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International English for Speakers of Other Languages

Teacher’s Book 3 Achiever (B1) level

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First edition published 2005

This edition published 2009

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ISBN: 978-0-85193-163-0

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Teacher’s Book 3 Achiever (B1) level

ContentsIntroduction to Teacher’s Book 3 7

Student introduction to Book 3 8

Listening1 Listening to respond 11

2 Listening to dialogues 25

3 Listening for key information 41

4 Following a discussion 54

Reading1 Understanding text structure 71

2 Understanding the sequence of a text 88

3 Understanding the purpose of a text 100

4 Reading for key information 114

Writing1 Correcting errors 131

2 Writing a formal response 142

3 Writing an informal letter 153

More informationAchiever level syllabus 167

Frequently asked questions: teachers 180

Frequently asked questions: students 182

Exam advice 184

Sample exam paper 185

Sample exam paper tapescripts 198


Teacher’s Book 3 Achiever

6


Introduction

7

Introduction toTeacher’s Book 3AchieverThis teacher’s book is part of a new

and comprehensive range of support

materials created for the revised

English for Speakers of Other

Languages qualifications. The

City & Guilds International ESOL

and Spoken ESOL awards are now

available at all six levels of the

Common European Framework.

City & Guilds Common

Qualifications European

Framework

Mastery C2 Mastery

Expert C1 Effective

Operational

Proficiency

Communicator B2 Vantage

Achiever B1 Threshold

Access A2 Waystage

Preliminary A1 Breakthrough

Support materials for International

ESOL include a student book, a

teacher’s book and a cassette tape

for each of the six levels.

The format of the student book

follows that of the test, with each

unit containing a variety of activities

which will help students develop the

particular skills of listening, reading

and writing they will need as

candidates in the exam. Each part of

the test has a distinct focus, which is

reflected in the units in this book.

There is a more detailed introduction

before each unit, explaining how

candidates at Achiever level are

assessed in the following areas of

proficiency:

– listening to recognise language

functions

– listening to dialogues to recognise

topic, context, gist, relationship

and purpose

– listening to select specific

information and make brief notes

– listening to conversations to

extract specific information

– reading to show understanding

of the structure of texts

– reading to recognise coherence

and cohesion in short texts

– reading short texts to identify

purpose and locate information

– reading carefully to extract and

transfer information

– identifying and correcting errors

– communicating information

– writing an informal letter.

This teacher’s book contains all the

student book activities along with

practical ideas for their use in the

classroom.

The units in this book, and the

activities included in them, are

there for you to use as you judge

appropriate to your own teaching

situations. Some of the activities

involve pair and group work,

encouraging the students to discuss

and better understand the different

ways in which we listen, read and

write in order to communicate.

We have aimed to produce materials

which will encourage students to

develop their general English

language skills and which will help

them prepare for the International

ESOL test. There are practice test

activities at the end of each unit

with a key for your reference. We

have also included advice from the

examiners for you to pass on to your

students as you help them prepare

for success in the test itself.



8

Student introductionto Book 3The levels of the City & Guilds International

English for Speakers of Other Languages

qualifications correspond to the Common

European Framework.

City & Guilds Common

Qualifications European

Framework

Mastery C2 Mastery

Expert C1 Effective

Operational

Proficiency

Communicator B2 Vantage

Achiever B1 Threshold

Access A2 Waystage

Preliminary A1 Breakthrough

The International ESOL tests at Achiever

level have sections on Listening, Reading

and Writing. There is no Speaking section

in this test, but there is a separate City &

Guilds International Spoken English test.

This book will help you to understand the

different ways we listen, read and write.

The activities in the units give you the

chance to practise listening, reading and

writing. This book helps you to improve

your general English language skills and

to prepare for the International ESOL test.

Tapescripts of the listening activities

are provided at the back of the book.

You are advised to use these for revision

after doing the exercises in class. Email

addresses, telephone and fax numbers,

and website addresses given in the

exercises are not real.

There is advice from the examiners and

test practice activities at the end of each

part. There is also a sample exam paper

to help you prepare for success in the

International ESOL test. The test practices

and sample paper follow the format of

the paper version of the ESOL test. Your

teacher can give you information about

taking the test online. Some of the

instructions online are different from those

given in the paper version. The types of

question for each part are the same.

9Teacher’s Book 3 Achiever

Listening

Listenin

gStudent book This book

1 Listening to respond 9 11

2 Listening to dialogues 17 25

3 Listening for key information 26 41

4 Following a discussion 35 54



10

Listen

ing

Listening Part 1

Introduction

Introduction to Listening Part 1The focus of Listening Part 1 is to test the candidates’ ability to recognise

the context, meaning and function of a range of short utterances.

The candidates hear a short sentence, question or statement that is

typical of everyday spoken English, such as ‘I’m really sorry I’m late’.

There are six items and the candidates hear each item twice. Each item

tests understanding of a different function and context.

The candidates identify the function of what they hear and then

select the most appropriate response from a choice of four options:

‘Would you like tea or coffee?’ (offering/asking about a preference)

a That’s right.

b Coffee, please.

c You’re welcome.

d One sugar, please.

The correct response is always natural, common and unambiguous. The

distractors (incorrect answers) belong to different groups of functions.

When the students are practising the activities in this part, listen out for

and remind them to use shortened and contracted forms when they

are speaking. Try to use as wide a range of functional language as

you naturally can in the classroom.

To prepare, your students need practice in:

– listening to as much everyday, social English as possible

– listening to common idioms, colloquialisms and phrasal verbs

– understanding certain degrees of formality, such as the difference

between ‘Hello’, ‘Hi there!’ and ‘How do you do?’

– recognising the context of what they hear by asking themselves ‘Where

is this person speaking? Is he in a classroom/a bank/at home/on a bus?’

– asking themselves ‘Who is this person and who is he or she talking to?

Is he a waiter talking to a customer? Is she a mother talking to

her child?’

– listening to the elided and contracted forms normally used in

spoken English

– understanding the function of the language they hear.

11

Notes

1

Student introductionIn Listening Part 1 of the ESOL test, you hear statements or questions that are

common in natural, everyday English, such as ‘Thanks so much for your help’.

You match the sentence to an answer in a list of four options. One of the four options

will be an appropriate response to the language function you hear in the sentence.

Only one of the four options matches the statement or question you hear. The other

options match different language functions. You hear each sentence twice.

Each test item tests your understanding of a different language function.

Each of the test items uses a different language function and setting.

There is a test practice exercise at the end of this part of the book.

To prepare you need to:

– listen to as much everyday, social English as possible

– listen to colloquial English, common idioms and phrasal verbs

– recognise certain degrees of formality and when we use them,

eg, the difference between ‘Hi there!’, ‘Hello’, and ‘How do you do?’

– think about where people are speaking and recognise this when you

hear the sentences

– think about who the person is speaking to

– think about how the speaker is feeling

– listen to the contracted forms normally used in spoken English

– think about why the person is speaking and be able to recognise the language

function they are using.



12

Notes

Listening Part 1

Listening to respond

1 Listening to respond

What’s the situation?Engage attention by writing ‘Where am I?’ on the board. Ask the students

to guess which place you are in as you act out some situations for them.

You are talking to an invisible person. This will get them into speculating

about contexts and speakers. Try the following:

– at a bank; explain that you want some traveller’s cheques.

– in a restaurant; order a meal

– on a plane; give instructions for safety

– on a football pitch; blow whistle, summon player, show red card

and say ‘penalty’.

Now ask the students to listen to the recording. Tell them to decide where

each conversation is taking place. Ask them to match the conversations

to the places in the pictures.

1 Listen to the recording. Write the conversation number and where

it is taking place under each picture. 1

1

1

Female voice ‘Good morning, sir. Can I see your passport and tickets, please?’

Male voice ‘Here you are.’

F ‘Thank you. And it’s just the two bags?’

M ‘And this one – is it okay as hand luggage?’

F ‘Yes, that’s fine. Right, so here’s your boarding pass. Boarding will be

from gate nine.’

M ‘Thanks very much.’

F ‘You’re welcome, sir.’

2

F ‘Oh hi, Alex. Is that the report on the sales figures?’

M ‘Yes, it is. It came in this morning. Do you want me to print you a copy?’

F ‘Yes, please, if you would – but I’ve got a meeting now.’

M ‘That’s okay – I’ll leave it on your desk.’

F ‘Thanks Alex, that’s great.’

3

F ‘So what’s the problem, Mr Wells?’

M ‘It’s my shoulder. It’s all swollen.’

F ‘Right, let me have a look. … Dear me, yes. How long’s it been like this?’

M ‘About two weeks.’

F ‘Two weeks! You really should’ve come before, you know. Now what I want

you to do is … ’

13

Notes

3 doctor’s 6 home

surgery

5 museum 4 hairdresser

1 airport 2 office



14

Notes 4

M ‘So what would you like me to do this time?’

F ‘Mmm, well, I definitely want it quite a bit shorter, especially at the front, and more

spiky on top.’

M ‘Okay. So what, about four or five centimetres off?’

F ‘Yes, about that much. And I’d quite like some blonde highlights at the front, too.’

M ‘Right, if you’d like to put this round your shoulders and just lean

back …’

5

M ‘And now let’s move on to Room 3. This room holds all the Roman remains

found in the west of the city. Here you can see a fine example of a statue

of the emperor Augustus …’

F ‘And who was the sculptor?’

M ‘Unfortunately we’re not completely sure about that, but most people

believe it was …’

6

F ‘… and I’d like you to come just before eleven, please.’

M ‘And where do you want to go?’

F ‘The station.’

M ‘Central station?’

F ‘That’s right.’

M ‘No problem. I’ll be there at five to eleven. And that’s number nine, Rosemont Avenue?’

F ‘Yes.’

M ‘Okay. Bye now.’

Ask the students to compare their answers and then play the recordings

again, pausing after each conversation to check their answers and

any unknown vocabulary. You could also get them to practise the

conversations in pairs, getting them to concentrate on the contracted

forms and intonation patterns.

2 Listen to the recording again and check your answers.

The next activity extends the practice of listening for context by

combining listening with writing and speaking. Give each pair of students

a number that relates to one of the contexts/situations below and get

them to write a short dialogue, similar to those they’ve just listened to.

Ask them to produce between three and six turns each.

Tell them not actually to mention the place in their conversations, but

to make the dialogues clear and natural. Help them with ideas and

vocabulary if necessary. Move around, monitor and help with error

correction (although accuracy is not the focus of this practice). They can

be amusing if they like, but emphasise that they’re aiming for naturalness.

Listening Part 1


3 Work with your partner. Choose a number between 1 and 10.

Look at the situation below with your number.

Write a conversation between the two people in your situation,

but don’t mention where you are.

Try to make your conversations clear and natural. Write between

three and six turns for each speaker.

1 Bakery: Customer and shop assistant

2 Garage: Mechanic and customer

3 Travel agency: Travel agent and customer

4 Customs: Customs officer and traveller

5 Police station: Police officer and person whose car has been stolen

6 Dentist: Dentist and patient

7 Chemist: Assistant and customer with a cold

8 Sports centre: Receptionist and customer

9 Train: Ticket inspector and passenger

10 Theatre: Ticket seller and customer

Pairs act out their dialogue in front of the class; the other students guess

the context and location.

4 Now act out your conversation for other students.

Can they guess who you are and where you are?

How sure are you?At Achiever level, students are beginning to be aware of different shades

of meaning in functional language. As an example they can look at these

five degrees of certainty in reply to a factual question.

Tell the students to look at the different replies to someone who asks

a straightforward factual question. They show varying degrees of

certainty. In pairs, get them to grade the replies from 1 (very certain)

to 5 (very uncertain).

15

Notes



16

Notes 5 Several people were asked the question ‘Is the new cinema opening in

July?’ Read the five different answers to the question below. How sure

are the people? Put them in order from 1 (very sure) to 5 (not sure at all).

‘It might be.’ 4

‘Yes, definitely.’ 1

‘Sorry. I haven’t got a clue.’ 5

‘I think it is.’ 3

‘I’m pretty sure it is.’ 2

6 Check your answers.

Now ask the students to think of two or three factual questions (about

any topic at all). They might or might not know the answers. Ask them

to write them down. Help with ideas if the students can’t think of any

topics, eg, any oxygen on the moon, any sharks in the Mediterranean,

any biscuits left.

7 Think of two or three factual questions (about any topic at all).

You don’t have to know the answers. Write your questions down.

Get the students to move around the class, asking and answering their

questions, thinking about the levels of certainty in the other students’

answers. Move around and monitor, or join in with your own questions.

8 Now ask other students your questions. Answer their questions, too.

How sure of the answers are they? How do they reply?

Identifying the functionTell the students to look at the list of different replies. With their partners,

can they guess what the first person said? Tell them to write down their

guesses. Check some of their guesses. There is no single right answer.

Listening Part 1


17

Notes9 Look at the list of different replies. Work with your partner. Can you

guess what the first person said? Write down your guesses.

1st person (question/prompt) 2nd person (reply)

1 ‘How are you doing?’ ‘Fine, thanks. And you?’

2 ‘What size of shoe do you want?’ ‘Size 39, please.’

3 ‘Where can I post this letter?’ ‘The post office is just over there.’

4 ‘Please tell me your date of birth.’ ‘3 March 1988.’

5 ‘Thank you for helping me.’ ‘You’re welcome.’

6 ‘I’m sorry to inconvenience you.’ ‘Don’t worry about it.’

7 ‘Tell me what the weather’s like.’ ‘It’s sunny.’

8 ‘Would you like to go to the beach?’ ‘Yes, I’d love to, thanks.’

9 ‘How could you do that?’ ‘I’m really sorry.’

10 ‘We’re going to have a baby.’ ‘Congratulations.’

Now play the recording and pause after each prompt to check how many

had similar guesses. Get them to write the correct models in their books.

Make sure you check everyone’s guesses at some point and correct them,

or point out why an answer isn’t possible. Ask them to practise the two-

line dialogues in pairs.

10 Now listen to the recording. How similar were your guesses?

Write down the questions and statements you hear below. 2

1st person (question/prompt) 2nd person (reply)

1 ‘How are you?’ ‘Fine, thanks. And you?’

2 ‘What size are you?’ ‘Size 39, please.’

3 ‘Where’s the post office, please?’ ‘The post office is just over there.’

4 ‘When were you born?’ ‘3 March 1988.’

5 ‘Thanks a lot.’ ‘You’re welcome.’

6 ‘I’m sorry.’ ‘Don’t worry about it.’

7 ‘What’s the weather like?’ ‘It’s sunny.’

8 ‘Would you like to come to my party?’ ‘Yes, I’d love to, thanks.’

9 ‘You’re late.’ ‘I’m really sorry.’

10 ‘I’m getting married.’ ‘Congratulations.’



18

Notes 2

1

Male voice ‘Hi! How are you?’

Female voice ‘Fine, thanks. And you?’

2

F ‘What size are you?’

M ‘Size thirty-nine, please.’

3

M ‘Where’s the post office, please?’

F ‘It’s just over there.’

4

F ‘When were you born?’

M ‘The third of March, nineteen eighty-eight.’

5

M ‘Thanks a lot.’

F ‘You’re welcome.’

6

F ‘I’m sorry.’

M ‘Don’t worry about it.’

7

M ‘What’s the weather like?’

F ‘It’s sunny.’

8

M ‘Would you like to come to my party?’

F ‘Yes, I’d love to, thanks.’

9

M ‘You’re late!’

F ‘I’m really sorry.’

10

F ‘I’m getting married!’

M ‘Congratulations!’

Now ask the students to look at the two lists – with questions or prompts

on the left and responses on the right. Get the students to work in pairs to

match the correct responses to the prompts. Tell them to practise the

dialogues together to see if they make sense.

Listening Part 1


11 Now look at the two lists – questions or prompts on the left and

responses on the right. Work with your partner. Match the correct

responses to the prompts. Draw lines. Practise the dialogues together

to see if they make sense.

Questions/prompts Responses

1 ‘Linda, this is Pete Berry.’ 4 ‘About half

an hour.’

2 ‘Why don’t you have a rest?’ 6 ‘It wasn’t me!’

3 ‘So what does he look like?’ 10 ‘Mmm. It’s

delicious.’

4 ‘Did it take you long to walk there?’ 1 ‘Nice to meet

you.’

5 ‘I thought the film was really boring.’ 8 ‘Of course I can!’

6 ‘Who broke this plate?’ 9 ‘Yes. Please do.’

7 ‘I’ve never been in a helicopter.’ 3 ‘Tall, with dark

hair.’

8 ‘Can you remember your first boy/girlfriend?’ 2 ‘I think I will.’

9 ‘Is it okay if I open the window a bit?’ 5 ‘Me, too.’

10 ‘I hope your meal is all right.’ 7 ‘Nor have I.’

Now play the recording to check their answers. Pause after

each one to explain the functions and answer any queries.

12 Now listen to the recording and check your answers. 3

3

1

Male voice ‘Linda, this is Pete Berry.’

Female voice ‘Nice to meet you.’

2

F ‘Why don’t you have a rest?’

M ‘I think I will.’

3

M ‘So what does he look like?’

F ‘Tall, with dark hair.’

4

F ‘Did it take you long to walk there?’

M ‘About half an hour.’

5

M ‘I thought the film was really boring.’

F ‘Me, too.’

19

Notes



20

Notes 6

F ‘Who broke this plate?’

M ‘It wasn’t me!’

7

F ‘I’ve never been in a helicopter.’

M ‘Nor have I.’

8

Male voice 1 ‘Can you remember your first girlfriend?’

Male voice 2 ‘Of course I can!’

9

Female voice 1 ‘Is it okay if I open the window a bit?’

Female voice 2 ‘Yes. Please do.’

10

F ‘I hope your meal is all right.’

M ‘Mmm. It’s delicious.’

Play the recording a second time and get them to repeat, paying

attention to the intonation. You can split the class into two halves

to play the two people.

13 Listen to the recording a second time. Practise.

You can move straight on to activity 14 or add the following step

if you like to give the students the chance to move around.

Copy and cut up the set of prompts below. Give each student one or two

prompts. Tell them to move around the class asking their questions/saying

their prompts to other students. Ask them to write down as many of the

responses as they can. Tell them to make a note of the most common

ones. Move around, monitor and help.

After they’ve talked to (most of) the other students, everyone goes back

to their seats. Get each student to read one of their prompts and say what

was the most common response and which response they liked the most.

‘Can you lend me some money, please?’

‘Can I use your mobile phone for a minute?’

‘Would you like to go out for a meal on Saturday?’

‘Let’s go to the movies tonight.’

‘Is it okay to smoke in here?’

‘I really hope I pass my ESOL test.’

‘Thanks for my birthday present. It was great!’

‘You don’t look very well. What’s the matter?’

‘I’m really sorry. I’ve lost that CD you lent me.’

‘Ow! You stood on my foot!’

Listening Part 1


21

Notes‘You shouldn’t eat so much junk food, you know.’

‘Turn the volume down. It’s much too loud!’

‘Well done on passing your driving test!’

‘I want to give up smoking. What should I do?’

‘Do you like my hairstyle? Now tell me the truth!’

‘I’ve never been scuba diving.’

‘Okay. I’m going now. Bye-bye.’

‘Can you look after my bag for a minute, please?’

‘Your bag looks heavy. Can I help you with it?’

‘Hi! I haven’t seen you for ages!’

Activity 14 in the student book lists the same prompts. If you don’t use

the approach given above, ask the students to write suitable responses.

14 Look at the questions below (above). Can you write replies?

15 Discuss possible answers with the rest of your class.

This activity is to get students to think about functional language and

when and why we use the different functions. The list is a small sample

and is designed as a ‘taster’.

Ask the students to look at the list of different functions. Explain

that ‘expressing’ means ‘saying’ or ‘showing’. Read through the list,

explaining any functions that they don’t understand.

Then tell the students that they are going to hear three conversations,

which contain some of these functions. Ask them to listen to the

recording and to tick the box(es) of the conversation(s) in which

the functions occur. If students need to hear the recording again,

play it twice.



22

Notes 16 Look at the list of different functions. Listen to the recording. You are

going to hear three conversations. Tick (Y) the box(es) of the functions

if they occur in the conversations. You will hear some of the functions

in more than one conversation. 4

Conversation 1 Conversation 2 Conversation 3

A Greeting

B Congratulating

C Asking for information

D Giving information

E Asking about ability

F Expressing ability

G Apologising

H Complaining

I Confirming information

J Proposing a toast

K Thanking

L Asking about preference

M Expressing preference

N Introducing

O Expressing satisfaction

4

1

Female voice 1 ‘Good morning. Can I help you?’

Female voice 2 ‘Yes, you can. I bought this sweater here last week. You said I could

machine-wash it at forty degrees. And that’s what it says on the label, too. So I did and

look. It’s shrunk. It’s completely ruined. There’s no way I can wear it again.’

F1 ‘Mmm. Are you sure you washed it at the right temperature? Forty degrees?’

F2 ‘Absolutely sure.’

F1 ‘Right. Well, I’d better ask the manager. Just a moment …’

(pause)

Male voice ‘I’m very sorry about this, madam. The information on the label must be wrong

because you’re the second person today with the same problem. We can either refund

your money or you can choose another sweater.’

F2 ‘Thank you. I’d like my money back, please.’

2

F ‘Hello. Burford Sports Centre.’

M ‘Oh, hello. I want to join your tennis club.’

F ‘Okay. What level are you? Beginner, intermediate or advanced?’

Y Y Y

Y

Y Y Y

Y Y Y

Y

Y

Y

Y

Y

Y

Y Y

Y Y

Y Y

Y

Y Y

Listening Part 1

Test practice

23

NotesM ‘Oh, I’m not bad, but not brilliant. Intermediate, I think.’

F ‘And would you prefer to play on Thursday evenings or Saturday afternoons?’

M ‘Mmm. Saturday afternoon is better for me.’

F ‘Fine. That’s from two till four.’

M ‘And how much is it?’

F ‘It’s twenty pounds for a twelve-week term.’

M ‘Oh, that’s great. Thanks.’

F ‘Okay. Now I just need to take your details …’

3

M1 ‘Hi, Jerry!’

M2 ‘Victor! Haven’t seen you for ages. How are you?’

M1 ‘Fine! Jerry, you haven’t met my wife. Christina, this is an old friend, Jerry.’

F1 ‘Nice to meet you!’

M2 ‘Yes, nice to meet you. Victor, I didn’t know you were married …’

F2 ‘Quiet, please. It’s time to say “Happy Birthday to Daniela”. She’s twenty-one today.

Congratulations! And I’d like to propose a toast. To Daniela, a long and happy life.’

Voices ‘To Daniela.’ ‘Happy birthday.’ ‘Hear-hear!’ ‘Speech!’

Get them to compare their answers with those of another student.

17 Compare your answers with a partner’s.

Then play the recording once again, asking the students to call out when

they spot one of the functions. Pause, check and then continue through

the three conversations.

18 Now listen to the recording again. Call out when you hear one of

the functions.

They can practise in pairs if you think it would be helpful.

19 Practise the conversations with your partner.

Test practice Tips from the examiners

Don’t panic. All four parts of the Listening test are repeated.

In Listening Part 1 you have 10 seconds to read the options before you listen.

Read the options again while you are listening.

In Listening Part 1 think about the following questions:

– Who is speaking?

– Who is the person speaking to?

– Where is the person speaking?

– What is the person saying?

– What is the tone of voice?

– How is the person feeling?

Choose one answer only. Select the letter of the correct answer.

You will hear six sentences twice. Choose the best reply to each sentence.

5

1 2

a Two weeks. a You’re welcome.

b It was great. b Yes, good idea.

c Yes, please. c It wasn’t me.

d Not much. d Neither do I.

3 4

a That’s okay. a Of course.

b It’s Tuesday. b There it is.

c He’s right. c Thanks again.

d Definitely. d Come in.

5 6

a Good luck! a Oh, that’s all right.

b Well done! b It’s my pleasure.

c Oh no! c Six pounds, please.

d Goodbye! d That’s kind of you.

5

Male voice 1 ‘Listening Part 1. You will hear six sentences twice. Choose the best

reply to each sentence. Look at the example. If you hear “Do you know where

the Post Office is, please? Do you know where the Post Office is, please?”,

the best reply is b. Put a circle around the letter of the best reply.

Ready?’

M1 ‘Number one. Number one.’

Female voice ‘So what was your holiday like? So what was your holiday like?’

M1 ‘Number two. Number two.’

Male voice 2 ‘Someone’s broken this window! Someone’s broken this window!’

M1 ‘Number three. Number three.’

F ‘Are you sure that Sam’s coming today? Are you sure that Sam’s coming today?’

M1 ‘Number four. Number four.’

M2 ‘Is it okay if I put the light on? Is it okay if I put the light on?’

M1 ‘Number five. Number five.’

F ‘Guess what? I got the job! Guess what? I got the job!’

M1 ‘Number six. Number six.’

M2 ‘I’m really sorry I couldn’t help you. I’m really sorry I couldn’t help you.’

M1 ‘That is the end of Part 1.’



24

Notes

Listening Part 2

Introduction

Introduction to Listening Part 2The focus of Listening Part 2 is to test the candidates’ ability to identify

the following aspects of a short dialogue:

– topic, purpose, context, speaker, gist

– the relationship between speakers, functions

– attitudes, feelings, opinions.

The candidates listen twice to each of three dialogues. They answer

two multiple-choice questions, each comprising four options, on each

dialogue. Each dialogue has eight to twelve turns, with one male and

one female speaker.

In each conversation there is a different relationship, communicative

function and situational context.

The language is typical of authentic spoken English with contractions

and elisions, and the use of stress and intonation to indicate meaning,

attitudes and feelings.

The question takes the form of a half-completed sentence, which

requires completion, eg:

The speakers are

a at the doctor’s surgery.

b in a classroom.

c in a restaurant.

d at a hotel reception desk.

The candidates select the letter of the correct answer.

To prepare for the test, candidates need practice in:

– listening to conversations between different pairs of speakers. The

relationship between the speakers might be equal (eg, two friends)

or unequal (eg, doctor and patient)

– identifying the context of the conversations. They need to ask

themselves ‘Where is this taking place – in the classroom, at work,

at home?’

– identifying the function of the conversation. They need to ask

themselves questions like ‘What are the speakers doing? Is he

asking for information? Is she complaining? Are they planning

something together?’

– understanding the purpose of the conversation. They need to

ask themselves ‘Why are they talking to each other? What is the

conversation about? What is the gist, the main message, of

the dialogue?’

– recognising how the two speakers feel about each other and the

emotions they express, both in what they say and how they say it.

They need to ask themselves ‘How are the speakers feeling?’

– listening to how stress and intonation affect the meaning of what

is said and give clues about the speakers’ thoughts and feelings.

25

Notes

2



26

Notes Student introductionIn this part of the test, you listen to three short dialogues. You hear each dialogue

twice. The dialogues are always between one female and one male speaker.

The speakers use everyday English in social situations. They use the kind of language

we use naturally in real life with contracted forms.

You listen to the speakers to find out:

– what they are speaking about

– why they are speaking

– where they are speaking

– who is speaking (and what their relationship is)

– what message they are communicating

– how they feel

– what they think.

After each dialogue, there are two multiple-choice questions.

You choose the letter of the correct answer – a, b, c or d.


To prepare, you need to be able to:

– listen to conversations between different pairs of speakers with

different relationships

– identify where the conversations are taking place

– understand why the people are speaking

– identify the language functions the speakers are using

– identify what the main point of the conversation is

– recognise how the speakers are feeling

– understand how stress and intonation affect the meaning of what

people say and tell us about their thoughts and feelings.

Listening Part 2

Listening to dialogues

2 Listening to dialogues

Where?Engage the students’ interest in listening to identify places where

conversations take place. Ask them to think of the many different places

where we hear the same common words used. Ask them individually

to put as many places as they can think of in the ‘ticket’, ‘bed’ and ‘book’

columns – some places may go in more than one column.

1 When we have conversations, we use some common words in lots

of different places. Look at the words below and write down some

of the different places where they may come into conversations.

Examples are given for the first one.

ticket bed book

train hospital library

cinema hotel college

football stadium home school

Ask the students to work with a partner to pool ideas.

2 Compare your answers with a partner’s. What places do you have?

Now ask the students to find out whether other members of the class

have some places they have not already thought of. One way to do this

is to ask the students to move around the class asking and answering

questions before returning to their original partners.

As a whole-group activity, ask the students to tell you the places

they have suggested.

3 What about other students in your class? How many different

places do they suggest?

Ask the students to listen to the conversations. Ask the students

to note down the place in which each conversation takes place.

Tell the students they will hear each conversation twice.

27

Notes



28

Notes 4 Now listen to these short conversations. In each of them you hear one

of the words – ‘ticket’, ‘bed’ or ‘book’. Where do the conversations take

place? Did you and your classmates suggest these places? 6

word place (clues are given in brackets) Did you suggest it?

Y/N

1 ticket airport (check-in desk, terminal,

departures, plane)

2 book school (classroom, staffroom, break

lesson, teacher)

3 bed hospital (patient, doctor, visiting time,

nurse)

4 bed hotel (room number, room key, Reception;

also formal mode of address ‘Madam’)

5 ticket theatre (stage, actors, play, programme,

interval)

6 book library (return, overdue, borrow, renew,

fine, low voices – if that would be

recognised as a feature of interaction

in a library)

6

1

Female voice ‘Good. We’re here at last. What a terrible bus journey!

Have you got the tickets?’

Male voice ‘Yes, of course I have. I put them in my bag before we left home.

Here they are. Don’t worry.’

F ‘It’s very busy. Let’s find the check-in desk.’

M ‘We have to go to terminal B. Look, there’s the sign. Let’s have a coffee first.’

F ‘No, come on, I want to check in and go to departures.’

M ‘What? It’s only half-past twelve. Take-off is three o’clock. We have lots of time.’

F ‘Look. I really don’t want to miss that plane, so please can we go?’

M ‘Okay, if you really want to.’

2

M ‘Hi, Jenny, is everything okay? You look a little worried.’

F ‘I can’t find a library book I need. I know I brought it with me this morning.

Have you seen it?’

M ‘What does it look like?’

F ‘It’s quite a thick blue book with Modern History on the front.’

M ‘No, sorry. Maybe it’s in the classroom. Why don’t you go and look there?’

F ‘I looked during the break and I can’t see it. I don’t know what to do.’

M ‘Don’t worry, perhaps the teacher has it. Go to the staffroom and ask.’

F ‘There isn’t time – I need it for the next lesson.’

Listening Part 2


29

Notes3

M ‘Oh, good evening. I’m here to visit Bill James. Could you tell me

where his bed is, please?’

F ‘Let me look for you. Oh yes, he’s one of the patients in room 6B.’

M ‘Is that on this floor?’

F ‘No. It’s upstairs on the second floor. You can take the lift over there.’

M ‘Is it okay for me to go and see him now?’

F ‘It’s a little early. Visiting time is 7.30 to 8.30 pm. I think the doctor is still

seeing patients.’

M ‘That’s fine, thank you. I’ll wait here for a few minutes.’

F ‘You can go to the second floor, if you like. A nurse will tell you when you can visit.’

4

M ‘Good morning, madam, I hope the room was comfortable.’

F ‘Oh well, actually, I wanted to ask if I could change. It’s the bed.’

M ‘The bed?’

F ‘Yes, it’s really rather soft and I need a firm mattress to sleep on.’

M ‘No need to change rooms, madam, I’ll make sure that another bed is

moved in. Room twenty-five, isn’t it?’

F ‘Yes, that’s right.’

M ‘I hope that everything else is satisfactory?’

F ‘Oh yes, fine, thank you. Do I take my room key with me when I go out?’

M ‘If you could leave it here at Reception, you can pick it up when you

return, madam.’

F ‘Thank you.’

5

F ‘How on earth did you manage to get such great tickets?’

M ‘You’re pleased, then?’

F ‘Pleased? I’m thrilled – we’re almost on the stage… I feel like I’m one

of the actors. It must have cost you a fortune!’

M ‘Oh well, it’s a special occasion and let’s face it, how often do we have the chance

to come to the first night of a play?’

F ‘And with so many famous actors; at least half of them have been on TV.

Just look at the notes in the programme.’

M ‘I will in the interval, but I think the play’s about to begin.’

6

M ‘Ah, er, good morning. I’d like to return this book, please.’

F ‘Certainly. You realise that it’s overdue, don’t you?’

M ‘Overdue? I don’t quite understand.’

F ‘According to the stamp you took the book out on the third of the month and today’s

the twenty-ninth. You can borrow books for up to three weeks.’

M ‘Oh, yes, but…’

F ‘I’m afraid there will be a small fine.’

M ‘Oh, yes, no, what I mean is, I phoned up a week ago to renew the book;

to take it out for another three weeks.’

F ‘Oh, I see. Bear with me and I’ll just check that with the records.’

M ‘Thank you.’



30

Notes Ask the students to work in pairs to discuss where the conversations

took place and what words or phrases gave them the answers. Then,

as a whole-group activity, ask the students to tell you where they and

their partners think the conversations took place. Check the answers and

pick up on some of the words and phrases that gave clues to the places.

Who?Engage the students’ interest in the topic of the different people we

speak to and the different ways we speak to them. Invite the students

to guess what different people you have spoken to in the last two weeks.

Put the suggestions on the board (accept all of the students’ suggestions

whether or not you have in fact spoken to these people). Add any

other useful examples, such as formal conversations with people like

the bank manager.

As a whole-group activity, discuss how these people belong to different

categories: people we are very close to; people we know only through

work or study; people we speak to when we are customers or clients.

Ask the students to think about how they speak to different people in

their first language. Get them to study the pictures and decide how they

would talk to the people who are illustrated. Answers may vary.

5 We don’t always say the same things in the same way. It depends on the

person we’re speaking to. Think of how you say things in your own first

language to the different kinds of people you speak to.

Look at the pictures below and decide how you would speak to the

people. Put an A if you would speak freely or joke or say exactly what

you think (informal speech). Put a B if you would choose your words

more carefully (formal speech).

Now get them to think of the words and expressions they use when

greeting different people. You could use examples of how you say hello

to strangers (eg, ‘How do you do?’, ‘Pleased to meet you’), acquaintances

(‘Good morning’, ‘How are you?’) and friends (‘Hi!’, ‘How are you doing?’,

‘How’s it going?’). The examples themselves are not important, the aim is

to get the students to think about how the words and expressions differ

when we speak to different categories of people.

Ask the students to work in pairs to jot down some of the different people

they know, and put them into the two categories, informal and formal.

6 Work with a partner. Make a list of people you would speak to informally

or formally.

Informal Formal

friends, family, children, teenagers, boss, shop assistants, doctors

work colleagues officials, police officers

B A B B B

B B A A A

Listening Part 2


31

NotesAsk them to give each other examples of how they address different kinds

of people in different ways. Monitor, and prompt with ideas if you think

this is necessary (schoolmates, neighbours, people in shops, etc).

This activity will work very differently in monolingual and multilingual

groups. If the students share the same first language, they may disagree

about the way they say certain things to certain people. Stress that this

is perfectly natural, there is bound to be an element of subjectivity.

The purpose of the exercise is not to decide how people should address

one another, just to raise awareness of various differences as a feature

of interaction.

If the students have different first languages, the discussion should result

in interesting exchanges of information about the ways in which people

speak in different types of relationship. Again, emphasise that words and

phrases used are not in themselves better or less good; the point is that

people tend naturally to speak differently to people with whom they have

different relationships.

Point out that English may not have some of the standard conventions

of other languages. (You may have some of the students’ own examples

to quote – for instance, in English there are no different forms of the

pronoun ‘you’ to give a clue to the kind of person we are speaking to.)

Explain, however, that in English people will express the same ideas

differently depending on the kinds of people they are speaking to.

7 Now make a list of phrases you might use to speak to the two types

of people.

People you speak People you speak

to informally to formally

Saying ‘hello/goodbye’ ‘Hi’, ‘Hey’, ‘Bye’, ‘Hello’, ‘It’s nice to

‘Bye-bye’ meet you…’

‘Good-bye’

Attracting attention ‘Yo!’, ‘Hey!’ ‘Excuse me’

Asking for things ‘Give me one of ‘Please can I

those.’ have…’

Saying ‘yes’ ‘Sure’, ‘Yeah’ ‘Yes, of course…’

Saying ‘no’ ‘No chance’, ‘Nope’ ‘No, thank you’, ‘I’d

rather not …’

Disagreeing with opinions ‘No way’, ‘I’m afraid I have

‘You’re joking!’ to disagree’, ‘In my

opinion, that’s

not…’

Other things…

8 Compare your ideas with a partner’s. What’s the same? What’s different?

Ask the students to find out if the other members of the class have

similar ideas.

9 What about the other students in your group? Does anyone have

examples that are different from yours and/or your partner’s?

As a whole-group activity, invite the students to tell you what various

words and expressions they would use when speaking to different kinds

of people.

Tell the students individually to find the two utterances – one formal

and one informal – that mean the same thing and then put each utterance

in either an A (informal) or B (formal) column.

10 Look at these things people say. They are expressing the same ideas

in different ways. Match the two ways of saying things and put them

in the A or B columns as in the example.

‘No, I don’t want to; I’m a bit tired.’

‘Yeah, sure. Help yourself.’

‘My advice is to stay in bed until your temperature goes down.’

‘Yes, of course. Please do.’

‘Don’t be so stupid. You’re not going to work with that cold!’

‘I’d rather not. I’m a little tired.’

A Informal B Formal

‘Hi. What can I do for you?’ ‘Good evening, can I help you?’

‘No, I don’t want to; I’m a bit tired.’ ‘I’d rather not. I’m a little tired.’

‘Yeah, sure. Help yourself.’ ‘Yes, of course. Please do.’

‘Don’t be so stupid. You’re not going ‘My advice is to stay in bed until

to work with that cold!’ your temperature goes down.’

Ask the students to work in pairs. Ask them to discuss with their

partner which of the utterances are linked and which belong to the

A and B categories.

11 Discuss your answers with a partner. Do you agree?

As a whole-group activity, ask the students to tell you what they and their

partner have decided about the statements that are linked. Don’t confirm

or correct any answers at this stage; the recording in activity 12 will focus

on this.

Tell the students they are going to hear people making these utterances.

Ask the students to think about how tone of voice reinforces the message

communicated by the words and phrases we use.

Play the recording.

12 Listen to the recording. Do you still have the same answers? 7



32

Notes

Listening Part 2


7

1

Female voice ‘No, I don’t want to; I’m a bit tired.’

2

F ‘I’d rather not. I’m a little tired.’

3

Male voice ‘Yeah, sure. Help yourself.’

4

M ‘Yes, of course. Please do.’

5

F ‘Don’t be so stupid. You are not going out with that cold!’

6

F ‘My advice is to stay in bed until your temperature goes down.’

Ask the students to compare notes with a partner. Then, as a whole-group

activity, invite discussion of ways in which the speakers’ tone of voice

emphasised the words used (eg, ‘Don’t be so stupid. You’re not going …’).

At Achiever level, students will find it useful to recognise fairly obvious

examples of tone reinforcing words and phrases.

Play the recording again to check the answers.

Who, where? Ask the students to work in pairs to discuss the single lines taken from

conversations that they have heard. They need to decide what the

conversation may be about, where the conversation is happening and

what the relationship between the speakers is. Encourage the students

to speculate – there is no pressure on them to get the right answer (this

will become more apparent later, when they hear the full conversations).

Monitor, and prompt if necessary. (You could suggest that conversation

1 could be at someone’s home, out in town, etc.)

13 You heard a single line from six conversations. In pairs, discuss for each

one who the speakers may be (friends, strangers, family, etc) and where

they may be speaking. There are lots of possible answers, so make a few

different suggestions if you like.

Who? Where?

Conversation 1 friends, classmates, family members home, café, school

Conversation 2 visitor, stranger hotel, restaurant

Conversation 3 friends, classmates home, school

Conversation 4 colleagues, strangers hotel, office

Conversation 5 family members, husband/wife home

Conversation 6 doctor, nurse, health visitor home, telephone

33

Notes



34

Notes Ask the students to compare notes with the other members of the group.

It should be very productive to organise this as an activity in which the

pairs separate and the students move around the class telling one

another what ideas they and their partner had.

As a whole-group activity, ask the students to tell you what they think

the six conversations might be about. There are lots of possibilities for

which a case can be made, and the idea is to encourage the students

to think about as many topics, settings and relationships as they can.

Put the contributions on the board and invite the class to say why they

think some of these are likely/unlikely to be right.

Tell the students they are now going to hear the full conversations.

Ask them to listen for words and phrases that give clues to the answers

in activity 13. Play the recording.

14 Now listen to the recording of the full conversations. Were the students

in your class right about the conversations? 8

8

1

Male voice ‘That was a great dinner. Thanks.’

Female voice ‘Good, I’m glad you liked it.’

M ‘You never cooked when we were kids.’

F ‘No, Mum always cooked, didn’t she? I quite like it these days.’

M ‘Right. I’m going to wash up, then let’s go out. There’s a new club in town.’

F ‘No, I don’t want to; I’m a bit tired.’

M ‘Are you sure?’

F ‘Yes, I just want to stay in.’

M ‘Okay.’

2

F ‘Thank you for dinner. That was delicious.’

M ‘It was a pleasure. We are delighted to have you with us again.’

F ‘It’s very kind of you.’

M ‘Not at all. Now, can we take you for a tour of the town?’

F ‘I’d rather not. I’m a little tired. I hope you don’t mind.’

M ‘Of course not. Just stay here and relax.’

3

M ‘D’you want to go for a coffee?’

F ‘No, I think I’ll just go home. They’re waiting for me to get back.’

M ‘Oh, go on, just half an hour.’

F ‘All right. Can I borrow your mobile phone to call home?’

M ‘Yeah, sure. Help yourself.’

F ‘Thanks.’

4

M ‘It’s all very interesting, isn’t it?’

F ‘Very. I’m learning a lot for my work.’

M ‘What do you do?’

F ‘I work in marketing. You?’

M ‘I’m a director of a small company. Are you going to any lectures

this evening?’

F ‘Yes. Could I borrow your programme to see what’s on?’

M ‘Yes, of course. Please do.’

Listening Part 2


35

Notes5

F ‘You didn’t sleep well last night.’

M ‘No, I felt a bit hot.’

F ‘How are you feeling this morning?’

M ‘Oh, not too bad. I think I’ll get up and go to college.’

F ‘Don’t be so stupid. You’re not going out with that cold!’

M ‘I’ll be okay.’

F ‘Only if you stay here at home.’

6

F ‘How are you feeling today, Mr Roberts?’

M ‘A little better, thank you.’

F ‘Good. Well, continue resting.’

M ‘Can I get up and go out?’

F ‘My advice is to stay in bed until your temperature goes down.’

M ‘When can I start going out of the house?’

F ‘Give yourself a few days to get better – you don’t want to end up in hospital,

do you?’

Ask the students to tell you if they now think some of the suggestions

they and/or their classmates made were right. Tell them you are going to

play the recording again. The previous activities should help the students

to focus on likely answers and to recognise these when they hear them.

In the ESOL test, the candidates choose the correct answer from a

selection of four possibilities. Activity 15 gives the students practice

in using the information they hear to differentiate between alternative

answers, building up to selecting correct information from a list that

includes distractors. Play the recording a second time.

15 Listen to the recording again. This time, there are answers to choose for

each conversation. Put a circle around the letters of the correct answers.

Who? Where?

Conversation 1 A Teacher and student A In a restaurant

B Brother and sister B At one of their homes

Conversation 2 A Guest and host A At the man’s home

B Strangers B At the woman’s home

Conversation 3 A Strangers A Out in town

B Friends B At the woman’s home

Conversation 4 A Strangers A In an office

B Work colleagues B At a conference

Conversation 5 A Doctor and patient A In a house

B Partners B At work

Conversation 6 A Doctor and patient A At the man’s home

B Partners B In a hospital

Check the answers as a whole-group activity.



36

Notes How do you feel?Engage the students’ interest in the topic of feelings. Miming, or showing

pictures of people with different expressions, is a simple way to do this

and the pictures in the book should reinforce the point.

Ask the students to think about the ways we feel at different times.

Get them to look at the pictures and think of words to describe how

each person might be feeling. Encourage as wide a range of suggestions

as possible.

16 We don’t always feel the same. How do you think these people are

feeling? Write under each picture.

Now ask them individually to look at the words in activity 17 and to

decide if they describe (very) positive or (very) negative feelings. Monitor,

but don’t confirm or correct answers at this stage. If the students don’t

know some of the words, they can leave them blank at this stage; the

answers can be built into the following activities.

17 Look at these words and decide if they are usually connected with

positive or negative feelings. Put 1 (very positive), 2 (positive), 3 (negative)

or 4 (very negative) in the box next to each word.

excited 1 nervous 3

pleased 2 furious 4

unhappy 3 delighted 1

anxious 3/4 bored 3

annoyed 3 miserable 4

Get the students to work in pairs and ask them to discuss the adjectives

and decide if they describe positive or negative feelings. Ask them to tell

each other if they have recently experienced any of these feelings and if

so what the occasion was. This should help the students to become more

familiar with the topics and contexts they will meet in the ESOL test.

18 Work with a partner. Do you agree about the positive or negative

meanings of the words? Have you or your partner felt any of these

emotions recently? (If so, what was the situation?)


As a whole-group activity, ask the students to tell you which of the

feelings they and their partners have experienced recently and in what

contexts. How did they express their feelings? If they were not using

English at the time, how might they express these feelings? Invite the

students to suggest one or two words and phrases that could express

the feelings and encourage them to use tone of voice to emphasise their

feelings. Now ask the students to listen to these short conversations.

Ask them individually to choose a word from activity 17 to describe how

the female and the male are feeling. Play the recording twice.

happy angry sad

bored surprised confused

Listening Part 2


37

Notes19 Listen to these conversations. What is the best word from activity

17 to describe how each of the speakers feels? 9

Conversation 1

F furious M annoyed

Conversation 2

M delighted F unhappy

Conversation 3

F excited M nervous/anxious

9

1

Female voice ‘How long have we been here?’

Male voice ‘Oh, I don’t know. About five minutes.’

F ‘Five minutes! At least ten. It’s absolutely awful. Don’t you think so?’

M ‘Yes, I agree, but they are very busy. There’re a lot of guests.’

F ‘I’m very busy, too. I need to check out and leave. Are you happy to stand

here all day?’

M ‘Of course not. I’m not at all pleased. But we still have enough time.’

F ‘I don’t have enough time. Look – there’s no one at the reception

desk. I want to see the manager.’

2

M ‘What a fantastic result. That was a great game. I love the atmosphere!’

F ‘It’s all right for you, your team won.’

M ‘Yes. We’re the top team in the league. It feels very good.’

F ‘Yes, but we’re near the bottom of the league. It’s different.’

M ‘But you don’t go to many matches. Is it so important to you?’

F ‘Oh, it’s not everything to me, but I’m not very pleased with the result.

M ‘I am!’

F ‘Yes, I can see that.’

3

M ‘There it is. On platform 7. Let’s get on.’

F ‘Which is our compartment?’

M ‘Compartment 12 in coach D.’

F ‘This is great, isn’t it? I can’t wait to start.’

M ‘It’s a long journey and we have a lot of changes. I hope it’ll be okay.’

F ‘I know it will. Where’s our first stop?’

M ‘At the border … hopefully we can find a hotel there.’

F ‘The border! I love places with so much going on!’

M ‘Let’s hope they accept the visas.’

F ‘We’re moving! I’m really looking forward to this.’

Get the students to work in pairs. Ask them to say if they have the same

answers or if some of their answers are different. Monitor, and note any

answers which appear to cause uncertainty or disagreement.

20 Work with a partner. Do you agree?

As a whole-group activity, ask the students to tell you what answers they

and their partners have given. Ask them to say what made them choose

their answers (expressions used, tone of voice, etc).

Check the students’ answers.

Now ask the students to think about the three conversations they heard in

activity 19. Ask them to work in pairs and talk about what they heard and

to decide where the conversations took place. Ask the students to recall

what words or phrases gave clues to the place. Monitor, and prompt if

necessary by supplying some of the key words: ‘plane’, ‘check-in’, etc.

21 Think about the conversations you heard. Where were the speakers?

Talk about this with a partner.

Where?

Conversation 1 hotel

Conversation 2 sports stadium/match

Conversation 3 railway station/train

As a whole-group activity, ask the students to tell you their answers. Ask

what words or phrases gave clues and put some of these on the board.

Check the students’ answers.

Test practice

Tips from the examiners

Remember that you hear each dialogue twice.

Before each dialogue you have 10 seconds to read the questions and options.

Read them carefully, so that you know what you are listening for.

Read the options a second time while you are listening.

These are the types of things you need to be thinking about while you are listening:

– Who are the speakers?

– Where are they?

– What are they talking about?

– What is their tone of voice? How are they feeling?

Choose one answer only. Select the letter of the correct answer.



38

Notes

Listening Part 2

Test practice

You will hear three short conversations. Listen to the conversations and

choose the best answer to complete the sentence. Put a circle around the

letter of the correct answer. You will hear each conversation twice. 10

Conversation 1

The woman and the man are

a on holiday.

b at home.

c at a travel agency.

d at work.

After an argument, the woman is feeling

a angry.

b happy.

c sorry.

d upset.

Conversation 2

The man and the woman are

a strangers.

b housemates.

c neighbours.

d friends.

The woman is

a grateful.

b afraid.

c helpful.

d kind.

Conversation 3

The man and the woman are

a at a party.

b at home.

c at a bus stop.

d in a taxi.

The woman is feeling

a patient.

b happy.

c amused.

d angry.

39

Notes

10

Male voice 1 ‘Listening Part 2. You will hear three short conversations. Listen

to the conversations and choose the best answer to complete the sentence.

Put a circle around the letter of the correct answer. You will hear each

conversation twice. Look at the questions for Conversation 1.

Ready?’

Conversation 1

Female voice ‘Hello, Will. Good to see you back. How was it?’

Male voice ‘It was nice to travel, but it certainly wasn’t a holiday. I’m happy to be back.

It’s good to see my wife and kids again. How are things here?’

F ‘The same as always. The job never changes. I’m sure there’s lots for you

to do.’

M ‘And you, are you okay? You don’t look too happy. Is something here worrying you?’

F ‘Oh, it’s nothing to do with the office. It’s my sister.’

M ‘Tara? She’s not ill, is she?’

F ‘No, but we had an argument about her boyfriend and now she’s upset.’

M ‘And you, too?’

F ‘Me, no. I’m not upset, or angry, or anything. I just think it was a bad idea

to start the argument. It was all my fault.’ (repeats after 10 seconds)

M1 ‘Now look at the sentences for Conversation 2.’

Conversation 2

Male voice ‘Good morning. Beautiful day, isn’t it?’

Female voice ‘Yes, it’s strange after that storm last night! I hope your house is okay?’

M ‘Fine. Why, have you got any problems?’

F ‘I’m afraid so. Nothing too serious, but we lost one or two tiles from the roof. All

the repair people are busy. I just hope it doesn’t rain in the next two or three days.’

M ‘Look, don’t worry about it. I can come round when I’m back from the shops

and fix it for you.’

F ‘Oh no, I can’t ask you to do that. I can ask a friend to come round and help.’

M ‘It’s only next door; really, it’s no problem.’

F ‘That’s really kind of you. I don’t know how to thank you.’ (repeats after 10 seconds)


Conversation 3

Female voice ‘Look at the time. We’re late. This is terrible.’

Male voice ‘It’s a party. People are always late. We’ll be there in about ten minutes.’

F ‘That’s what you said when we left the house fifteen minutes ago! Why don’t

we take a taxi? There’s a taxi stand just round the corner.’

M ‘The bus will be here soon. Just be patient.’

F ‘Patient! How can I be patient when I’m with you? You always do this, Phil;

it’s not funny, you know. I hate being late for things.’

M ‘Oh, come on, it’s not all that important.’

F ‘You may be happy to be late – two more minutes, then I’m taking a taxi.’

M ‘Okay, okay.’ (repeats after 10 seconds)




40

Notes

Listening Part 3

Introduction

Introduction to Listening Part 3The focus of Listening Part 3 is to test the candidates’ ability to extract

relevant details from a short monologue.

The candidates listen to a monologue, such as a radio/audio talk,

announcement or presentation. They hear the monologue twice. The

candidates are given a message pad with seven headings (the first one is

always an example). They make notes of one to two words next to the six

other appropriate headings.

Tasks reflect examples of when we listen for information and make notes

in everyday life, such as writing down the details of a radio competition,

travel information, etc.

Your students need practice in:

– reading different kinds of headings on forms, message pads, etc,

and predicting the kinds of information they are likely to hear

– writing notes of one to two words

– listening for and copying numbers, dates, times, prices

– listening for and copying the names of people, places, things

and titles of books, films, etc

– identifying key information and matching it to the relevant heading.

Student introductionIn this part of the test, you listen to a monologue, such as a radio/audio talk,

an announcement or a presentation. You hear the monologue twice.

You have a message pad with seven headings (the first one is always an example).

You make notes of one to two words next to the headings.

The tasks are typical examples of what we do when we listen for information and

make notes in everyday life, such as taking down details of a radio competition or

travel information.



– read different kinds of headings on forms, message pads, etc, and predict

the kinds of information you are likely to hear

– write notes of one to two words

– listen for and copy numbers, dates, times, prices

– listen for and copy the names of people, places, things and titles of books, films, etc

– identify key information and match it to the relevant heading.

41

Notes

3



42

Notes 3 Listening for key information

When?Engage attention by asking the students about the times they

do different things. Ask them to answer the questions in activity 1.

1 When do you do different things during the day? Answer these questions.

When do you get up?

Do you get up later at the weekend? What time?

What time do you have breakfast?

When do you normally have lunch?

What time do you get home from college/work?

What time do you have dinner?

When do you go to bed?

Tell the students to look at the times on the clocks. Ask them to write

the time in numbers.

Explain that you can say either ‘quarter to seven’ or 7.45. In the test

it’s much quicker and easier to write the numbers. (Some students might

offer the times in the 24-hour clock, eg, 07:45.)

2 Look at the times below. Write the numbers. For example, you can say

either ‘quarter to eight’ or 7.45.

In the test it’s much quicker and easier to write the numbers.

A ten past six 6.10 (18:10)

B five to eleven 10.55 (22:55)

C twenty to twelve 11.40 (23:40)

D quarter past nine 9.15 (21:15)

E half past two 2.30 (14:30)

F twenty-five to four 3.35 (15:35)

Now ask them to listen to the short conversations and to write down

the important times in numbers.

Explain that from midnight until 11.59 in the morning is ‘am’ and from

midday until 11.59 at night is ‘pm’.

A B C

D E F

Listening Part 3

Listening for key information

43

Notes3 Now listen to the short conversations. Write down the important times

in numbers. From midnight until 11.59 in the morning is ‘am’. From midday

until 11.59 at night is ‘pm’. Write ‘am’ or ‘pm’ after the times. 11

1 Meet Mary at 5.15 pm

2 Class starts at 8.50 am

3 Need to check in by 10.30 am

4 Pick up Tim about 3.35 pm

5 Ring the hospital just before 12.00/noon

11

1

Male voice ‘Hi Mary, it’s Rick.’

Female voice ‘Oh hello, Rick. Are you still going to squash club tonight?’

M ‘Yeah. I was wondering what time you want to meet.’

F ‘Meet me there at quarter past five. Then I can introduce you to everyone.’

M ‘Okay. Fine.’

2

M ‘Oh, by the way, the new French class starts tomorrow morning at ten to nine.

You don’t need to take any books.’

3

F ‘So when’s your flight?’

M ‘It’s eleven fifty in the morning. But I need to check in by half-past ten.’

F ‘Oh well, that’s not too bad, is it?’

4

F1 ‘Are you sure you don’t mind picking Tim up from school for me

this afternoon?’

F2 ‘Of course not. What time does he finish?’

F1 ‘So long as you’re there about twenty-five to four, that’ll be fine.’

F2 ‘No problem.’

5

F ‘Oh hello, is that Mr Chamberlain?’

M ‘Yes, speaking.’

F ‘It’s the eye hospital here. We shall have the results of your test

tomorrow morning.’

M ‘Oh, that’s great. What time?’

F ‘Can you ring us just before midday?’

M ‘Yes, I’ll do that. Thank you.’

Get them to check their answers with a partner and then play the

recording again, pausing after each one and checking as a whole class.

Check they have ‘am’ and ‘pm’ correct.

4 Check your answers with a partner’s.

5 Now listen to the recording again. Check you have ‘am’ and ‘pm’ correct.



44

Notes Which date?Give your students some revision in saying dates. Dates are counted

as one word in the test. First write these dates on the board:

15.09.1989

22.02.2004

11.11.1986

31.12.1999

12.07.1968

Remind your students that in American English, the month is given

before the day (month/day/year). On the exam, all dates are given

in British English (day/month/year) as in these examples.

6 Look at the dates below. Can you say them correctly?

Example

15.09.1989 the fifteenth of September, nineteen eighty-nine

22.02.2004 the twenty-second of February, two thousand and four

11.11.1986 the eleventh of November, nineteen eighty-six

31.12.1999 the thirty-first of December, nineteen ninety-nine

12.07.1968 the twelfth of July, nineteen sixty-eight

Tell them that we often omit the first two figures of the year if it

is obvious, eg, we can say ‘oh-four’ instead of ‘two thousand and four’.

Point to each date on the board and get the whole class to repeat

aloud to check pronunciation.

Now ask the students to work in pairs and tell each other their birthdays

and other family members’ birthdays. Get the partners to write them

down. Move around, and monitor the spoken and written dates.

Alternatively, the students can move around the class and talk to a

variety of partners.

7 Tell your partner your date of birth and those of people in your family.

Check if your partner writes them down correctly. Now listen to your

partner’s dates and write them down. How many can you write correctly?

Tell them to listen to the short conversations and to write down the dates

in their short forms.

8 Now listen to the short conversations and write down the dates

in their short forms. 12

1 21.08.1979

2 30.10.1983

3 13.03.2005

4 02.01.1895

Listening Part 3


12

1

Female voice ‘Can I have your date of birth, please?’

Male voice ‘Yes. The twenty-first of August, nineteen seventy-nine.’

F ‘Thank you.’

2

M ‘Do you know when you moved into this house?’

F ‘What? The exact date?’

M ‘Yes, please. If possible.’

F ‘Let me look … Yes, here it is. The thirtieth of October, nineteen eighty-three.’

3

F ‘Good morning. Can I help you?’

M ‘I bought this DVD player from you and there’s a problem with the clock.

It’s still under guarantee.’

F ‘So when did you buy it?’

M ‘It’s on the receipt. Date of purchase. The thirteenth of March, two thousand and five.’

F ‘Okay. I’ll have to get the service engineer to take a look at it …’

4

F1 ‘I’m doing a project on my family history. This is a picture of my

great-great-great grandmother. It was taken the day she was married.’

F2 ‘Wow. When was that? It says here, look. The second of January, eighteen ninety-five.’

F1 ‘D’you know, I think you look a bit like her …’

Check their answers by playing the recording again, and pausing

after each conversation. They can practise the dialogues in pairs.

9 Check your answers by listening to the recording again.

You can practise the dialogues with your partner.

Explain that these are the short forms for the months, and ask them

to write down the full spelling for each month.

10 You can use these short forms for the months. Write them out in full.

Jan January Jul July

Feb February Aug August

Mar March Sep September

Apr April Oct October

May May Nov November

Jun June Dec December

45

Notes



46

Notes Where?Students will need practice in listening for places in this part of the test.

They will be expected to recognise familiar places and names as these will

not be spelt out for them.

All unfamiliar places, street names, unusual restaurant names, etc, will

be spelt out. They are expected to write these spelt names correctly so

give them as much practice at spelling dictation as you can.

You will need practice in listening for places in this part of the test.

You should be able to recognise familiar places and names like ‘the park’,

‘the cinema’, ‘the station’, ‘High Street’, ‘City Hall’, ‘River Lane’, etc.

These will not be spelt out for you.

All unfamiliar places, street names, unusual restaurant names, etc,

will be spelt out. If names are spelt out for you, you need to write them

down correctly. You will need plenty of practice writing down spellings.

Practise saying the letters of the alphabet as a whole class. Pay attention

to those letters that students may have a particular difficulty with. Check

all the vowels.

11 Practise saying the letters of the alphabet as a whole class.

Get the students to work in pairs and practise dictating and writing down

each other’s place names. They only spell out the underlined words. Tell

them not to look at their partner’s page. When they finish they should

check their answers.

12 Work with a partner. Student A: Look at the list of places below.

Student B: Look at the list of places on the next page.

Do not look at each other’s lists. Practise dictating and writing down

each other’s place names. You need only spell out the underlined words.

Student A List B

The Plaza Cinema

24 Chervil Street

The Malacca Hotel

Flyaway Travel Agency

Petula’s Café

Rockville Station

Crusty Loaf Bread Shop

Hamlyn Park

12 Munsford Square

Camberwick College

Listening Part 3


Student B List A

Maynard School

The Munchkins Club

Black Whiskers Nightclub

Highbury Hall

Shangtung Restaurant

18 St Botolph Road

Tooting Station

Gatestead Airport

Zinnia Flower Shop

The Albert Museum

13 Check your answers. How many did you get right?

Now ask the students to listen to the recording and to write down

the names of the places they hear. The first two are not spelt out, the

next three are. Ask them to try to guess at the word before they hear

the spelling.

14 Now listen to the five short announcements. Write down the names

of the places you hear. The first two are not spelt, the next three are.

Try to guess the spelling of the word before you hear it. 13

a Meet Alfonso at the Green Door restaurant.

b Yellow River is on at the Palace cinema.

c Gina’s flight leaves from Gatestead airport.

d The concert will take place in Highbury Hall.

e Liam’s address is 44 Edgehill Road.

13

1

M ‘This is a message for Carlo. Can you please meet Alfonso at the Green Door

restaurant this lunchtime? He’ll be there at about twelve-thirty.’

2

F ‘… and Yellow River is showing all week at the Palace cinema. It’s a really great film.’

3

F ‘This is a message for Gina Fellows. Your flight will now go from Gatestead

Airport. That’s spelt G A T E S T E A D.’

47

Notes

4

M ‘Just to let all our drum and bass fans know that the big concert will take place

on Saturday in Highbury Hall. The hall is on the outskirts of town and is spelt

H I G H B U R Y.’

5

F ‘The party’s taking place at Liam’s house. And his address is number

44 Edgehill Road. That’s E D G E H I double L Road. It’s near the park.’

15 Listen to the recording again and check your answers.

What?In this part of the test, there is usually some information that answers

the question ‘What…?’ The announcement might be about courses,

travel information, jobs, entertainment facilities, and so on. So you need

to listen for the main details of the information you hear. Remember

you must write one to two words only for each note.

You can make up your own announcements at the beginning of class,

based on realistic information in local contexts. In the test, students are

asked to write one to two words only for each note, so bear this in mind.

Ask your students to match the subjects with the pictures. Tell them

to write the words under the pictures.

16 Your local college has some new evening courses. Match the subjects

and the pictures. Write the words below the pictures.

woodwork painting aerobics geography

ceramics gardening yoga guitar

Italian cookery

Get them to compare their answers with those of a partner and to discuss

which one(s) they would most like to do as a course and why. Which

one(s) would they not want to do?

17 Compare your answers with a partner’s. Which course would you

most like to do? Which course would you not like to do? Why?

Check their answers as a whole-class activity.

Now ask them to listen to the announcement about changes made to

the timetable at Pinewood College and to write the courses on the

correct days.



48

Notes

Italian woodwork painting

cookery

aerobics gardening geography

ceramics guitar yoga

Listening Part 3


18 Now listen to the announcement about changes made to the timetable

at Pinewood College. Write the courses on the correct days. 14

Pinewood College courses

Monday woodwork, Italian cookery

Tuesday ceramics, geography

Wednesday maths, gardening

Thursday

Friday painting, guitar

Saturday yoga, aerobics

14

Female voice ‘This is a recorded message for anyone wishing to take evening

courses at Pinewood College. Most of the rooms and times stay the same,

but the days have changed.

So, on Mondays there’s woodwork and a new course in Italian cookery,

which is taken by Mrs Corelli.

Our evening course in painting and the introductory course in learning

to play guitar will now be on Fridays and not Tuesdays as last term.

Mr Philips is taking over the Wednesday maths class and we are also

offering a course in gardening on Wednesday. For more details please

ring the enrolment office.

The ceramics class is on Tuesday this term. You’ll need to check with Robert

Allen about the times. Geography will also move from Thursday to Tuesday

this term.

Our yoga class will now take place in the main hall on Saturday morning

and aerobics in the afternoon.

We hope these changes do not inconvenience you too much and look

forward to seeing you at the start of term.’

Get them to check their answers with a partner and then play

the recording again, pausing after each day to check and answer

any questions. Ask which two days of the week the college is closed

(Thursday and Sunday).

19 Compare your answers with your partner’s. Now listen to the recording

again and check your answers.

Tell them that these are the abbreviated forms for the days and are

always acceptable as answers. Encourage them to use these forms

when they are making notes as they save time.

49

Notes

20 These are the short forms for the days. Write them out in full.

You can use the short forms in the test.

Mon Monday Fri Friday

Tues Tuesday Sat Saturday

Weds Wednesday Sun Sunday

Thurs Thursday

How much?All prices count as one word in the test – notes for each item are limited

to two words.

Engage attention by brainstorming for foreign currencies. Ask the

students which of these currencies they’ve used themselves. Of those,

which one do they think is the oldest and which the newest?

21 How many foreign currencies can you think of? Which of these

currencies have you used? Which one do you think is the oldest

and which the newest?

dollars, dinars, drachmas, euros, pesos, rubles, kroner, francs, yen, pounds

Pounds sterling is one of the oldest currencies – it dates back 1300 years.

The euro (1999) is a relatively new currency, but perhaps your students can

suggest others.

For non-UK classes, if you can, write the present exchange rate of the

currency of your country, for the pound sterling (or US dollar), eg:

X Yen £1.00/($1.00)

X Euro £5.00/($5.00)

Then get the students to give the cost in £s (or $s) in their answers

to the questions you ask them.

‘How much does it cost from here to … by train?’

‘How much did your watch cost?’

‘What’s the average price of a meal for two in this town?’

Write their answers on the board. Explain that the pound and dollar signs

come before the amount and the ‘p’ for pence and ‘c’ for cents come after

the amount.



50

Notes

Listening Part 3


22 You need to know how to write amounts for both UK and US currencies.

Both the pound and dollar signs come before the amount.

£2.00 £36.00 $14.00 $9,000.00

For small amounts (which are less than a pound or a dollar), we use

pence (p) and cents (c). These letters come after the figure.

5p 99p 10c 75c

But you drop the ‘p’ and ‘c’ when the value reaches £1.00 or $1.00.

£12.50 £130.99 $40.30 $7.90

Get the students in pairs to ask each other about prices of things

and try to give the answers in pounds.

23 Work with your partner. Ask each other about prices of food, clothes,

CDs and tickets. Try to give the answers in pounds.

Example

Q ‘How much did your necklace cost?’

A ‘It was eighteen pounds fifty.’

Q ‘How much is a single bus ticket to the town centre?’

A ‘Seventy-five pence (or p).’

Now ask the students to listen to the short conversations and to write

the prices down in numbers.

24 Now listen to the short conversations and write the prices in numbers.

15

A £30

B $56

C £4.95

D 70p

E £899

15

1

F1 ‘Hey. I really like your new jeans. Were they expensive?’

F2 ‘Not really. They were thirty pounds in Scotts.’

F1 ‘That’s not bad at all.’

2

M1 ‘So how much are the tickets to the Superbowl?’

M2 ‘They’re fifty-six dollars apiece.’

M1 ‘I’ll take three, please.’

3

F ‘I’ll have two cheese and salad rolls, one sparkling water and a cola, please.’

M ‘That’s four pounds ninety-five altogether then, please.’

51

Notes

4

F ‘So how much do I owe you for the coffee?’

M ‘Oh, don’t worry about it. It was only seventy p.’

F ‘Well, thanks.’

5

M1 ‘My wife and I were wondering if the sofa in the window is in your

furniture sale.’

M2 ‘No, sorry sir, that one’s not in the sale.’

M1 ‘How much is it?’

M2 ‘In that material it’s eight hundred and ninety-nine pounds.’

M1 ‘Right! That’s a bit more than we wanted to pay, I’m afraid.’

M2 ‘Well, how about this blue one here? Now this is in the sale and it’s very …’

Get them to check their answers in pairs. Then play the recording again,

pausing after each one, asking for the answers and the correct way of

writing them. Put them up on the board as models. You can get them to

practise the dialogues in pairs if you like.

25 Compare your answers with a partner’s. Then listen again and check

your answers. Now practise the dialogues with your partner.


Listen to and read the instructions carefully.

Look at the message pad. You have five seconds for this.

Read the seven headings. These are the pieces of information you must find

when you are listening. The first one is done for you as an example.

Don’t worry about extra information, which you don’t need to write down.

Remember, each note is only one or two words. You must not write more.



52

Notes

Listening Part 3

Test practice

53

NotesListen to the answerphone message about a college trip. Make notes

on the message pad. Each note is only one or two words. You’ll hear

the message twice. First look at the pad.

The first note is done for you. 16

Trip to: Eden Project

Date: 22.06

Meeting place: Hampden Park

Bus leaves: 8.30 am

Lunch: café

Cost of trip: £35

Take: notepad/camera

16

Male voice ‘Listening Part 3. Listen to the information about a college trip. Make

notes on the message pad about the trip. First look at the pad. The first note

is done for you. You will hear the message twice.’

Female voice ‘Hello. This is a recorded message for all the art students coming on the

trip to the Eden Project on the twenty-second of June. As you know we’re going by

coach and the meeting place will be at Hampden Park, not the college itself. That’s

spelt H A M P D E N. For those of you who don’t know where it is, there are maps in

the office. It’ll be an early start, as it takes about two hours to get there. The bus will

leave at eight-thirty prompt in the morning. We’d like you to be at Hampden Park at

least ten minutes before we leave, please. I’m afraid we won’t wait for latecomers.

We’ve booked lunch at the café for everyone – so you don’t have to carry sandwiches

and drinks around with you. Lunch is included in the price of the trip. The cost of the

travel, entrance into the Eden Project, and lunch, is thirty-five pounds altogether.

You can pay Becky in the office.

Finally, please remember to take your notepads – you’ll need them for drawings and

notes. Also, do bring a camera if you’ve got one – the plant life is really spectacular.

We’d like to produce a display for the college entrance of both drawings and photos

from our day there.

I look forward to seeing you all on Saturday!’ (repeats)

M ‘That is the end of Part 3.’



54

Notes Introduction to Listening Part 4 The focus of Listening Part 4 is to test the candidates’ ability to

follow a discussion and to identify both the gist and the details.

The candidates hear a discussion between a male and a female, and

answer six multiple-choice questions. They hear the discussion twice.

The candidates are asked questions which require them to:

– distinguish between fact and opinion

– understand the purpose of the discussion

– identify the key ideas

– recognise contrast, cause and effect, exemplification

– understand how intonation and pitch indicate the attitude

of the speakers.

The discussion may be on any of the following topics:

– daily life

– free time, entertainment

– travel

– relationships

– health

– food and drink

– services

– places

– weather

– contemporary issues.

The questions follow the order of the discussion. The multiple-choice

items may be questions or statements, eg,

Question

How did Ann get to work?

a She took the train.

b She walked.

c She caught a bus.

d She went in her friend’s car.

Statement

Mike is worried about

a people getting sick.

b dirty car parks.

c dangerous driving.

d historical buildings.

The speakers may agree or disagree, hold similar or opposite views.

The language reflects natural spoken speech with elided forms,

hesitations and some incomplete utterances.

4

Listening Part 4

Introduction

55

NotesTo prepare for the test, students need practice in:

– discussing the topics themselves, to understand how ideas,

opinions and attitudes develop during discussions

– following discussions where people hold both similar and differing

points of view

– listening to a variety of authentic spoken forms that are used in

discussion.

Here are some examples of authentic spoken forms:

– contractions, elisions

‘What d’you think…’ (‘What do you think…’)

‘gonna’ (‘going to’)

‘What’s he do?’ (‘What does he do?’)

– back-channelling to show involvement in what’s being said

‘Aha’, ‘mm’, ‘right’, ‘great’, ‘true’, ‘yeah’, ‘brilliant’, ‘uhuh’

– de-lexical verbs

‘have a bath’, ‘take a walk’, ‘do the washing-up’

– discourse markers

‘so’, ‘the thing is’, ‘well’, ‘anyway’, ‘mind you’, ‘as I say/said’, ‘you see’,

‘fine’, ‘great’, ‘right’, ‘okay then’

– heads and tails

‘This man I know, John, he’s still running marathons at eighty.’

‘It was a very strange feeling, you know, going back to my old house.’

– ‘hedging’ and vague language

‘sort of’, ‘kind of’, ‘like’, ‘you know’, ‘I mean’, ‘or something’, ‘and stuff’

‘six-ish’, ‘early-ish’, ‘small-ish’

– ‘this’ to create a sense of immediacy

‘This bloke comes into the room…’

‘There was this place I went to…’

Student introductionIn this part of the test, you hear a discussion between a male and a female speaker

who express different points of view. You hear the discussion twice.

To answer the questions, you have to:

– recognise the difference between facts and opinions

– understand why people are speaking

– identify the key ideas in the discussion

– recognise when people are giving opposite views; giving examples;

saying why something happens

– recognise how people show their feelings in the way they say things.

The discussion may be on any of the following topics:

– daily life

– free time, entertainment

– travel

– relationships between people

– health

– food and drink

– services

– places

– weather

– contemporary issues.

The questions you answer follow the order of the information in the discussion.

You choose the correct answer from a list – a, b, c or d – to match a question or

statement. There is a test practice exercise at the end of this part of the book.

The speakers may agree or disagree, or hold similar or opposite views.

They use natural spoken English.

To prepare, you need to:

– discuss the topics, to help you understand how ideas, opinions and attitudes

develop during discussions

– listen to people speaking in natural, everyday English

– follow discussions where people hold both similar and differing points of view.



56

Notes

Listening Part 4

Following a discussion

4 Following a discussion

Common topicsEngage the students’ interest in listening to discussions. You could use

a photo, or video clip with the sound turned down, of a man and woman

speaking, and ask the students to speculate on what they might be

discussing.

Now ask the students to look at the list of topics below. Ask them

individually to tick the topics they have had conversations (even brief

ones) about in the last month or two. Ask them to note one or two

phrases they used in the course of these conversations. Give examples –

‘It’s a lovely day, isn’t it?’, ‘Isn’t it awful again?’ – and ask the students

to guess what topic you are taking about (in this instance, the weather).

1 Look at these topics. Have you had conversations about them in the last

month or two? Can you remember one or two of the words and phrases

you, or the person you spoke to, used?

Topic Phrases

relationships

weather

travel

places

leisure

news

food and drink

shopping

other topics

Monitor, and encourage the students to make notes of words and

phrases. If any of the students have trouble remembering actual

conversations, tell them to imagine things they may have said.

Now ask the students to work in pairs to compare notes.

2 Work with a partner. Have you had the same conversations and,

if so, did you use the same words and phrases?

Now ask the students in their pairs to select three or four of the topics

they have discussed. Ask them to prepare a short dialogue (two or three

turns each) about each of the topics, but ask them not to use the name

of the topic itself (as in your example before activity 1).

57

Notes

3 Choose three or four of the topics you and your partner have discussed.

Prepare short dialogues about these topics. Try not to use the words

listed above.

Monitor, and prompt the students to use some of the phrases they

exchanged in activity 2. They can write down the dialogues or rehearse

them verbally.

Now, as a whole-group activity, ask the student pairs to take it in turns to

play out their dialogues (perhaps coming to the front of the class). Ask the

other pairs to make brief notes about the topics their classmates discuss.

4 Now take it in turns to play out your dialogues for the other pairs

of students. The other pairs decide which of the topics from activity

1 you were discussing.

After each pair of students has played out a dialogue, ask their

classmates to tell you what they thought the topic was. Confirm the

answer and draw attention to any phrases which illustrated the topic

particularly well, eg, ‘It was a great game’ (sport).

Now tell the students they are going to hear two teachers, Susanna and

Eric, talking about discussion topics to use with their class. Ask the

students to note down which of the topics from activity 1 are mentioned

in the discussion (if you wish, include the ‘other topics’ suggested by

the students – put these on the board as a reminder).

5 Now listen to two teachers of English – a woman, Susanna, and

a man, Eric – talking about discussion topics to use with their

class. Make a note of any topics from activity 1 that you hear in

their conversation. 17

weather

travel

places

leisure

news

food and drink

17

Female voice ‘Hi, Eric. How are you?’

Male voice ‘I’m fine, Susanna. Good holiday?’

F ‘Great, thanks. I went on a cycling trip with some old friends of mine

and we had a fantastic time.’

M ‘I envy you – I ended up staying at home doing DIY, you know, home repairs.

I’m glad to get back to work.’

F ‘Okay then. Let’s start planning, shall we?’

M ‘Sure. Now, the first thing we’ve got to do is plan the discussion topics for the start

of this term. There are so many to choose from, where shall we begin?’



58

Notes

Listening Part 4


59

NotesF ‘I don’t really know. Let me think. You can’t really go wrong with weather

as a topic, can you?’

M ‘Well, it’s a safe topic, but to be honest I think it’s a bit boring for some

of the students. I’d rather go for something like travel.’

F ‘Yes, I agree on that one. It’s always popular and everyone has experiences

to talk about.’

M ‘Places – that’s another one. That’s always a winner.’

F ‘Mmm, maybe, but I think that’s too similar to travel, so

I wouldn’t include it as another topic. Leisure? That’s one I like, what

about you?’

M ‘We did that last term in my group. The students just talked about their own

hobbies, there was no real discussion. I don’t think I’d want to do it again. The news –

definitely. That’s always interesting as a topic, don’t you agree?’

F ‘Personally I find the news very interesting, but I’m not sure my students

agree. They don’t really seem to be bothered about what’s going on in

the world.’

M ‘Well, I think we should include it. Does that give us enough to get on with?’

F ‘I think we need one more. Any bright ideas?’

M ‘Maybe not a very bright idea, it’s one we’ve all done before, but it always seems

to go down pretty well.’

F ‘What’s that, then?’

M ‘Food and drink. I know you won’t agree.’

F ‘No, Eric; actually you’re wrong. I think food and drink is an excellent idea.’

Play the recording for the first time. As a whole-group activity, ask the

students to tell you which topics were mentioned, check the answers

and put them on the board or overhead projector.

Now ask the students to listen to the recording again, this time to

determine which of the speakers (Eric, Susanna or both of them) thinks

which of the topics would be suitable for their class.

6 Listen to the recording again. Who thinks the discussion topic would

be good to use for their class? Put ‘S’ for Susanna, ‘E’ for Eric, or both ‘S’

and ‘E’, next to the topic.

weather S leisure S

travel S + E news E

places E food and drink S + E

Ask the students to work in pairs and compare answers. Monitor, and

make a note of any answers that cause uncertainty. Tell the students

they will have the chance to listen again to settle any doubts.

7 Work with a partner. Do you agree about all the answers?

Now ask the students to compare notes with other pairs of students

if there are any answers they are unsure about. Ask the students to

move around the class exchanging answers and explaining the reasons

for them.



60

Notes

Y

Y

Y

Y

Y

Y

8 What about the other students in your class? Are there any answers you

disagree about? Explain why you gave your answers and try to persuade

one another that yours is the correct answer.

As a whole-group activity, ask the students to tell you which answers

they think have caused some disagreement. Focus on the features that

might be the cause of uncertainty, eg,

‘Well, yes, I suppose we could do that one…’ – the intonation makes

this into a negative remark.

‘Why don’t we…’ – although this construction has a negative form,

it invites and receives a positive response.

Confirm the answers.

Now ask the students to look at the magazine travel quiz. Ask them

to decide which statements are true or false and tick the boxes.

General knowledge9 Look at the quiz. Answer the questions.

EASY QUIZ – BIG PRIZES – TRUE or FALSE?

Don’t miss the chance to win – it’s easy!

All you have to do is say if these travel facts are TRUE or FALSE.

Win a world tour – test what you know.

The world’s tallest building is in Europe. True False

There are more than twenty countries in Africa. True False

Asia is the largest inhabited continent. True False

The world’s highest mountain is in Australia. True False

The world’s most southerly town is in South America. True False

The USA covers more than half of the North American continent. True False

Ask the students to work in pairs and compare answers.

10 Work with a partner. Do you have the same answers?

Listening Part 4


61

NotesAsk the students to share their answers with the rest of the class.

Do this as a whole-group activity. Put the students’ answers on the board.

(If there is disagreement over any of the answers, don’t give a final

answer at this stage – the recording will do this.)

11 What about the other students in your class? Does everyone agree

about the answers?

Now ask the students to listen to the recording of a discussion between

two friends, a woman, Ursula, and a man, George. Ask them individually

to choose the correct answers – a, b, c or d – in the questions below.

Play the recording twice.

12 Listen to the discussion between two friends, Ursula and George.

Then choose the correct answer – a, b, c or d – below. 18

Ursula and George are

a at an airport.

b on a train.

c at a coach station.

d on a bus.

Before George reads the newspaper, Ursula thinks he is

a relaxed.

b boring.

c interesting.

d impatient.

Why don’t Ursula and George use the Internet?

a There isn’t enough time.

b They haven’t enough money.

c The competition rules don’t permit it.

d They don’t think the answers are there.

When they discuss the question about countries in Africa,

a Ursula can tell George the exact number.

b Ursula changes her mind about the answer.

c Ursula asks George to decide the answer.

d Ursula makes George change his mind.

How does Ursula feel when she and George disagree about the question

on North America?

a She feels angry.

b She is sorry about what she said.

c She isn’t really interested.

d She feels silly.

At the end of the conversation, Ursula and George are going to

a take a taxi.

b check into a hotel.

c continue travelling.

d stop for dinner.

18

Female voice ‘George, what took you so long?’

Male voice ‘The buffet is down at the far end, five carriages away. When I got there,

there was a queue. Next time I think we should fly.’

F ‘It’s not that bad. At least you can get up and walk around, not like on a bus.’

M ‘How much longer is it before we get there, Ursula?’

F ‘We should arrive at Central Station in about half an hour.’

M ‘Another half hour?’

F ‘Yes. So just relax and enjoy the view from the window.’

M ‘It’s boring.’

F ‘Well, do something interesting then, George.’

M ‘I can’t think of anything. I just want to get there.’

F ‘I’m afraid you’ll just have to be patient like everyone else. Here, read

the paper.’

M ‘Hey, there’s a quiz. ‘Big prizes’, it says. Shall we try?’

F ‘What’s it about?’

M ‘The world – geography and that.’

F ‘Let’s wait till we can use the Internet. If the prize is a lot of money, let’s be

sure. The answers are bound to be there. Do the rules say we can use it?’

M ‘It doesn’t say. But we can’t wait to use the Internet; we have to post the quiz answers

by this evening. I can do that at the station.’

F ‘Okay, first question.’

M ‘The world’s tallest building is in Europe. No.’

F ‘Definitely not.’

M ‘Okay. Number two. There are more than twenty countries in Africa. No.’

F ‘Yes, there are, I’m sure.’

M ‘Sure? Do you know the exact number then?’

F ‘No, but I know there are more than twenty.’

M ‘All right, if you say so. Asia is the largest inhabited continent?’

F ‘Yes.’

M ‘The world’s highest mountain is in Australia; that’s wrong. What about “the world’s

most southern town is in South America”?’

F ‘Yes, I’m pretty sure about that.’

M ‘We’re going to win. It’s an easy last question. The USA covers more than half the North

American continent. Yes.’

F ‘Sorry? Did you say “yes”? That can’t be right.’

M ‘Yes, it is. I’ve been there.’

F ‘That doesn’t mean you know everything, George!’

M ‘Don’t get angry if you don’t know the answer.’

F ‘Don’t be silly – I really don’t care. If you’re so sure, put “yes”. Look, I’m going

to go to the buffet and I’ll see you on the platform when we arrive.’

M ‘Right. I’ll run and post this, there’s a post-box by the taxi rank in front of the

Station Hotel.’

F ‘Well, don’t be late for the connection. I want to get home before dinner.’

As a whole-group activity, ask the students to tell you their answers.

Put their answers on the board and, if there is any disagreement, play

the recording again to check the answers.



62

Notes

Listening Part 4


Now tell the students they are going to hear another conversation

between George and Ursula. George has found out the answers to

the quiz questions.

Ask them to work in pairs to speculate about how George and Ursula may

feel (angry, amused, sorry, excited, etc). Encourage them to make as many

different contributions as possible and to say which feelings they think

definitely won’t be expressed. The idea is not to get the right answers at

this stage, but to think of as many different feelings and listen to find out

if these are expressed.

13 George and Ursula find out the answers to the quiz questions.

How do you think they feel?

Work with a partner. Make a few notes.

I think George feels I think Ursula feels

I don’t think George feels I don’t think Ursula feels

Put the students’ suggestions on the board, perhaps giving one or two

examples of your own if the students haven’t contributed these (‘happy’,

‘amused’, ‘furious’) and asking them to add these to the ‘I think’/‘I don’t

think’ lists.

Now ask the students to listen to the recording. Play the recording the

first time to allow the students to put a mark against any of the feelings

they hear expressed (including the ones they predicted would not be in

the conversation).

14 Listen to the conversation George and Ursula have. Which students

guessed the most feelings correctly? 19

19

Female voice ‘771892.’

Male voice ‘Ursula, is that you?’

F ‘Hi, George. How nice to hear from you.’

M ‘You may not say that in a minute.’

F ‘Oh dear – is something wrong?’ worried

M ‘Not exactly. But you remember that quiz we did on the train?’

63

Notes



64

Notes F ‘Oh yes. What about it?’

M ‘Well, over twelve thousand people sent in answers.’

F ‘Twelve thousand?!’ surprised

M ‘Would you like to hear the answers?’

F ‘Yes – come on, tell me – did we win?’ excited

M ‘We got the first five answers right.’

F ‘Including the number of countries in Africa? I told you.’

M ‘Yes, I was wrong. And I was wrong about the last question; the USA

doesn’t cover half of North America. That was the only answer we got wrong.’ sorry

F ‘Oh, what a shame.’ disappointed

M ‘You’re angry with me, aren’t you?’

F ‘Of course not, George. Forget it.’

M ‘Phew … that’s okay then.’ relieved

As a whole-group activity, ask the students to tell you which of the

feelings on the board they think were expressed. Play the recording a

second time to check the answers (you may need to make judgements

in debatable cases – for example ‘disappointed’ could also be ‘sad’).

The main feelings expressed are indicated next to the appropriate

place in the tapescript. Make a study focus of the way the speakers

expressed their feelings. Play the recording again and ask the students

to listen for examples of how tone of voice emphasises the message

(eg, the rising tone in Ursula’s ‘Twelve thousand?’ expresses surprise).

Ask the students to listen to the conversation about a new book and

answer the questions that follow.

15 Listen to this conversation about a new book. Choose the best answer –

a, b, c or d – to each question. Circle the answer. 20

1 What is Carla reading?

a A maths book.

b A book about people’s lives.

c An article.

d A novel.

2 When Carla tells Tim the cost of the book,

a he is amused.

b he thinks it is worth the money.

c he is surprised.

d he thinks it is a low price.

3 Who gives the opinion that Charlie Chaplin was the greatest film actor ever?

a Tim.

b The writer of the book.

c Carla.

d People he knew.

4 Who does Carla think will use the book?

a Only students.

b Journalists and students.

c Ordinary people.

d Tim.

Listening Part 4


65

Notes20

Male voice ‘Hi. What’s that you’re reading? Something interesting?’

Female voice ‘Oh, hello, Tim. Yes, it’s a newspaper article about a new

biographical dictionary.’

M ‘Something for your studies as always? You never stop!’

F ‘I do read other things beside maths books, Tim. I’ve just finished reading a new novel.

Anyway, this is about a new dictionary, you know, a set of books about the history of

people’s lives.’

M ‘Really? I didn’t know you liked that kind of thing, Carla.’

F ‘I don’t normally, but this is really special.’

M ‘Are you going to buy it?’

F ‘I would love to, but no. It costs over seven thousand pounds.’

M ‘What! You’re joking. Seven thousand pounds! That is amazing. I’m not

surprised you don’t plan to buy it! Is any book worth that much money?

I don’t believe it is, do you?’

F ‘Well, it’s not just one book. It gives you information about more than fifty thousand

people. You can learn so many things about so many people. I was reading about

Charlie Chaplin – he was the greatest film actor ever.’

M ‘It says that in the book, does it? Tells you who was the best at what they did?’

F ‘No, the book just gives you information about things like he was born in London and

then tells you the things he did, the people he knew. It’s a record of what happened,

not opinions. I’m just giving my own view.’

M ‘To be honest, I’m not sure that reading a book is the most interesting way to

find out about someone’s life. I’d rather watch a film. It saves a lot of time.’

F ‘I’m sure most people would agree with you. It’s certainly a lot easier. And reading does

take time, but I think you learn more that way than by watching films.’

M ‘But who’s going to read a book that costs so much? It’s useless to have a

book if nobody can buy it. Don’t you agree?’

F ‘I agree that it’s useless if nobody reads it. If it’s in a library, some people will read it.’

M ‘Who? Ordinary people like you and me? I don’t think so.’

F ‘You and I, Tim, may never read it, but other people may.’

M ‘Like students, perhaps?’

F ‘Students, perhaps, yes, but also people like the writer of this article.’

Ask the students to work in pairs to compare the answers they chose.

Monitor, and note if any of the distracting information caused confusion.


Check the answers as a whole-group activity. One way to do this,

and at the same time focus on the importance of avoiding distracting

information, is to put on the board or overhead projector a set of

answers which may look plausible, but which don’t match the

information in the recording.

Invite the students to look at the ‘key’ of incorrect answers. Tell the

students that these are not the correct answers and invite them to tell

you what is wrong with them (to say what distracting information could

easily lead to mistakes). Explain that you are not encouraging students

to choose incorrect answers, but that recognising and avoiding the

distracting information is an important part of their performance in

this part of the test.

17 Here is a set of answers to activity 15. Be careful! These are not the

correct answers. Can you say why they are incorrect? Listen to the

recording again to check your answers and to note the information

that might confuse the listener.

1 a Tim mentions her studies and Carla mentions Maths before saying what

the book is

2 a the word ‘joking’ can mislead

3 b again, Tim suggests that this was the answer before Carla contradicts him

4 a Carla accepts that students may read the book but the word ‘only’

is contested

Look at the distracting information in the incorrect answers.

In each case, the answer appears plausible.

Now, as a whole-group activity, confirm the correct answers. Ask the

students to volunteer these, then put the key on the board to check.


Listen to and read the instructions carefully. The person giving the instructions

will tell you what the conversation is going to be about.

You have 10 seconds to read the questions and the options. It’s more important

to read the ‘stems’ (the beginnings of the sentences) than to look at the options.

If you are a slow reader, then just read the ‘stems’, so that you know what information

you must listen for.

All the questions/statements will follow the order of the conversation.

If you miss something, don’t worry. Just move on so that you keep up with the

speakers. You can always check during the second listening.

Select the correct answer when you are sure.



66

Notes

Listening Part 4

Test practice

Listen to the conversation between a woman, Agnes, and a man, Fabio,

about the facilities in a town and answer the questions. Put a circle

around the letter of the correct answer. The first one is done for you.

First, look at the questions. You will hear the conversation twice. 21

Example

What problem does Agnes say the town has?

a There are more and more people moving to the town.

b The traffic is bad.

c There aren’t enough places for people to spend their free time.

d The weather is bad.

1 Which of these facilities does the town not have at present?

a Indoor swimming pool.

b Sports hall.

c Tennis courts.

d Football fields.

2 Who thinks living in a city is better than living in a town?

a Agnes.

b Fabio.

c Agnes’s children.

d Most people in the town.

3 When does Agnes hope to move?

a While the children are at school.

b As soon as possible.

c Never.

d She doesn’t mind.

4 How many schools are there in the town?

a One.

b Two.

c Three.

d Four.

5 What does Agnes think about going to work in another town?

a It’s good to meet new people.

b It’s a waste of time.

c It isn’t a problem.

d It’s nice to get out of a small town.

6 When does Fabio plan to leave?

a Friday evening.

b Saturday morning.

c Sunday night.

d Sunday morning.

67

Notes

21

Male voice 1 ‘Listening Part 4. Listen to the conversation between a woman,

Agnes, and a man, Fabio, about the town where Agnes lives, and answer the

questions. Put a circle around the letter of the correct answer. First look at the

questions. The first one is done for you. You will hear the conversation twice.’

Female voice ‘Welcome, Fabio, I’m so pleased you’re here.’

Male voice 2 ‘Thank you for the invitation. It looks great here. You have the perfect town

to live in, Agnes.’

F ‘Oh, I don’t say it’s perfect. There are problems everywhere and it’s the

same here.’

M2 ‘The traffic, I suppose.’

F ‘Actually the traffic isn’t too bad at all. The weather is worse in other places,

too. No, I think it’s that we need more places for people to spend their free

time after work – they have more and more of that.’

M2 ‘So what facilities have you got, then?’

F ‘There’s plenty of sports places – football fields and so on – at least in fine

weather; you can’t use the tennis court when it’s raining. There’s an indoor

pool opening next year. That’ll be good, but we need another sports hall,

the one we have now is quite old.’

M2 ‘You have two cinemas and a theatre, don’t you? That’s not bad in a small town.

Isn’t it better to live here than in a city?’

F ‘Most people would agree, but I know my children don’t think so. We

sometimes argue about it. They want to live somewhere more exciting.’

M2 ‘So, you’re going to move soon, are you?’

F ‘Probably not in the near future, but you know, I don’t really care. If we have

to move, we will. Just so long as the children are not still at school.’

M2 ‘How many schools are there in the town?’

F ‘For a small town, we do very well. There’s a big school about ten miles away

but here we have two small schools for children aged five to eleven and

another for secondary age children. That’s all we need. I know that in bigger

places you often have half a dozen schools to choose from, but it doesn’t

mean they’re any better.’

M2 ‘And your husband? He likes living here, does he? I mean, it’s a good place to work?’

F ‘Jim? He loves it here. Work’s the only problem, he has to drive about an hour

every day. He says it takes too long.’

M2 (surprised) ‘Really? I think it’s quite good to get away from the place you live in,

don’t you? See new people, new places.’

F ‘I agree with Jim, actually. I know lots of people find the town rather small and

want to get out, but I’m not one of them. Anyway, let’s talk about what you

want to do and see while you’re here. You can stay for a few days, can’t you?’

M2 ‘Let’s see. It’s Friday tomorrow. I should leave on Sunday evening, as I have to be at

work on Monday morning. But on the other hand, it’s a long drive so I think I’ll stay

until the morning, if that’s okay.’

F ‘That’s fine. Let’s make plans.’




68

Notes


Reading

Read

ing

Book 2 Achiever Communicator Student book This book

1 Understanding text structure 45 71

2 Understanding the sequence of a text 59 88

3 Understanding the purpose of a text 68 100

4 Reading for key information 83 114

©2009 The City and Guilds of London Institute. All rights reserved. No part of this publication may be produced or transmitted in anyform or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system,without permission in writing from the publisher.



70

Read

ing

71Reading Part 1

Introduction

NotesIntroduction to Reading Part 1The focus of Reading Part 1 is to test the candidates’ understanding

of how a text is organised and its lexical and grammatical features.

There are five items in this part of the test preceded by an example.

The candidates read five short unconnected texts each with a gap where

a word, phrase or sentence has been removed.

Each item is tested by a multiple-choice of four options – all four options

being of a similar length and ‘family’.

The piece of text removed tests awareness of any one of the

following aspects:

– layout and typography

– logical devices

– lexical devices

– coherence and grammar

– punctuation.

The types of texts may be:

– descriptive

– narrative

– discursive

– explanatory.

The texts themselves may be taken from:

– books, newspapers, magazines, letters, notes, messages, emails,

cards, adverts, leaflets/brochures, posters, signs/notices, forms, lists,

menus, programmes and other authentic sources.

To prepare, students need practice in:

– reading as wide a variety of text types as possible

– understanding how different fonts, headings, sub-headings, bullet

points, etc, can help to determine the kind of text you are reading

– studying how different logical devices help to structure a text

– understanding the role that grammatical devices play in structuring

a text

– building their vocabulary.

1

Student introductionIn this part of the test, you read a text to understand how it is organised and how

the grammar and vocabulary are used to build it. You read five short unconnected

texts each with a gap where a word, phrase or sentence has been removed. You

choose the correct word, phrase or sentence from a list of four similar options.

The piece of text that has been removed may test your awareness of one of these:

– layout

– grammar

– vocabulary

– punctuation.


The types of text may be:

– descriptions

– narratives

– discussions

– explanations.

The texts may come from:

– books, newspapers, magazines, letters, notes, messages, emails, cards, adverts,

leaflets/brochures, posters, signs/notices, forms, lists, menus, programmes,

as well as other authentic sources.


– read a wide variety of text types

– understand how different fonts, headings, sub-headings, bullet points, etc,

help you to determine the kind of text you are reading

– understand the role grammar plays in the structure of a text

– build up your vocabulary.



72

73Reading Part 1

Understanding text structure

Notes1 Understanding text structure

Which word doesn’t fit?Engage attention by writing ‘Nile’, ‘Yangtze’, ‘Andes’, ‘Thames’, ‘Ganges’

on the board. Ask ‘Which word is different from the others?’ Elicit the

sentence ‘The Andes is a range of mountains, but the others are all rivers.’

Make it clear that ‘Andes’ is the word that doesn’t fit in this ‘set’ of words.

Tell them to work with a partner. Ask them to find the word that doesn’t

fit on each line of the following word ‘sets’. Get them to note down

their reason on the line below. Tell them to use their dictionaries for

new words.

1 Work with a partner. Find the word that doesn’t fit on each line.

Why doesn’t it fit? Write the reason on the line below. Use a dictionary

for new words.

1 architect teacher biology surgeon mechanic

biology – it’s a subject, not a job

2 pretty clever dangerous quickly dishonest

quickly – it’s an adverb, not an adjective

3 leek daffodil rose daisy poppy

leek – it’s a vegetable, not a flower

4 beetle tortoise lizard snake crocodile

beetle – it’s an insect, not a reptile

5 guitar trumpet violin cello sitar

trumpet – it’s a wind, not a string, instrument

Check their answers as a whole-class activity.


Now tell the students to write two ‘sets’ of words with one that doesn’t

fit. Get them to write the reason the words don’t fit on the line below.

Check the sets to make sure they work.

3 Write two ‘sets’ of words with one that doesn’t fit. Write why the words

don’t fit on the line below.

Words

Reason

Words

Reason

Tell them to ask another student ‘Which word doesn’t fit?’ They read

aloud their sets to the other student, who decides which is the odd one

out. They then answer the other student’s questions. Then they move on

until they have done the whole class.

4 Read your words to a partner and ask ‘Which word doesn’t fit?’ Listen

to their words and find the odd one out. Then move on to another

student. Make sure you look at everyone’s list.

Find the missing wordTell your students to look at the texts on the left. Get them to complete

each text with one word from the right. They also need to think about

why the other options aren’t possible. Again, this is good practice for

using a dictionary.

5 Look at the texts in the left-hand column. Choose the best word from the

right-hand sets to complete each text. Why are the other options no

good? Practise using a dictionary.

Bocklin’s Shoe SaleShoes for Men, Women & ChildrenShoesBootsSandalsSlippersTrainers

Socks

Sandals

Heels

Gloves



74

Notes

75Reading Part 1


NotesWeddings

Saturdays

Chocolate

Delicious!

Press

60˚

Cotton

Synthetics

Hairdressing

Japanese

Weaving

Music

Pilots

Helicopters

History

Aircraft

Cakes for All OccasionsBirthdaysWeddingsAnniversariesValentine’s DayNew Baby

Zoni Washing MachineCottonWoolNylon & PolyesterViscose

Craftwork CoursesCeramics (pottery)Basket makingEmbroideryCandle craftWeaving

Museum of AviationRoom 1: Balloons & BlimpsRoom 2: GlidersRoom 3: HelicoptersRoom 4: Fighter planes

Check their answers and the reasons for them.




76

Notes

Natural History MuseumThe Wild Grazers (grass & leaf eaters)AntelopeBuffaloCaribouElephantGiraffe (alphabetical)

Teach yourself to draw and paintContentsLife drawingPortraitsStill lifeOil painting / landscapeWatercolour painting

Now get the students to think of a suitable word or phrase to fit into

the following texts. Move around and help if necessary.

7 Now can you think of a suitable word or phrase to fit into the

following texts? Use a dictionary if you need to.

A B

Dino’s CaféToasted Sandwiches

– Cheese & Tomato

– Mushroom & Tomato

– Tuna & Onion

– Bacon & Egg

C D

Summer Apartments To Let

1 or 2 bedrooms available

– Fully fitted bedrooms

– Well-equipped kitchens

– Bathroom with shower

– Lounge with TV/DVD player

– Balcony or Terrace

Contact 0044 576892

A

B

C

D

Ask the students to share their ideas with the rest of the class. Make sure

you check the students’ work to ensure they understand the concept.

Suggestions are given in red, but a variety of answers are possible.

8 How similar were your answers to other students’ answers?

77Reading Part 1


NotesWhere do you find it?Ask the students to work with a partner. Tell them to look at the different

texts and think about where they would find them. Encourage them to use

dictionaries for unknown vocabulary. Then ask them to match the texts

with the places.

9 Now work with your partner. Look at the different texts below.

Where would you see them? Match the texts and the places.

1 Do not leave any bags unattended. E airport

2 Parking strictly for members only. I golf club

3 Use one capful for normal load. G liquid detergent

4 Dosage: Two 5ml spoonfuls every four hours. H medicine

5 HAZARD! Falling rocks. A beach/below cliffs

6 All room keys to be left at Reception. J hotel

7 Best before 31 July 07. C food packaging

8 Protects gums. Fights plaque. Freshens breath. B toothpaste

9 Apply a small amount to damp hair.

Work up to a lather and then rinse with warm water.

Avoid contact with eyes. F shampoo

10 Turn off all mobile phones and pagers during performances. D theatre

Now get the students to match the following signs and places.

Check their answers.

A B

C D

E F

G H

I J

10 Match the texts on the left with the places you might find them on

the right.

Wait for doors to close beforepressing button

Yours faithfully,Caroline James

Caution – Toxic contentsDo not pour down sink

Mix contents with 1 cup of boiling water

No diving, jumping or ducking

50% off all goods! Everything must go!

Shut all gates behind you and keep dogs under control.

Keep refrigerated after opening.

Please take a seat and wait to be served.

Pedestrians only

Read through the Grammar list on page 169. These are the kinds

of structure that will be used in Reading Part 1 of the ESOL test.

Engage interest in the next topic by asking who enjoys rollercoasters

and fast rides and who doesn’t. Why/why not? Ask them to give you

the names of any rides they’ve been on. Which amusement parks are

world famous?



78

Notes

I

D

C

F

H

E

J

A

B

G

A On a packet of orange juice

B In a café

C On a bottle of weed-killer

D At the bottom of a letter

E On a shop window

F On a packet of soup

G In the street

H At the swimming pool

I In a lift/elevator

J In the country

79Reading Part 1


NotesRead the advert for Blaize Forest Amusement Park as a whole group.

Explain any new vocabulary.

11 Do you like amusement parks? What about fast rides – do you enjoy them?

Read this advert for an amusement park.

Blaize Forest Amusement Park

Fun! Danger! Excitement! Thrills! Spills! Speed!

Destination Mars – Into the LightAn out-of-this-world experience. Try the spectacular ‘Light Years’ ride

– newly opened this year – and never be the same again.Watch ‘Space-wrecked on The Red Planet’ at our brilliant 3D Cinema

and step into the shoes of the lost astronaut!

Dinosaur KingdomFantastic and rare exhibits including:

Real dinosaur eggIguanodon footprintMegalosaur skeleton

Earthquake! (New this year)Come and experience one of the most incredible train rides ever!

Take the Wild West Canyon ride, experience the earthquake and SURVIVE! There’s no other train ride like it!

Neptune’s TowerHow brave are you? Brave enough to shoot to the top of the country’s highest

water-slide? Upside down? At what feels like supersonic speed? Yes? And then to go rushing down the water slide … backwards? Yes?

Then welcome to Neptune’s Tower! This is just the beginning of the most exciting water ride of your life!

Butterfly HouseAfter all the excitement, calm down by visiting our beautiful indoor Butterfly Jungle. Hundreds of exotic species flying freely among the trees and flowers.

The kids will be fascinated by our ‘Life of a Butterfly’ exhibition. There are turtles and humming birds too!

Restaurant – Café – Gift Shops – GardensOpen Daily March–September 10 am–7 pm

Entrance fees:Adults £12.00

Children under 16 £8.00

Ask the students which part of the amusement park they would most

like to visit and why. Who would they choose to go with and why?

12 Which part of this amusement park would you most like to visit? Why?

Who would you like to go with?

Now ask them to read the email from Raul to his friend. He has been to the

amusement park with his family. Tell them to complete the text by filling

the gaps, using one word only in each gap.

13 Now read the email from Raul to his friend. He has been to Blaize Forest

Amusement Park with his family. Try to complete the text by putting one

word in each gap. Use the advert to help you.

To: LeonFrom: RaulSubject: Day out!

Hi Leon! We have just come home from/after a day outat Blaize Forest Amusement Park. I didn’t really want togo because I’ve got such a lot of work to do. But now Iam really glad that I went.

We got there at 9.45 am, just 15 minutes before itopened. The queue was quite long, but not too bad.

There have been some changes since we went togetherlast year. Do you remember Destination Mars? Well nowthere is a new ride called ‘Light Years’, which is totallyamazing. Paula, my little sister, who usually loves rides,was really scared. I had to hold her hand!

The film at the 3D cinema was the same one that wesaw/watched last year.

While Paula and I were on Light Years, Dad and Jo werelooking at everything in Dinosaur Kingdom. They evensaw a real dinosaur egg, which was the best thing for Jo!Rick took Mum on the water-slide, but she didn’t like it.It was much too fast and scary for her and she gotsoaking wet as well.



80

Notes

81Reading Part 1


NotesAs soon as we arrived, Gran went to the Butterfly House.She enjoyed sitting down on a bench and just watchingall the different kinds/sorts/types/species of butterflythat were flying around. She was in there for over two hours!

They have also opened a new section in the park thisyear. Guess what it’s called? Earthquake! The part I likedthe best/most was the train ride, Wild West Canyon. Youmust/should go on it, Leon!

Anyway, I will/shall see you at college on Monday. Take care,Raul

Check their answers as a whole group. Make notes of any problem areas

that become apparent. These can be addressed simply now, and then

studied in a future lesson.

– simple past/present perfect: uses and structures

– past continuous/uses and structure

– ‘there has/have been’

– ‘since’/‘for’

– ‘who’/‘which’/‘what’

– prepositions

– ‘as soon as’

– ‘very’/‘too’/‘enough’

– ‘the best’/‘the most’

– ‘must’/‘should’


Now ask the students to imagine that they went to the park. Tell them to

write a postcard to a friend. They must say who they went with, describe

the park and explain what they enjoyed most.

15 Now imagine that you went to the park yesterday. Write a postcard

to a friend.

– Say who you went with.

– Describe the park.

– Explain what you enjoyed most.

Dear

Guess what? On Saturday

Best wishes,

Making sense!Tell your students that in Reading Part 1 of the ESOL test, there will

always be an item that tests understanding of the sense of the whole

text. The gapped part links ideas so that the meaning becomes clear.

The distractors might fit grammatically or lexically, but are not logical.

Ask the students in pairs to decide which option makes sense – c. Then

go through the options, getting them to explain why the other options

are not logical.



82

Notes

83Reading Part 1


Notes16 Work with a partner. Read the email. Look at the options. Which option

makes sense? Why don’t the other options make sense?

To: AnitaFrom: TrishSubject: Biology homeworkI can’t find my biology homework. I think I left it atyour house. I really need it for Thursday’s lesson.If you find it can you bring it to college tomorrow? Many thanks,Trish

a Read it and (why should Anita read it?)

b It’s great so (irrelevant)

c If you find it,

d It’s lost, but (has already said it is lost)

Get the students to work in pairs and match the texts with the option

sets in activity 17. Together they choose the correct option from the set.

They ask you to confirm it.

If you think it would be helpful, you can look at the options as a whole

class, discussing why the wrong options are illogical.

1

a but not essential

b and necessary

c with good salary

d in this restaurant

2

a Are you at our camp?

b Are you travelling today?

c Are you reading a book?

d Are you active and sporty?

3

a Close machine door

b Put in washing

c Empty machine

d Wash carefully

4

a Watch videos on TV.

b Have a nice time.

c Give the cat his meals.

d Water the plants.

5

a begins early

b is 2 hours long

c is not very old

d is of a play

6

a an accountant

b really pleased

c getting 80%

d going to fail

7

a there isn’t

b nobody wants

c can you do

d everybody needs

4 d

Water the plants

17 Work with a partner and look at the texts on the left and sets of options

on the right. Find the correct option set for each text. Then together

choose the correct option. The first one is done for you.

Dear Neil,Thanks for looking after my flat while I’m away.Can you do the following, please?– Feed Sam (the cat) morning and evening– Collect the post and put it on the table– _______________– Leave a lamp on at night and pull the curtains.I’m really grateful.See you on Friday, Jane

Set _______ Option _______

‘Under The Red Sky’Blackdown College Saturday 15 November 7.30 pmBlackdown College Drama Group presents their production of Ben Arnold’s adventure mystery.Tickets £12.00The performance _______________ and is suitable for age 12 and over.

Set _______ Option _______

Hi Len,I’m taking my Stage 4 accounting exam tomorrow. I’m ___________because I haven’t done nearly enough work.

Set _______ Option _______



84

Notes

is 2 hours long

5 b

going to fail

6 d

Pizza Restaurant Assistant

– City Centre.

Man or Woman. Permanent position.

Experience preferred ______________ as all new

employees receive training.

Duties include preparing and serving food and

clearing tables.

£6.50 per hour

4 days per week, including Sundays.

Tel: 01674 334598

Set _______ Option _______

Instructions for use– Load machine– _______________

– Select correct washing cycle– Pour in detergent

(and fabric conditioner, if required)– Press start button

Set _______ Option _______

Keeping Fit & HealthyRemember that a balanced diet is very important for good health, but _________________ lots of exercise as well.

Set _______ Option _______

Teenagers’ Summer Camp

– Helpers Wanted– Are you good with young people?– Are you aged 21 or over?– ______________________– Are you friendly and outgoing? – Are you artistic or musical?If your answers are ‘yes’, then phone now on 01467 441908

Set _______ Option _______


85Reading Part 1


Notes

but not essential

1 a

Close machine door

3 a

everybody needs

7 d

Are you active and sporty?

2 d

a a swimming costume

b a packed lunch

c a raincoat

d some light clothes

a a robber

b the man

c one of the men

d a witness


For each question, read the whole text first. Ask yourself:

– What kind of text is it?

– What’s missing?

Read the options.

Read the text a second time and choose the correct option to fit in the gap.

Check why the other options are incorrect.

Select the letter of the correct answer.

Read the five shorts texts below. Each text is incomplete. Choose

a, b, c or d to complete the text.

1

High Street RobberyAn armed robber escaped with more than £47,000 worth of jewellery from Brights on the High Street yesterday afternoon. Witnesses saw a man running from the shop shortly after the alarm sounded. Police say the man, who was in his early thirties, was tall, white, with short fair hair.

2

School TripTo all parentsWe are taking Class 6 for a trip to the beach on Friday 11 June. Please pack some suncream and a hat for your child, but also a raincoat, in case the weather’s wet.

Thank you.Moira DavisTeacher (Class 6)



86

Notes

3

To: TinaFrom: MaddySubject: Absent from English class

Hi Tina,Mum isn’t very well, so I’m going to stay at home and look after her tomorrow. Can you explain to Mr Harris, please?Thanks,Maddy

a and look after her

b or go to class

c because I’m free

d at your place

4

At university everyone seemed to know exactly what job they wanted to do when they left, but Sarah didn’t have a clue.

Then she saw a documentary about solar energy and that was what started her on her career.

5

After dinner on the harbour Teddy left the girl and walked towards the lighthouse to watch the sunset. When he got there, the colour of the sun made it look like the sea and sky were both on fire.

a he

b she

c it

d they

a since

b and

c so

d but

87Reading Part 1

Test practice

Notes

Introduction to Reading Part 2 The focus of Reading Part 2 is to test the candidates’ understanding

of how meaning is built up in a text.

The candidates read a text of three or more paragraphs from which six

sentences are removed.

The six removed sentences and two distractors appear below the text.

The candidates select the correct sentence number to fit in each gap.

Any of the following types of sentence may be removed:

– topic sentences, introducing an idea

– exemplifying sentences, explaining a point already made

– sentences referring to something mentioned previously

– sentences referring to something mentioned subsequently

– sentences which develop an idea

– sentences which emphasise a point

– summarising sentences, concluding an idea

– final sentence of a paragraph, linking to the next, to show transition

to another idea

– sentences anticipating an objection or contrary point of view

– sentences expressing contrast

– sentences expressing sequence.

The types of text found in this part are narrative, discursive, explanatory,

descriptive and biographical.

To prepare for the test, students need practice in:

– reading a wide variety of texts (articles and reports from

newspapers and magazines, narratives and short stories, opinion

columns and biographies) in which the meaning is developed as

the reader progresses

– becoming familiar with a wide variety of cohesive devices and

understanding how they link ideas and facts, such as ‘however’,

‘on the other hand’, ‘finally’, etc

– developing techniques to scan the options to see which sentence

fits the appropriate gap (and to understand why).



88

Notes

2

89

Notes

Reading Part 2

Introduction

Student introduction In this part of the test, you read a text to see how sentences fit together to build up

meaning. The text has three or more paragraphs. Six sentences are removed from

the text. You choose six from a list of eight possible sentences (A–H) to fill in the

spaces. There is a test practice exercise at the end of this part of the book.

The type of sentence you need to put in each space may be one which:

– introduces an idea

– gives an example of something which comes before it

– refers to what comes next

– refers to something which has gone before

– develops an idea

– emphasises a point that has been made

– gives a summary of what goes before

– comes at the end of one paragraph to make a link to the next

– goes before a different point of view

– makes a contrast with what goes before

– gives the sequence of the information in the text.

The text you read in this part of the test will be one of the following types:

– a narrative

– a discussion

– an explanation

– a description

– a biography.

To prepare for the test, you need practice in reading a wide variety of texts

in which the meaning is developed. These may be:

– articles and reports from newspapers and magazines

– narratives and short stories

– opinion columns

– biographies.

You will need to become familiar with the different ways we use words and phrases

to make sentences which help us to develop a text. In this part of the book, you will

practise reading to recognise different types of sentence and understand how these

go together in a text.

2 Understanding the sequence of a text

Sentence order Engage the students’ interest in looking closely at how meaning is built up

in a text. Ask them individually to read the text below and to put the four

paragraphs into the correct order.

1 Read the newspaper article ‘Wild Night’. The four paragraphs are in the

wrong order. Put numbers 1 to 4 against each of the paragraphs to show

the correct order.

Ask the students to work in pairs to discuss the order they have put the

paragraphs in.

2 Work with a partner. Did you put the paragraphs in the same order?

Check the answers as a whole-group activity. Put the text on the overhead

projector or use the first few words of each paragraph on the board. Ask

the students to say what made them arrive at their decision. Draw their

attention to the features that signal that a sentence may come near the

start of the text (as in the topic sentence ‘The people of Eastown…’) or

may need to follow on from something already written (‘That was the

thought…’ referring to something which has gone before).



90

Notes

3

1

4

2

Wild Night Mr Clarke wasn’t the only one to have

a shock. Police Officer David Astel was onhis way to answer an emergency call whena falling tree hit the front of his car andtrapped him for thirty minutes. ‘I’m luckyto be alive today,’ Officer Astel said.

The people of Eastown are today recov-ering from the most extreme weather in living memory. Last night’s winds were thestrongest in over a hundred years. The stormstarted in the early afternoon and by mid-night it was a hurricane. Local resident, MrJames Clarke, gave his account of events.

That was the thought many people in Eastown had this morning. Fortunately, noone was seriously injured. However, the winds caused thousands of pounds ofdamage and now Eastown is starting to pickup the pieces.

He told The Evening News, ‘The windwas fairly strong but it was nothing toounusual at first. Then, at around midnight,I heard a crash and went downstairs to look.Atree was lying across the front garden andone of my front windows was broken. Therewas nothing I could do. The wind was sostrong that it was impossible to do anythingexcept stay in the house.’

91

Notes

Reading Part 2

Understanding the sequence of a text

3 What about other students in your class? Did they agree about the correct

order of the paragraphs? What helped you to decide on the correct order?

Recognising the purpose of certain types of sentence will help your

students place them in a text. Ask them to look at these sentences and

to say which could be at the start of a text and which need to follow on

from other information.

4 Look at these sentences. Some of them could begin a text, some of

them need to come after other information. Which sentences could

begin a text? Which have to follow?

Sentence Begin/follow

a Those are the things I like most about city life. follow

b There are lots of advantages to living in a city. begin

c The first time I met John I didn’t really like him. begin

d That’s why nobody goes there any longer. follow

e Another thing to consider is the price of the ticket. follow

f Of course, there are many people who don’t share this opinion. follow

g Some people feel very strongly about the countryside. begin

h So you don’t really need to worry about what may go wrong. follow

i What is more, an increase in tourism brings an increase follow

in traffic.

Ask the students to work in pairs to discuss which of the sentences could

begin a text. Monitor, and encourage the students to say why they think

some of the sentences follow on from something that has gone before.

5 Work with a partner. Do you agree about the sentences that could

begin a text?

Check the answers as a whole-group activity. Put on the board the letters

of the sentences that could begin a text – b, c and g. Now ask the students

individually to write a sentence to follow each of them. Stress that there is

no single ‘right’ or ‘wrong’ sentence to follow each of the topic sentences

and encourage the students to write whatever they think could follow on.

Monitor, and give ideas and language if necessary.

6 Look again at the sentences that could begin a text. Write a sentence

to follow each of them.

b There are lots of advantages to living in a city.

For example, often the shops are open quite late at night./There are many different

things to do.

c The first time I met John I didn’t really like him.

He behaved quite badly on that occasion./I’ve since discovered that he has a great

sense of humour.

g Some people feel very strongly about the countryside.

They think we must keep it unspoiled./It is important to them for a number of reasons.

Ask the students to work in pairs to compare the sentences they have

written. Monitor, and note any of the students’ examples which follow

on logically from sentences b, c and g.

7 Work with a partner. Compare your sentences.

As a whole-group activity, invite the students to contribute the sentences

they have written. Put some of these on the board. There may be different

ways of following on from the topic sentences and it will be useful if the

students themselves have produced the types of sentence that they may

meet in the test.

8 What about other students in your class? How have they followed

the sentences?

Explain that there are various ways in which a text can develop.

Take as an example topic sentence b and, if the students haven’t

contributed something similar, show how the next sentence could be:

‘There are lots of shops, cinemas and theatres.’ (examples)

‘There are also disadvantages.’ (contrast)

‘That’s why I want to live in the capital.’ (explanation)

Without needing to know any technical terms, the candidates need to

recognise different types of sentence and understand where they fit into

a text. Ask the students to look at these sentences taken from a text and

to say which they think is the first sentence and which one comes nearest

to the finish of the text.



92

Notes

93

Notes

Reading Part 2


9 Read these six sentences. Which one starts a text? Put ‘S’ in the box

next to the sentence. Which one comes nearest the end of the same text?

Put ‘E’ in the box next to the sentence.

A Unfortunately, the things he wants to do don’t always work out.

B That whole experience has taught me one useful lesson.

C In fact, I hate sleeping anywhere except in my own comfortable bed.

D What happened next made me change my mind.

E The first and only time I agreed to go on holiday with my cousin Harry was a disaster.

F He was right – the sun was shining and there was no wind.

Ask the students to work in pairs to compare their answers and discuss

their reasons for choosing them.


Check the answers as a whole-group activity and invite the students

to say what makes the sentences natural introductions and conclusions/

summaries (Introduction: E ‘The first and only time I agreed…’/

Conclusion: B ‘That whole experience has taught me…’).

Now ask the students to look at the other sentences and to discuss

what kind of information each one gives: A contrast; C emphasis; D link

to next paragraph; F example.

11 Look at the other four sentences. What kinds of information does

each one give? Discuss with a partner.

Confirm the answers. Now the students put the sentences into the

correct spaces in the text ‘A good idea!’

E

S



94

Notes

EA

D

Missing sentences12 Now read the text ‘A good idea!’ Put the six sentences A–F from activity 9

into the correct spaces.

A good idea!

We asked readers to send in a short story that develops the theme ‘A good idea!’ Here is this week’s winner.

1 Harry always has what he calls good ideas. He is never afraid to try something new. 2

Last year was an example. Harry asked me if I had anyplans for my summer holiday. I said that I was free and he suggested a week walking in the mountains. I thought it was a good idea at the time. 3

It all started out okay. Harry said the weather wasabsolutely perfect for walking. 4 We walked about twenty kilometres on the first day and spent the night in a tent we took with us. I wasn’t too happy about thisbecause I don’t really like camping. 5 Still, it was Harry’s ‘good idea’ so I agreed.

The week went better than I expected until the final day. I asked Harry exactly where we were and that was when he remembered that he didn’t have a map. It took us threemore days to find the way to a town and get home again.

6 I will never listen to a good idea again.

Ask the students to work with a partner to compare answers.

Monitor, and note any sentences that cause uncertainty.

13 Work with a partner. Do you have the sentences in the same spaces?

As a whole-group activity, ask the students to tell you which sentences

they and their partners have put in each of the spaces.

14 What about other students in your class? Does everyone have the same

answers? What helped you to decide where each sentence goes?

Check the answers. Refer back to exercises 9 to 11 and focus on how

each different type of sentence develops the text.

Explain that in the test the candidates have to choose six sentences

from a list of eight. The two extra sentences are grammatically correct,

but don’t fit because they don’t develop meaning in the text.

F

C

B

95

Notes

Reading Part 2


15 Read the biography of an artist. There are six spaces in the text.

Choose the correct sentence from A–H below to put into each space.

About the artist

Debra Ranska is one of the most popular artists in the

country. At the age of seventy, she is still painting.

1 She came from a family of artists. Her grandfather

was the first artist in the family. Her father, Jan, worked as

a doctor but he painted as a hobby. He wanted Debra to

go to art school and become a professional artist. 2

It was very difficult to make money as an artist and Debra

worked in a restaurant as a waitress in the evenings.

3 He was also an artist and they became good friends. Edward and Debra

spoke a lot about painting. They both wanted to paint full time and they rented

a studio in Paris. 4

Debra and Edward became famous in the art world. 5 They continued to

paint and to sell their work. Two years after they met, Debra and Edward

married. More than three hundred people came to the wedding. Women

normally used their husband’s surname. 6

They had three children. Debra stopped painting to look after the family. She

started again when the children were older. Today, she is still painting and is

teaching her grandchildren to paint.

A She was working there when she met Edward Knight.

B That was when she stopped.

C However, Debra continued to use the name Ranska.

D Edward, on the other hand, was not.

E This was unusual for a woman at the time, but Debra went to art school in London.

F People recognised them in the streets and cafés.

G They were soon successful there and sold their first paintings.

H Painting has always been part of Debra’s life.

Ask the students to work in pairs to say which sentences they have put

into the spaces. Ask them also to say why they think the two extra

sentences don’t fit in this text.

16 Work with a partner. Did you put the same sentences into the spaces?

Which two sentences did you not use?

H

E

A

G

F

C



96

Notes As a whole-group activity, ask the students to tell you which sentences

they put in the gaps and which they did not use. Check the answers and

make a study focus of the reasons why the two extra sentences – B and D

– could go into the gaps, but would not contribute to the development of

the meaning in the text: B does not refer back coherently to anything that

appears in the text; in D, the ‘was’ does not go together with anything

which goes before.

Explain that sentences the candidates may see in the test sometimes

develop an idea and sometimes put a different point of view to what has

gone before. It will help the students to recognise sentences of these

types if they become familiar with words and phrases that are typically

part of them.

17 Look at these words and phrases. We use some of these when we develop

an idea. Others are used when we want to disagree with what has been

written. Put the words and phrases under the ‘develop’ or ‘disagree’

headings.

On the other hand Even so

So However

By contrast In the same way

Another thing In addition

And yet Moreover

Develop Disagree

So On the other hand

Another thing By contrast

In the same way And yet

In addition Even so

Moreover However

Ask the students to compare notes. Monitor, and make a note of

any of the words and phrases of which the students are uncertain.

18 Work with a partner. Under which headings have you put the words

and phrases?


Ask the students, individually, to read the following text and choose

six of the sentences A–H to fill in the gaps.

97

Notes

Reading Part 2


F

A

D

H

C

G

19 Read the letter to a newspaper on the opposite page (below). Choose

the correct sentence from A–H below to put into each space.

Sir,I am writing to give my opinion of the public transport systemin this area.

1 On this occasion, however, I feel that I must. The bustimetable has changed again. The last bus from the towncentre to Newfields now leaves at 21:45. It is now impossible to go out to the theatre in the evening and catch the last bushome. 2 The fare is now fifty percent more than last year. I can see no good reason for this.

I am also very unhappy about the train service. 3 Thetrains to Newfields used to run every half hour. Now, there is one train every two hours. I realise that more people nowdrive and the trains are not always full during the day. 4

Many people don’t want to drive because of the traffic.5 We think this is better for the environment. It is

important to protect nature. Everyone agrees about this. 6 If we don’t, it will be too late.

Yours sincerely,Frieda Greene

A Another thing that makes me very angry is the cost.

B So we can see why this is happening.

C Other people, like me, prefer to use public transport.

D This was a much better service in the past.

E On the other hand, the tickets are expensive.

F I do not usually write to newspapers to complain.

G So, let’s do something about it now.

H Even so, we need a frequent service.



98

Notes As a whole-group activity, ask the students to tell you which sentences

they and their partners put in the spaces. Check the answers and make

a study focus of the way some sentences develop an idea in the text

(‘Another thing that makes me very angry…’) while others express a

contradictory idea (‘Even so, we need a frequent service’).

20 Work with a partner. Did you put the same sentences into the spaces?

Which two sentences did you not use? B, E


Read the text first. Consider what the missing sentences might be about.

Then read the sentence options (A–H).

Remember there are two extra sentences that you don’t need.

Make sure you understand what the text is about. If you don’t, then read it again

before you start to choose the answers.

Check that you understand why the given example is the correct option.

Make sure the sentence you choose fits with what comes before and what

comes after.

Ask yourself ‘Why are the other sentences wrong?’

Select the letter of the sentence that fits each space.

Now read the whole text. Does it make sense?

99Reading Part 2

Test practice

Notes

E

G

C

H

D

A

Read the text and fill in the missing sentences. Write the letter of the

missing sentence (A–H) in the correct gap. There are two extra sentences

you will not need.

A Bright Start to the Day

We all know that it can be hard to wake up in the morning, especiallyin winter. Many people use an alarm clock to help.

Now there is a completely new type of alarm clock. 1 This is whatmakes it different, and the people who use it say it works. The ideaof the Daylite really is very simple. 2

The Daylite gives that effect at any time, even in the middle of a longwinter night. It may be that we will all wake up on time in future.

3 You simply set the alarm to the time you want to wake up.Then you put the Daylite by your bed like any other alarm clock. Inthe minutes before this wake-up time, the Daylite begins to producelight by your bedside. 4 Then it slowly becomes brighter. At thetime you want to wake up, light fills the room. As this happens, youbegin to feel that it’s the start of the day. The Daylite is yourpersonal sunrise.

All alarm clocks help you to wake up. 5 You turn on the Daylitelight and set the time you want to go to sleep. The light slowly goesout and you begin to feel more and more sleepy. 6

A This is the natural way to go to sleep.

B These include the Daylite alarm clock.

C It is very easy to use the Daylite.

D Only the Daylite also helps you to go to sleep.

E Its name is the ‘Daylite’ alarm and it uses light as well as sound.

F You go to sleep in exactly the same way.

G The natural time to wake up is when the sun rises.

H At first, this light is not very strong.

Not used: B and F

3

Introduction to Reading Part 3The focus of Reading Part 3 is to test the candidates’ awareness of the

purpose of different texts and their ability to locate specific information

given in the texts. There are nine items in this part of the test preceded

by an example.

The candidates read four short texts, which are all related to a common

topic appropriate to the level. They are labelled A, B, C and D. Each text

is of a different form: brochure, advert, letter, programme, notice, etc.

The first question is an example. Three questions test the candidates’

comprehension of the purpose of the text, the intended audience and/or

register. Six questions test the candidates’ understanding of the content

of the text and where to find specific information.

The candidates select the correct letters. They do not provide a written

answer, but show where it can be found.

On the test itself the four texts are always on the same page with the

questions adjacent.


– recognising a wide variety of text forms (including graphs, charts

and maps)

– becoming familiar with the different kinds of information which is

usually found in the different text forms

– recognising formal, informal and neutral registers in different kinds

of texts

– the reading techniques of skimming and scanning

– search-reading texts for detail/specific information.



100

Notes

Student introduction In this part of the test, you read to understand the purpose of different texts and

to find specific information in them. At Achiever level, you read four short texts that

are all related to a common topic. Each text is of a different form (brochure, advert,

letter, programme, notice, etc).

Three questions test your comprehension of why the text is written, who it is written

for, and how formal or informal it is.

Six questions test your understanding of the content of the text and where to find

specific information. The first answer is given as an example. There is a test practice

exercise at the end of this part of the book.


– recognise a wide variety of text forms (including graphs, charts, maps, etc)

– become familiar with the different kinds of information which is usually found

in the different text forms

– recognise formal, informal and neutral registers in different kinds of text

– recognise and leave information you don’t need for your answers

– read for overall meaning and for detailed, specific information.

101Reading Part 3

Introduction

Notes

3 Understanding the purpose of a text

Text purposeBefore the lesson collect a wide selection of text forms – enough for

two or three for each student. You may need to write some of your

own (message, application letter, holiday postcard, etc). You will be

able to reuse these items in other lessons that require authentic texts.

Look for the following:

– adverts, holiday/information brochures, calendars/diaries, cards, tourist

guides, instruction guides, luggage labels, leaflets, Post-it notes, TV

listings, menus, notices, signs, product packaging, tickets, recipes, price

lists, graphs, charts, plans, timetables, newspaper/magazine articles,

notices, posters, etc.

The aim is to expose students to the different kinds of texts they are

expected to recognise, read and understand. Number all the texts you

have collected. Write the numbers on the texts.

Ask the students to work in pairs. Ask them to make a list, numbering

it according to the number of texts you’ve collected (about 15–20).

Give each pair of students two or three texts. (If you’ve got a very large

class, you might have to use one text per pair of students.) Ask them to

look at each text, and to write down the number, the kind of text form it

is and where they can find it (eg, 7 – timetable, railway station). They then

pass the texts on to the next pair. They do this until everyone has looked

at all (or most) of the texts. Move around the class helping with

vocabulary and making a note of which texts they are having most

difficulty with.

At the end, go through the texts fairly quickly by calling out the number

of each one and holding it up (you don’t have to get them into numerical

order). Do this as a whole-group activity, checking answers and

addressing any points that occur.

1 Think of all the different kinds of text we read everyday (eg, emails,

college notices). How many can you think of? Discuss with your group.

2 Now make a list of different kinds of text. Write:

Text form Where do you find it?



102

Shopping by emailThe four texts in this section are linked by topic or theme and together

produce a picture of an event or sequence of events. To enable your

students to build up an understanding of how the texts are linked, this

exercise looks at each of the four texts separately, and then together.

Tell them to read each of the texts in turn and answer the questions about

it. Explain that in the test, they don’t answer the questions as they do

here – they write the letter of the text. This is a different kind of practice

in reading for detail.

Get them to check their answers after completing the questions for each

text, first with a partner and then as a whole class.

3 Read text A. Answer the questions about it.

A

The Marlin Mail Order Company

Great Summer Offer!

Only £20.00 (inc p&p)

A top quality long-sleeved cotton sweatshirt with:

– any photo/picture of your choice

– a personal name/message (max 20 letters)

Choose from:

– black, white, blue, red, green

– sizes XS, S, M, L, XL

Allow 8 days for delivery.

Ring 090 452109

Email [email protected]

www.marlin.swish.co.en

a What kind of text is it? advert

b How long might it take for the sweatshirt to arrive? 8 days

c Can you choose a picture and a message? yes, you can have both

d What’s the sweatshirt made of? cotton

e How much does a sweatshirt cost? £20

f What picture can you choose to have? any

4 Compare your answers with your partner’s.

103Reading Part 3

Understanding the purpose of a text

Notes

5 Now read text B and answer the questions.

B

The Manager 24 Oakham RoadCustomer Services ManchesterMarlin Mail Order MC13 4RPSwafftenham [email protected] 3AQ

Ref: Order 4309718 16 JulyDear Sir,

I am writing in connection with our phone conversation thismorning. With this letter, I am returning the sweatshirtyou have sent me. The name should be Alfonso, not Alonso,and I wanted it in green, not white.

Could you send it to me as soon as possible, please? It’s for a relative’s birthday on the 21st of this month.

I have to say I am rather disappointed by your service.Yours faithfully,

Brenda Adams (Mrs)

a What kind of text is this? a formal letter

b What is the company’s postcode? S14 3AQ

c Which letter was missing on the sweatshirt? F

d What colour of sweatshirt was sent by mistake? white

e Why does Brenda need the replacement quickly? for a relative’s birthday

f Has Brenda already spoken to the manager? yes, on the phone




104

Notes

7 Now read text C and answer the questions.

C

To: Brenda Adams [email protected]: Philip Harrison [email protected]: Personalised sweatshirtDate: 18 JulyDear Mrs Adams

I am very sorry about the mix-up over yourpersonalised sweatshirt order.

I can assure you that we are posting your sweatshirt,in the correct colour and with the correct name, today.We are sending it by 24-hour courier service and it willbe with you tomorrow.

As a gesture of our goodwill, we have included ashort-sleeved T-shirt in the same size, for absolutelyno charge.

With best wishes,Philip HarrisonManagerCustomer Services

a What kind of text is this? email

b How many days will the courier service take? one

c What is Brenda’s free gift? a T-shirt

d Why have they sent it? ‘as a gesture of goodwill’/to apologise

e What is Mr Harrison’s job? Customer Services Manager

f What is Mrs Adams’ email address? [email protected]

105Reading Part 3


Notes

8 Now read text D and answer the questions.

D

Thursday morning 9.00 am

Dear Auntie Brennie,What can I say about the sweatshirt? It’s brilliant. Now I can have my favourite dog in the world with me all thetime when I’m away studying at college! He looks so cute in that photo, doesn’t he? It was really kind of you.

I didn’t do much on the actual day – I was working on anessay. But on Saturday, we all went to see You–Robot at thePicture House – very scary!! And then one of Rory’s ownhomemade pizzas at his house – excellent!

I hope you and Uncle Jim are well.Much love,Tim

a What kind of text is this? informal letter

b What does Tim do? he’s a student

c What did Tim do on his birthday? he was working

d What is You–Robot? a film

e Where did they eat pizza? at Rory’s house

f What is Tim’s relationship to Brenda and Jim? nephew


When the students have read each text closely, ask them to look at

them together and answer the following questions. The first four

(including one example) are general questions about the purpose of

the texts. The other six questions ask the students where to find specific

information in the texts. These questions are of the type that they will

be asked in the test. By this point, students should have built an

understanding of the relationship between the texts and be able to

see how Reading Part 3 works.



106

Notes

10 Now look at the four texts together and answer the questions.

Which text:

a is advertising something? A

b contains a complaint? B

c is an apology? C

d is informal? D

Which text gives you the answers to the following questions?

a When is Tim’s birthday? B

b Who or what is Alfonso? D

c What colour is Tim’s new sweatshirt? B

d How can you visit the company’s website? A

e What’s Brenda Adams’ nickname? D

f How long does it usually take to receive a sweatshirt? A


The college playNow tell your students that they are going to look at the next four texts

all together. This is what they will do in the test. Ask them to read the

following texts carefully. Get them to agree on what kinds of text they

are. Tell them to make a note of what clues they find to identify the texts.

Check their answers as a whole class.

Then ask them to work individually to answer the following questions

about the texts. Get them to use a dictionary for help with any new

vocabulary. Tell them that in the test they always need to read all four

texts before answering the questions. Some students will want to read

the questions before reading the texts. Don’t forbid this, but advise

against it as a general rule.

12 Read the four texts on pages 76–77 carefully. What kind of text is each

one? Compare ideas with your partner. Which ‘clues’ helped you?

Check your answers with your teacher.

A letter

B programme

C ticket

D review

107Reading Part 3


Notes



108

Notes

Act 1 Beside the lake

Act 2 In the wood

Interval – Coffee & cake

Act 3 Back at home

Piano: Andrea de Ventura

Clarinet: Joanna Czepel

Costumes: M. Strasser,

C. Wininger, S. Burri

A

Dear Javier,Thanks for the card. I’m glad you had a good week away.

I’ve been helping make the costumes for the college play,The Wild Wood. Hard work, but there have been three of usand it’s good fun.

Anyway, here’s your ticket. Don’t worry about payingme. The ticket prices are cheap and it’s my treat!You know how to get there, don’t you?

How about going out for a coffee, or something, after theshow? It’s over at ten-thirty, so I’ll meet you in the car park then.

You can email me or get me on my mobile.See you soon, Monika

B

Highsmith College International Drama GroupPresents

The Wild Wood – by Conrad WebsterA play of mystery and romance in three acts

Cast:

Jago … Robert Petak

Leila … Julia Hofer

The Lake Spirit … So-Young Park

The Wolf … Isil Gunal

Mr Cottle … Sergio Santos

Mrs Cottle … Cheryl Leung

The Historian … Wilson Chow

All other parts played by students in Class 5

Directed by: Peter Hamilton

109Reading Part 3


Notes

Saturday Night in the Woods!

By our Drama Critic, Ronald Gerrard

I wasn’t sure what to expect when

I sat down to watch The Wild

Wood with two hundred other

members of the audience on

Saturday night. All the actors were

foreign students and the play is

not a well-known one.

However, I’m so glad I did go. The

costumes, the lighting, the whole

production, was superb. The cast

of twenty were all from the

International Department of the

local college and were very

original and dynamic.

Special mention should be made

of the actors who played Jago and

Leila – they were first class.

My only (slight) complaint was that

the jazz, which the two gifted

musicians played throughout,

was a bit loud at times.

Express & Echo – Drama and Cinema

C

The Wild Wood

Saturday 14 November 7.30 pm Row F 15

Highsmith College Drama Hall Adult £8.00 Child £4.00(behind Main Department Building, up steps, turn left)Parking available in Car Park 3

D

13 Now read the questions about the four texts. Where do you think you will

find the answers? Read the texts again to find the information you need.

You will probably read more quickly this time.

Which text:

gives directions?

is informal?

gives a personal opinion?

is from a newspaper?

gives you entry to the play?


What’s Monika’s surname?

Where was Javier’s seat?

What type of music accompanied the play?

Where could you leave your vehicles?

Who played the main characters?

Who wrote the play?

Is The Wild Wood a popular play?

How much was it for a father and his two young sons to watch the play?

What kind of play is it?

When did the play start?

Where could the two friends meet after the play to go out for coffee?

Who were the musicians?

What date was the play on?

When did the play finish?

How many people were in the play?

Who was Monika working with?

What kind of refreshments were there?

How could Javier contact Monika?

Where did the play take place?

Approximately how many people watched the play?



110

Notes

A

D

D

C

B

C

D

C

B

B

D

C

B

C

A

B

C

A

D

B

B

A

C

D

C

Check all the answers, ensuring that they have pinpointed the correct

places to find them. Ask for the actual answers to confirm. Explain the

difference between the general and specific questions.


Read all four texts before looking at the questions.

Ask yourself:

– what is the common theme of the texts?

– what kinds of text are they?

Read the questions. Look at the example question and answer.

Now scan or search-read (depending on the type of question) again, to find

which text gives you the answer to each question.

Select the correct answer – A, B, C or D – for each question.

Read the four texts that follow. There are ten questions about the texts.

Decide which text – A, B, C or D – tells you the answer to the question.

The first one is done for you.

Which text:

is asking for information? B

is advertising something? A

is written to a friend? D

is formal? B

Which text gives you the answer to the following questions?

What subject is Cathy studying? B

Which day do the volunteers have free? D

What kind of accommodation is provided? C

Who pays for the volunteers’ meals? A

When must Cathy pay by? C

Which weeks does Cathy suggest? B

111Reading Part 3

Test practice

Notes



112

Notes A

If you are interested in the subject of history… then read on!

We need volunteer workers to help excavate a Roman theatre in Herakleides.

Ages 18+ 1–2 weeks from July–Sept.Cost $15.00 per day which includes accommodation, food & medical insurance.Volunteers also pay their travel costs.

In return:– we train you in the skills of archaeology– we provide lectures & talks– you meet a lot of new people

For details phone Paul Corder on 020 657296 or email [email protected]

B

To: Paul Corder <[email protected]> From: Cathy CrawfordRe: Excavations

Dear Mr Corder,

I’m a medical student, and am just old enough to joinyour volunteer team this summer. I’m very interestedin applying. I prefer to go either from 12–19 Aug or26 Aug–2 Sept.

I do have a couple of questions. What kind ofaccommodation is provided for the volunteers and is there any free time allowed?

I should be grateful to hear from you as soon as possible.

Best wishes,C. Crawford

113Reading Part 3

Test practice

NotesC

Cathy, Hope you’ve had a good day. There was a call from Paul Corder. He says he’s booking you for the second date you gave. You need to send a chequebefore 1st June.Also the workers stay in tents while they are there – you have to take your ownsleeping bag.

I’ll be home at 6 tonight.Love, Mum xx

D

Hi Nell!I’m sitting on the steps ofHerakleides Theatre – it’s over twothousand years old. All around arehills covered in pine trees andclear blue skies.It’s very hot but our hours are onlyfrom 7 am till 1 pm. We haveSunday off, which is great. Themeals they provide are not thatbrilliant, but it’s not a problem.I’m leaving on Friday and I’mreally going to miss it! See yousoon. Love, C

Introduction to Reading Part 4There are ten items in this part of the test, preceded by an example.

The focus of Reading Part 4 is to test the candidates’ ability to find

the information that answers the questions.

The candidates read a paragraphed text of 310 to 330 words on a topic

included in the syllabus. The text contains a high density of factual

information, with an amount of subtlety, requiring candidates to

search-read carefully, in order to obtain the information required.

The questions are ‘Wh…’ – ‘who’, ‘where’, ‘what’, ‘when’, ‘why’,

‘which’ and ‘how’ – and test comprehension of the text.

The questions follow the order of the text and require answers

of between one and three words.

The types of text used are:

– narrative

– discursive

– explanatory

– descriptive

– biographical

– instructive.


– careful reading of longer texts that contain various kinds

of factual information

– locating the specific information in the text

– spotting distraction in the text.



114

4

Student introductionIn this part of the test, you read a text of around 310 to 330 words. The text will have

a lot of information and you need to read carefully to find the information you need.

You answer questions that ask:

– who …?

– where…?

– what …?

– when …?

– why …?

– which …?

– how …?

The questions follow the order of the information in the text.

You have to give answers in one to three words.


The types of text you may read in the test are:

– narratives

– discussions

– explanations

– descriptions

– biographies

– instructions.


– carefully read longer texts with various kinds of factual information

– locate specific information in the text

– recognise and ignore information that doesn’t match the questions.

115Reading Part 4

Introduction

4 Reading for key information

Locating informationEngage the students’ interest in the wider topic of reading. The pictures

in the book may serve the purpose or you may like to take into the

classroom various things you read (newspaper, magazine, book,

instructions to a machine, etc).

Explain that we all read different kinds of text in different ways.

Sometimes we use a phone book, for example, just to look for very

specific information. Sometimes we read whole texts carefully to

find information in context, not just spot isolated words or phrases.

Ask the students to think about the different kinds of text they read

carefully (you might like to give an example, eg, a film review). Ask the

students individually to make notes of some of the kinds of text they

have read carefully in their own language during the last few weeks.

1 We read different kinds of text in different ways. Think of kinds of text

you read very carefully to find information. Write down the type of text

under each picture and suggest what information you might be trying

to find in each.

Ask the students to work in pairs. Ask them to talk together about the

texts they have read carefully in the last few weeks and to make brief

notes about the similarities and differences.

2 Work with a partner. Make notes of the different kinds of text you

have read very carefully in the last few weeks. What kinds of text

do you have?

Now ask the students to compare notes with the other members of the

class. One way to do this is to ask the students to move around the class

asking and answering questions and noting any texts their classmates

mention that they and their partner had not thought of.

3 What about other students in your class? What kinds of text do they have?

What kinds of information do you read the texts for?

Put on the overhead projector or board several different kinds of text.

These can be included along with others you think relevant:

– newspaper/magazine article

– letter

– newsletter

– set of instructions

– explanations

– information in leaflets.



116

Notes

a newspaper, b letter,

current affairs family news

c guide book, d magazine,

places of fashion,

interest beauty

As a whole-group activity, ask the students to tell you what kinds of text

they and their classmates have read carefully. These will probably include

some of the kinds of text you suggested. Discuss how and why we read

certain kinds of text carefully – it will help the students to prepare for the

International ESOL test if they develop the skills of reading for specific

factual information contained in a fairly dense text.

Tell the students that in the test they will answer ‘Wh…’ questions. It

will help them to recognise these types of question if they think about

the kinds of information they may be asked to locate.

Ask the students individually to read the music club newsletter and try

to think of questions to match the answers given below. Tell them not to

worry if they make any mistakes in the vocabulary or grammar they use;

the idea is to become familiar with the kinds of question they will meet

in the test.

The students will probably produce several different acceptable ways

of phrasing the questions and this will help them become used to

recognising ‘Wh …’ questions.

Monitor, and give help as necessary.

4 Read this music club newsletter (overleaf). Can you write questions to

match the answers?

Q Who (were the folk group who) played at New Year?

A Green Grass.

Q Where can you see them play next?

A The Newport festival.

Q When was the international song and dance beach party?

A May 1st.

Q Why was the midsummer music festival cancelled?

A It was raining.

Q What is the number to call for tickets for the live concert /to see Great White Shark?

A 01504 778899.

Q Where is Barry going to university/to study geography?

A In Canada.

Ask the students to work in pairs. Ask them to check if they and their

partner have the same ‘Wh…’ questions (which match the same answers,

not necessarily identical wording).

5 Work with a partner. Do you have the same ‘Wh…’ questions to match the

answers supplied?

117Reading Part 4

Reading for key information

Notes



118

Notes

Music Club NEWS

It has been a very special time for the Music Club. This is our tenth year

and the first half has been a fantastic success. The new year started with

a concert by the folk music group Green Grass and more than a thousand

people filled the hall. Music Club members who missed the Green Grass

concert can see them later this month when they are performing at the

Newport festival.

The really big event was the May 1st international song and dance beach

party. We were on national radio and TV, and the radio presenter Simon

Summers was our disc jockey for the day. You can hear the music again

on a CD called ‘Sounds of the Shore’. It’s in the music shops now.

The only disappointing event of the year so far was the midsummer music

festival. We planned to have the festival in the park, as always, but the heavy

rain made us change our plans and we cancelled the festival. Let’s hope that

next year will be better!

There are lots more exciting events later this year. September 21st is a date

to put in your diary. That’s the start of the autumn season and we have a live

concert from the rock ’n’ roll band, Great White Shark. If you want tickets for

the concert, you can call the Music Club on 011504 778899 any time

between 3 pm and 7 pm, Monday to Friday.

I’m sorry to say that this is the last Music Club newsletter from me. I’m going

to study geography at university in Canada so I’m afraid I won’t be with you.

Thank you all for a wonderful time – I’ve enjoyed every minute. Many of you

know Mona, who is the new Music Club secretary, and I’m sure she’ll do a

great job.

All the best and enjoy the music!

Barry

As a whole-group activity, ask the students to tell you what questions

they and their partners have produced and matched to the answers.

Put on the board or overhead projector alternatives the students suggest

(making minor corrections if appropriate, but without making a study

focus of this).

Tell the students that in the ESOL test they have to give answers of no

more than three words. This basic summarising of factual information

is a skill that the students need to practise.

Ask the students to read the text ’Over sixty years together!’ carefully.

6 Read this text carefully and then look at the questions and answers

that follow.

119Reading Part 4


Notes

Over sixty years together!

This week we are very pleased to

give our congratulations to Sam and

Elizabeth White. February 19th is the

day they got married sixty years ago.

Sam and Elizabeth met when they

were working in the same factory

more than sixty-five years ago.

Their first meetings were very short

because of the hours they worked.

The problem was that production

at the factory continued twenty-four

hours a day and the workers did shifts

of twelve hours at a time.

Just as Sam finished work, Elizabeth

started. The only time they could

speak was when they passed at the

factory gates. This wasn’t ideal. As

Elizabeth told me when I interviewed

the couple last week, both she and

Sam were always too tired to say more

than ‘hello’ and ‘goodbye’. Of course,

they couldn’t arrange to meet in the

evenings. I asked why they didn’t

meet on Saturdays and Sundays, but

Elizabeth explained that they both

had to take care of younger brothers

and sisters.

The problem was solved when

someone else at the factory needed

to change the hours she worked.

‘It was a woman I knew, she lived in

the same street as me,’ Elizabeth

explained. She had children and

she needed to be at home when

her husband was at work.

Elizabeth changed the hours she

worked. She also changed her life.

She and Sam worked together every

day and they now began to see each

other in their free time. After a year,

Sam asked Elizabeth to marry him

and she said that she would.

They didn’t work together at the

factory for very long because after

two years they started a family.

Then Elizabeth stayed at home and

looked after their two sons and three

daughters while Sam continued to

work. Sam finally retired on the day

he was seventy. ‘We do still work

together,’ Sam told me, ‘but these

days it’s only in the garden.’

Q February 19th is a special day for Elizabeth and Sam because it’s sixty years since …

A the day they got married

their wedding/they got married

Q Sam and Elizabeth’s first meetings were short because of …

A the long hours they worked

their work hours/their working hours

Q When did Elizabeth tell the writer her story?

A when she had an interview

in an interview/at an interview

Q When did Elizabeth and Sam look after their younger brothers and sisters?

A on Saturdays and Sundays

Saturdays and Sundays/(at) weekends/at the weekend

Q Who needed to change the hours she worked at the factory?

A someone who lived in the same street as Elizabeth

someone Elizabeth knew/Elizabeth’s neighbour

Q When Sam asked Elizabeth to marry him, she …

A said that she would

accepted/agreed/said ‘yes’/said she would

Q When Sam continued to work, Elizabeth looked after

A their two sons and three daughters

their (five) children

Q Sam retired on …

A the day he was seventy

his (seventieth) birthday

Now ask the students to look at the questions and answers that follow

the text. Explain that the answers are correct in terms of the information

they contain, but that each answer is given in more than three words.

Do the first one with the whole class as an example. Ask the students

individually to rewrite the answers. Tell them to use no more than three

words per answer.

7 The answers to the questions all have the correct information but each

answer is more than three words. Can you give the same information

in no more than three words?



120

Notes

Ask the students to work in pairs. Ask them to compare notes with their

partner to see what answers they have produced. Encourage them to help

each other if they found some of the answers difficult to reduce to three

words maximum.


Ask the students to move around the room asking what answers other

students have given and then to return to their original partner to report

any answers they were unable to find and/or to report any answers that

were different but correct.

9 What about other students in your class? Can you help each other with

any difficult ones?

Check the answers as a whole-group activity. Tell the students that in

the ESOL test there may sometimes be alternative answers, but stress

that these must always be given in no more than three words.

121Reading Part 4


Notes



122

Notes Now ask the students to read the text ‘Good for You!’ Emphasise the

importance of reading texts very carefully to locate information and

to avoid selecting information that appears to match the question

but is actually incorrect.

10 Read this text carefully. Then look at the questions and answers that are

given in the letter to Tom in activity 11.

Good for You!

Welcome to Good for You! We are pleased that you will be part of our staff and we would like to give you some information to help youwork with us. First of all, a little background information. Good forYou! opened almost twenty years ago and was the first health foodshop in this area. We started small, with just one small stall on themarket, but we moved last year and now have two Good for You!shops in the High Street.

We have more than twenty-five part-time employees at Good forYou! Some of these are retired people working in the morning orafternoon. The majority are people at school or college, working at the weekend and in their holidays. We sell only natural, healthyproducts. Our staff are not just shop assistants; they advise thepublic on the food products that are good for them.

We believe that training is important for all our staff. OnWednesdays, the shops are open to the public only in the morning.From 1.30 pm to 4 pm we offer training and give you informationabout new products.

We hope that working at Good for You! really will be good for you.We encourage our staff to eat well, and when you work at Good forYou! you have a ten per cent discount on all food products (this doesnot include medicines).

You will learn much more about Good for You! when you begin towork for us. If you have any questions at this stage, you can call intothe main shop on the High Street. Come in any time between 9 amand 12.30 pm and ask to speak to Bill. You can also phone Bill athome in the evening on 0234 567890 but please don’t phone after 9 pm. You can use the same number (not the shop number, please)on the days you are unable to come to work.

123Reading Part 4


NotesAsk the students individually to read the questions and answers in the

note below. Explain that some of the answers give incorrect information.

Ask them to change the answers that are incorrect and again stress that

answers must be given in no more than three words.

11 Look at these questions and answers based on the text opposite. Some

of the answers to the questions have incorrect information. Change

the answers that give incorrect information. Give the answers in three

words maximum.

Hi Tom,Good luck with the interview for the part-time job at ‘Good for You!’ You sent me a list of questions and here are the answers. I read theinformation for staff and this is what you wanted to know.1 What does ‘Good for You!’ sell?Health food.2 How many ‘Good for You!’ shops are there?Two.3 Where are the shops?The market.the High Street4 Who works part-time at ‘Good for You?’Mostly retired people.mostly students/students, retired people5 When does ‘Good for You!’ give staff training?Wednesday morning.(on) Wednesday afternoon(s)6 What does the training give information about?New products. 7 What things can staff buy at a discount price?Only sale items.(all) food products/everything except medicines8 When in the evening can I phone to ask questions?Before 9 o’clock.9 What number do I phone if I’m ill and can’t go to work?0334 6678900234 567890

Hope that helps. Good luck with the job.All the best,

Ashok

Ask the students to check with their partner which answers they thought

contained incorrect information. Ask them to compare the corrected

versions and to make sure their partner has used no more than three

words in each answer.

12 Work with a partner. Do you agree about which answers were incorrect?

Do you have the same corrected information?

In the ESOL test, the questions will always follow the order that the

information appears in the text. It will be useful for your students to

develop the skill of reading carefully to locate precisely where in the

text the information is.

Ask the students individually to read the text ‘Money Matters – School

Bank’ carefully. Ask them to find exactly where in the text the information

corresponding to each question is located (perhaps highlighting or

underlining the relevant part of the text). Ask them to put the numbers

1 (earliest) to 10 (latest) against the questions.



124

Notes

125Reading Part 4


Notes13 Read this text about bank services for students.

MONEY MATTERSSchool Bank

Looking after your money is an important part of real life. Thequestion is: who teaches you how to do it? We sent one of ourreporters to find the answer. Jan Barton writes:

Look at a list of subjects that schools teach and you will see a widerange. What you don’t normally see is ‘Money Management’ or asubject like that. The reason for this is not that schools think moneydoesn’t matter, but that they can’t find a way to include it as acourse of study.

The Head Teacher of Salmouth College recognises that it is importantto help young people manage money well. ‘We would love to includepersonal finance as a school subject,’ said Mr Joseph Rutland, ‘butthe problem is time. We have enough teachers to give general advicebut the timetable is just too full.’

One solution to the problem was a school bank. ‘The idea wasn’tmine,’ Mr Rutland explained. ‘Parents asked me to do something tohelp students learn about money, but nobody had any actual ideas.Then one day I was talking to a friend of mine and he told me abouta school he knows. Students there can use the school branch insteadof a bank in town. It seemed a good idea and at this time last yearwe opened a bank for our students.’

Salmouth College isn’t the only school to have a bank for students,but it does have some special features. ‘I’m not a bank manager,’ Mr Rutland said. ‘I’m not the one to advise people about money, but I can make the bank a part of the students’ learning.’

The bank isn’t just a financial service. Students learning maths use the bank in study projects. The bank also makes regularcontributions to the school magazine. ‘Not money,’ Mr Rutlandexplained. ‘The bank contributes articles about special offers forstudents when they leave school and go to university. There are so many different special offers to consider. All banks give advice to clients; the school bank gives special advice for students.’

14 Now look at these questions. First, match the questions to the order

the information appears in the text. Number them 1 (earliest) to 10 (latest)

in the text. The first one is done for you.

Which school subject uses the bank in studies? 8

Who asked the school to help students to learn about money? 4

When did the school bank open? 6

What is Jan Barton’s job? 1

What can students read articles about in the school magazine? 10

Why isn’t personal finance taught at the school? 3

What does Mr Rutland say he can’t give advice about? 7

Who gave Mr Rutland the idea for a school bank? 5

What does the bank contribute to the school magazine? 9

What is Mr Rutland’s job? 2

Ask the students to work in pairs to compare the order in which they

have put the questions.

15 Work with a partner. Do you have the same order 1–10?

Now ask the students to write answers to the questions using no

more than three words.

16 Now answer the questions using no more than three words.

1 maths 6 timetable is full

2 parents 7 money

3 last year/a year ago 8 a friend/his friend

4 (newspaper) reporter 9 articles

5 special offers 10 Head Teacher

Ask the students to work in pairs to compare answers.

17 Work with a partner. Do you have the same answers to the questions?

Check the correct answers as a whole-group activity. Take each of the

ten questions in turn, checking that the order is correct and that the

answer gives correct information within the three-word limit.



126

Notes


First read the text in detail.

Be aware that you are reading for detailed information.

Read each question carefully. Remember the questions will always be in the same

order as the information in the text.

What information must you look for?

Read the text again to find the correct information.

You must answer with only one to three words.

Practise looking for the kinds of information that answer the kind of ‘Wh...’ questions

you will be asked, eg, ‘What?’, ‘Where?’, ‘When?’, ‘Who?’, ‘Which?’, ‘Why?’, ‘How?’

Read the text on the next page and answer the questions that follow.

Do not use more than three words in your answer. The first question

is done for you.

127Reading Part 4

Test practice

Notes



128

Notes

Travelling lightJo Clare has a lot of travel experience. Now she is sharing thisexperience with other people. Speaking at her home in Wales, Joexplains, ‘I came back from my second world tour at the start of theyear and I wrote a few tips for travellers.’ Jo’s first book TravellingLight was a great success and now she is writing full time. The ideafor the title of the book came from Jo’s brother, and she hopes thisbook will be the first of many.

She loves travelling by train, boat, bus and, best of all, by plane.‘When you’re flying, you need to make sure your bags aren’t tooheavy,’ she says. Jo follows her own advice. On her first world tour,she and her husband really travelled light. David smiles as heremembers. ‘We took just two bags each on that trip.’

‘There is no secret to travelling light,’ says Jo, ‘everyone can do it.You don’t need to take everything from your bathroom for aweekend trip. Leave things like soap and shampoo at home. You can buy them when you arrive.’ Books are also heavy items to havein your luggage. Jo says ‘It’s a good idea to take them, but don’tbring them back. Take paperbacks, read them and leave them on the train or at the airport.’

Jo advises people on walking tours to take plenty of plastic bags and put clothes in them to keep them dry. Clothes aren’t heavy, butwhen it rains they get wet. ‘The extra weight you’re carrying in yourbags is water,’ she says with a laugh, ‘and it’s crazy to carry that.’

Jo accepts that travelling light isn’t always easy. Parents with smallchildren need to take more things with them. She hopes that sheand David will have children. ‘Maybe two or three,’ she says. ‘Wehave none at the moment, so for now we can still travel light.’

Where does Jo live? Wales

1 What is Jo’s job? (She’s a) writer

2 Who chose the name Travelling Light for the book? Jo’s brother/her brother

3 How many books has Jo written? one

4 What is Jo’s favourite way of travelling? (by) plane/flying

5 Who was with Jo on her first world tour? her husband (David)/David

6 Who does Jo say can travel light? everyone

7 What does Jo say you can buy on your journey? soap and shampoo/soap/shampoo

8 What kind of books does Jo advise travellers to take? paperbacks

9 What does Jo say makes walkers’ bags heavy? water

10 How many children does Jo have? none


Writing

Writin

gStudent book This book

1 Correcting errors 97 131

2 Writing a formal response 105 142

3 Writing an informal letter 117 153




130

Writin

g

Introduction to Writing Part 1The focus of Writing Part 1 is to test the candidates’ ability to identify

and correct errors in a text.

The candidates proofread a double-spaced continuous text that contains

two spelling errors, three errors of punctuation and three grammar errors.

The eight errors in this part of the test are preceded by three examples,

one of each type. The punctuation errors can be full stops, capital letters,

commas and question marks. The one-word grammar errors can be in

subject/verb agreement, verb tenses, conjunctions and connectives.

There is no more than one error per line and some lines have no errors.

The candidates show the corrected errors in the answer spaces adjacent

to the text.

The text form may be a letter, description of events, short report or

a newspaper article.


– punctuation

– spelling

– verb tenses

– the use of common conjunctions and connectives.

Student introduction In this part of the test, you read a text to find and correct errors.

There are two spelling errors, three errors of punctuation and three grammar

errors (preceded by one example of each).

The punctuation errors can be full stops, capital letters, commas and question marks.

The one-word grammar errors can be in subject/verb agreement, verb tenses,

conjunctions or connectives.

There is no more than one error per line and some lines have no errors.

The text form may be a letter, description of events, short report or newspaper article.


To prepare, you need to practice in:

– punctuation

– spelling

– verb tenses

– the use of common conjunctions and connecting phrases.

131Writing Part 1

Introduction

1



132

Notes 1 Correcting errors

We all make mistakes!Language students at Achiever level are often very sensitive about

making mistakes. It is important to make your students aware that

making mistakes is a natural part of learning a language. It can be

encouraging to draw on your own (ultimately successful) experience

of language learning to stress that we all make mistakes.

You may like to engage the students’ interest in the overall topic

of errors by demonstration (eg, saying ‘Bye’ instead of ‘hi’).

Tell the students that they are going to read a note with different kinds

of mistakes in it. Ask the students individually to read the text to find

as many errors as they can and think about why they are errors.

It is probably most effective to allow students at this level to learn about

the language by discovery. Give the students the opportunity to think

about types of error rather than tell them – at this stage – what the

categories are.

Monitor, and if necessary point out the errors in the text .

1 The editor of the college magazine has sent you this note about a text

with errors. Unfortunately, the note itself isn’t quite perfect. Can you

identify the errors made by the editor?

Hi, how is everything whith you. I hop you’re not two busy tohave a look at this article about acomodation for students?the information are really interesting, but it’s full ofmistakes? Sarah wrote it and she is normally so carful isn’tshe. Please don’t tell Sarah I have ask you to correct thearticle, because she wood be very upset you know how shehates to making mistake

Thanks and goodbuy for now,Pat

2 What different types of error does the note contain? Write examples

of the different errors below.

Spelling Grammar Punctuation

whith (with) are (is) you. (you?)

hop (hope) ask (asked) students? (students.)

two (too) to making mistake the (The, line 3)

(to make mistakes)

acommodation mistakes? (mistakes.)

(accommodation)

carful (careful) she. (she?)

wood (would) upset you (upset. You)

goodbuy (goodbye) mistake (mistakes.)

Ask the students to work in pairs. Ask them to tell each other what errors

they have found and to discuss the types of error they are. Monitor, and

without correcting or confirming at this stage, note the students’ ideas

on the types of error (spelling, punctuation, grammar).

3 Work with a partner. Have you found the same errors?


group. You can organise this as a whole-group activity or ask the students

to move around the room comparing notes.

4 What about other students in your class? What types of error have

they found?

Now ask the students individually to read the article. Ask them to

underline any mistakes in the lines and identify any lines with no

mistakes.

5 Read Sarah’s article. Underline the mistakes and write your

corrections below.

STUDENT ACCOMMODATION

If you are looking for accommodation this year, their are several

different possibilities. Many students stay in rooms at the college

and others prefers to stay in the town centre. The college has rooms for

two thousand students so you need to arrange a place by the end of june.

You have more types of accommodation if you want to stay in town? The

cheapest is a house or flat. Students can sharing accommodation and

this keeps the costs low. If you would like more information you can

telephone the student help desk between ten and four every day ask to

speak to the accommodation officer to found a place to stay.

133Writing Part 1

Correcting errors

Notes

Ask the students to work in pairs. Ask them to tell each other what

the errors were and to discuss how to correct them. Monitor, and note

the errors identified and suggested corrections. Don’t confirm these

at this stage.

6 Work with a partner. Did you find the same mistakes? Are there any lines

without mistakes?

As a whole-group activity, invite the students to tell you what they and

their partners have decided were the necessary corrections to the article

and which lines in Sarah’s article were correct. Confirm these.


– line 1 ‘there’

– line 3 ‘prefer’

– line 4 ‘June’

– line 5 ‘.’

– line 6 ‘share’

– line 8 ‘day. Ask’

– line 9 ‘find’

Now get them to rewrite the note to the editor. Ask them to:

– correct any errors they can find

– identify the correct lines in Sarah’s article (lines 2 and 7).

7 Send this note to the editor (but correct any errors first!). Write it out

again. Check that your own note has no errors in it.

Deer Pat,

No problem, I’ll send the corrected article to you bywednesday. I think that lines 4 and 7 are correct but there is a misstake in all the others?

beast wishes,

Dear Pat,

No problem, I’ll send the corrected article to you by

Wednesday. I think that lines 2 and 7 are correct but

there is a mistake in all the others.

Best wishes,

8 Work with a partner. Do you agree about the two lines that are correct?

Did you correct all the mistakes in the note to Pat?



134

Notes

Big or small?One of the areas of error in the note in activity 7 and the article in activity

5 is the use of capital letters. Ask the students individually to look at the

set of rules produced by a student of English – stress that these are not

necessarily all accurate. Ask the students to put a tick (Y) if it is correct

or a cross (X) if it is incorrect next to each of the proposed rules.

9 It is sometimes difficult to know when to use a capital letter. Look at this

set of rules a student of English has produced for other students. Do you

think they are all correct? Put a tick (Y) or a cross (X) in the box next to

each statement.

English Rules!Do you have problems with capital letters?

Just follow these simple rules and you’ll never go wrong.

1 The first word of a sentence always starts with a capital letter. Y

2 The name of a country always starts with a capital letter. Y

3 Adjectives for nationalities like ‘english’ or ‘chinese’ don’t have a

capital letter. X

Adjectives for nationalities like ‘English’ or ‘Chinese’ always start with

a capital letter.

4 People’s names always begin with a capital letter. Y

5 Pronouns like ‘he’ and ‘you’ and ‘i’ only have a capital letter if they are the

first word in a sentence. XPronouns like ‘he’ and ‘you’ only have a capital letter if they are the first

word in a sentence. The pronoun ‘I’ is always a capital letter.

6 The names of days, months and seasons always have a capital letter. X

The names of days and months always have a capital letter. Seasons don’t

always have a capital letter.

7 The words ‘Doctor’ and ‘Teacher’ always have a capital letter. X

The word ‘Doctor’, when used as a title, has a capital letter, but ‘doctor’

and ‘teacher’ don’t have to have a capital letter.

8 Titles of books, films and songs always begin with a capital letter. Y

9 We always use a capital letter for words like ‘Music’ and ‘History’. X

We sometimes use a capital letter for academic subjects like ‘Music’

and ‘History’.

10 The ‘yours’ in ‘yours sincerely’ at the end of a letter does not have a

capital ‘Y’. X

The ‘yours’ in ‘Yours sincerely’ at the end of a letter has a capital ‘Y’.

135Writing Part 1

Correcting errors

Notes

Ask the students to work in pairs. Ask them to compare answers

and discuss which rules are correct and which are incorrect.

10 Work with a partner. Do you have ticks and crosses in the same boxes?


class. You can do this as a whole-group activity, putting the students’

responses on the board.

Ask them to suggest more reliable rules than those for numbers 3, 5,

6, 7, 9, 10.

11 What about other students in your class. Do you agree about the

information in the ‘English Rules!’ text? What corrections would you

make to some of these rules?

Check the answers to the ‘English Rules’ text as a whole-group activity.

PunctuationNow engage the students’ interest in the topic of punctuation and the

importance of using this to make writing easy to read. One way to do this

is to appear to struggle to read a letter from a friend and explain that her

grammar is fine, so is her handwriting, but that what she writes is very

difficult to read. This is an example you may like to put on the overhead

projector or board, or adapt to produce something similar.

Dearfriendhowareyouandhowsyourfamilyimsorryihaventwrittenforalongtimeitsbeenverybusyhereattheofficedoyourememberjakefromschoolwellisawhimintownafewdaysagoheslookingreallywellhesplayinglotsofsportsliketennisfootballgolfandsquashthatsallmynewspleasedontforgettowritesoonbestwishessue

Don’t ask the students to attempt to punctuate the letter; the purpose

is just to make the point that punctuation is important (you may like to

adapt the letter as a homework assignment after the students have had

the opportunity to study the key elements of punctuating sentences in

the next activities).

Put on the board the punctuation marks that the writer of the letter

needed to use (and which the students will use in activity 12).

Ask the students individually to look at the sentences in activity 12. Ask

them to put in the punctuation marks they think should be there. Monitor,

and help any of the students who find this activity particularly difficult.



136

Notes

12 Look at these sentences. Each of them needs one or more punctuation

marks. The punctuation marks you will need are the comma (,), question

mark (?), full stop (.) and exclamation mark (!). Put the punctuation marks

in the sentences.

a He wears a lot of unusual clothes doesn’t he

He wears a lot of unusual clothes, doesn’t he?

b Julie asked me what you are doing

Julie asked me what you are doing.

c Look out there’s a car coming

Look out! There’s a car coming./Look out, there’s a car coming!

d Shall we go today tomorrow or on Friday

Shall we go today, tomorrow or on Friday?

e Excuse me do you know what the time is

Excuse me, do you know what the time is?

Ask the students to work in pairs. Ask them to compare notes and to see

if they have any answers that are different. Monitor, and note anything

that produces different use of punctuation from different students.

13 Work with a partner. Do you have the same punctuation in the sentences?

If monitoring shows that different pairs of students have produced

different answers, it will be worth setting up an activity in which the

pairs separate and the students move around the class finding out

what alternative answers have been produced.

Check the correct answers as a whole-group activity.

Students’ use of punctuation is usually influenced by their first language.

The use of punctuation in written English, commas in particular, is a

complex area. At this level, encourage the students to develop confidence

in using commas to separate words in a list and to indicate a significant

pause within a sentence.

Now ask the students to look at the advertisement a friend would like to

put on the school noticeboard. Tell them that the note contains a number

of mistakes in the use of capital letters and punctuation marks. Ask the

students to write the note again individually with the corrections they

think are needed.

137Writing Part 1

Correcting errors

Notes

14 A friend would like to put this advertisement on the school noticeboard

but needs to put in the correct punctuation and use capital letters in the

right places. Put in the punctuation and capital letters for your friend.

trip to London

i am organising a coach trip to london on saturday 26 februarywould you like to come along if you would please contact Meon 07780 456654 tickets only twenty Pounds

hurry up only Six tickets left

martin

Trip to London

I am organising a coach trip to London on Saturday 26

February. Would you like to come along? If you would, please

contact me on 07780 456654.. Tickets only twenty pounds.

Hurry up! Only six tickets left.

Martin

Ask the students to work in pairs. Ask them to compare notes.

Monitor, and note any changes about which the students disagree.

15 Work with a partner. Do you have the same corrections to

the advertisement?

As a whole-group activity, ask the students to tell you what changes they

and their partners made. Put on the board or overhead projector the

corrected version and remind students of previous activities to explain

why certain punctuation marks and capital letters are needed.

Grammar challengeNow engage the students’ interest in identifying and correcting

grammatical errors. The whole area of errors and correction can be

daunting for learners of a language; stress that making mistakes is a

natural part of the learning process (it may help to refer to your own

experiences of language learning).

The ‘Grammar challenge’ activity is intended to be fun and you can make

it a competitive activity as the students work first individually, then with

a partner and then in competition with the other members of the class.



138

Notes

Ask the students individually to read the ten sentences and to tick

the 0, 1 or 2 mistakes columns.

16 Learners of a language naturally make grammar mistakes of various

kinds. Look at these sentences. How many grammar mistakes do you

think there are in each sentence? Tick (Y) the column to show if there

are 0 (no mistakes), 1 (one mistake) or 2 (two mistakes).

0 1 2

If you really want to learn to speak a language Ywell, you must to use (must use) it in the country

where people speaks (speak) it.

There are so many interestings (interesting) Ysubjects to study at university that I find it

impossible to choose just one.

A good teacher understands that students Ymake mistakes and doesn’t make them feel

bad about this.

I will never forget mine (my) first day at school,

but for some reason I can’t remember

nothing (anything) at all about the last day. Y

We are studying very hard at the moment Ybecause we are going to taking (take) an important

exam next week.

The students in my class thinks (think) that English Ygrammar is the most hardest (hardest) part of

our studies.

My teacher has worked at this school since (for) ten Yyears and she is very happy here.

I really don’t like doing homework, but I know Ythat it’s an important part of my studies.

You are never too old to learning (learn) new things Yand people should continue studying after they

will leave (they leave) school.

This is the final sentence and I hope I haven’t Ydone (made) any mistakes.

Ask the students to work in pairs. Ask them to compare notes and to see

if they have identified the same number of grammar mistakes in each

sentence. Monitor, but don’t confirm or correct any answers at this stage

(this will come in a final activity). If the students disagree, they should try

to persuade each other and come to a joint answer.

139Writing Part 1

Correcting errors

Notes


Now ask the students to look at the sentences in which they agree on

the number of errors. Ask them to discuss what the correct versions

should be and to write these down.

18 Look at the sentences with grammar mistakes. Can you correct them?

As a whole-group activity, ask the pairs of students to tell you their

answers in the 0, 1 or 2 columns and their suggested corrections. If

you wish to make this a competition, give 1 point for each correct

answer in the 0, 1 or 2 box and 1 point for each accurate correction.

Alternatives to the corrections in the key are:

1 ‘have to use’

4 ‘can remember nothing’

6 ‘most difficult’

7 ‘since (year/date)’ (instead of ‘ten years’).

At the end of the activity, put the correct answers on the overhead

projector or board.

19 What about other students in your class? Do you all agree about

the mistakes and the corrections?

The previous two activities will have highlighted any specific areas

of grammatical error your students need to work on. As a whole-group

activity, make a study focus of these.



140

Notes


Read the instructions carefully. You are told exactly how many mistakes are in

the text.

Read the text through quickly first, so that you know what it is about.

Now look at the three examples in the first three lines.

Then read the text again in detail looking for the mistakes.

Write the corrections to the mistakes in the spaces at the end of each line.

Remember that some lines have no mistakes.

Read the text and circle each mistake. Write the correction at the end of

the line. The first three lines are examples. There are two more spelling

mistakes, three more punctuation mistakes and three more grammar

mistakes. Some lines have no mistakes.

Dear pedro, Pedro

Hi! How is you and your family? I hope everyone is well and are

that, the weather is better now. When I visited you last that the

year, it rained allmost every day. 1. almost

Did you hear the news about David. He has a new job 2. David?

now and he is working very hardly. I don’t see him very 3. hard

often, but he sometimes write me an email. I’m sure he’s 4. writes

really happy.

I met your friend Max in the shopping centre on saturday. 5. Saturday

He finish his examinations last week and is enjoying the 6. finished

holiday Max and Lucia are planning to travel round Europe. 7. holiday.

I think that’s all the news I have to tell you at the moment.

I prommise to write again soon. 8. promise

Best wishes,Jim

141Writing Part 1

Test practice

Notes

Introduction to Writing Part 2The focus of Writing Part 2 is to test the candidates’ ability to respond

formally to a text. Candidates read a text of 30 to 60 words which may be

a letter, poster, leaflet or advert. The text requires some kind of response.

The instruction asks candidates to address four points or notes connected

to the input text. The person addressed by candidates is public and

distant, eg, a teacher, a competition organiser, a newspaper editor,

a sports centre manager.


– reading texts that require specific responses, eg, adverts for

summer jobs, adverts for competitions, articles in the newspaper

asking for opinions about local issues

– writing simple formal/neutral letters, articles and reports, using

appropriate language and register.

Student introduction In this part of the test, you respond formally to a text.

You read a text of 30 to 60 words which may be a letter, poster, leaflet or advert.

The text asks for some kind of response.

You address four points or notes connected to the text you read.

The directions tell you who you are writing to.



– read texts that require specific responses, eg, adverts for summer jobs, adverts

for competitions, articles in the newspaper asking for opinions about local issues

– write simple formal/neutral letters, articles and reports in an appropriate style

of language.



142

2

2 Writing a formal response

Café life Start by asking your students to think of their favourite café. Get them

to write down five things that they like about it. Then tell them to discuss

their ideas in pairs.

1 What is your favourite café? What do you like about it?

Write your ideas below.

My favourite café is

Why I like it

As a whole group, brainstorm things which make a café popular

(quality/type of food, cost, the people, decor, comfort, music,

atmosphere, etc).

2 Compare ideas with other students. Do you agree on what makes

a café popular?

Now tell the students to read the notice on the college notice board.

It requires them to give opinions and to make suggestions. Read the

different ways of responding to the first point.

Making suggestions3 Read the notice on the college noticeboard. What ideas do you have?

New College Café

The College Committee has agreed to build a new student café in our

college. We want you, the students, to give us your opinions and

suggestions. We want to have your ideas about the following things:

– opening times

– type of food/drinks to serve

– decor (colour/furniture, etc)

– entertainment.

Please post your suggestions in the box at reception.

Andrew Luxton

College Catering Officer

143Writing Part 2

Writing a formal response

Notes

4 Look at the different ways of making suggestions for the first point.

Opening times

a I suggest that the café should open at 8.30 am and close at 5.30 pm.

I suggest you (should) open the café at 8.30 am and close it at 5.30 pm.

(For a formal suggestion, use

… suggest that + noun + should + infinitive without to.)

b Why don’t you open the café at 8.30 am and close it at 5.30?

(Less formal structure)

Now tell them to make suggestions using these structures for the

other four bullet points.

2

a ‘I suggest that you serve salads and sandwiches.’

b ‘Why don’t you serve fast food and different fruit juices?’

3

a ‘I suggest that you paint the café blue because it is a nice,

calm colour.’

b ‘Why don’t you put comfortable sofas in the café so that students

can relax?’

4

a ‘I suggest the café should have computers for Internet access.’/

‘I suggest you have some computers in the café.’

b ‘Why don’t you have some music in the café?’

5 Now write suggestions. Use the structures in activity 4 to help you.

College café – My suggestions

Food and drink

a

b

Decor and furniture

a

b

Entertainment

a

b

Listen to some of the suggestions and write an example of each on the

board, using the given structures.

6 Listen to other students’ suggestions. Which do you think are the best?



144

Notes

Expressing ideasAsk your students to brainstorm different types/categories of music

(classical, rock, jazz, folk, flamenco, sitar, etc). Write them all up on the

board. (If the other class members don’t know a particular music style,

the nominator has to give a demonstration!)

7 Think of as many different kinds of music as you can. The pictures

may help you.

Get the students to discuss the questions below in small groups.

8 Get into small groups. Ask each other the following questions.

What’s the first music/song you can remember? Why?

Are your musical tastes the same as your parents’?

Why/why not?

What’s your favourite music for relaxing?

What’s your favourite music for dancing?

Have you been to any music concerts?

What was good and/or bad about them?

Which music from other parts of the world are you interested in?

Now ask how many students listen to music on CD, on TV or on the radio.

Which do they prefer? Why?

9 Do you listen to music on CD, on TV or on the radio? Which do you prefer?

Why?

Read the advert for the World Music Radio programme together.

145Writing Part 2


Notes

10 Now read this advert from a local newspaper for a new radio station.

Scorpio World Music Station We need your help!We want to broadcast a brand new World Music programme – playingdifferent kinds of music from different parts of the world.

Write and tell us:– about yourself– about some good music which comes

from a particular part of the world– why you like it– what other things we could include

in the programme.

All contributors receive a World Musiccompilation CD – absolutely free!Contact: Ms Roxanne Robins, PO Box 42

Tell them that they are going to complete a letter to Ms Robins replying

to the advert. They must use one word to complete each gap.

11 Read the letter to Roxanne Robins, replying to the advertisement.

Complete the letter by putting one word in each gap.

Dear Ms Robins,

I am replying to the advert I saw about the World Music programme. I am a

twenty year old student and I enjoy listening to different kinds/types/sorts

of music.

I would like you to play some Jamaican reggae music. I am especially

interested in music that comes from the Caribbean. At the moment

my favourite musician is Bob Marley.

Reggae music is so enjoyable because it is full of energy and rhythm.

It makes you feel good.

I have another idea/suggestion for the programme. You could have a

quiz about a different part of the world each/every week.

I look forward to hearing from you.

Yours sincerely,

Elvira Nagore



146

Notes

Then check the letter as a whole group. Make sure they understand

the following:

– ‘twenty-year-old student’ (not ‘years’)

– ‘enjoy listening to’ (not ‘to listen to’)

– ‘different kinds of music’ (not ‘kind’) .

Now ask them to write their own letter to Ms Robins. They can use the

previous letter to help them, but encourage them to use their own ideas

where possible. Tell them that they must include the points listed below.

12 Now write a letter to Ms Robins, replying to the advert.

In your letter you must:

– introduce yourself

– tell Ms Robins what music you want to hear on the programme

– explain why you like it

– suggest another idea for the programme.

Dear Ms Robins,

Listen to one or two examples as a whole group. Collect the letters

and mark them, noting any problems that need dealing with.

147Writing Part 2


Notes



148

Notes Explaining whyTell your students to read the two letters to Amir Khan. Then discuss

the scenario. (Amir’s classes start on 8 September. Mohammed

needs his help during this time.)

13 Read the two letters to Amir Khan.

Languages Department

Telford College

Telford TZ4 5KU

8 August

Dear Mr Khan,

I am writing to inform you that the new college term will start on Monday

8 September. Your English classes will take place in Room B, Building 4,

and your teacher will be Mr George Manning. I enclose your programme

for the term.

I wish you success with your studies next term.

Yours sincerely,

Jane SheldonStudent Entries

To: Amir <[email protected]>From: MohammedSubject: HelpHi Amir,Hope you’re well. Can I ask you a big favour, please? Shania is going into hospital in the second week ofSeptember to have our new baby. I asked Abdul tolook after the shop for me during this time and heagreed. But now he can’t do it. He has to return toPakistan.So, Amir, can you come and look after the shop forme? I need to be with the other two children whiletheir mum is in hospital. I know I can trust you.Please say ‘yes’.Your friend, Mohammed

149Writing Part 2


NotesNow tell your students to complete the letter from Amir to his teacher,

George Manning, using the correct tenses of the verbs in brackets.

14 Now complete the letter from Amir to his teacher, George Manning.

Write the correct tenses for the verbs in brackets.

Dear Mr Manning,

My name is (be) Amir Khan and I am/am going to be (be) in your class next term.

I am writing (write) this letter because I will/shall not be able to (not be able

to) come (come) for the first week of term.

My friend in Bradford has asked (ask) me to look after (look after) his shop for

him during this time. His wife is having/is going to have (have) a baby in the

first week of September. My friend will have to (have to) take care of (take

care of) his other children.

I am (be) very sorry about this. I hope (hope) to start (start) your class on 16

September.

I am looking forward to (look forward to) meeting (meet) you in class.

Yours sincerely,

Amir Khan

Check their answers, noting any problems with the difference between

‘will’, ‘going to’ and the present continuous for future reference.

15 Check your answers with your teacher.

Now tell the students to imagine that they are also going to be in Mr

Manning’s English class. They also cannot attend the first week of

classes. They have to write a similar letter to Mr Manning, but must

give a different reason for their absence from class.

16 Now imagine that you are also going to be in Mr Manning’s English

class. You also cannot attend the first week of classes.

Write a letter to Mr Manning. You must:

– introduce yourself

– explain the reason for your absence

– apologise and say which date you can start.

Dear Mr Manning

Listen to a selection of the letters, making sure they have covered all four

functions. Correct any tenses. Take in and mark all the letters, checking

for a suitable level of formality, tenses and clarity of explanation.

17 Listen to other students’ letters. Are their reasons similar to yours?


Read the instructions carefully. Do you have to write a letter, instructions, an article

or a report?

Read/look at the ‘input text’ in the box.

Go back to the instructions and highlight the four points that you have to write about.

Ask yourself:

– who am I writing to?

– what must I write?

– how can I write it?

If you have enough time, write some notes first. Remember that your language

must be formal.

Check the number of words is between 70 and 100.



150

Notes

Write a letter to the manager of the project advertised below.

Write complete sentences. Write between 70 and 100 words.

Tell the manager:

– why you are interested

– which part of the project you prefer to work on.

Ask for information about:

– dates

– accommodation.

The Valentine Project We are building a nature reserve in the Valentine Forest.

Our ambition is to conserve the plants and animals for future generations.

We are looking for volunteer workers to help us – clear rubbish from the lake

– plant trees – make and put up bird nesting boxes

– mend walls and fences.

Food and accommodation provided.–––––––––––––––––––

If you are interested please contact:Toby Maguire, PO Box 67Or visit www.valproj.com

151Writing Part 2

Test practice

Notes



152

Notes

Introduction to Writing Part 3The focus of Writing Part 3 is to test the candidates’ ability to write

an informal letter.

The candidates are required to write an informal letter to a new English-

speaking friend of between 100 to 120 words. The candidates are given

the topic of the letter, which includes two functions, eg:

Write a letter to a friend.

a Invite your friend to stay for the weekend.

b Say where you can go together.

The opening and close of the letter are given. Candidates do not

write any addresses.


– writing informal letters which include the functions expected at this

level, such as describing, explaining, thanking, suggesting, apologising

– forming direct questions

– building their range of vocabulary and structures, including simple

colloquial and idiomatic language

– using linking language correctly and effectively

– checking their writing for errors.

Student introduction In this part of the test, you write an informal letter to an English-speaking friend

in 100 to 120 words.

You have the topic of the letter, which includes two language functions. For example,

you will be asked to write a letter to a friend:

– inviting your friend to stay for the weekend

– saying where you can go together.

The opening and close of the letter are there for you. You do not write any addresses.



– write informal letters that include the functions expected at Achiever level:

describing, explaining, thanking, suggesting, apologising, etc

– form direct questions

– build up your range of vocabulary and grammatical structures, including simple

idioms and colloquial language

– use linking language correctly and effectively

– check your writing for errors.

153Writing Part 3

Introduction

3

3 Writing an informal letter

Replying to a letterEngage the students’ interest in the general theme of informal letters

from a friend. You can easily do this by taking an envelope from your

pocket and appearing to read the letter enclosed with exaggerated facial

expressions and gestures: puzzled frown, read on, shake of head, read

on, broad smile.

Find out a little about the students’ letter-writing skills. Draw their

attention to the part of a letter below. Ask them individually to write a

reply of about 50 to 80 words. There is no set time limit for any one part

of the International ESOL test and it will be helpful to encourage your

students to develop the habit of managing time effectively. Depending

on the time available in your lesson, set a time limit of 10 to 15 minutes

for this activity.

1 Look at this part of a letter.

Anyway, that’s all about me. Could you write and tell me alittle about yourself – the subjects you like or liked at school,any hobbies you have. Oh, yes, I’m planning to visit yourtown for the first time next month. Can you suggest placesto stay and interesting places to go to?

2 Write a reply.

Ask the students to make sure their names are on the letters and to

hand these to you. It will be useful to have a closer look at these letters

at a later stage so that you can give individual students advice on writing

(and on planning, checking, etc). For now, the purpose is to use what the

students have written to communicate a message – tell them not to worry

about mistakes.

3 Hand your letter to your teacher.



154

Notes

Depending on the number of students and on the time available, read

out all or some of the letters. It is most effective to read out the letters

with errors corrected (you won’t have time for formal or thorough

correction but you should, as you read, be able to read out versions that

are sufficiently accurate). Ask the students to listen to the letters and

to guess who the writers are – the hobbies, suggested places to go, etc,

should give clues. Give each letter a number as you read it and ask the

students to write the name of the person they think wrote it.

4 Listen to the letters your teacher reads. Who do you think wrote them?

Write down the names of the students you think wrote the letters.

After reading the letters, ask the students to tell you who they thought

wrote each of them. Check if they were correct.

Stress the importance of including in the letters all the information that

has been asked for: describing hobbies and/or subjects liked/disliked;

suggesting places to stay/interesting places to go.

Ask the students to listen to the message in activity 5. Tell them that the

message is an answer to a letter. Ask the students individually to think

about what information was in the original letter.

5 Listen to this message from one friend, Jerry, to another friend. 22

22

Male voice ‘Hi. It’s Jerry here. Just got your letter and – yes, I’d love to come

next weekend. Don’t worry about meeting me, as I can easily get a bus from

the station. Your ideas for Saturday sound great – I love watching and playing

all kinds of sports. Sunday sounds fine, too; I’ll bring my swimming things.

See you Friday.’

6 Make a few notes about the information you think was in the letter

to Jerry.

Ask the students individually to jot down a few notes about the

information they think was in the original letter. These notes can be just

words and phrases rather than full sentences at this stage. Monitor, and

advise the students that they can use a dictionary to check words and

spellings. To help your students prepare for the test, set a time limit of

5 minutes for this preliminary planning activity.

Now ask the students to write the letter individually. In the test, the

candidates write 100 to 120 words in Writing Part 3; encourage your

students to get into the habit of producing letters around this length.

Tell the students they are not expected to know exactly what was in the

original letter – there will be several variations that are perfectly possible.

Again, a time limit of 15 minutes will give your students the opportunity

to plan, write and check.

Monitor, and if any of the students has difficulty knowing what to include,

point at relevant parts of the message: the response to an invitation, the

response to the offer to meet Jerry and the response to suggestions

about sports.

155Writing Part 3

Writing an informal letter

Notes

7 Write the letter Jerry received.

Dear Jerry,

Hi, how are you?

Give me a call and let me know your answer.

Best wishes,

Now ask the students to work in pairs. Ask them to compare the letters

they have written and to see what similarities and differences there are.

Monitor, and note if any of the differences are due to the omission of

required functions (offering and suggesting). Also note different ways

the students have made offers and suggestions.

8 Work with a partner. Compare your letters. What’s the same,

what’s different?

As a whole-group activity, ask the students to tell you what similarities

and differences they and their partners produced in their letters. Put

on the board some forms of offer, such as ‘I can meet you.’ ‘Do you want

me to meet you?’ and suggestions such as ‘Shall we go to …?’ ‘Would you

like to go …?’ and so on. Also put some of the vocabulary items likely to

be in the letter (different sports, beach or swimming pool, etc).

Now show the students the original letter in activity 9 and ask them to say

whose letter is closest to this. This should draw the students’ attention to

the content points and also to the different ways of using functional

language to invite, offer, suggest, etc.



156

Notes

9 Look at a copy of the original letter. Which of the students in your class

had letters most like the original one?

Dear Jerry,

Hi. How are you? Why don’t you come and stay for theweekend? I can come and pick you up at the station andthen we can go out for a meal at this great Indian restaurant near my house.

What about going to see a football match on Saturdayafternoon – City are at home – shall we go? If you like, wecan play a game of tennis after the football.

They say the weather is going to be hot. Do you fancy goingto the beach on Sunday? Give me a call and let me know.

Best wishes,

Stress that variations are perfectly acceptable and take the opportunity

to focus on different ways of expressing certain ideas.

For example:

Inviting

– ‘Why don’t you…?’

– ‘Would you like to…?’

– ‘How/What about…?’

Offering

– ‘Shall I…?’

– ‘I’ll…’

– ‘I can…’

Suggesting

– ‘Shall we…?’

– ‘Would you like to…?’

– ‘How/What about…?’

– ‘Do you fancy…?’

– ‘Do you want to…?’

157Writing Part 3


Notes

Suggestions in a letterNow ask the students to think about how they can use these and other

ways of suggesting when they write to friends. Ask them to write two

or three suggestions individually in each of the categories supplied.

Encourage them to use different ways of making their suggestions.

10 Look at some of the phrases the writer of the letter uses to suggest

things. Write short notes using some of these phrases to suggest things

to a partner. The topics and pictures below may give you some ideas.

Ask the students to work in pairs. Ask them to exchange their written

suggestions with their partner. Ask them to read the suggestions

and indicate with a tick or cross whether they would accept or reject

the suggestions.

11 Exchange notes with a partner. Put a tick (Y) if you would like to

accept your partner’s suggestions, put a cross (X) if you would prefer

not to accept.

Suggestions Y/X

Now ask the students to compare notes with the other members of

the group. You can do this as a whole-group activity or by asking the

students to move around the class asking and answering questions.

It isn’t necessary for the students to write their responses at this stage:

this will come later.

12 What about other students in your class? Who accepted all of their

partner’s suggestions? Who didn’t?



158

Notes

music food

cinema holiday

play sport

Ask the students to read the email message individually. It is a response

to a text received. Ask the students to jot down a few notes about the

possible contents of the original letter from Frank. Ask them to jot down

the phrases Frank may have used to make suggestions (refer the students

to the functional language which was a focus of activity 10).

13 Look at this email message. What do you think was in Frank’s original

letter to Paula?

To: FrankFrom: PaulaRe: (no subject)

Hi. Thanks for your note. It would be very nice to seeyou, but I have so much work to do before theweekend. I’ve never eaten there, but I’m sure it’sgreat. Also, I’m afraid I’m going away for the weekendso I’ll have to say ‘no’ – it’s a shame, I’ve heard it’s agreat movie. Unfortunately I get seasick, so if you don’t mind I’drather not go on a sea cruise.

Thanks anyway. Speak soon,Paula

Now ask the students to work in pairs. Focus on the importance

of planning before writing. Ask them to discuss:

– the possible content (and make notes of vocabulary: restaurant,

holiday, etc)

– the invitations and suggestions Frank might have made

– the phrases Frank might have used.

Set the students a time limit of 10 minutes for discussion and planning.

Monitor, and give any prompts needed.

159Writing Part 3


Notes

14 Work with a partner. Plan the letter you think Frank wrote.

Now ask the students in their pairs to write Frank’s letter. Stress that

they are not expected to get the ‘correct’ information – there will be lots

of variations. As the students have had time to discuss and plan, set a

time limit of 10 minutes for the writing of the letter and encourage the

students to produce around 100 to 120 words.

Monitor, and note any successful items of language of invitation,

description, suggestion, etc, produced by the students.

15 Write Frank’s letter.

Dear Paula,

I haven‘t seen you for ages! Would you like

I hope you will say ‘yes’!

Yours truly,

Frank

Ask the pairs of students to compare their letters with those the other

members of the class have produced. One way to do this is to ask the

students to put their letters on tables or noticeboards around the room

and move around reading them.



160

Notes

16 Compare your letter with some of the other students in your class.

Are your ideas similar or very different?

Now look at the letter Frank originally wrote in activity 17.

17 Now look at a copy of Frank’s original letter. Which pairs of students

had a letter most like it?

Dear Paula,

I haven‘t seen you for ages! Would you like to go out fordinner on Wednesday or Thursday? There’s a new place intown called China Garden. The food is fantastic and I knowyou’d love the atmosphere.

And what about Saturday evening? I’ve got a spare ticketfor the film Far Horizon at the Rialto cinema as Angelacan’t come.

I’ve been thinking about the summer holidays. Do you haveany plans for the summer? How do you feel about a week ona cruise ship in the Mediterranean? Do you want me tofind out about the costs?

I hope you will say ‘yes’!

Yours truly,

Frank

As a whole-group activity, ask the students to tell you whose letter was

most similar to Frank’s. Focus on what made some of the letters similar

to the original: content and functional language used. Put examples on

the board along with any successful alternatives the students produced.

Now ask the students to look at the phrases Paula used to reject Frank’s

invites and suggestions in activity 13. Ask them, in pairs, to repeat

activities 10 and 11, where students make suggestions to each other,

and practice rejecting the suggestions using some of Paula’s phrases.

161Writing Part 3


Notes

18 Look at some of the phrases Paula used to say ‘no’ to Frank’s invitations

and suggestions. Go back to activities 10 and 11 – could you use some

of these phrases in reply to your partner’s suggestions?

As a whole-group activity, invite the students to tell you which

expressions they used to say ‘no’ to some of the suggestions.

Engage the students’ interest in the topic of famous people. One easy

way to do this is to use photos from magazines, newspapers, etc.

Ask the students to think individually of a famous person (living or dead,

real or fictional – it doesn’t matter as long as their fellow students will

know the famous person). Ask them to imagine that they are this person

and to write a letter to old friends. (Stress that this is just a classroom

activity and that in the test itself the students will write only as

themselves). Monitor, and supply any ideas and language the students

are struggling to find. Set a time limit of 15 minutes and encourage the

students to produce around 100 to 120 words. Tell the students not to

sign as the famous person – their fellow students will read their letter

and guess who they are.

19 Think of a famous person. Imagine that you are this famous person and

write a letter to an old friend. Tell your old friend what your daily life is

like and ask about some of the people you knew in the past.

Dear Friend,

How are you?

The students exchange letters in pairs and say who they think the ‘writer’

is; they mustn’t say anything to any of the other students.



162

Notes

20 Work with a partner. Read each other’s letters. Who do you think

the famous people are?

Now ask the students to put their letters around the room – ideally on

noticeboards – with their own name but not that of the famous person

and to move around reading the letters and making notes about who

they think the ‘writers’ are.

21 Read other students’ letters. Can you guess who all of the famous

people are?

As a whole-group activity, the students tell you who they thought

the famous people were and what made them come to that decision.

Check the answers.

163Writing Part 3


Notes

Test practiceTips from the examiners

Read the instructions carefully. Ask yourself:

– what must I write about?

– how many words must I write?

Think about the two points you must include in your letter.

Make a plan before you start to write your letter. Take a few minutes to make notes

about the words and phrases you may use.

Try to use a variety of different phrases and don’t forget to check in a dictionary

for the meanings and spellings of words.

When we write to say ‘yes’ or ‘no’ to people, we normally use more than simple ‘yes’

or ‘no’ responses. When we say ‘no’, we usually add an explanation and apologise for

not accepting. If you are asked to accept or refuse something as part of the test, you

will get credit for using a variety of ways of accepting or rejecting offers, suggestions,

invitations, etc.

Check the number of words you write is between 100 and 120.

Write a letter to a friend. Tell your friend about your English class and

ask them to tell you about their English class and teacher. Write between

100 and 120 words.

Dear Jo,

How are you?

Bye for now,Best wishes,



164

Notes


More information

Mo

rein

form

atio

nAchiever level syllabus 167

Frequently asked questions: teachers 180

Frequently asked questions: students 182

Exam advice 184

Sample exam paper 185

Sample exam paper tapescripts 198

Book




166

Mo

rein

form

atio

n

Achiever level syllabus

Listening syllabusCandidates will be able to:

– understand clearly articulated standard speech delivered relatively slowly

– follow short conversations both formal and informal in a range of familiar situations

understanding gist, context, feelings, opinions and relationships

– understand straightforward narratives, sequences, instructions, directions

and explanations

– identify the function of short utterances (see Grammar and Functions sections)

– follow the main points, speakers, purposes and attitudes in an extended discussion

– extract and reproduce key information from announcements and media broadcasts

on a range of familiar topics.

Phonological features

– recognise stress and intonation in order to follow discourse

– recognise feelings, moods, attitudes, important points and opinions expressed

through stress and intonation.

Range

– understand key grammatical forms used in familiar and less familiar contexts

and situations

– understand high frequency vocabulary and expressions relating to familiar and less

familiar topics.

Understanding gist

– understand the main ideas in straightforward announcements, conversations and

discussions on familiar and less familiar topics.

Understanding detail

– extract key information from announcements, conversations and discussions on

familiar and less familiar topics.

Reading syllabusCandidates will be able to:

– locate and understand details in narratives, explanations, descriptions, instructions,

biographies, articles and discursive texts on familiar topics

– understand the main ideas in straightforward texts of more than one paragraph

– locate and understand specific information in formal and informal real-life texts

which may include graphics

– understand the purpose of different texts

– understand information or purpose which may not be expressed overtly

– understand a line of argument and conclusions clearly signalled in discursive text

– understand feelings and opinions expressed in informal texts.

167More information


Notes

Range

– understand words relating to work, leisure and study

– understand longer texts which may contain some complex structures.

Register

– understand the features which signal different levels of formality

– understand features which indicate the purpose of a text.

Text structure

– recognise the purpose of texts through layout conventions, common signs and

symbols, and cultural conventions

– use organisational features of texts to locate information

– understand the organisational, lexical and grammatical features of a text

– recognise the common structure of paragraphing to build up meaning in a text

– understand how meaning is built up over discourse using markers to indicate

addition, sequence and contrast.

Writing syllabusCandidates will be able to:

– write straightforward connected texts on a range of familiar topics

– write short simple formal letters to ask for and convey simple information

– write short simple texts for practical purposes: instructions, reports, articles

– write short informal letters on topics of personal interest and knowledge

– write brief narratives and descriptions on straightforward topics

– express opinions simply, giving supporting reasons

– proofread written work identifying and correcting errors.

Accuracy

– use correct punctuation in formal and informal texts including dashes, brackets,

bullet points and speech marks

– spell correctly the majority of common words and key words relating to work, study

and leisure interests

– use basic grammatical structures correctly, including conjunctions, connectives and

discourse markers. Errors do not impede a sympathetic reader’s understanding.

Range

– use vocabulary adequately to meet straightforward needs

– communicate information and ideas with some adaptation to the intended reader.

Organisation

– link a short linear sequence of ideas using discourse markers and conjunctions

– demonstrate some awareness of conventions of an informal and formal letter.



168

Notes

GrammarCandidates are expected to know the grammar required for Preliminary and

Access levels. They may also be exposed to the grammar required for the

Communicator level, but will not be tested on it.

Sentence structureSimple sentences

– word order in simple statements:

subject-verb-object/adverb/adjective/ prepositional phrase

– word order in instructions

– word order in questions

– ‘there is/are’ + noun

– ‘there was/were’

– ‘there has/have been’

– ‘there will be’/‘there is going to be’

Compound sentences

– use of the conjunctions ‘and’/‘but’/‘or’

– word order

subject-verb-(object) (+‘and’/‘but’/‘or’) + subject-verb-(object)

Complex sentences

– clauses of:

time with ‘when’/‘before’/‘after’

reason ‘because’

result ‘so’

– noun clause with ‘that’

– word order in complex sentences

– complex sentences with one subordinate clause

– defining relative clauses with ‘who’/‘which’/‘that’

– clause as subject/object

Verb formsPresent reference

– simple present tense of ‘be’/‘have’/‘do’ and common regular verbs

– present continuous of common verbs

– ‘have got’

– simple present with no time focus

– present continuous to express continuity

Present/past reference

– present perfect with ‘since’/‘for’/‘ever’/‘never’/‘yet’/‘already’/‘just’

169More information


Notes

Past reference

– past tense of regular and common irregular verbs with time markers

– ‘used to’ for regular actions in the past

– past continuous

Future reference

– noun phrase (NP) + ‘be going to’, present continuous and time markers

– future simple verb forms, NP+ ‘will’

Other

– ‘yes/no’ questions

– question words: ‘who’/‘what’/‘where’/‘when’/‘how much’/‘how many’/‘how old’

– auxiliary ‘do’ for questions and negatives

– imperatives and negative imperatives

– verb + ‘to’ + infinitive, such as ‘want’/‘hope’

– very common phrasal verbs such as ‘get up’/’switch on’

– questions, such as ‘what time’/‘how often’/‘why’/‘how’/‘which’

– zero and 1st conditional

– range of verbs + ‘-ing’ forms

– ‘to’ + infinitive to express purpose

– common phrasal verbs and position of object pronouns, such as ‘I looked it up’

– simple reported/embedded statements and questions

– question tags using all verbs appropriate at this level

– contracted forms appropriate to this level

Modals, nouns, pronouns, possessives,prepositions

Modals and forms with similar meaning

– ‘can’/‘can’t’ (ability/inability, permission) and ‘would like’ (request)

– ‘not’ negative questions

– ‘must’ (obligation)

– ‘mustn’t’ (prohibition)

– ‘have to’/‘had got to’ (need)

– ‘can’/‘could’ (requests),

– ‘couldn’t’ (impossibility)

– ‘may’ (permission)

– single modal adverbs: ‘possibly’/‘probably’/‘perhaps’

– ‘should’ (obligation, advice)

– ‘might’/‘may’/‘will probably’ (possibility and probability in the future)

– ‘would’/‘should’ (advice)

– ‘need to’ (obligation)

– ‘needn’t’ (lack of obligation)

– ‘will definitely’ (certainty in the future)

– ‘may I’ (asking for permission)

– ‘I’d rather’ (stating preference)



170

Notes

Nouns

– regular and common irregular plural forms

– very common uncountable nouns

– simple noun phrases

– NP with pre- and post-modification, such as ‘fair-haired people with sensitive skin’

– all cardinal numbers

Pronouns

– personal

– subject

– object

– reflexive

Possessives

– possessive adjectives, such as ‘my’/‘your’/‘his’/‘her’/‘its’/‘our’/‘their’

– use of “ ’s”, “s’ ”

– possessive pronouns, such as ‘mine’/‘yours’/‘whose’

Prepositions and prepositional phrases

– common prepositions, such as ‘at’/‘in’/‘on’/‘under’/‘next to’/‘between’/‘near

to’/‘from’

– prepositional phrases of place, time and movement, such as ‘at home’/‘on the

left’/‘on Monday’/‘at six o’clock’

– prepositions of place, time and movement, such as

‘before’/‘after’/‘towards’/‘up’/‘down’/‘along’/‘across’/‘in front of’/‘behind’/‘opposite’

– prepositional phrases of place and time, such as ‘after dinner’/‘before tea’

– wide range of prepositions, such as ‘beyond’/‘above’/‘beneath’/‘below’

– prepositional phrases, such as ‘in her twenties’/‘of average height’/‘in the top right-

hand corner’

Articles, determiners, adjectives,adverbs, intensifiers

Articles

– definite, indefinite

– zero article with uncountable nouns

– definite with superlatives

– definite article with post-modification, such as ‘the present you gave me’

– use of indefinite article in definitions, such as ‘an architect is a person who

designs buildings’

Determiners

– ‘any’/‘some’/‘a lot of’

– ‘all’/‘none’/‘not (any)’/‘enough’/‘(a) few’/‘(a) little’/‘many’/‘more’/‘most’,

‘much’/‘no’

– a range of determiners, such as ‘all the’/‘most’/‘both’

171More information


Notes

Adjectives

– common adjectives in front of a noun

– demonstrative adjectives ‘this’/‘that’/‘these’/‘those’

– order of adjectives

– comparative, superlative, regular and common irregular forms

– use of ‘than’

– adjectives ending ‘-ed’ + ‘-ing’, such as ‘tired’ and ‘tiring’

– comparative structures, such as ‘as…as’/‘… is the same as’/‘not so …as…’/‘looks

like’/‘is like’

– all ordinal numbers

Adverbs

– simple adverbs of place, manner and time, such as ‘here’/‘slowly’/‘now’

– simple adverbs and adverbial phrases: sequencing, time and place, frequency,

manner, such as ‘as soon as possible’

– position of adverbs and word order of adverbial phrases

Intensifiers

– ‘very’/‘really’

– ‘quite’/‘so’/‘a bit’

– a range of intensifiers, such as ‘too’/‘enough’

Punctuation and spellingPunctuation

– use of capital letters and full stops

– use of question marks, exclamation marks

– use of commas in lists

– use of punctuation in formal and informal texts, such as dashes, brackets,

bullet points, speech marks

Spelling

– the correct spelling of personal details

– the correct spelling of common words and key words relating to own work,

leisure and study interests

DiscourseDiscourse

– sentence connectives, such as ‘then’/‘next’

– adverbs to indicate sequence, such as ‘first’/‘finally’

– use of substitution, such as ‘I think so’/‘I hope so’

– markers to structure spoken discourse, such as ‘Right.’/‘Well.’/‘OK/Okay.’

– markers to indicate addition, such as ‘also’, sequence (‘in the first place’) and

contrast (‘on the other hand’)

– markers to structure spoken discourse, such as ‘anyway’/‘by the way’

– use of ellipsis in informal situations, such as ‘got to go’

– use of vague language, such as ‘I think’/‘you know’



172

Notes

Topics1 Personal identifcation

– name

– address

– telephone/fax number

– date and place of birth

– age

– sex

– marital status

– nationality

– origin

– occupation

– family

– likes and dislikes

– physical appearance

– email address

– title

– first language

– character, disposition

2 House and home, environment

– accommodation, rooms

– furniture, furnishings, bedclothes

– services

– amenities

– region

– flora and fauna

– types of accommodation

– cost

3 Daily life

– at home

– at work

– income

– prospects

4 Free time, entertainment

– leisure

– hobbies and interests

– TV, radio, computer etc

– cinema, theatre

– intellectual pursuits

– sports

– press

– internet

– music

– holidays

– exhibitions, museums

– artistic pursuits

173More information


Notes

5 Travel

– public transport

– private transport

– traffic

– holiday accommodation

– luggage

– travel documents

– signs and notices

– entering and leaving a country

6 Relationships with other people

– relationships

– correspondence

– behaviour

– invitations

– club membership

– government and politics

– crime, justice

– social issues

– friends

7 Health and bodycare

– parts of the body

– personal comfort

– hygiene

– ailments, accidents

– medical services

8 Shopping

– shopping facilities

– foodstuffs

– clothes, fashion

– household articles

– prices

9 Food and drink

– types of food and drink

– eating and drinking out



174

Notes

10 Services

– post

– telephone

– banking

– police

– hospital, surgery

– garage

– petrol station

– emergency

– insurance

– diplomatic services

11 Places

– asking the way and giving directions

– location

12 Language

– foreign language ability

– understanding, expression

– spelling and alphabet

13 Weather

– obtain information from weather forecast

– climate and weather

14 Measures and shapes

– all digits and cardinal numbers

– telephone numbers, process

– height, length, weight, capacity, temperature

– dates, times, days

– shape

15 Education

– schooling

– subjects

– qualifications

175More information


Notes

Functions(See Topics list for contexts)

Giving and finding out factual information

– identifying

– correcting

– narrating

– describing

– asking questions to obtain confirmation/information/identifcation/descriptions

– responding to requests for confirmation/information/identifcation

– comparing

– reporting

– explaining

Expressing and finding out attitudes

Factual: agreement, etc

– expressing agreement with a statement

– expressing disagreement with a statement

– expressing views with reasons

– enquiring about agreement and disagreement

– denying statements

Factual: knowledge

– expressing one’s knowledge or ignorance of a person, thing or fact

– enquiring about another’s knowledge or ignorance of a person, thing or fact

– stating whether one remembers or has forgotten a person, thing, fact or action

– enquiring whether another person remembers or has forgotten a person, thing,

fact or action

– expressing degrees of probability

– enquiring about degrees of probability

– expressing or denying necessity (including logical deduction)

– enquiring about necessity

– expressing one’s certainty or uncertainty of something (strong/positive/

intermediate/weak/negative)

– enquiring about another’s certainty or uncertainty of something

Factual: modality

– expressing ability or inability

– enquiring about ability or inability

– expressing one’s obligation (or lack of) to do something

– enquiring about one’s obligation to do something

– granting permission

– denying permission

– seeking permission

– responding to granting of permission

– expressing permissibility

– enquiring about permissibility



176

Notes

Volitional

– expressing want, desire or need

– enquiring about want, desire or need

– expressing intention

– enquiring about intention

– expressing and responding to preference

– enquiring about preference

Emotional

– expressing liking, with reasons

– expressing dislike, with reasons

– enquiring about likes and dislikes

– expressing pleasure, happiness with reasons

– expressing displeasure, unhappiness with reasons

– enquiring about pleasure, happiness/displeasure, unhappiness

– expressing hope

– expressing satisfaction

– expressing dissatisfaction

– enquiring about satisfaction

– expressing disappointment

– expressing gratitude

– expressing feelings

– expressing interest

– expressing lack of interest

– enquiring about interest or lack of interest

– expressing surprise

– expressing lack of surprise

– expressing fear

– giving reassurance

– enquiring about fear/worry

– reacting to an expression of gratitude

– expressing regret/sympathy

Moral

– offering an apology

– accepting an apology

– granting forgiveness

– expressing approval

– expressing appreciation

– expressing regret

– expressing indifference

– expressing moral obligation

– expressing disapproval

– enquiring about approval/disapproval

177More information


Notes



178

Notes Getting things done

– responding to a request

– requesting something

– requesting someone to do something

– inviting someone to do something

– giving instructions

– accepting an offer or invitation

– declining an offer or invitation

– enquiring whether an offer or invitation is accepted or declined

– advising others to do something

– warning others to take care or to refrain from doing something

– offering assistance

– asking for assistance

– insisting politely

– persuading

– suggesting a course of action

– agreeing to a suggestion

– encouraging someone to do something

– asking for advice

– responding to advice

– rejecting advice with reason

– making/agreeing plans and arrangements

– compromising

– prohibiting

– complaining

– asking for suggestions

– responding to suggestions

– rejecting suggestion with reason/alternative

Socialising

– attracting attention

– greeting people

– responding to greetings

– responding to offers or invitations

– expressing thanks

– addressing somebody

– introducing somebody

– reacting to being introduced

– congratulating

– proposing a toast

– taking leave

– hesitating

– praising

– complimenting

– offering someone something

Structuring discourse

– opening

– hesitating, looking for words

– correcting oneself

– interrupting politely

– enumerating

– summarising

– closing

– expressing an opinion

– asking someone’s opinion

– exemplifying

– emphasising

– handing over to another speaker

– indicating a wish to continue or finish speaking

– encouraging someone to continue speaking

Telephone

– opening/announcing self

– asking for extension, person

– offering to call back

– asking someone to wait

– confirming understanding on both sides

Letter

– opening

– closing

Communication repair

– signalling non-understanding

– asking someone to spell something

– asking for clarification and explanation

– responding to clarification and explanation

– asking for repetition of sentence, word or phrase

– asking for confirmation of understanding

– asking someone to write something down

– appealing for assistance

– asking someone to slow down

– responding to requests for clarification

– paraphrasing

– checking another’s understanding

179More information


Notes

Frequently asked questions: teachers

GeneralQ Can the candidates use dictionaries in the test?

A Yes, they can use English–English dictionaries only; no electronic dictionaries can

be used.

Q How many different parts of the test are there?

A At Achiever level, eleven parts.

Q Is there a time limit for each part of the test?

A At Achiever level, the Listening section takes 20 minutes. The candidates then

have 2 hours 10 minutes for the rest of the paper. Teachers need to help their students

to plan how to use their time effectively.

Q Do the candidates have to pass every part of the test?

A Yes, the candidates must reach the required pass mark for each of the Listening,

Reading and Writing sections in order to pass the test as a whole.

Q What grades of pass are there and how do the candidates get these?

A Pass: the candidates must get a pass mark in each of the Listening and Reading

sections and a Pass grade or above in the Writing section.

First Class Pass: the candidates must get a First Class Pass mark in each of the

Listening, Reading and Writing sections.

ListeningQ The Listening part of the test is now all recorded – why?

A It gives us the chance to test conversations as well as monologues. We can test the

candidates’ recognition of stress and intonation. It also makes the test more reliable.

Q Do the candidates hear different accents?

A The accents are mostly neutral, standard British English. In conversations, there is

usually one male and one female speaker to help the candidates know who says what.

Q Do the candidates hear everything twice?

A Yes.

Q What happens if the candidates spell their answers incorrectly?

A If the answer can be understood, it is accepted (unless the answer is spelt out in

the recording).



180

Notes

ReadingQ Is there sometimes more than one correct answer to multiple-choice

questions?

A No. We check this when we vet the exam tasks and when we trial the papers.

Q Is there sometimes more than one way of answering the questions in

Reading Part 4?

A There may occasionally be alternatives – these are included in the examiner’s

answer key.

Q What happens if the candidate exceeds the word limit in giving answers

to Reading Part 4?

A The answer will not be allowed.

WritingQ How do the candidates know what types of mistake to correct in

Writing Part 1?

A The instructions explain what types of mistake there are and how many

the candidates are looking for.

Q How much do the candidates have to write?

A At Achiever level, 70 to 100 words in Writing Part 2 and 100 to 120 words in Writing

Part 3.

Q What happens if the candidates write more or fewer words than instructed?

A If they write fewer words, this is taken into account in the marking. If they write more

than required, they have probably penalised themselves by not planning their work

sufficiently, or giving themselves time to proofread and review and correct errors.

181More information

Frequently asked questions: teachers

Notes

Frequently asked questions: students

GeneralSome of the students who are now preparing for International ESOL

at Achiever level may be familiar with the test at lower levels. The basic

structure of the test remains the same, but there are some features of

the different parts which will be new. These include:

– total time allowed 2 hours 30 minutes

– three Writing parts with word limits for Parts 2 and 3.

It is worth going through these FAQs in preparation for the test to

help your students know exactly what to expect as candidates.

International ESOL candidates often ask about the pass grades and

how they achieve these. Pass and First Class Pass grades are available,

and it is important for candidates to perform to a sufficient standard

in each section of the test.

Q Can I use a dictionary in the test?

A Yes, you can use an English–English dictionary, but not an electronic version.

Q How many different parts of the test are there?

A There are eleven: Listening 1, 2, 3 and 4; Reading 1, 2, 3 and 4; Writing 1, 2 and 3.

Q Do I have a time limit for each part of the test?

A The Listening Part will take 20 minutes. You have 2 hours and 10 minutes to complete

the rest of the test.

Q Do I have to pass every part of the test?

A You have to pass in the Listening, Reading and Writing sections. You don’t have to pass

each separate part of these sections as long as the overall total for each section

is sufficient to pass.

Q What grades of pass are there?

A A Pass or a First Class Pass.

ListeningInternational ESOL candidates are sometimes concerned that they will

have trouble understanding strong regional accents. Stress that all

the recordings are made by speakers with neutral, standard British

English accents. Reassure the candidates that everything will be heard

twice at Achiever level. Another worry the candidates have is spelling

answers correctly. Tell them that unless a word is spelt out, they will

not be tested on correct spelling and if their answer can be understood

it will be accepted.

Q Is all of the Listening part of the exam now recorded?

A Yes.



182

Notes

Q Do I hear many different accents?

A No. The accents are mostly standard British English. In conversations, there is

usually one male and one female speaker to help you know who is speaking.

Q Do I hear everything twice?

A Yes.

Q What happens if I spell answers incorrectly?

A If the examiner can understand your answer, that’s not a problem.

ReadingThe candidates are sometimes concerned that there may be more than

one correct multiple-choice option in reading tasks; tell them that there

will be only one correct answer to each question. Remind the candidates

to read the instructions very carefully before giving answers and not to

exceed any given word limit.

Q Is there only one correct A, B, C or D answer to multiple-choice questions?

A Yes.

Q What happens if I write too many words in my answers in Reading Part 4?

A Your answer will not be allowed.

WritingThe candidates sometimes worry that they will not know what kind

of mistakes they are looking for or how many there will be; tell them

that this information will always be in the instructions. Point out that

there are word limits in Parts 2 and 3 and explain why it is useful for

the candidates to keep to these.

Q How do I know what mistakes to correct in Writing Part 1?

A The test information tells you how many mistakes there are and how many you

have to correct.

Q How much do I have to write?

A 70 to 100 words in Writing Part 2 and 100 to 120 words in Writing Part 3.

Q What happens if I don’t write the correct number of words?

A If you write too few words, this is taken into account in the marking. If you write more

than required, you will probably make more mistakes and not give yourself time to

read it through and correct errors, so try to keep to the limit.

183More information

Frequently asked questions: students

Notes

Exam adviceTips from the examiners

Check how much time you have for the whole paper.

Make sure you are comfortable, warm enough and have good light for reading.

If not, tell the supervisor before the exam starts.

Give yourself enough time to answer all the questions.

Read each question carefully and follow the instructions exactly.

If you become stuck, then move on to the next question. You can always come

back to a question later.

Attempt all the questions, even if you are not completely sure.

Always use a pen with black or blue ink, not a pencil.

You may make corrections, but make sure your writing is easy to read.

Allow enough time at the end of the examination to read through your work

to check what you have written.

At the beginning of the Listening section your supervisor will check that the sound

level is right. Tell the supervisor if you can’t hear well. You must not speak during

the test itself.

It is possible that the style of the ESOL exam questions may change from time

to time. Please check with your teacher.



184

Notes

Sample exam paper – Achiever level

Listening Part 1You will hear six sentences twice. Choose the best reply to each sentence.

Listen to the example. If you hear: ‘Do you know where City Bank is,

please? Do you know where City Bank is, please?’ the best reply is b.

Put a circle around the letter of the best reply. 23

Example

a ‘That’s not true.’

b ‘Sorry, I’ve no idea.’

c ‘Okay. Let’s go then.’

d ‘That’s possible.’

1

a ‘Hello. Nice to see you, too.’

b ‘Not much really.’

c ‘What’re you going to do?’

d ‘See you soon.’

2

a ‘Why can’t you?’

b ‘Isn’t it there?’

c ‘Not really.’

d ‘No, I’m not.’

3

a ‘That’s right.’

b ‘Of course not.’

c ‘Don’t worry.’

d ‘You’re welcome.’

4

a ‘Well done!’

b ‘Good luck!’

c ‘Yes, please!’

d ‘Thanks a lot!’

5

a ‘I don’t think that’s right.’

b ‘Okay. I’ll explain it again.’

c ‘I don’t agree with you.’

d ‘I’d love to.

6

a ‘That’s right.’

b ‘I’m fine.’

c ‘Of course.’

d ‘You’re free.’

185More information

Sample exam paper

Notes

Listening Part 2You will hear three short conversations. Listen to the conversations and

answer the questions below. Put a circle around the letter of the correct

answer. You will hear each conversation twice. 24

Conversation 1

The man and the woman

a work together.

b travel together.

c have never met before.

d are visiting a company.

The man wants

a a new job.

b to go home early.

c to meet the staff.

d to talk to the managers.

Conversation 2

The two people are

a in a restaurant.

b in a street.

c at work.

d at home.

The two people are talking about

a holidays.

b money.

c work.

d travel.

Conversation 3

The two people are talking about

a films.

b sleeping.

c marriage.

d camping.

The two people are planning to go to

a China.

b the cinema.

c a village.

d a wedding.



186

Notes

Listening Part 3Listen to the information on the radio about a survey on mobile phones.

Make notes on the message pad about the survey. First look at the pad.

The first note is done for you. You will hear the message twice. 25

Survey about: mobile phones

Country: Australia

% of teenagers with phones: 73 %

How often phone used per day: 20

Average call time: 1 minute

Phone number: 685347

Email address: [email protected]

187More information

Sample exam paper

Notes

Listening Part 4Listen to the conversation about computers between Philip, the man, and

Maria, the woman, and answer the questions. Put a circle around the

letter of the correct answer. First look at the questions. The first one

is done for you. You will hear the conversation twice. 26

Example

When Maria meets Philip what is he doing?

a Working.

b Playing games.

c Reading his emails.

d Buying something.

1 Who uses the computer most in Maria’s house?

a Maria.

b Her husband.

c Her daughter.

d Her son.

2 How does Maria feel about the way her daughter uses the Internet?

a Disappointed.

b Satisfied.

c Excited.

d Annoyed.

3 Philip has started using the Internet to buy

a flights.

b food.

c cars.

d clothes.

4 Philip says computer games make children

a worried.

b unfit.

c angry.

d violent.

5 The computer has helped Maria’s son to

a learn a new language.

b do homework.

c make friends.

d play chess.

6 Why does Philip take a computer on holiday with him?

a To find hotels.

b For tourist advice.

c To read newspapers.

d To check the weather.



188

Notes

189More information

Sample exam paper

NotesReading Part 1Read the five short texts. Each text is incomplete. Choose a, b, c or d to

complete the text. Put a circle around the letter of the correct reply.

First look at the example.

Example

Cycling is great fun for children. It’s also good exercise. But of course it can be

_________________ so it’s very important to teach your child how to ride safely.

a exciting and enjoyable

b dangerous, too

c an expensive hobby

d difficult to learn

1

Mr P. Clark

___________

CPS Limited

19 Moor Road

Bigtown

BG18 8AE

a Financial adviser

b www.personaloan.com

c 03031-650088

d Andreas Clark

2

Some people are good at learning languages. Others find it quite difficult. Helen

is good at languages. _______________________ like a native speaker, although

she has never been to Britain.

a She can listen

b She speaks English

c She looks

d She acts

3

I am so tired _________________ . But life is good and I am looking forward to

the weekend. I am sure you are, too.

a that is why I don’t need a break

b when I have plans for tomorrow

c because I have worked hard this week

d while I am working on a difficult project



190

Notes 4

Students of English should practise listening to the radio. Sometimes it is difficult

to understand the programmes. ____________________, they shouldn’t give up.

a As a result

b In other words

c For example

d However

5

I left school at fifteen because I hated it. I only wanted one thing.

______________________. And that’s why I applied for a job on a passenger

ship – as a waiter.

a I wanted to travel

b I didn’t want to work

c My family had a restaurant

d There were no more lessons

Reading Part 2Read the text and fill the gaps with the sentences A–H. Write the letter

of the missing sentence in the correct gap. There are two extra sentences

you will not need.

Dogs help people get well

Joanne Gray is a nurse. Often her patients are people who have nowreturned home from hospital but are not ready to go back to work. She also spends a lot of her time visiting people still in hospital. E 1

They look forward to seeing her, especially because she doesn’t goalone. She takes her dog, Bertie, with her. Joanne says that Bertiemakes her patients feel better.

Bertie started going to work with Joanne four years ago and she issure that he has made a real difference. ‘Bertie is brilliant with people’,she says. ‘For example, he helps patients who cannot use their armsvery well. D 2 He can also help patients who are very nervous ordepressed. They tell me they feel calmer and happier when he is with them.’

Joanne realised several years ago how much her patients enjoyedseeing an animal. ‘I used to have a cat that I took with me sometimeson my visits. My patients always asked me about him and all said theyloved seeing him. B 3 It’s easier to take a dog to see someone.’

Research shows that pets can reduce stress and help people get bettermore quickly from all sorts of illnesses. A 4 For instance, one man in hospital didn’t want to talk to anyone but he spoke to Bertie. He told him he hated the hospital food and didn’t like the people in thebeds next to him. So the hospital was then able to get him the food he liked. H 5

191More information

Sample exam paper

Notes

Not all dogs are suitable for visiting sick people. Some dogs are afraidof people they don’t know. F 6 But the right dog really can help peopleget better.

A Joanne can give lots of examples of this.

B That’s why I got Bertie.

C There are many other dogs like Bertie.

D They want to touch him and this makes them try harder to move their arms.

E Joanne’s visits are very important to all her patients.

F Others are too friendly.

G Of course, not everyone likes dogs.

H They also arranged to move him to a different bed.

C and G are not used.

Reading Part 3Read the four texts below. There are ten questions about the texts.

Decide which text (A,B,C or D) tells you the answer to the question.

The same text may be used more than once. The first one is done for you.

A

We’re so excited. We got our InterRail tickets today. We’ll be off soon. We went

for the shortest period as we’ve only got three weeks’ holiday. Shame, as it’s

better value if you buy one for longer. We thought Zeynep might not be able to

get one, but if you live in a European country for at least six months you can and

she’s been here for over a year now!

B

The InterRail Global Adult Pass is available in first and second class. The first

class has better seats. Adult Passes are for travellers who are 26 or older on

their first day of travel. The child fare (minimum age 4 up to and including 11

years old on the first day of validity of the pass) entitles children to a 50%

reduction on the price for adults in either class.



192

Notes C

Would you like to enjoy unlimited travel around Europe? Or do you want to

explore one specific European country? Select your own itinerary. InterRailing

is the budget-friendly way to experience Europe. The two main options are the

InterRail Global Pass, allowing endless rail travel within 30 different European

countries, and the One Country Pass, which lets you explore one European

country of your choice by train! InterRail is for you!

D

Our initial destination was Crailsheim, near the border between the southern

German states of Baden-Württemberg and Bavaria. We reached it using a

variety of trains – Eurostar, Intercity with air conditioning, and local trains with

lavatories, which revealed the rails speeding by below! – and with changes at

Brussels. Cologne (where we enjoyed a quick, albeit not cheap, al fresco meal

stopover under the spires of the cathedral) and Stuttgart.

Which text:

1 describes a journey? D

2 encourages people to travel by train? C

3 provides information for people who do not come from Europe? A

4 suggests InterRail is a cheap way to travel? C


5 Are there different levels of comfort with different tickets? B

6 Can I travel on different types of trains? D

7 Must I choose a time option before paying the fare? A

8 How many types of Global Pass can you choose from? B

9 Do you need to decide your destination before choosing your ticket? C

10 Are there any age restrictions to buying a pass? B

193More information

Sample exam paper

NotesReading Part 4Read the text and answer the questions. Do not use more than three

words in each answer. An example is done for you.

Monopoly TM

– the world’s best-selling game

Today, it’s the best-selling board game in the world. It’s available in 80 different countries and in 26 different languages. People of all ages play the game. But where did Monopoly come from? How did it start?

In 1934, an American called Charles Darrow showed his ‘Monopoly Game’ to the bosses atParker Brothers, a company which manufactured games.Unfortunately, they refused to manufacture it because of designproblems. However, Mr Darrow didn’t give up.

With the help of a friend who was a printer, Mr Darrow made5,000 sets of the game and sold them to a local shop. Peopleloved it! He couldn’t make the games quickly enough, so he wentback to Parker Brothers and they agreed to make the game. In its first year, 1935, it was the best-selling game in America.Since then, an estimated 500 million people around the worldhave enjoyed playing it. Parker Brothers have sold more than 200 million games worldwide.

The game can last for a long time, but the longest game everplayed lasted 1680 hours – that’s 70 days! People have alsoplayed in some unusual places. The longest game to take place in a bath lasted 99 hours and the longest game underwater wenton for 45 days.

Of course, most games take place using a normal-sized board. But not everyone is satisfied with that. The biggest outdoor gameever played used a game board 300 metres by 220 metres. Thebiggest game to take place inside used a board 35 metres square.

Since 1935, the makers have made very few changes to theexcellent design of the first board. It’s almost the same now as when Mr Darrow first invented the game.

Parker Brothers have made many other games but none has beenas popular as Monopoly. The company is certainly very pleasedthat Charles Darrow asked them to produce the world’s favouriteboard game.

1 What is Monopoly? a game

2 In how many countries can you buy Monopoly? 80

3 Who invented Monopoly? Charles Darrow

4 Why were the company bosses not satisfied with the game?

Because of design problems

5 Who helped the inventor make the first games? a printer friend

6 Who bought the first sets of the game? local people

7 When did Parker Brothers first produce the game? 1935

8 How many people have played the game since 1935? 500 million

9 How long was the longest game? 1680 hours/70 days

10 Where did the game using a 35-metre square board take place? inside

11 Why have Parker Brothers not made many changes to the original board?

Because of its excellent design



194

Notes

195More information

Sample exam paper

NotesWriting Part 1Read the text and circle each mistake. Write the correction at the end of

the line. The first three lines are examples. There are two more spelling

mistakes, three more punctuation mistakes and three more grammar

mistakes. Some lines have no mistakes; they have no spaces for answers.

Dear carl Carl

I hope you has a good journey home. It was great to see you. I’d love to had

visit you in Australia but I know the air fare is too expensive, guess . Guess

what, you left three CDs here. I’ll post them to you just as soon 1. what? You

as I can.

Do you remember Patrick what lives in the house next door? 2. who

Yesterday I went to his wedding. It was lovely. The wether was good. 3. weather

After the marriage ceremony there were some delicious food and 4. was

then we danced all night and I’m really to tired to do much today. 5. too

Have you read the book I gave you. I hope you liked it. Cole is my 6. you?

favourite author.

Well, I must going now. Please write soon and tell me all your news. 7. go/be going

Love to you all and ask sandra to write to me soon, too. 8. Sandra

Sarah



196

Notes Writing Part 2Read the restaurant review. You have just been there. Some things

were very good, but other things were very different from the review.

Write a letter to the newspaper. Write between 70 and 100 words.

You should:

– give your own opinion

– say what you did and didn’t like.

Dominic FisherRestaurant Expert

Golden Tavern Opens ****Our restaurant expert, Dominic Fisher, visited the new restaurant in town, the Golden Tavern. He writes:This restaurant provides simple, beautifully cooked food at a good price, in a good atmosphere with lots of room to relax. The menu changes every day, but try the excellent vegetable soups and the beautiful chocolate cake,which are always available. The other good thing is the service. The staff are very friendly and very professional. Highly recommended.

Writing Part 3Write a letter to a friend. Tell your friend about the new flat you have just

moved into. Invite your friend to come and stay with you for a weekend.

Write between 100 and 120 words.

Dear Jo,Here I am at last.

I hope you can come.Very best wishes,

197More information

Sample exam paper

Notes

Sample exam paper tapescripts

Listening Part 123

Male voice 1 ‘Part 1, part 1. You will hear six sentences twice. Choose the best

reply to each sentence. Look at the example. If you hear “Do you know where

City Bank is, please? Do you know where City Bank is, please?”, the best reply

is b. Put a circle around the letter of the best reply. Ready?’

M1 ‘Number one. Number one.’

Female voice ‘Hi! Great to see you after so long. Hi! Great to see you after so long.’

M1 ‘Number two. Number two.’

M2 ‘Fancy going to the cinema tonight? Fancy going to the cinema tonight?’

M1 ‘Number three. Number three.’

F ‘I am so sorry I’m late. I am so sorry I’m late.’

M1 ‘Number four. Number four.’

M2 ‘Guess what? I won the race! Guess what? I won the race!’

M1 ‘Number five. Number five.’

F ‘I’m sorry, I don’t understand what you mean. I’m sorry, I don’t understand what

you mean.’

M1 ‘Number six. Number six.’

M2 ‘Is it all right if I sit here? Is it all right if I sit here?’


Listening Part 224

Male voice 1 ‘Part 2, part 2. You will hear three short conversations. Listen to the

conversations and choose the best answer to complete the sentence. Put a

circle round the letter of the correct answer. You will hear each conversation

twice. Look at the questions for Conversation 1. Ready?

‘Conversation 1’

Female voice ‘Mr Khan? How do you do? I’m Sarah King.’

Male voice 2 ‘Pleased to meet you.’

F ‘Please take a seat. How was your journey?’

M2 ‘Fine, thank you.’

F ‘Good. Well, first, one of my colleagues will show you round. Then, you come

back here for an interview with two of our managers.’

M2 ‘How long do you think it will take?’

F ‘Well, we have three applicants. We should finish before twelve.’

M2 ‘Do you want me to wait then?’

F ‘Oh, you mean when do we tell you if you’ve got the job?’

M2 ‘Yes.’

F ‘We’ll phone you before eight o’clock with our decision. Shall we use the

phone number on your application form?’

M2 ‘Yes. It’s my home number.’


M1‘Conversation 2’

F ‘That was a lovely meal. We’ll have to come here again.’

M2 ‘Mmm. And bring Mark and Ali.’



198

Notes

F ‘Yes, they’d really like it. Shall we have coffee?’

M2 ‘No. Let’s pay. We’ll have some tea when we get home.’

F ‘Good idea. I’m tired and I’ve got to work tomorrow.’

M2 ‘You worked last Saturday.’

F ‘I know, but they asked me to go in because they’re so busy. Anyway, I’ve only

had to work on one Saturday this month.’

M2 ‘Will you have to work all day?’

F ‘No – until two – so I won’t be late home.’

M2 ‘That’s not so bad – last Saturday you didn’t get back until six.’

F ‘Yes, but they know I can only work until two tomorrow.’

M2 ‘Good. Okay, let’s go. We can get a taxi around the corner.’


M1‘Conversation 3’

M2 ‘Did you watch the film on TV last night?’

F ‘Mmm. But I fell asleep in the middle. What happened in the end?’

M2 ‘She left and went back to her village. It wasn’t very good.’

F ‘And what about him?’

M2 ‘I can’t remember. I think he married the other woman.’

F ‘There’s a really good film on at the Odeon tomorrow. I read about it in the newspaper.

It’s called Red Tent.’

M2 ‘What is it?’

F ‘It’s about a couple who travel across China. Supposed to be really good.’

M2 ‘Let’s go and see it then. What time does it start?’

F ‘Eight, I think.’

M2 ‘Okay, I’ll meet you outside the cinema at about quarter to eight?’

F ‘Okay. Great. See you then. Bye.’


Listening Part 325

Male voice 1 ‘Part 3, part 3. Listen to the information on the radio about a survey

on mobile phones. Make notes on the message pad about the survey. First look

at the pad. The first note is done for you. You will hear the message twice.’

Male voice 2 ‘Hello, we’ve just had an interesting email from Jodie. Jodie’s only 16 and

she and most of her classmates have mobile phones.

Well, a recent survey done in Australia found that lots of young people there have

mobile phones, too. In fact, seventy-three per cent. That’s nearly three-quarters of

all teenagers in Australia.

They use them a lot, too. On average, they make a call or send a text twenty times a

day. Some say their phone is like their best friend and that they feel really sad if they

lose their phone. They make a lot of calls but each call is pretty short. In fact, Jodie is

like the teenagers in Australia; her calls usually last about a minute.

We’d really like to find out about this country and how you use your mobile phone here.

Is your phone your best friend? Do you make calls twenty times a day? And how long

do you spend on the phone every day? Let us know.

Give us a ring on six, eight, five, three, four, seven. Or email us. Our address is radio

at green dot com. Just let me give those contact details again. Ring us on six, eight,

five, three, four, seven. Or email us at radio at green dot com.’


199More information

Sample exam paper tapescripts

Notes

Listening Part 426

Male voice 1 ‘Part 4, part 4. Listen to the conversation about computers between

Philip, the man, and Maria, the woman, and answer the questions. Put a circle

around the letter of the correct answer. First look at the questions. The first

one is done for you. You will hear the conversation twice.’

Male voice 2 ‘Hello, Maria. Come in!’

Female voice ‘I hope I haven’t interrupted you, Philip. I didn’t know you were on the

computer. Are you working or playing one of your computer games?’

M2 ‘I’m not doing either, actually.’

F ‘Oh. So are you shopping, then?’

M2 ‘No. I was just checking all my email messages. I’ve got a lot today.’

F ‘Yes, it’s the same with my husband. All his customers contact him by email.

Although, in our house, it’s not us who use the computer the most.’

M2 ‘Who then? Your son?’

F ‘No, it’s Sally, my daughter – chatting to all her friends – sometimes for three or four

hours at a time… which means I can’t use the phone. It is a bit annoying.’

M2 ‘Oh dear! You know what? I’ve recently started using the Internet to buy

different things. Not clothes or food, because I like to see what I’m buying

first. I got two really cheap plane tickets to Venice last month and I’ve just

bought a couple more to Australia. I mean, it’s not like buying a car, where

you want to try it out…’

F ‘Exactly. That’s what I think. Computers are good for some things and not for others.

You know – like reading. I don’t think computers will ever take the place of books.

It’s not because I think they’re bad for your eyes, or cost a lot of money, but you can’t

take a computer to bed with you like a book, can you? It’s not very comfortable under

the blankets…’

M2 ‘I guess not! And what worries me is the time children spend playing those

violent computer games. They seem happy to spend all day shooting and

fighting – just sitting around really.

It’s not good for them – it stops them from going out and getting some

exercise, you know, keeping fit…’

F ‘I know what you mean. But it’s not all bad. Take my son, for instance – he’s learned

to play chess on the computer really well. It doesn’t replace his friends or do his

homework for him, and he listens to music on his CD player, not on the Internet,

but when he’s on his own he can just switch on and…’

M2 ‘Yes, it’s like everything, really, isn’t it? You’ve got to be sensible. Although

I have to admit I take my laptop computer on holiday with me…’

F (surprised) ‘Take it on holiday? You don’t, do you? What for? To check hotels,

the weather, that kind of thing…?’

M2 ‘No, no, I get all the tourist advice I want from the information offices.

No, it’s just if I’m abroad, I like to read the English newspapers on the same

day. It’s great…’

F ‘Well, I think I’ve heard everything now … although I suppose … well, why not? D’you

know I’m going on holiday next week, and you’ve just given me a very good idea…’

M1 ‘That is the end of Part 4. You now have 2 hours and 10 minutes to complete

the rest of the paper.’



200

Notes

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