Speaking |
Part I
- Polite vs Rude
First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs. 1.What behaviour do you find rude? Think of as many examples as you can and list them in order, starting with the worst behaviour.Explain your choice of worst behaviour. 2.How do you feel/react when someone is rude to you? Describe a time when you experienced rudeness. 3.Have you ever been very rude to someone? If so, describe what happened? Did you regret your rudeness later? 4.Is it important to be respectful of our elders? Why? / Why not? 5.Are the teachers in your school respected by students, or do students behave rudely?
Always be polite to the examiner
It’s very important to speak politely throughout the exam, even when you disagree with or want to interrupt the examiner. NEVER behave rudely. Exercise I - Track 19 A.Listen to the recording and answer the questions. 1.Are the speakers being rude or polite?___________ 2.How do you know? Is the tone of the conversation calm or aggressive? ____________ 3.What about the language they use? Is it moderate or extreme? ____________ 4.When a compliment is given, is it sincere (honest and real) or sarcastic? ____________ B.Obviously both speakers were very rude. That was an example of how not to speak. But we can learn from it. Remember to avoid these things: * Don’t be sarcastic! * Don’t be aggressive! * Don’t use extreme or bad language!In fact, with a little bit of work, we could turn our two speakers into angels! Listen to them again. (Track 20) Compare the transcript of the original recording below with what you hear this time. Write the phrases that replace the words in italics in the space below. Male: I think the rudest behaviour is when a person starts having a really loud conversation on their phone in publ... Female: (I) Hold on a minute. That's absolute and complete nonsense. Gossiping about a person is far ruder and it hurts their feelings. (2) I'm right, aren’t I? Admit it. Male: (3) You’re dead wrong, actually. That's a stupid answer. What’s the big deal about gossiping? The person may never find out you’re talking about them, so how can they even know if it’s rude or not? (4) Well, what do you have to say to that, huh? Female: (5) OK, but so what? It doesn’t matter if the person doesn’t know; you still shouldn’t do it and it’s really bad behaviour. Besides, people usually find out about gossip, so they almost always DO get hurt. (6) You see? Ha. Now who's right? Male: (7) Oh, well done you. You're so smart! Talking loudly on a train or bus affects all the people around you, though. So, even if both actions are rude, my example’s way worse. (8) I’m right, you see. Ha! (1) ______________________________________________________ (2) ______________________________________________________ (3) ______________________________________________________ (4) ______________________________________________________ (5) ______________________________________________________ (6) ______________________________________________________ (7) ______________________________________________________ (8) ______________________________________________________ Trinity ISE II - Speaking Part I C.Check your answers at the back of the book on page 40 to make sure they’re correct. Then find a partner because for this section you will work in pairs. Now it’s time to role-play. Listen to the rude recording again. Then go back and read the original transcript of the dialogue in B. One student should take each role. Role-play the characters and try to copy what you heard in the recording. Be just as rude, sarcastic, loud and aggressive! D.Listen carefully to the polite recording. Notice how the voices change. Role-play the dialogue again, but this time using the polite phrases from B. Be calm, polite and respectful throughout.
Exercise 2
Match the polite phrases (I -9) from the transcript to their functions (A-E). 1. Um, can I just say something? ____________ 2. I’m not sure I agree. ____________ 3. Don’t you think so? ____________ 4. I’m afraid I couldn’t disagree more. _____________ 5. Wouldn’t you agree? ____________ 6. Um, I take your point, but... ____________ 7. You agree with me, don’t you? ____________ 8. Yeah, I see where you’re coming from. ____________ 9. Surely you’d agree. ____________ A. Inviting agreement B. Interrupting politely C. Politely disagreeing D. Politely acknowledging a point but disagreeing E.Politely acknowledging a point
Exercise 3
Occasionally in conversation, there will be some confusion. You may need to (a) Ask for clarification, or (b) Give clarification. Here are some useful phrases to perform both functions. Put the words in the right order. Ask for clarification I. please / you / explain / could / that / to / again / me / ? 2.sorry, / don’t / understand /1 / I’m / quite /. 3.you / repeating / mind / please / that, / would / ? Give clarification I. meant /1 / was / what I ... 2.trying / say / to / what / I’m / is / ...Exercise 4
Now it’s time for free-speaking practice. First, working alone, make notes on the following subject: Sometimes it is necessary to be rude. Do you agree? Then, work in pairs and have a discussion about the topic. You can use your notes to help you. Remember to be polite throughout the discussion. Interrupt your partner while he/she is speaking at least once.Tip!
When you have a discussion where you have to give your opinion, it’s not very different from what you have to think about when writing an essay. You have to do the same things in order to support your answer. That means: *develop your points to explain what you mean. *use examples or supporting information. For example, imagine someone started a discussion by saying this: You can never be too polite. Do you agree? If I responded by saying this: I disagree and I feel that you can definitely be too polite. What do you think?' It’s not good enough because I haven’t explained how I formed my opinion. I need to do that with an example or supporting information. Supporting point: I disagree and I feel that you can definitely be too polite.If you are polite all the time, people will take advantage of you.
Sometimes you have to be more honest and direct, or even rude, to get what you want. What do you think?’ Example: I disagree and I feel that you definitely can be too polite. For example, if there's an emergency and you have to get to hospital very quickly, you'll waste time saying polite goodbyes to everyone. You should just go. What do you think?'
Trinity ISE II – Speaking Part 2
Part 2
Turn-taking
First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs. 1.What famous celebrities and sports stars do you know? List some of them. Which one is your favourite and why? 2.What are the advantages of being famous? 3.Are there any drawbacks to fame? 4.Would you like to be famous? Explain your answer, 5.Do you think your personality would change if you were famous? Why? / Why not? What about your friendships? 6.What would you spend your money on if you were rich and famous and could buy anything you wanted?
Take the lead! Be proactive.
In the exam, you are expected to show that you can start, develop and keep a conversation going. This involves turntaking. You won’t score well in the Speaking tasks if you just speak in one long monologue. You must invite the examiner to take part in the conversation too. So don’t keep talking and talking until the examiner stops you. The Speaking test is supposed to be like a real-life discussion. In real life do you keep talking until the other person tells you not to talk anymore? No. You invite them to participate. You ask them questions or give them a sign that you want them to start taking parto r respond to what you have said. En el examen, se espera que se demuestre que se puede iniciar, desarrollar y mantener una conversación. Esto implica la toma de turnos. UD no va a anotar bien en las tareas de habla si sólo habla en un monólogo largo. Debe invitar al examinador para participar en la conversación tb. Así que no seguir hablando y hablando hasta que el examinador se detiene. El examen de expresión oral se supone que es como una discusión de la vida real. En la vida real es lo que sigue hablando hasta que la otra persona dice que no hable más? No. Los invita a participar. Se les preguntas o les da una señal de que UD quiere que comienzan a tomar parto r responder a lo que ha dicho. Exercise I - Track 21 Listen to the dialogue and write the missing phrases that you hear In the gaps in the transcript. Female: OK, well, (I)________________________________________, being a celebrity sounds fantastic. For a start, everyone knows who you are. You’re popular, too, and a role model for young people who want to be just like you. It’s a great life, (2)_________________________________? Male: (3)________________________________,__________ I’m not so sure. What about all the paparazzi who chase celebrities around? You’ve got no privacy and you’re never left alone. Your personal life is in the newspapers and when you make a mistake, everyone knows about it. I think that must be incredibly difficult, (4)_____________________________________?
Female: (5)________________________________. But I think ...
Male: (6)__________________________________? What if you have children? Their privacy will suffer, too. They have to pay the price for your fame. Female: Point taken. (7)________________________?____________. I think another advantage of fame is that it gives you the power to really make a difference in the world. You have more money, influence and resources than ordinary people, so you can do things they never could. Don’t you think?
Male: Yeah, that’s very true. Um ...
(8)_________________________________ friends? Do you think it’s possible to trust anyone around you when you’re rich and famous? Exercise 2 Check your answers to Exercise I at the back of the book on page 40. Turn-taking often involves the following functions: A.give your own opinion clearly B.invite a response C.interrupt politely to make an important point D.recover your thoughts when interrupted E.change the angle/direction of discussion to keep a conversation going Match the phrases from the dialogue in Exercise I to the functions, A-E. 1.But what was I saying? Oh, yes ... 2.Sorry, could I just add one more point? 3.But what about ... 1 4.Wouldn’t you say? 5.The way I see it ...
Trinity ISE II - SpeakingPart 2
Exercise 3
First check your answers to Exercise 2 at the back of the book on page 40. Now, you’re going to work in pairs, Student I and Student 2. The subject of your discussion is: Celebrities are good role models for children. Do you agree? Follow the instructions below to write a sample dialogue for this discussion. Make sure you use the turn-taking phrases you’ve learned in Exercise I and Exercise 2. Student I: [You start. Give your opinion and invite Student 2 to respond.]Exercise 4
Now act out the dialogue you wrote in Exercise 3 in your pairs. Practise it a few times together. Try to sound polite and interested in what the other person says.Exercise 5
Now it’s time for free-speaking practice. First, working alone, make notes on the following subject: Celebrities are happier than most people because they have so many things most people don’t. Do you agree? Then, find a partner and have a discussion about the topic. You can use your notes to help you. Remember to be polite throughout the discussion. Make sure you take turns to participate. Student 2: [Acknowledge Student I’s opinion politely but disagree and explain why. Invite a response.] Student I: [Acknowledge Student 2’s point. Then, start writing your next point - but don’t make it. Give the dialogue back to Student 2 because Student 2 interrupts you.]Tip!
When you are not speaking, you should be actively listening. To show that they are listening, people often give certain cues or signs while the other person is talking. For example: *Nod your head in agreement, or to show that you have understood a point. *Make eye contact. *Use phrases like ‘uh huh’ while the other person is talking to show you are paying attention to their points.Student 2: [Interrupt Student I to make an additional point and invite a response.] Student I: [Acknowledge Student 2’s point. Then recover your thoughts and return to the point you were going to make before you were interrupted. Invite a response.] Student 2: [Acknowledge Student I’s point. Now change the angle/direction of discussion. Make an unrelated point.] Trinity ISE II - SpeakingPart 3 Ask questions if you want to find out more information Asking questions is very important in the Collaborative Task, where the examiner will tell you about a dilemma or issue that he/she wants to discuss. You will be expected to advise the examiner or comment in some way, using language of the level, BUT he/she will not have told you all the information you need. You will have to find it out by asking good questions. Don’t wait for the examiner to tell you because you will lose marks. Aside from the Collaborative Task, as we’ve seen already, being able to ask questions is also important throughout the rest of the Speaking exam. It’s needed for turn-taking, when you invite the other person to speak / give an opinion / respond to a point. Remember, this is not a passive exam where you sit and do what you’re told. After the examiner has explained what you have to do, you generally have to ^take the initiative in the three Speaking tasks._______^ Exercise I - Track 22 Listen to the recording and answer the questions. 1. What’s the problem?
2. What’s the cause of the problem? 3. What’s the advice? 4. Is it good advice? Check your answers at the back of the book on page 40. Tip: Obviously, before we can give advice, or comment, we have to be properly informed about the situation/problem/ dilemma. In the exam, you will be given a problem/situation/ dilemma and you will be asked to offer some advice or to comment on it. Remember, you cannot offer good advice or comment properly on something until you know the background information. In an information-gap situation like this, you have to ask questions to fill in the gaps. Let's listen to a full example dialogue. Listen to the recording and answer the questions on the next page.
Part 3
Information Gaps
First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs. 1.What’s your idea of the perfect job? Explain your answer. 2.What job would you really hate to do? Why? 3.Which is more important in a job - pay or conditions? 4.What are the advantages and disadvantages of a city-centre office job? 5.Think of some examples of alternative lifestyles and careers, e.g. working for yourself from home in the countryside as an artist. Make a list. Why do you think some people prefer alternative lifestyles? 6.What are some of the things that can go wrong and cause stress in your work life?
Trinity ISE II - SpeakingPart 3 Exercise 2 - Track 23 A. Listen to the recording, follow the conversation and put the information in the box (A-J) in the order you hear it (1-8) to complete the background map.
A. very tired and stressed B. reason: boring work, bad conditions, mean staff C. works as office manager
D. got a pay rise - £5,000 E. not easy to find another job F. doesn’t get a pay rise often G. quitting = big risk J. conditions of work aren’t really that bad H. only started disliking job recently 1. other staff get a pay rise every year PROBLEM
- hates job - wants to quit BACKGOUND MAP CAUSE B. Now listen again and choose A, B or C. I. What is the real cause of the problem? A bad work conditions, boring work and mean staff B staff jealousy and bad work conditions C stress, tiredness and misunderstanding SOLUTION 2. What is the suggested solution? A take a break from work B quit work and find a new job C have a staff discussion and a holiday
C. Check your answers for B at the back of the book on page 40. Then write them in the Cause and Solution boxes above. Tip: Was the background information important to find out? Yes, because without it the advice could have been very different. For example, the speaker was unhappy in his job, so the woman could have encouraged him to leave it - but she found out there were no other jobs around and realised this would not have been good advice. There is a lesson in that: find out as much as you can before giving your advice/suggestion/opinion. Did the woman’s first suggestion solve the problem? No. Because although talking to the staff would help, there was still another issue to deal with: the man’s general unhappiness at work. There is a lesson in that: you may have to make several different suggestions in the exam before you find a solution. Trinity ISE II - Speaking Part 3 Active Listening Acknowledgement Phrases We previously talked about the importance of listening carefully to the speaker when they talk. You can show you are listening actively in your responses. For example, look at a section of the recording you’ve just heard. The underlined phrases in italics are acknowl-\edgement phrases. Use these in your conversations too. \ Male: I really hate my job and I think I'll quit. Female: Oh, I see. Um ... what do you do for a living? Male: I’m an office manager. I look after about ten staff. Female: Right. OK. And what is it about your job that you dislike? J Exercise 3 A. Advice phrases Advice phrases are used to introduce your ideas for resolving a problem/dilemma. Put the words in the correct order to form advice phrases. I. were / if / you /1 /, / would /1 2. don’t / why / you 3. think /1 / should / you
4. might / it / a / idea / good / be / to 5. should / perhaps / you B. Now check your answers to A on page 40. Then write a one-sentence piece of advice for each of the problems below. Use a different advice phrase from A for each answer. 1. Problem: I don’t know what course to do when I leave school. Advice: I think you should talk to the school's careers teacher for professional advice. 2. Problem: I feel very tired at work every day and I’m finding it hard to concentrate. Advice:____________________________________________ 3. Problem: I don’t think I am paid enough for the work I do. Advice:____________________________________________ 4. Problem: I chose a course I thought I’d like to study at university, but now I find it really boring. Advice:____________________________________________ 5. Problem: My workplace is very far from where I live and it takes me two hours to get to the office every morning and another two hours to get home. Advice:____________________________________________ 6. Problem: I stay at the office late every night of the week to get all my work done. Advice:
C. OK, now work in pairs and practise the advice phrases. Student I, close your book, listen to Student 2’s problems and offer him/her short pieces of advice. Try to use the advice phrases you learned. Student 2, read out 3 of the problems from B. Now change roles. Student 2, close your book, listen to Student I’s problems and offer him/her short pieces of advice. Try to use the advice phrases from B. Student I, read out three of the problems from B. 28Trinity ISE II - Speaking
Part 3
Making Suggestions
You can also make suggestions using these simple suggestion phrases: How about + -ing... How about taking some time off? What about + -ing... What about asking for more time? Have you considered + -ing... Have you considered quitting? J Exercise 4A.
Work in pairs, Student I and Student 2.
Student I: You have a problem. You haven’t finished a project at work and the deadline is today. Make up a background story for why and write some notes. Student 2: You have a different problem. You don’t find your job interesting any more. Make up a background story for why and write some notes.B. Now...
Student I: Tell Student 2 your problem (You haven’t finished a project at work and the deadline is today.) Don’t give any details to Student 2 unless they ask you questions, though.When they ask you questions, answer them fully. But when Student 2 makes his/her first suggestion on what to do, make an excuse for why it won’t work. Force Student 2 to ask you more questions and come up with more ideas. Do this (reject his/her Idea) at least twice. Student 2: Listen to Student I tell you his/her problem. Then try to find out as much as you can about the situation before offering him/her some advice.
C. Now...
Student 2: Tell Student I your problem (You don't fnd your job interesting any more.) Don’t give any details to Student I unless they ask you questions, though. When they do ask you questions, answer them fully. When Student 2 makes his/her first suggestion on what to do, make an excuse for why it won’t work. Force Student 2 to ask you more questions and come up with more ideas. Do this (reject his/her idea) at least twice. Student I: Listen to Student 2 tell you his/her problem. Then try to find out as much as you can about the situation before offering him/her some advice. 29 Trinity ISE II - Speaking Part 4Part 4
Grammar
First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs. I. If you were a billionaire, what would you do with all your money? 2. If you had been born in a rich area of Hollywood (USA), how would your life have been different?3. Is most crime caused by poor people, or is wealth not the issue? 4. What do you think are the main reasons for youth unemployment? 5. What should the government do about the problem of youth unemployment? 6. Have you ever done any volunteer work? 7. Think about when you were young - what did you use to do then that you miss now? Trinity ISE II - Speaking Part 4 Use a range of grammar In the speaking part of the Speaking & Listening exam, the aim is to show the examiner what you know, lo do well, you need to show that you can use the following language functions: Initiating and maintaining the conversation; Expressing and expanding ideas and opinions; Highlighting advantages and disadvantages; Speculating; Giving advice; Expressing agreement and disagreement and Eliciting further information. In this lesson, we will look at some of the main types of grammar that will help you to communicate language functions appropriate to the level. Believe it or not, when you answered Questions I -7 on the previous page, you used some of the hardest grammar it would be useful to know. For example: * conditionals (second and third) * used to * modals for advice and suggestions * modals for possibility * present perfect continuous * reported speech * simple passive The rest of this lesson will focus on some of the grammar points that you can use to help you communicate the language functions. But we will only take a quick look at each point. ^So, if you find a particular point very difficult, you should go back and study it again. J Exercise I Reported Speech Direct speech Reported Speech hear — -► heard
is hearing — -► was hearing has heard — -► had heard A. For questions 1-3, complete the second sentence with the correct form of the verbs in brackets. 1. “I believe the problem is worse than ever before."
She said that she_____________________(believe) the problem___________________(is) worse than ever before. 2. "I’ve done volunteer work with the homeless many times in the past." He said that he________________________(’ve done) volunteer work with the homeless many times in the past. 3. "I'm trying to help improve the situation by working in a soup kitchen some evenings, but it is often hard to find time to volunteer."
She said that she___________________________(’m trying) to help the situation by working in a soup kitchen some
evenings, but that it______________________(is) often hard to find time to volunteer. Trinity ISE II - Speaking Part 4 B. When might you use reported speech in the Speaking exam? Well, perhaps when you want to repeat what someone already said as a reminder, or to question what they meant. For example: Male: Each individual has a role to play in making society better.... [speech continues] ... I don’t think individual people can improve society - it’s the government’s role. Female: But earlier you said that each individual had a role to play. How can that be true if you now say it's the government's responsibility? Now, get into groups of three, Student I, Student 2 and Student 3. We’re going to do a reporting game to practise reported speech. Here’s how it works: Part I Student I and Student 2, you are going to have a discussion about the following topic: I live in a fair and equal society. However, there’s a problem... You can’t talk to each other. You can only whisper (speak very quietly) to Student 3. So, each time you want to say something, tell Student 3 and ask him/her to pass on the message. Student 3, your job is to listen to Student I's points and report them to Student 2, and to listen to Student 2’s points and report them to Student I. Part 2
Student I and Student 3, you are going to have a discussion about the following topic: Young people today do not respect their elders. However, there’s that problem again! You can’t talk to each other. You can only whisper to Student 2. So, each time you want to say something, tell Student 2 and ask him/her to pass on the message. Student 2, your job is to listen to Student I’s points and report them to Student 3, and to listen to Student 3’s points and report them to Student I. Part 3 Student 2 and Student 3, you are going to have a discussion about the following topic: Animals are just as important as people in society. But there’s that problem again! You can’t talk to each other. You can only whisper to Student I. So, each time you want to say something, tell Student I and ask him/her to pass on the message. Student I, your job is to listen to Student 2’s points and report them to Student 3, and to listen to Student 3’s points and report them to Student 2. 32 Exercise 2 Used to A. Complete the conversation with the correct form of the verbs in brackets.
Male: What (I)________________________(used to) do when you were younger that's different now? Do you think things have changed for the better or worse? Female: When I was younger, I (2)____________(used to) chat to my neighbours a lot. We don't do that these days. But I (3)____________________(not / used to) chat to my family in America very often because we didn’t have the internet back then, whereas I chat to them all the time now. I guess some things have changed for the better, and some things have changed for the worse. B. Make a list of things that you used to and didn’t use to do when you were younger - things that you do / don’t do today. Then share and discuss your list with a partner. Exercise 3 Modals (for suggestion) A. For I -2, choose the correct answer to complete the suggestion. Things we want the government to do to improve our education system (because a better education system creates a better society):
1. The government should / ought to invest more money in teacher training. Teachers need help and support in order to deliver the best lessons they can. 2. The government had better to / better had / had better build more schools, too. Class sizes are too large and it’s very hard for kids to learn. 3. 4. B. For 3-4, write your own suggestions on what you want the government to do to make the education system better. Then share your ideas with a partner and discuss them. Trinity ISE II - Speaking
Part 4
Exercise 4 Modals (for possibility) and Expressions of Certainty A. Complete the phrases in the table. Write the missing letters. Question: Will ... happen in the future? % chance Expression 100 It’ll d f i e happen. 75 It’ll p r a _ 1 y happen 50 It m / m h_ happen 25 It p a _ 1 y won’t happen 0 It fie won’t happen. B. Listen to the recording and write the missing phrases that you hear in the gaps. (Track 24) Will the world be a more equal place to live in in the near future?I’m (I)____________ that won’t happen. I think there are
too many problems to solve. And I’m (2)_________________
it will take more than a few years to solve all of them. In
fact, I’m (3)____________________if we’ll ever live in a fairer
and more equal world. For example, even here in a rich country like the UK, the gap between rich and poor continues to get bigger. According to recent reports, a growing number of families now depend on charity to provide simple
things like food. Therefore, I’m (4)____________________ that the situation is, sadly, getting much worse. C. Check your answers to A and B on page 40. Now work in pairs. Discuss this topic and try to use some of the grammar and expressions of certainty you’ve learned: Will we ever live in a world without crime? Exercise 5 Present perfect continuous We use the present perfect continuous to talk about something that started in the past but hasn’t finished yet. For example: I've been reading about global warming lately. started reading now reading time A. Complete this discussion with the correct form of the verbs in brackets. People say that improving society starts at home. What have you been doing lately to help and support your family? Well, 1(1)_________________________(try) to do the daily chores a lot more. I mean, I didn’t use to do many at all, but then I realised how tired Mum is when she gets home from work, so I (2)__________________________(do) a lot more lately to help her out. I (3)______________(take) the dog for walks too. That’s a big commitment - you have to walk him twice a day for one hour. And I (4)_____________________(kelp) my younger brother out with his homework so Mum and Dad don’t have to and can have a little rest time instead.
I (5)_______________________ (not / do) anything amazing, I suppose; but every little helps... B. Now check your answers to A on page 40. Then, in pairs, discuss this question: What, if anything, have you been doing recently to help protect the environment?
Exercise 6 Conditionals A. Read the information about the second and third conditional forms. Then pick a topic that interests you (any topic) and write one second conditional question and one third conditional question about that topic. /Second conditional We use the 2nd conditional to talk about imaginary situations in relation to the present or future. Question form If + past simple [what/who/where/when/how +] would + verb e.g. If you won the lottery, what would you spend the money on? e.g. If you were rich, would you donate much money to charity? Third conditional We use the 3rd conditional to talk about imaginary situations in the past. Question form If + past perfect [what/who/where/when/how +] would have + past participle ... e.g. If you had listened to your parents more as a young child, would you have made as many mistakes? e.g. If you had lived in a time period like the 1800s, would life y have been very different? B. Now, find a partner. Ask and discuss your conditional questions. Then listen to your partner’s conditional questions and discuss his/hers too. 33 Trinity ISE II - Speaking
Part 5
Part 5
Fluency
First, look at the images. Then, make short notes to answer the questions. Finally, discuss your answers in pairs. r‘Buy yourself time’ to speak fluently In the exam, you will gain marks if you speak clearly and naturally, without long pauses or hesitations. Therefore, don't get stuck trying to find the ‘perfect’ word for what you want to say. If it’s not there when you want it, don’t stop speaking. Continue and just make your point in another way. That said, even native speakers have to think about what they want to say from time to time. But they don’t pause unnaturally for long periods to do so. Instead, they use filler words and utterances to ‘buy’ them a little more time. We will look specifically at time-buying phrases later in this lesson. Another thing that improves your fluency is the use of linking phrases. Speaking is no different to writing; you still have to link your ideas together for them to sound natural and make sense, but the way you link your ideas will be less formal.. So, these three tips will help you improve your fluency and sound more natural: ■ Don’t waste time finding the ‘perfect’ word; say it another way. * Use time-buying phrases to allow yourself time to think. * Use linking phrases throughout your discussion to join your . ideas together. Exercise I Time-buying Phrases Listen to the recording and follow the transcript. Highlight or underline the words/phrases the female speaker uses to buy time. (Track 25) Male: Do you think it’s right to keep animals as pets? Female: Um, the way I see it, so long as the animals are well treated, there’s nothing wrong with that really. Er, actually, I should clarify my statement a little. I mean, I think it’s OK to keep animals like cats and dogs and things as pets, but not wild animals. The thing is, they should be free. It’s just not, well, right to keep them in one place all the time. That's cruel. I guess what I’m trying to say is it depends on the animal; wild animals are a definite no, but, you know, I can’t see anything wrong with keeping, like, domestic animals as pets. Check your answers on page 40. 1. Some people say sports like horse racing are cruel to animals - what do you think? Are there any sports apart from horse racing that you find cruel? 2. Is it fair to keep wild animals, like snakes, as pets? Do you think animals suffer or benefit from living with humans? 3. Why do you think some people decide to become vegetarians? Would you ever consider being a vegetarian? Why?/Why not? 4. What effect might global warming have on wild animals? 5. Do you think zoos are a good or a bad thing? Explain your answer. Tip! Here are some more useful filler phrases...
Responding to a question Hmmm... Let's see ... Developing/explaining your point The thing is ... What I’m trying to say is ... What I mean is ... I guess ... Track 26 Trinity ISE II - Speaking Part 5 Exercise 2 Time-buying Phrases A. You are now going to listen to a short dialogue. Pay attention to where the speakers use pauses. Follow the dialogue in the transcript below and mark the pauses. Harry: Personally, I’m against zoos. What do you think? Stevie: Um, I’m not so sure. I mean, they help protect endangered species. That’s a pretty, well, important thing. Harry: OK, but, you know, so do safari parks. The difference is the animals aren't, like, kept in tiny spaces. Stevie: That’s true. The thing is, though, zoos are really, well, popular. They attract a lot of young people. I think they’ve got important, you know, educational value. Harry: Hmmm. Actually, I hadn't thought of it like that. I guess, in a perfect world, no wild animals would be, like, kept in zoos. But we don’t live in a perfect world, so zoos, um, have a role. Check your answers on page 40. B. Now work in pairs. Role-play the dialogue trying to copy the way the speakers talked on the recording. But don't forget, you should only use these phrases when you need to buy time. Note!
On pages 36-37, there is a detailed list of linking phrases for Speaking, organised according to function. Each day, before you do Speaking practice, refer to pages 36-37 and pick one or two new phrases to try to use that day. Become familiar with them gradually in this way. Exercise 3 Linking Phrases A. Sequencing phrases These are phrases that help you list or put your ideas in order. You can use words like Furthermore and Moreover in Speaking, but you can also use some less formal Speaking synonyms. Write the missing letters to complete each phrase. Formal Spoken Firstly, F__s_ _f a , Furthermore, A__ a_o__er th__g. What is more, W , Additionally, T_e_ t_e 's B. Contrasting phrases (Track 27) These are phrases that help you introduce a different point of view. There are very useful when looking at the advantages and disadvantages of something. Listen to the dialogue and write the missing phrases in the gaps. Male: What about free-range farming? Where all the animals have lots of space to move around in?
(I)________________________ , that seems very fair and reasonable to me. (2)__________________________________________. I sometimes wonder why more farms aren’t free-range. Female: I think it is very fair. In fact, I think other farming methods, like factory farming, are incredibly cruel. Imagine keeping poor animals in tiny little cages their whole lives. How terrible!
Male: True. (3)____________________________, very few farms are free-range and I’m sure that's not because most farmers are cruel people. (4)__________________________________, I do think it might have something to do with cost. Female: Yes, no doubt free-range farming is a lot more
expensive. (5)____________________________ I still think it’s
less cruel and the right way to go.
Male: Does that mean you would be prepared to pay extra for your food in the shops because it would cost more to produce on the farm?
Female: Good question! Yes, I suppose I would.
(6)________________________ , a lot of people wouldn’t be
able to afford to pay more. It would put a lot of pressure on their finances, which is unfair.
Male: (7)___________________________, it might be a good
thing if people had to think twice about buying farm products. It might make them consider the meat-free alternatives. Don’t you think?
Female: Well, (8)________________being a vegetarian, I’m not sure it’s fair to ’make' people stop eating meat, is it? Male: I suppose not. (9)_______________________________. if everyone were vegetarian, it would definitely solve the problem of cruel factory farms! C. Now work in pairs. First, make some notes on the following topic: The advantages and disadvantages of vegetarianism. Then, have a discussion about it with your partner. Try to include some of the linking phrases used in A and B. Trinity ISE II - Speaking
Linking Words and Phrases I
Here, there is a detailed list of linking phrases for Speaking by certain functions. Each day, before you do Speaking practice, refer to these pages and pick one or two new phrases to try to use that day. Become familiar with them gradually in this way. Linking Words and Phrases I Giving an opinion If you ask me, ... As I see it, ... The way I see it, ... To my way of thinking, ... To my mind, ... As far as I'm concerned, ... In my view, ... In my opinion, ...Agreeing strongly I couldn't agree more. I completely agree. I totally agree with you. Exactly. Agreeing I agree. I know what you mean. I guess you’re right. I see what you mean. I see where you're coming from. Sequencing / Supporting Firstly, ... Secondly, ... And another thing, ... What's more, ... On top of that, ... Then there's ... Furthermore, ... Additionally, ... Not to mention ... Besides, ... ...as well. What's your view? How do you see it? What do you think? What's your take on this/it? What's your opinion? Do you have a view on this? What's your point of view? Inviting a response/opinion Disagreeing politely I know what you mean, but ... I see what you mean, but ... I take your point, but...
I see what you're saying, but... Disagreeing more firmly Unfortunately, I (completely) disagree. I'm afraid I (totally) disagree. I'm sorry, but I can't agree. I'm afraid I don't see it the same way as you. Contrasting That said, ... Having said that, ... Nonetheless, ... Despite that, ... Nevertheless, ... However, ... On the other hand, ... In spite of that, ... Be that as it may, ... Then again, ... Inviting agreement Wouldn't you say? Don't you agree? Don't you think? Wouldn't you agree? Interrupting (Sorry,) Can I just say ... ? (Sorry,) Can I just add ... ? Sorry, I just wanted to add Sorry, I just wanted to say . Can I just mention ... ? Can I just stop you for a moment? Before you continue, can I just say ... ? Sorry, I'd just like to add ... Giving results Because of that, ... As a result, ... Consequently, ... For that reason, ... As a consequence, ... Therefore, ...
... so ... 36 Trinity ISE II - Speaking Linking Words and Phrases 2
Linking Words and Phrases 2
Giving reasons Summing up Giving examples
... because ... Due to .../... due to ... ... because of ... ... on account of ... ... since ... Basically, ... All in all, ... To sum up, ... In short, ... On the whole, ... In the main, ... To conclude, ... For example, ... For instance, ... ... such as ... ... like ...
Expressing purpose Giving advice Explaining ... so that ... ... so as to ... ... in order to ... If 1 were you, I’d ... If 1 were in your shoes, I’d ... Why don’t you ... 1 How about ... ? Have you considered ... ? 1 think you should ... Perhaps you should/could ... In other words, ... That is, ... Asking for clarification I’m sorry, 1 don’t quite understand. Could you say that again please? I’m sorry, I’m not sure what you mean. Could you say it one more time, please? Could you repeat that, please? Are you saying ... ? Recovering your thoughts Where was 1? What was 1 saying? Changing direction Clarifying something What about [new subject] ... ? How about [new subject] ... ? Moving on, ... What 1 meant was ... What I’m trying to say is ... Trinity ISE II - Speaking Project
Project
A step-by-step method of preparation for the Topic Task
The Project This section is very specific. It relates to Speaking Task I, the Topic Task. Follow the steps carefully and make a real effort to do this project well. After all, this is the only part of the Speaking you get to choose and prepare the topic for in advance. Use that to your advantage.Step 1 Research • Choose a topic you are really interested in. It can't be a topic from the list of subject areas for the Conversation, and it must enable you to produce language of the level. For example, Sport at school; Art in education. Whatever you choose, make sure it’s something you are genuinely interested in. This will make the project much easier. • Next, at home, find out some information about the topic. Read articles in your own language as well as English, and take notes in English. Remember that your discussion with the examiner will only last up to four minutes, so you will need to select information carefully. • Then, divide the topic into four main areas to talk about. For example, Sport at school: I) Advantages of playing sport at school 2) Disadvantages of sport at school 3) Should sport be compulsory at school? 4) What I would change about my sports lessons. Organise your notes into those four main areas. • Using your notes to help you, prepare a four-minute presentation on your topic for class. Remember this is just for practice and to help you gain confidence. In the exam the topic is a discussion with the examiner, not actually a presentation. It is important to aim for real communication rather than just reproducing facts that you have learnt. Step 2j Deliver your class presentation. You may use your notes to help you during the presentation. • Once the presentation is over, invite the class to ask you questions about your topic. You want them to ask you as many questions as possible. Encourage lots of questions. Students: When your classmate is giving their presentation, listen actively and take notes. Then, ask them as many questions as you can think of about the topic when they’ve finished speaking. The more questions you can think of to ask them about the topic, the more helpful it will be. (Not specific factual questions such as When was he born? Discussion and personalised questions, e.g. Why do you like X so much? How long have you liked X? What is the most impressive thing about X? If you were X, what would you do? What would you change about X if you could?) Step 3 • The most important part of the Class Presentation was the question-and-answer section. Think about what happened. Did the class ask you questions you weren’t expecting? Did you have any difficulty answering some of the questions? • Once you have reflected on your performance, evaluate your topic. Ask yourself: o Do I need to find out any more information about it? o Am I happy with the four areas I have chosen to talk about or do I want to change them? o What, in particular, do I need more practice talking about? • Make any changes you think are necessary to your project now.
Trinity ISE II - Speaking Step 4 • Now that you have decided on your topic and four areas to talk about, it’s time to make a mind map or an outline plan. Your mind map or plan should look like this: • Keep this mind map or plan, because you will bring it to the exam with you and show it to the examiner. The examiner will use the map or plan as a guide for what to ask you about. • Next, rewrite your notes for each topic area in a clear way that someone else could understand. You are going to share your notes with another student soon. Students: At this point, it’s important to get as much practice as you can talking about your topic from different angles. Even when there’s no-one who speaks English around, you can still find a friend or family member to discuss the topic with in your own language. For example, start presenting the information in your notes to them and invite them to interrupt you whenever they want to ask a question to find out something specific. Encourage them to ask you lots of questions. Even though this conversation will be in your first language, it will still give you plenty of ideas for what you can expect to be asked by the examiner. You can then practise answering the questions in English later. Step 5j) • Work in pairs. Exchange copies of each other's notes. Give your partner your clearly written notes organised under the four areas you’ve chosen to talk about. Take a copy of their notes. • At home, study their notes carefully. As you go through their notes, think about possible lines of questioning for your partner. Write down as many questions as you can think of for each section of notes. Spend time doing this for your partner - it will really help them prepare. • Organise your questions clearly and connect them to the notes. You are going to have a discussion with your partner in the next class, so good preparation is important to make the discussion as helpful for them as possible.
Step 6j)
• In your next class, get into your pairs again, Student I and Student 2.• Student I: Tell the examiner (your partner) what your topic is and begin talking about it. Listen carefully and answer any questions you are asked (and be prepared to ask questions, too; to check what your partner means or to ask for their opinion, for example). Student 2: Listen actively to your partner and ask questions about the topic (use the questions you have prepared at home to help you) or make comments. • Now swap roles. Student 2: Tell the examiner (your partner) what your topic is and begin talking about it. Listen carefully and answer any questions you are asked (and be prepared to ask questions too; to check what your partner means or to ask for their opinion, for example). Student I: Listen actively to your partner and ask questions about the topic (use the questions you have prepared at home to help you) or make comments. Students: During this discussion, as well as In the actual exam, do not enter into long, memorised monologues. You will not get a higher grade if you do this. Remember, it is a discussion; there are two speakers. It should definitely sound natural; not rehearsed.
Step 7
• Think about how easy it was for you to talk about your topic and answer your partner’s questions. Did you struggle a lot? Were there any questions you didn’t expect? • Practise in the areas where you need to improve most. Take every opportunity to discuss your topic in both your first language and in English right up until you actually take the exam.Speaking - Audioscript
Trinity ISE II - Speaking Additional MaterialPart I
Exercise 1C - Rude Audioscript
Male: I think the rudest behaviour is when a person starts having a really loud conversation on their phone in publ... Female: Hold on a minute. That’s absolute and complete nonsense. Gossiping about a person is far ruder and it hurts their feelings. I’m right, aren’t I? Admit it. Male: You’re dead wrong, actually. That’s a stupid answer. What’s the big deal about gossiping? The person may never find out you're talking about them, so how can they even know if it’s rude or not? Well, what do you have to say to that, huh? Female: OK, but so what? It doesn’t matter if the person doesn’t know, you still shouldn’t do it and it's really bad behaviour. Besides, people usually find out about gossip, so they almost always DO get hurt. You see? Ha. Now who’s right? Male: Oh, well done you. You’re so smart! Talking loudly on a train or bus affects all the people around you, though. So, even if both actions are rude, my example’s way worse. I’m right, you see. Ha!Exercise IC - Polite Audioscript Male: I think the rudest behaviour is when a person starts having a really loud conversation on their phone in public. Female: Um, can I just say something? I’m not sure I agree. Gossiping about a person is far ruder and it hurts their feelings. Don’t you think so? Male: I’ m afraid I couldn't disagree more. What’s so bad about gossiping? The person may never find out you're talking about them, so how can they even know if it’s rude or not? Wouldn’t you agree? Female: Um, I take your point, but it doesn’t matter if the person doesn’t know; you still shouldn’t do it and it’s really bad behaviour. Besides, people usually find out about gossip, so they almost always DO get hurt. You agree with me, don’t you? Male: Yeah, I see where you’re coming from. Talking loudly on a train or bus affects all the people around you, though. So, even if both actions are rude, my example’s considerably worse. Surely you’d agree.
Answer Key for the Speaking Section
Part I Exercise I IB. 1. Um, can I just say something? I'm not sure I agree. 2. Don’t you think so? 3. I’m afraid I couldn’t disagree more. 4. Wouldn’t you agree? 5. Um, I take your point, but... 6. You agree with me, don’t you? 7. Yeah, I see where you're coming from. 8. Surely you’d agree. Part 2 Exercise I I. the way I see it 2. wouldn’t you say 3. I see where you’re coming from, but4. mustn’t it? 5. fair point 6. Sorry, could I just add one more point? 7. But what was I saying? Oh, yes 8. But what about Exercise 2: I. D 2. C 3. E 4. B 5. A Part 3 Exercise I 1. The man is stressed and he needs a way to feel better 2. We don’t know. We are not told in the conversation. 3. The woman advises him to take a holiday. 4. No! The female speaker never asked why the man was stressed. She never found out anything whatsoever about his problem, so how could she give good advice? 40 Exercise 2 2B: I . C 2. C Exercise 3 3A. I. If I were you, I would ... 2. Why don’t you ... ? 3. I think you should ... 4. It might be a good idea to ... 5. Perhaps you should ... Part 4 Exercise 4 4A. 100% definitely 75% probably 50% may / might 25% probably 0% definitely 4B. I. almost certain 2. pretty sure 3. not really sure 4. fairly certain Exercise 5 5A. 1. have been trying 2. have been doing
3. have been taking 4. have been helping 5. haven’t been doing Part 5 Exercise I Male: Do you think it’s right to keep animals as pets? Female: Um, the way I see it, so long as the animals are well treated, there’s nothing wrong with that really. Er, actually, I should clarify my statement a little. I mean, I think it’s OK to keep animals like cats and dogs and things as pets, but not wild animals. The thing is, they should be free - it’s just not, well, right to keep them in one place all the time. That's cruel. I guess what I’m trying to say is it depends on the animal - wild animals are a definite no, but, you know, I can't see anything wrong with keeping, like, domestic animals as pets. Exercise 2 2A. Harry: Personally, I’m against zoos. What do you think? Stevie: Um [pause], I’m not so sure. I mean [pause], they help protect endangered species. That’s a pretty, well [pause], important thing. Harry: OK, but, you know [pause], so do safari parks. The difference is the animals aren’t, like [pause], kept in tiny spaces. Stevie: That’s true. The thing is, though [pause], zoos are really, well [pause], popular. They attract a lot of young people. I think they’ve important, you know [pause], educational value. Harry: Hmmm [pause]. Actually, I hadn’t thought of it like that. I guess [pause], in a perfect world, no wild animals would be, like [pause], kept in zoos. But we don’t live in a perfect world, so zoos, um [pause], have a role. 1 Trinity ISE II 4 theme-based units ideal for the Subject areas included in the Conversation task of Trinity ISE II: the Speaking exam
Subject areas • Society and living standards • Personal values and ideals • The world of work • National environmental concerns • Public figures past and present
Society and living standards Vocabulary & Structure Pre-speaking Activities Tip: To describe a place you need to use a variety of adjectives to make your description more vivid and interesting. A. use the adjectives which describe the places below to fill in the blanks. isolated, overpopulated, boring, industrial, popular, ugly. Inconvenient, relaxing CITY urban area
1. • attractive • cosmopolitan • .../ densely populated • modern • popular • .../ unattractive • littered • historic COUNTRYSIDE rural área 2. • distant/remote • friendly • quiet • peaceful • pleasant environment • .../ dull • ... • picturesque SUBURB/OUTSKIRTS 3. • quiet • peaceful far • wooded/planted with trees (no regular public transport)
Note: We say: a house/flat in the suburbs a house/flat on the outskirts
B. Collocations
Look at the adjectives below and use the given nouns that these adjectives describe best to fill in the blanks. building, atmosphere, area, pollution 1. • built-up • central • crowded • isolated • noisy • off-the-beaten-track • remote • run-down • poverty-stricken • huge / vast • polluted 2. • calm / cosy • friendly • gloomy • hostile / loving • relaxed 9 stuffy__________3.» attractive / appealing • crumbling • smoky • gloomy / depressing • modern / ancient / old • multi-storey • renovated / Imposing • typical / traditional • environmentally friendly • upper/mlddle/low class 4.» air • chemical • environmental • noise • toxic • water • land
Speak!
• Where do you live? (mention place, address) 9 Describe the city/countryside/suburb you live in using the adjectives above. Give reasons why you feel this way.■
Speak!
• Use the adjectives above to describe your neighbourhood (refer to the atmosphere, buildings, traffic, pollution). 9 You want to learn about the place your Facebook friend lives in. What questions would you ask him/her? Society and living standardsReading
C. Read the text and answer the questions. Write a maximum of five words for each answer. An example is done for you.Big Cities are Dying
In the recent few decades there has been an increasing and constant shift of human populations from rural regions to urban centres which have been expanding at a tremendous rate and reducing vast parts of wooded land. This mass migration has caused a lot of considerable changes to both regions. It has deteriorated the life of people in urban areas and has destroyed the balance of biodiversity in rural areas. The findings of recent reports on the living conditions of big cities are terribly disappointing. City planners claim that this dramatic growth of urban regions has turned cities into packed and polluted places, whose inhabitants are gradually choking by toxic fumes. The rise of sky-high buildings, skyscrapers, bad city planning, the high population density and lack of green areas have negatively affected the quality of city life. Big city parts are declining and are becoming filthier and uglier. But how could these big urban centres be improved? There is a great number of structural changes and substantial improvements that could be made. What cities really need first is well-designed city planning with effective road networks, squares and reliable public transport which will immensely facilitate traffic and ease traffic congestion. Not to mention, the creation of large green areas, such as parks, which could also contribute positively to a cleaner and healthier city environment. What the state could also do is to fight air pollution. Strict restrictions should be imposed on those factories whose poisonous chemical emissions pollute the atmosphere and cause all sorts of health problems, chronic, incurable or fatal diseases to the people of urban centres. Therefore, those manufacturers who break the law should receive heavy fines so as to conform to existent environmental laws. In addition, old fleets of buses should be replaced with new ones which will greatly reduce greenhouse gas emissions. As for cars? One effective solution for them is to run in the city centre on alternate days for less congested streets and less polluted atmosphere. Second, the purchase of hybrid cars will definitely help us reduce the levels of pollution as these cars use less petrol and are environmentally friendly. Last but not least, city dwellers' ecological awareness should be raised so that they can take the initiative to look after the area they live in. They should all try hard to keep their neighbourhood clean, encourage recycling and develop projects for planting more trees and creating more green areas. To achieve this, they have to cooperate with the local authorities and green clubs or any other environmental organisation so that they can contribute effectively to the process of saving our cities.All In all, these changes will definitely improve citizens' lives and create a better and healthier environment in big cities. 1. What does the expansion of urban areas towards rural areas affect negatively? 2. What are the findings of recent reports like? 3. What did the dramatic growth of urban regions make cities look like? 4. What makes city populations unable to breathe clear air? 5. How are big city parks declining? 6. How should manufacturers who break the law and don't respect the environment be punished? 7. Why should hybrid cars be promoted? 8. How could city-dwellers be encouraged to take initiative in Improving their city? 9. What two main things should city dwellers do to clean up • You want to rent á house/flat and you see an advertisement, and Improve their area? What questions would you ask the owner on the phone? ... Ask about: its type, location, style, size, facilities and cost. 43 Example: What causes the expansion of big cities? the shift of human populations D. Match the words with the building below. terraced houses, mansion, detached houses, flat, semi-detached houses, cottage Types of houses 1.
2. 3. 4. 5 Speak! • What's your house/flat like? Tip: A description of a place can be seen in magazine articles, travel guides or letters. It can be written in a formal, semi-formal or informal style depending on the target reader. E. Use the points below to fill in the blanks. • hectic/stressful lifestyle • picturesque • overpopulated • good job opportunities • less privacy • high cost of living • entertainment facilities • closer to nature THE CITY Advantages • ... • good education (schools, universities, libraries) (cinemas, theatres, art, galleries, restaurants, night clubs)______ Disadvantages heavy/dense traffic (traffic jams) pollution (air/noise pollution)
high crime rate______ THE COUNTRY Advantages • clean air - less traffic • ... • people closer together (better social relationships, stronger bonds) • ...
B. FLAT IN THE CITY CENTRE 2. a) more wasteful b) claustrophobic c) inaccessible d) more secure
Advantages
• easy to run and maintain • economical • (2) • access to public transport • shopping facilities
Disadvantages
. no privacy (noisy neighbours) • not spacious • lack of storage • polluted atmosphere • no parking facilities : ' ' 3, ifciijT Remember! Formal Style: ♦ advanced vocabulary - frequent use of passive ♦ no contractions - avoid phrasal verbs or colloquial language ♦ no description of feelings ♦ use of participles ♦ complex language ♦ no exclamation marks ♦ formal linking words (e.g. furthermore) Semi-Formal Style: ♦ personal/friendly tone ♦ less use of short forms (contractions) ♦ careful use of idioms ♦ non-colloquial language * wide use of adjectives ♦ direct or indirect questions Informal ♦ friendly tone ♦ everyday expressions ♦ use of short forms ♦ use of idioms/idiomatic expressions/phrasal verbs/colloquial language (e.g. What's up?) «pronouns often omitted in letters (e.g. Hope you can find a solution)
• less stressful life. Linking words G. Choose the correct words to complete the extract of an article below and then answer the questions. Are you aware of the environment? Then you should have a modern home which respects the environment. Such a home should be equipped with the latest energy-saving technology so that / so as (1) to contribute to a less polluted world. If our home is well designed and well insulated, it'll be less energy wasteful. But / Moreover (2) how can you achieve this? By having a home with a good number of energy saving facilities such as / such an (3) efficient and non-polluting central heating and a solar water heater to save energy and money. Insulated walls and double or triple glazing windows can also prevent heat from being wasted. In this way, it can definitely have the suitable insulation and an environmentally-friendly heating system. At the end, / Finally, (4) high-technology equipment, like computer-controlled appliances and state-of-the-art devices, like energy efficient light bulbs, can make it easier to run and more economical to maintain. Answer the questions. a) What's the style of this description? Semi-formal or Informal? b) Where can such a text be seen?... slow pace of life Disadvantages (everyone knows everyone else's business) limited opportunities (for education, good jobs, medical care, entertainment) F. Fill in the blanks in the boxes below. Choose a, b, c or d to complete them.
A. HOUSE IN A SUBURB 1. a) easier access b) cheaper rent c) more greenery d) regular public transport
Advantages
• it has a garden • (1) • spacious and pleasant • more privacy • less noise and traffic - less polluted atmosphere áN Disadvantages
• isolated • no shopping and transport facilities • expensive to maintain and heat • not secure enough (easily be broken into) • need to do a lot of commuting • Inconvenient
44 Society and living standards Listening Activity 1 Answer these questions. • What sights do you visit when you go abroad? • Why is it important to visit museums? • Have you ever visited a museum? What was it like? The following tasks are designed to help you deal with the Trinity ISE II independent Listening Task. Activity 2 You will hear the recording about the National History Museum once. Write in one or two sentences what the speaker is talking about Activity 3 You will now listen to the recording again. Make some short notes in order to help you answer the following question: “What is the necessary information one needs to know about the National History Museum?” Natural History Museum Opening times daily: 10.00a.m. - 17.50p.m. 1. Museum not open:... 2. Wildlife Photographer of the year, ticket:... 3. Darwin Exhibition ticket:... 4. Admission to the museum:... 5. Planning your visit with:... 6. Zones on the groundfloor:... 7. Zone on the first and second floors:... 8. Donation to help the museum:... Unit '1
Speaking - 1 A. Improve your speaking skills Common mistakes Before you answer the questions below, spot the mistakes in the given questions/answers and correct them. 1. - Where you live? 4. - - I live in 45, Bond Street. 2. - Where is your home? 5. - - My home is in the outskirts of the city, not on a suburb. Do you think the furnitures of your room needs any change? Well, what it really need Is some sort of rearrangement. Do you have to make any jobs In your garden this week? Oh, yes! What I have to do is to trim the fence because it has become overgrown. 3. - How you get to the city centre? - I get there with car. 6. - Do always you keep your room tidy? - Definitely no. It's often untidy. To tell you the truth, I don't have the hour to tidy it up. B. Situations Use the situations below and express yourself. Likes & Dislikes 1. You don't like living in your area but somewhere else. I'd rather... 2. Your parents have told you that you are going to move house. I'd really love the idea... 3. Your parents have asked you to spend your weekend with them in the country. I'm not that keen... 4. You are asked to say If you want to buy a new bookcase for your room. Not exactly! I'd prefer... 5. You are asked to mention one advantage and one disadvantage of your area. To be honest, one of the main advantages of my area... Get on-line
Find information on the internet about a famous historical site in London you want to visit or you have visited. Write a short summary and present your work in class. Speaking Helpline Likes/Dislikes/Preferences • I like/don't like living .... • I would prefer to live in ... rather than in ... • I'd really love the idea of living ... • I'd rather live in ... than in ... • I prefer living in a house to living in a flat. • I'm not keen on going ... • I'm afraid, I wouldn't like to ... Listing Advantages/Disadvantages • A main advantage/disadvantage of living in ... is ... • Another advantage/disadvantage is ... • On the one hand, ... On the other hand,... On the other hand, Tip: When speaking use correct intonation and pronunciation of the words you are using. Speaking - 2 Society and living standards Activity 1 Answer the questions below: Places 1. What kind of home would you like to live in if you could choose? 2. What is your city/town/village like? 3. Would you like to live in a skyscraper? Why? Why not? 4. Do you like the city/town/village where you live?
Activity 2 Role-play the situations below with another student: A. (Role Play) • We're friends. I start I: Do you like the area you live in? • We're classmates. I start. I: Do you spend a lot of time at home? • We're new neighbours. I start. I: Hi! How do you feel about your new home? • You're my cousin. I start. I: Do you prefer your new home to your old one? B. (Role Play) • We're friends. You want to learn about my room. You start. • We're new neighbours. You want to ask me about the local buses. You start. • We're friends. You want to learn about how you can get to my home. You start. • You're a stranger. You want to learn about the pros and cons of my area where you are planning to rent the house next to mine. Note: Now listen to a speaking model. Activity 3 Give your opinion on one of the topics below: Topics A. Life in big cities.
B. The benefits of environmentally friendly homes. C. The advantages and disadvantages of settling down in a foreign country. National environmental concerns Vocabulary & Structure Pre-speaking Activities Tip: When describing an event, sound as natural and interesting as you can. A. Can you circle the words which don't describe a natural disaster? Odd One Out Collocations C. Match the words below.
1. snowflake snowstorm blizzard hailstorm
2. thunderstorm gale raindrop torrential rain
3. heatwave sunstroke sandstorm drought 4. hurricane tornado typhoon breeze 5. landslide fog volcanic eruption earthquake B. Match the words with their meanings. cyclone/typhoon drizzle monsoon blizzard
hailstorm hurricane tornado/twister
shower whirlwind downpour/cloudburst Types of weather Rain 1 ... fine, light rain 2 ... a short period of rain 3 ... a heavy fall of rain; it often starts
