a different aspect by including .. 7 © A picture of .. would give the article stronger visual | | © Ic (quite) ike to see picture of. included. impact. © think a picture of .. would make the page more © The aspect of .. would be clearly shown by a picture! attractive/pleasantvisuelly impressive of 48 — _Speaking Practice ( 3 Practising for Part 3: 2-minute speech, Comment & Discussion 1. Speaking from notes a) Using note form, write short answers to the questions below about education . 2 Extending a monologue a) Read the question and choose two of the points listed to answer it. Make sure you use phrases from the Useful Language box. Which of the following areas have helped shape your character? ‘ home environment # school * beliefs # films * your circle of friends ® things you have read Poe Le cay * Itis also worth mentioning * Ofcourse, another major influence is © Something else which © (School/Friends etc) also play a big part in bb) Work in pairs. Choose two of the prompt cards and, for each card, speak for two minutes on the topic. Take turns giving your speech and ‘commenting on what your partner says. ‘A. In what ways can a person’s environment affect their quality of life? B_ How much influence do other people have on an individual's life? | ® friends # relatives @ teachers CC Dowe need special qualities to be able to deal with the influences of modern society? | ® strength of character ® moral values ® optimistic nature D In what ways do the media affect our lives? ( role models @ moral standards # public opinion 'b) Use your notes and the Useful Language below to present your views on education, Prarme rts ee hee ca © Tomy mind, .. / As far as I'm concerned, {In my opinion, .../It seems to me that Ititwas up to me, | would .. © InyFrom my experience, ../ In my case, .. From what | know, ../ 1 know for a fact that. Clap = Ifyou find you cannot think of anything more to say, look ‘again atthe prompt card to help you refocus on the subject. - Use your own experiences to support your points and add interest to your talk. = Don't forget, you can mention points not given on the prompt card. 49- PART 1 6 minutes) How easy is it to travel around your area using public transport? ‘© Ifyou could change one thing about your daily routine, what would it be? Tell me a few things about your friends. ‘© What do you think of the education system in your country? Could you briefly tell me what an ideal holiday would be for you? Is learning about other cultures important to you? PART 2 (4 minutes) 1 a) Here are some photographs showing different aspects of travel. Look at photographs 3. and 5. Together, tak for about a minute about why these people may have chosen to travel in this way. b) HEB Listen to two candidates in Part 2 of the ‘Speaking Test discussing question 1a. How similar ‘was their discussion to yours? 2 Now look at all the pictures. Imagine that these photographs have been chosen to illustrate an article in ‘2 magazine about travel today. Talk together about what aspects of travel the images reflect. Then suggest two other aspects of travel which you both feel should also be included in the article. Travellers 50speaking tet 3 PART 3 (12 minutes) 1 GRRE. Look atthe prompt carl and say what you think. You can use the ideas listed How should education systems help to prepare young people for adult lite? © social skills © moral values © employment (CatigigARIBE Say if you agree or disagree with what Candidate A said, or if there is anything you would lke to add, Candidates A & B: * What, in your opinion, are the benefits of university education? 1 What is moce important to you ~ job satisfaction or good earnings? + What should employers be looking for in a prospective employee ~ academic qualifications or experience? 2 (GSGRGAIEIBE. Look atthe prompt card and say what you think. You can use the ideas listed, What do you think has the greatest effect on people's behaviour? © media © environment © peer groups (GBHERSEIERE Say if you agree or you would lke to add gree with what Candidate B said, or if there is anything Listen to two candidates in Part 3 of the Speaking Test discussing the same Question. What expressions does the first candidate use to present each point? Which influence does he think isthe strongest? ‘Candidates A & B: '* In what ways are you influenced by your environment? # Who or what has been mos instrumental in shaping your character? * In what ways should we be careful about how we influence others? 3 Candidates A&B: ‘© What do you think we learn more from ~ advice or experience? ‘© Which are you most influenced by ~ mistakes you made inthe past or your hopes for the future? «In what ways can work change someone's personality? + To what extent do you think our experiences during adolescence affect our aduit lives? ‘© What do you think is the most influential ~ what we hear from experts, or what celebrities or other role models do and say? SOQuUSNYU] SPISINO 51Practising for Part 1: Interview 1. Personal details im Look at the —_ and think of questions that could produce the two responses. oo: = PNTNT a \ Hove it. It depends. ‘Not really. Very much so. | [ One or two. None at all. ] eg = aes Answer English Do enjoy learning English? I love it. It depends. — b) Now, in pairs, take turns as Make sure you expand the answers, as in the example below. SA: Do you enjoy learning English? SB: It depends. If we're talking about vocabulary, then the answer's yes. tbut make sure you know the When it comes to grammar, though, 'm not so enthusiastic. yours? How do they differ? 1g and answering the questions above. Don't be afraid to exaggerate ©) BI Now listen to two candidates doing the same exercise. Pay special ip attention to how they expand their answers. Are they the same as in this part of the test. You ‘can make some details up, relevant vocabulary inadvance. Practising for Part 2: Picture discussion 1.) BB Listen to two candidates discussing the photographs below and fill in the notes. taken show: good example of Message oo Environmental Issues a mp b) In pairs, discuss which speaker/points you agree or disagree with, and add any further points you can think of which were not mentioned. You can use the Useful Language on p. 53.