International English for Speakers of Other Languages
Teacher’s Book 4 – Communicator (B2) level
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This edition published 2009
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Typeset in Congress Sans
International English
for Speakers of Other Languages
Teacher’s Book 4 – Communicator (B2) level
Contents
Introduction to Teacher’s Book 4
7
Student introduction to Book 4
8
Listening
1
Listening to respond
11
2
Listening to dialogues
27
3
Listening for key information
42
4
Following a discussion
52
Reading
1
Understanding text structure
71
2
Understanding the sequence of a text
92
3
Understanding the purpose of a text
105
4
Reading for key information
122
Writing
1
Writing a formal response
141
2
Writing on a topic
159
More information
Communicator level syllabus
179
Frequently asked questions: teachers
185
Frequently asked questions: students
187
Exam advice
189
Sample exam paper
190
Sample exam paper tapescripts
205
6
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Teacher’s Book 4 Communicator
Introduction
Introduction to
Teacher’s Book 4
Communicator
This 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.
7
–
–
–
–
–
–
gist, relationship, function,
attitude, feelings and opinion
showing understanding of spoken
input by selecting key information
and recording this in short notes
following a discussion to identify
facts, opinions and attitudes
understanding detail of
information, ideas and opinions
understanding how meaning is
built up in discourse
reading short texts and identifying
their purpose
reading carefully to locate key
information
writing formally to communicate
information given in an input text
writing on a given topic.
Common
European
Framework
–
Mastery
Expert
C2 Mastery
C1 Effective
Operational
Proficiency
This teacher’s book contains all of
the student book activities along
with practical ideas for their delivery
in the classroom.
Communicator
Achiever
B2 Vantage
B1 Threshold
Access
Preliminary
A2 Waystage
A1 Breakthrough
The activities can be used as
appropriate to your own teaching
situations. Some involve pair and
group work, encouraging the
students to discuss and understand
the different ways in which we listen,
read and write in order to
communicate.
City & Guilds
Qualifications
Support materials for International
ESOL include a student’s book,
teacher’s book and cassette 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 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
Communicator level are tested in the
following areas of proficiency:
– listening to identify and respond
to different language functions in
short conversations
– listening to dialogues to recognise
purpose, topic, context, speakers,
–
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 new challenges
facing candidates at Communicator
level, for instance listening once only
to most parts of the test and reading
and writing increasingly complex
language. The activities in this book
will help your students develop the
required learning strategies and skills.
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.
8
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Student introduction
to Book 4
The levels of the City & Guilds International
English for Speakers of Other Languages
qualifications correspond to the Common
European Framework.
City & Guilds
Qualifications
Common
European
Framework
Mastery
Expert
C2 Mastery
C1 Effective
Operational
Proficiency
Communicator
Achiever
B2 Vantage
B1 Threshold
Access
Preliminary
A2 Waystage
A1 Breakthrough
The International ESOL test at
Communicator level has 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 are test practice activities with advice
from the examiners 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.
Teacher’s Book 4 Communicator
Listening
9
This book
9
11
1
Listening to respond
2
Listening to dialogues
20
27
3
Listening for key information
28
42
4
Following a discussion
34
52
Listening
Student book
10
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Listening
Listening Part 1
Introduction
Introduction to Listening Part 1
The focus of Listening Part 1 is to test the candidate’s ability to
recognise the context, meaning and function of a range of short
statements or questions.
Candidates hear a short, unfinished conversation that is typical of
everyday spoken English, such as:
‘Hi John, I really appreciate your looking after the garden while I was away.’
‘That’s what neighbours are for.’
‘Thanks so much for your help.’
Candidates then complete the conversation by choosing the correct
answer from a list of four options, for example:
a ‘You too.’
b ‘You’re most welcome.’
c ‘I live quite near.’
d ‘That would be good of you.’
There are eight unfinished conversations. Candidates hear each
conversation once only in the test and need to focus on the last of the
three exchanges between the speakers.
Each item tests understanding of a different function and context.
Two or more of the items hinge on the following features of language:
– register
– stress/intonation
– idiomatic/colloquial English.
The correct response is always natural, common and unambiguous.
The distractors (incorrect options) belong to different groups of functions.
When the candidates 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 can in
the classroom. Your students need practice in:
– listening to as much everyday, social English as possible
– listening to a wide range of idioms, colloquialisms and phrasal verbs
– understanding certain degrees of formality and when they are used,
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?’
– asking themselves ‘How is this person feeling? Is she excited, angry,
nervous, pleased?’
– understanding how stress and intonation affect the meaning of what
is said
– listening to the elided and contracted forms normally used in
spoken English
– understanding the function of the language they hear by asking
themselves ‘What is this person doing – thanking, expressing
sympathy, complaining, asking for information?’
11
Notes
1
12
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
Student introduction
In this part of the test you will hear a short, unfinished conversation that is typical of
everyday spoken English, such as:
‘Hi John, I really appreciate your looking after the garden while I was away.’
‘That’s what neighbours are for.’
‘Thanks so much for your help.’
You then complete the conversation by choosing the correct answer from a list of four
options, for example:
a ‘You too.’
b ‘You’re most welcome.’
c ‘I live quite near.’
d ‘That would be good of you.’
The correct answer is b, ‘You’re most welcome.’
There are eight unfinished conversations. You will hear each conversation once only in
the test.
You match what has been said to a response in a list of four options. Only one of
the four options will be an appropriate response to what you hear. The other
options match different language functions. A language function could be
agreeing, apologising, greeting, introducing, saying goodbye, etc. This part
of the exam tests your understanding of different types of language function.
The features of language tested include:
– register (how formal or informal the utterance is)
– stress and intonation
– idioms and colloquial English.
To prepare, you need to:
– listen to as much everyday, social English as possible
– listen to a wide range of colloquial English, including idioms and phrasal verbs
– be able to recognise certain degrees of formality and when we use them,
eg, the difference between ‘Hi there!’, ‘Hello’, and ‘How do you do?’
– understand how stress and intonation affect the meaning of what we say
– be able to recognise the contracted forms normally used in spoken English.
When listening to a recording, you need to think about:
– where people are speaking
– who the person is speaking to
– how the speaker is feeling
– why the person is speaking, and the language functions they are using.
Listening Part 1
Listening to respond
13
1 Listening to respond
Stress matters!
Write the following sentence on the board.
1
Look at this sentence.
Mick drove Bob’s new red car into a lamp-post.
Now tell the students to give short replies to these questions.
Ask different students and stress the key words.
Elicit the answers and write them up.
2
Now answer these questions. When you stress different words in the
sentence, you slightly alter what you are saying.
Did Bob crash the car?
Elicit
No, Mick did.
Did Mick push the car into a lamp-post?
Did Mick crash Tom’s car?
Was it an old car?
The black one?
No, he drove it.
No, Bob’s.
No, a new one.
No, the red one.
Did he crash it into a tree?
No, a lamp-post.
Explain that although all the information is contained in one sentence,
you can focus on one aspect of meaning by stressing that particular word.
Ask the students to read the following sentences.
3
Read the following sentences.
His birthday’s on 15 September.
Stella went to Japan to work.
You need to add one teaspoon of salt.
Well, the most dangerous snake there was the black mamba.
Lily told me that the company was closing down.
Now ask them to listen to the recording and to underline the
stressed words. Ask them to think about what might have prompted
these statements.
Notes
14
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
4
Now listen to the recording and underline the words that are stressed.
1
1
Male voice ‘His birthday’s on the fifteenth of September.’
2
Female voice ‘Stella went to Japan to work.’
3
M ‘You need to add one teaspoon of salt.’
4
F ‘Well, the most dangerous snake there was the black mamba.’
5
M ‘Lily told me that the company was closing down.’
Check their answers. Then play the recording again, pausing after each
one to guess what prompted the statement.
5
Check your answers. Now listen to the recording again. What do you think
prompted the answers? Write down some ideas. The first one is done as
an example.
Is his birthday on 5 September? eg, it’s the fifteenth, not the fifth
Did Stella go to Japan for a holiday?
Shall I put in two teaspoons of salt?
What sort of dangerous reptiles were there?
Did you hear the news on the radio?
Get the students to work in pairs. Ask them to underline five different
words (and number them) in the following statement. Then tell them to
write how this affects the meaning.
6
Work with a partner. Underline five different words that might be stressed
in the following statement (and number them). Then explain how each
affects the meaning.
Tim’s got to get the department’s financial report finished by Friday morning.
1 Tim – not anyone else
2 got – it’s vital
3 department – not any other one
4 financial – ditto
5 finished – actually completed
6 Friday – not a different day
7 morning – not afternoon or evening
7
Compare your explanations with a partner’s.
Listening Part 1
Listening to respond
15
Ask the students to listen to the recording. Tell them to concentrate
on the stressed words and to choose the best response for each item.
8
Now listen to the recording. Concentrate on the stressed words and
choose the best response for each item.
2
1
a
b
c
d
‘That’s a great film, isn’t it?’
‘I’m sure it’s on at the Odeon.’
‘Half-past eight, I think.’
‘Let’s take Dave with us.’
(the stress is on which cinema)
2
a ‘But you usually take the 6.30 one.’ (the stress is on which train)
b ‘I thought you preferred the bus.’
c ‘So are you going to London?’
d ‘Hope you have a nice holiday.’
3
a ‘Now?’
b ‘Morgan?’
c ‘Judy?’ (the stress is on which girl)
d ‘Going out?’
4
a ‘It was quite expensive.’
b ‘Oh, I liked the green one.’
(the stress is on which colour)
c ‘I prefer jackets to coats.’
d ‘My jumper’s dark blue.’
5
a ‘What sort is it?’
b ‘It’s a chocolate cake.’
c ‘Please have a slice.’
d ‘Lemon’s my favourite.’ (the stress is on which flavour cheesecake)
6
a ‘Would you like to go to the party?’
b ‘They’d be better at the beginning.’ (the stress is on when to have the fireworks)
c ‘I think a disco’s a very good idea.’
d ‘Fireworks can be dangerous.’
7
a ‘Frank?’ (the stress is on who said it)
b ‘Shut up?’
c ‘Told her?’
d ‘Who was he?’
Notes
16
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
8
a ‘You’ll be so happy.’
b ‘He’s very nice.’
c ‘I want to meet him.’ (the stress is on seeing)
d ‘Do you want to?’
9
a ‘Why then?’ (the stress is on why he’s leaving)
b ‘How much?’
c ‘Leaving?’
d ‘Your job?’
10
a ‘He tells Sarah everything.’
b ‘He must be well off, then.’ (the stress is on his ability to buy an apartment)
c ‘He’d prefer to buy a house.’
d ‘Todd’s going to live here.’
2
1
Male voice ‘The White Wolf’s on at the Scala cinema.’
2
Female voice ‘I’m taking the seven o’clock train.’
3
M ‘Morgan’s going out with Judy now.’
4
F ‘I got the brown jacket in the end.’
5
M ‘I think that strawberry’s my favourite kind of cheesecake.’
6
F ‘Let’s have the fireworks at the end of the party.’
7
M ‘It was Frank who told her to shut up!’
8
F ‘I’d be happy just to see him!’
9
M ‘I’m not leaving the job because of the money!’
10
F ‘Todd told Sarah he’d bought an apartment.’
Listening Part 1
Listening to respond
17
Notes
Formal or informal?
By Communicator level, students should be able to recognise and
produce language that is appropriate to most everyday situations.
They should also be learning to recognise and use different degrees
of formality, depending on the context and the other people involved.
They will, of course, be able to use their own experience in their first
language, but there are certain areas that they will need practice in.
Ask them to listen to the five conversations and to say whether they
are formal or informal and why they think so. Tell them to focus on both
the intonation and the actual language used. Ask them to write down
any words or phrases that help them to decide. (Most of these are
highlighted in red.)
9
Listen to the five conversations and say whether they are formal or
informal. Why do you think so? Focus on both the intonation and the
actual language used. Write down any words or phrases that help you
to decide.
3
Formal/Informal
Conversation 1
formal
Conversation 2
informal
Conversation 3
formal
Conversation 4
informal
Conversation 5
formal
Examples of language
3
1
Male voice 1 ‘Good morning. Do come in, Mr Johnson. My name’s Brian Taylor.’
Male voice 2 ‘Pleased to meet you, Mr Taylor.’
M1 ‘Do take a seat.’
M2 ‘Thank you.’
M1 ‘Now I understand that you’re looking for a job as a laboratory technician?’
M2 ‘That’s correct. Yes. I’ve recently qualified and I’m looking for a post in industry,
if possible.’
M1 ‘Very well. Let’s take down some of your details, shall we?…’
2
Male voice ‘Hi, Maddy! Long time no see.’
Female voice ‘Hey Stevie! How ya doing?’
M ‘Pretty good. You?’
F ‘Yeah, cool. I’ve been travelling.’
M ‘Oh yeah? Excellent. Like, where’ve you been?’
F ‘East, you know, Malaysia, Japan, Australia …’
M ‘Wow! Hey, I’ve gotta go, but let’s meet up, yeah?’
F ‘Cool. I’ll call you.’
M ‘Yeah, see ya…’
18
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
3
Male voice 1 ‘Susan. I don’t think you’ve met Terence Davis. He’s taken over the
international department.’
Female voice ‘How do you do? I’m Susan Bridges, from publications.’
Male voice 2 ‘How do you do? Have you been with the company long?’
F ‘Four years this May. And you? Where’ve you come from?’
M2 ‘From Rodney and Watkins. The Manchester branch.’
F ‘Well, I very much hope you like it here. Pleased to have met you.’
M2 ‘Yes, indeed, I hope we’ll…’
4
Female voice ‘Hey, Mike?’
Male voice ‘Yeah?’
F ‘You couldn’t turn that thing down a bit, could you? I can’t hear myself
think here!’
M ‘What?’
F ‘Turn it down!’
M ‘Okay, okay, don’t lose your rag. Hang on a sec. That better?’
F ‘Thank you!’
5
Male voice ‘What can I do for you, madam?’
Female voice ‘Well, I’m not one to complain normally, but I’m not very satisfied with
my room.’
M ‘I’m very sorry to hear that, madam. What appears to be the problem?’
F ‘Well, firstly, the window doesn’t open properly. And secondly, I can’t get the Internet
connection to work.’
M ‘Oh dear. I really must apologise. I’ll have someone come up to fix
them immediately.’
F ‘Thank you. I’d be most grateful.’
Work in pairs. Get them to discuss which conversations are formal or
informal and to compare the words and expressions they have noted.
10 Work with a partner. Discuss which conversations are formal or informal.
Compare the words and expressions you have noted down.
As a whole class check which conversations are formal and informal.
Then play the recording again, asking them to call out (or raise a hand)
when they notice examples of formal/informal language. Confirm with
them. Now ask them to practise the conversations in pairs. Move around
and listen to the intonation they are using.
11 Now listen to the recording again. Say when you notice formal or informal
language. Practise the conversations with your partner.
Working in pairs, give each pair a number that corresponds to one of
the situations (or let them choose). Four extra situations are supplied
below that aren’t in the student book for use with large classes. Tell them
to write a short dialogue for the situation, using the appropriate level of
formality for the context and the relationship between the people. Move
around supplying examples of formal/informal language when required
and getting them to practise the intonation as they write together.
Correct any structural mistakes during this time.
Listening Part 1
Listening to respond
12 Work in pairs and choose one of the situations below (or take the one that
your teacher gives you). Write a short dialogue for the situation. Think
about the relationship between the speakers and where they are. Decide
if the language should be formal or informal. What words and expressions
can you use to show the appropriate degree of formality?
1 Two friends. One tries to persuade the other to go to a rock concert.
Informal
2 Customer and assistant in photograph-developing department.
Customer is not satisfied with photos. Insists politely on having money back.
Formal
3 Driver/traffic warden. Warden warns driver about parking/driver asks for
nearest car park.
Formal
4 Passenger and airport official. Luggage and contents damaged after flight.
Official denies blame.
Formal
5 Two friends. One has a lot of work/the other sympathises/offers assistance/offer
accepted/arrangements made.
Informal
6 Customer and assistant in chemist’s shop. Customer has sunburn.
Needs help/advice.
Formal
7 Two colleagues at work. One asking the other for help with something. (Formal)
8 Two friends. One is late. Apologises with reasons. (Informal)
9 Parent and child. Child worried about an exam. Parent gives advice. (Informal)
10 Teacher and student. Student leaving/thanks teacher/teacher wishes good
luck/asks about plans.(Formal)
Get each pair to act out their situations and read their dialogues in front
of the class. The others must answer the following questions:
Is the language formal or informal? What is the relationship between the two people?
Where are they? Which words/expressions show the degree of formality?
19
Notes
20
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Idioms
Some of the most common expressions in English are idioms and there
are thousands of them.
‘I was out like a light.’
‘They had the time of their lives.’
‘She’s got a soft heart.’
‘Take an umbrella to be on the safe side.’
(I fell asleep quickly)
(they had a very enjoyable time)
(she’s kind/compassionate)
(in case it rains)
The best way to pick up idioms is by listening to everyday speech
in an English-speaking country. You’ll hear and read them everywhere.
There are also some very good books of idioms available, which you can
either dip into or read methodically. Idioms can be similes or metaphors.
Similes compare one thing to another, usually using ‘like’ or ‘as’.
Metaphors make a comparison without ‘like’ or ‘as’. The same word
can have many different meanings in different phrases.
Some teachers have an idioms’ board or list, which changes each week.
Both you and students can add to the list as the week progresses. Try to
use the new expressions in your lessons. You might like to consider doing
this by using one of the following ways to group your idioms.
13 Why don’t you and your partner make a weekly list of idioms?
Here are four headings to organise a list.
Similes
The meat was as tough as old boots.
Her hair was as soft as silk.
This bread’s as hard as a rock.
Metaphors
Don’t rock the boat. (cause trouble)
It’s plain sailing from now on. (trouble free)
It’s all hands on deck. (everybody has to help)
Themes
Ladies and gentlemen, give him a big hand! (applaud him)
Can you lend me a hand? (help)
It’s completely out of hand. (lacking control)
Key words
It’s all for the best. (things happen for good reasons)
She always makes the best of things. (she’s a positive person)
Sorry. I’m not feeling at my best today. (not feeling very well)
Ask your students to listen to the short conversations. There’s an idiom
in each one. Ask them to note down the idioms (or the key words).
Listening Part 1
Listening to respond
14 Listen to the short dialogues. There’s an idiom in each one. Note them
down below. Check them with your partner. Did you know them all?
1 a quick word
2 ran out of time
3 rushed off my feet
4 over the moon
5 stand a good chance
4
1
Male voice ‘Hi Fiona!’
Female voice ‘Oh Toby. I’m glad you’re here. I need to have a quick word with you.’
M ‘Oh? What about?’
F ‘Miranda’s birthday. Have you planned anything yet?’
2
Female voice 1 ‘How did the meeting go?’
Female voice 2 ‘Oh, you know. Very slowly, as usual.’
F1 ‘Did they make any decisions about the new café?’
F2 ‘No, they ran out of time. So that won’t be decided until next month.’
F1 ‘Oh no!’
3
Male voice ‘Hi love! Had a good day?’
Female voice ‘Oh, I‘m so tired. I’ve been rushed off my feet all afternoon.’
M ‘Come on in and have a sit down. Cup of tea?’
F ‘Oh yes, please. That’d be lovely.’
4
Female voice 1 ‘Hello, Phoebe. Has Nick had his exam results yet?’
Female voice 2 ‘Yes, they came yesterday.’
F1 ‘And?’
F2 ‘He’s got As in all of them.’
F1 ‘You must be so pleased.’
F2 ‘Yes. We’re over the moon about it.’
F1 ‘Give him my congratulations, won’t you?’
F2 ‘Yes, I will.’
5
Male voice 1 ‘Donald! How did the interview go?’
Male voice 2 ‘Quite well, I think. I managed to answer all the questions.’
M1 ‘So do you think you’ve got the job?’
M2 ‘Well, I think I stand a good chance. I mean I’ve got a lot of experience…’
21
Notes
4
22
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Ask your students in their pairs to compare their answers.
Check as a whole class, explaining any that are not clear.
Ask them to practise the conversations in pairs.
Tell them to listen to the recording and to choose the best responses to
them. These are some examples of the sorts of idiom and colloquialism
they might find in the test at this level.
15 Now listen to the next recording. Listen to the prompts and circle the
letter of the best responses to them. These are some examples of the
sorts of idiom and colloquialism you will find in the test.
5
1
a ‘It’s got to be done.’
Answers for activity 17
b ‘I know. It’s brilliant.’
‘You’re very lucky.’
c ‘About six o’clock.’
‘When shall we meet?’
d ‘It’s on 24 February.’
‘When’s the party?’
2
a ‘Put it down.’
‘I can carry the case, it’s not that heavy.’
b ‘That’s true.’
‘He’s very helpful.’
c ‘Yes, you have.’
‘Have I paid you?’
d ‘It’s very easy.’
3
a ‘Of course not!’
‘Were you late?’
b ‘Thank heavens!’
c ‘What a shame!’
‘I missed the party.’
d ‘Yes, please!’
‘Would you like another piece of cake?’
4
a ‘It sure is!’
b ‘No way!’
‘I’ve won a free holiday!’
c ‘Too much.’
‘Is this enough sugar for your tea?’
d ‘Quite okay.’
‘How is the peppermint ice-cream?’
5
a ‘That’s it.’
‘Where’s his house?’
b ‘Not at all.’
‘Thank you so much.’
c ‘Never!’
d ‘Always!’
‘Is she usually so polite?’
Listening Part 1
Listening to respond
23
6
Notes
a ‘Is she?’
b ‘I know he is.’
‘He’s a real star.’
c ‘It’s a lot.’
‘Does it really cost much?’
d ‘But how?’
‘I’m sure you can manage it.’
7
a ‘It’s 14 Searle Street.’
‘What’s your address?’
b ‘Yes, my pleasure.’
‘Are you sure you don’t mind?’
c ‘Please come on in.’
‘I hope you don’t mind my dropping by.’
d ‘Tess. Tess Saunders.’
8
a ‘Congratulations!’
‘I’ve just got engaged to be married.’
b ‘Oh, well done!’
‘I won the local talent contest.’
c ‘Yes, good luck!’
d ‘Happy birthday!’
‘It’s my 21st birthday today.’
9
a ‘I bet he couldn’t.’
b ‘I know that’s true.’
‘I really want things to go well for you.’
c ‘He thinks it is.’
‘Is it okay now?’
d ‘He never did.’
‘The funny thing was, Frank believed me.’
10
a ‘I hope so.’
b ‘I hope not.’
‘Do you think you’ll have to walk home?’
c ‘I believe so.’
‘Is the post office open on Saturday?’
d ‘I’m afraid not.’
‘Can you come to the cinema tonight?’
24
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
5
1
Male voice ‘Isn’t that a complete waste of time?’
2
Female voice ‘I really don’t get it.’
3
M ‘They found him safe and sound last night.’
4
F ‘Hey, Andy, this is the life, isn’t it?’
5
M ‘And he robbed the place in broad daylight.’
6
F ‘She’s one in a million, she is!’
7
M ‘Sorry, I know you by sight, but …’
8
F ‘Fingers crossed!’
9
M ‘He just couldn’t believe his eyes!’
10
F ‘Don’t worry. You’ll soon get the hang of it.’
Get them to compare their answers with a partner. Then give the whole
class the answers. Now play the recording again. Pause after each prompt
and ask them to tell you the meaning. Clarify why the response fits.
16 Compare your answers with a partner’s. Now listen again.
With the students look at the incorrect options and decide why they
are wrong. Which prompts would they be the correct responses to?
17 Look at the incorrect options in activity 15. Think about why they are
wrong. Write down some prompts that they would be the correct
responses to – use the lines next to the responses.
Test practice
Tips from the examiners
You will hear the recording once only. You have 10 seconds to read each set of options
before you listen to each short conversation.
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.
Listening Part 1
Test practice
You will hear eight short unfinished conversations. Choose the best
reply to continue the conversation. Put a circle around the letter of the
best reply. You will the conversations once only.
First, look at the example.
6
Example
Speaker 1: Are you sure this one will fit into the room?
Speaker 2: It’s no bigger than the one we have now.
Speaker 1: You really should measure it.
a
b
c
d
‘Why are you so surprised?’
‘You worry too much.’
‘I’ll change it after I finish this one.’
‘I have it right here.’
1
a
b
c
d
‘You’ll need a doctor’s note.’
‘You could do much better.’
‘Don’t be afraid of it.’
‘That’s not reasonable.’
2
a
b
c
d
‘We’ll need to organise the event.’
‘They won’t all fit in at the same time.’
‘That’s the best idea so far today.’
‘We could try giving better directions.’
3
a
b
c
d
‘I’m not keen on having another.’
‘But I have to go to work now.’
‘I’ll make time for you.’
‘But I want to order it now.’
4
a
b
c
d
‘It seems an impossible job.’
‘I know. I didn’t believe them either.’
‘You could see how it was done.’
‘I know. I really felt I was there.’
5
a
b
c
d
‘You’re bound to add more.’
‘OK, but that’s it. I’m off now.’
‘I’ll get quite a bit, then.’
‘See you next week, then.’
6
a
b
c
d
‘I’ll have to write it down.’
‘Sorry, I don’t understand your problem.’
‘Perhaps we’ll find it somewhere.’
‘Thanks. I get what you mean now.’
25
Notes
26
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
7
a
b
c
d
‘Sorry, she’s out all day today.’
‘Could you tell me who you need to see?’
‘Could you hold, please, and I’ll check?’
‘Sorry, but it’s an expensive call.’
8
a
b
c
d
‘We’ve not met for ages.’
‘It’s always a pleasure.’
‘I’m a lot older too.’
‘I’ve heard all about you.’
6
Male voice 1 ‘Part 1. Part 1. You will hear eight short unfinished conversations.
Choose the best reply to continue the conversation. Put a circle round the
letter of the best reply. First, look at the example.
You will hear the conversations once only.’
‘Number one. Number one.’
Male voice 2 ‘I’m afraid I need extra time for my essay.’
Female voice ‘I hope you’ve got a good reason.’
M2 ‘I’ve not been at all well.’
M1 ‘Number two. Number two.’
F ‘They really do need a training session.’
M2 ‘But there’s no time to get them all in, now.’
F ‘Well at least send out some guidelines.’
M1 ‘Number three. Number three.’
M2 ‘Super Seats, good morning. Can I help you?’
F ‘It’s Mrs Jones again. Look, I’m still waiting for my sofa.’
M2 ‘They’re on their way. It will be there soon.’
M1 ‘Number four. Number four.’
F ‘Wow! I was on the edge of my seat all through that.’
M2 ‘Me too. Amazing, wasn’t it?’
F ‘Those special effects were so realistic.’
M1 ‘Number five. Number five.’
F ‘Oh, and I need some bread.’
M2 ‘Bread... Is there anything else?’
F ‘Well, a bit more milk might be a good idea.’
M1 ‘Number six. Number six.’
M2 ‘It’s first left, second right and then straight ahead.’
F ‘Sorry, say that again.’
M2 ‘First left, second right and then straight ahead.’
M1 ‘Number seven. Number seven.’
F ‘Could you put me through to Jane Brown, please?’
M2 ‘Sorry, she’s not in today.’
F ‘I don’t suppose Mr Smith’s free then, is he?’
M1 ‘Number eight. Number eight.’
F ‘Now, George, have you met Annie?’
M2 ‘No, I’m afraid I haven’t.’
F ‘Well, Annie, this is my old friend, George.’
M1 ‘That is the end of Part 1.’
Listening Part 2
Introduction
Introduction to Listening Part 2
The 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.
Candidates listen once to each of three dialogues. They answer two
multiple-choice questions 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.
Each question tests understanding of a different aspect of the dialogue:
Gist
‘What is the man helping the woman to do?
Feelings
‘How does the woman feel at the end?’
Opinion
‘What does the woman think about the exhibition?
Each question has a multiple-choice of four answers:
What is the man doing?
a apologising
b suggesting
c explaining
d complaining
Your 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, or main message?’
– 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?’
– predicting the outcome of conversations. They need to ask themselves
‘What will happen next’
– understanding the differences between and reasons for people’s views
and opinions when they are listening
– listening to how stress and intonation affect the meaning of what
is said and give clues about the speaker’s thoughts and feelings.
27
Notes
2
28
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
Student introduction
In this part of the test you listen to three short dialogues. You hear each dialogue
once only. 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, with contracted forms, in real life.
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
for the correct answer – a, b, c or d.
There is an example of the exercise in the test practice at the end of this part
of the book.
To prepare, you need to:
– listen to conversations between different pairs of speakers with different types
of equal and unequal relationships
– identify where the conversations are taking place
– understand why the people are speaking
– identify the language functions the speakers are using and what message they
are communicating
– be able to identify what the main point of the conversation is
– recognise the speakers’ emotions and how they are feeling about each other
– be able to predict what will happen next
– listen to 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
29
2 Listening to dialogues
Conversations
It will help candidates to perform more successfully in the test if they
focus on the types of information they are listening for. Explain that in
the test they listen to identify topic, location, relationships, feelings
and purpose.
Ask the candidates individually to think of as many examples as possible
to put in the spaces.
1
When we have conversations, we
–
–
–
–
–
speak about many different topics
speak in many different places
speak with many different people
show how we feel
speak for many different reasons.
Write four or five examples of each of these below. One example is given
for each. Use the illustrations to help you.
Topics
work
television
weather
celebrities
money
holidays
Places
home
hospital
school/college
on the street
shops
restaurants
People
friends
father/mother
teachers
brother/sister
grandparents
neighbours
How we feel
angry
upset
worried
happy
furious
concerned
Notes
30
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Reasons
Notes
inviting
accepting
agreeing
refusing
gossiping
passing on news
Ask the candidates to find out what examples the other students in the
class put in the various spaces. You can do this as a whole-group activity
or you may like to ask the students to move around the class asking what
examples their classmates have written and adding these to their own.
Ask the students to tell you what examples they have written and put
these on the board.
2
Find out what examples the other students in your class have. How
many different examples have they thought of? Add as many as you
can to your list.
Ask the students to listen carefully to the recording as they will hear each
conversation only once. Ask them individually to make a note of the
topics, places, people, feelings and reasons for each conversation.
3
Listen to three short conversations. How many blanks can you fill in?
Conversation 1
Conversation 2
Conversation 3
Topic
study
sport
work
Place
school
home
café
People
tutors/students
mother/son
colleagues
Feelings
angry
excited/nervous
happy
Reason
complain
advise/prepare
congratulate/
celebrate
7
1
Male voice ‘Have you seen what we’ve got this term? I can’t believe it!’
Female voice ‘No. Why, what’s up? It must be pretty bad.’
M ‘It is. Look over there on the wall. Monday and Friday, nine lessons.
Nine! Not one free period. What a way to start and end the week!’
F ‘What?! Oh, that’s ridiculous. Hasn’t anyone spoken to the Head of Studies?’
M ‘I don’t know, but someone should. I’m sure none of the other classes has
anything like this. How on earth are we supposed to organise ourselves?
Look at Tuesday and Thursday!’
F ‘First two lessons, then a long gap, then the last two! That’s even worse.’
M ‘Why don’t you speak to the Head? You’re good at that sort of thing.’
F ‘I will. Give me a few minutes to calm down.’
7
Listening Part 2
Listening to dialogues
2
Female voice ‘Got everything you need? Ready for the big day? It’s here at last.’
Male voice ‘Yes, I put it all in my bag last night: shirt, shorts, socks, boots – I’ve been
looking forward to this for weeks.’
F ‘Did you get a good night’s sleep? You need to feel as fresh as you can.’
M ‘No, I couldn’t stop thinking about it … just walking onto the field in front of all those
people. I really hope we win.’
F ‘Your father and I are proud of you, whatever happens. Just do your best –
that’s all you can do.’
M ‘I’ll try, I promise you that. I can’t wait to have the chance.’
F ‘I know you will. I’m sure you’re going to do it. Go on, off you go and have a
great day.’
M ‘Thanks. I’ll phone home to tell you the result.’
3
Male voice ‘Doesn’t this feel absolutely wonderful? The best results in five years
and we did it. Even the boss was impressed. Well done!’
Female voice ‘Well done to you, too – we did it together. I’m really pleased you got the
promotion you wanted.’
M ‘Thanks – and you’re taking on more responsibility, too, aren’t you? That’s
great, you deserve it.’
F ‘I think we’ll both be seeing a lot more of the office, so let’s take the chance to relax
while we can. Let’s celebrate.’
M ‘Okay, what are you going to have?’
F ‘I don’t know. I’ll have a look at the menu.’
M ‘Or have a look at the day’s specials on the board. They’re usually pretty good.
It’s over there.’
F ‘Okay, let’s choose something really special. We’ve both earned it.’
Ask the students to work in pairs to discuss which of the topics, places,
etc. that you have listed on the board in activity 2 they think were covered
in the conversations. As a whole-group activity, ask them to tell you which
examples they think were included and put a tick against these on the
board (their answers will depend on the examples the students as a group
have suggested).
4
Work with a partner. Do you agree?
Play the recording again to check the answers but stress that in the test
the candidate hears the recording once only. This is just a check, not an
opportunity to change answers. Stress that they are not expected to get
all the answers, everything they recognise will be a bonus. If the students
can build up confidence in recognising answers after listening only once
(and accepting that they won’t necessarily get every answer correct) it
will help them to perform effectively in the test.
Give the answers to which topics, etc, are included in the conversations.
31
Notes
32
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
To help the students practise thinking about things they may hear in the
test, invite them to think of an example in each category starting with a
certain letter of the alphabet. You can make the activity competitive if you
like. Set a time limit of two minutes and choose a letter of the alphabet at
random (eg, by opening a book and, without looking, putting your finger
on a word and saying the nearest letter you can see. The winner is the
student who finds at least one example for the most categories (in the
case of the letter ‘S’ below, there is more than one example in each space)
and if more than one student finds all, or the same number of, examples,
the winner is the one who has the most in total. At this level, the students
should have a good range of lexis and be able to fill several category
spaces for most letters of the alphabet. It is up to you how many rounds
you play at any one time.
After each round, ask the students to tell you what examples they have
put in the spaces. Put these on the board to build up a resource of items.
5
Look at the lines below. Can you put one or more words beginning
with the same letter (letter S is an example) under each heading?
Put more than one example if you can.
Letter
Topic
Place
(What we
(Where we
speak about) speak)
People
(Who we
speak to)
Feelings
Reason
(How we feel) (Why we
speak)
s
sport,
shopping
school,
shops
sister,
strangers
sad, sorry
suggesting,
sympathising
e
education,
ecology
e-café,
embassy
elderly,
employer
ecstatic,
emotional
enlisting,
explaining
t
travel,
TV
tram,
train
teachers,
tutors
tired,
tense
telling,
teaching
w
weather,
work
waiting room, wardens,
workshop
waitress
worried,
wary
wanting,
wishing
Other
When you have played several rounds of the game in activity 5, ask the
students to look at the topics that you have put on the board and to
underline any of these they have had conversations about recently.
6
Compare your list with a partner’s.
Ask the students to work in pairs to tell each other which topics they
have had conversations about and who with (moving away from words
beginning with the same letter and widening the activity to include any
type of people). Monitor, and supply any language items the students
may lack when thinking of types of people.
Listening Part 2
Listening to dialogues
33
Extend the exchange of information to involve the whole group. One
way to do this is to ask the students to move around the class finding
out if their classmates have produced any examples they and their
partners did not. Ask them to make notes. As a whole-group activity,
ask the students to tell you what they have written down. Add the
people and places to the topics you put on the board earlier.
Now ask the students to listen to the four conversations. Explain that
they are going to listen to recognise if one of the items in each of the
categories appears in each conversation (the answer will, of course,
depend on the items your group has contributed). Stress that as they
will hear each conversation only once, they may not get every single item
– the purpose is to accustom them to listening for clues to meaning.
7
Listen to four short conversations. Write down the topics, people and
places that are part of each of the conversations.
8
Topic
People
Place
Conversation 1
book(s)
librarian/
borrower
library
Conversation 2
holidays
strangers
dentist’s
(waiting room)
Conversation 3
exam/test
teacher and
student
school/
college
Conversation 4
musical/show
brother and
sister
train
8
1
Female voice ‘Oh, good morning. I’d like to renew this one, please.’
Male voice ‘You’re enjoying it, then? I thought you would.’
F ‘Oh yes, very much. You were absolutely right, it’s one of those you can’t,
you know, put down once you’ve started. When I’ve finished this one I’m
going to take out some more of hers, if you’ve got them…’
M ‘We have, but they’re generally out on loan because they’re so popular. I can always
put your name down and reserve them for you. We can give you a call when they’re
returned if you leave a number.’
F ‘That’s excellent – thanks, I’ll do that.’
M ‘Right, now, if I can just have your ticket…’
2
Male voice ‘Excuse me, are you next?
Female voice ‘I think there are one or two people in front of us. Are you here for a
check-up?’
M ‘No, unfortunately, I’m here on holiday and I’ve broken a tooth.’
F ‘Oh dear. Not at all what you needed.’
M ‘Apart from the tooth, it’s been fine. Good weather, nice place to stay, lots
to do. I can’t complain really.’
Notes
34
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
F
‘We’ve just come back from a week in the mountains. It makes you feel so much better,
doesn’t it?’
M ‘Always. Were you skiing?’
F ‘No, just taking it easy and relaxing after a busy time at work. We try to get away two
or three times a year. It’s important to enjoy yourself if you can.’
M ‘I quite agree, and when I’m finished here that’s exactly what I’m going to do.’
3
Female voice ‘Oh, Jamal. You couldn’t do me a favour, could you?’
Male voice ‘Certainly. What can I do?’
F ‘It’s about tomorrow – we’ll have to start at nine-thirty, not nine o’clock –
could you tell the rest of your class for me, please?’
M ‘Yes, of course. Is there any reason why we are starting late? One or two of us are a
bit nervous.’
F ‘Yes, I’m really sorry about that, but I have to open the papers on the day and
I can’t get into the office before nine-fifteen. Tell them not to worry – I know
you’re all prepared, and everybody’s practice results were fine.’
M ‘Do we have to change rooms as well?’
F ‘No, same as before. Room 38 just down the corridor from here and past
the Head’s office.’
M ‘Fine. I’ll pass on the message.’
4
Male voice ‘That really was superb, wasn’t it? The music’s still going round
in my head even now.’
Female voice ‘Best we’ve ever been to, in my opinion. There wasn’t one bad song in the
entire thing. And the costumes were fantastic, too. For once the advertisements were
right – “an unforgettable evening”.’
M ‘Do you remember that time we were on holiday and Mum and Dad took
us to see, oh what was his name – famous actor, but he couldn’t sing – that
was really awful, wasn’t it?’
F ‘Oh, you know me. I love them all. It’s far more exciting than going to see a film.
Even if the story’s a bit weak sometimes.’
M ‘Yes, I mean the songs are what you remember, not the storyline. Here comes
the inspector. Have you got the tickets?’
F ‘No, you have – I gave them to you when we went through to the platform.’
M ‘Oops, sorry, yes ... you’ve always had to look after me, haven’t you?’
Ask the students to work in pairs to discuss their answers. You can do
this at the end of each individual conversation, allowing the students to
make notes but not giving the answer at this stage as the check activity
will do this.
8
Discuss your answers with a partner. Do you have the same answers?
Play the recording a second time, again reminding students that this is
only a check, not a chance to change answers.
9
Listen to the recording again to check your answers.
Give the key to the topics, people and places that appear in the four short
conversations. There may well be some of these that did not correspond
to the lists the students had provided. Ask them if they can think of more
topics, relationships and locations that may feature in daily conversations.
Listening Part 2
Listening to dialogues
35
Engage the students’ interest in the area of expressing feelings. You can
easily do this with mime and gesture. Ask the students individually to
look at the statements in the columns. These have become jumbled – ask
them to match the likely pairs and to add other examples of their own.
How do you feel?
10 Match the beginnings on the left with the ends of the sentences on
the right. Do you agree with the statements? What other feelings
can you add?
1 ‘I feel happy …
7 if people arrive late.’
2 ‘I feel nervous …
5 when my holidays are finished.’
3 ‘I feel very angry …
6 when I finish a piece of work.’
4 ‘I feel excited …
3 if people don’t queue.’
5 ‘I feel sad …
1 when friends visit me.’
6 ‘I feel satisfied …
2 before I make a long journey.’
7 ‘I feel a little bit annoyed …
4 when I watch sports.’
8 ‘I feel … (any other feelings) eg, disgusted when violence is shown on TV.’
Check which matches of halves of sentences the students had. There is
not necessarily an exclusively ‘correct’ match for each sentence – there is,
of course, no reason why someone may not, for example, feel sad when
friends visit or get more angry about something that only annoys
someone else – but the suggested answers give a likely set of matches.
Ask the students to work in pairs. Ask them to say if they agree with the
original statements, but not to tell their partner what else produces the
same feelings. Ask them to guess what makes their partner feel sad,
angry, etc, and also what other feelings they recorded. The more practice
the students have in thinking about feelings and situations, the more
confident they will be in the test.
11 Work with a partner. Have you completed the sentences in the same way?
Can you guess which other things produce these feelings in your partner?
Involve the whole class in the exchange of information about feelings and
what produces them. You can do this as a whole-group activity with the
students telling you what feelings they and their partners have or you can
organise an activity in which the students move around the class asking
and answering questions before reporting back to their original partner.
In activity 12, it will be useful to have the students guess what answers
their classmates may give as this will maximise the chance to think of
words for feelings.
Notes
36
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
12 What about the other students in your class? What things cause these
feelings? Do you feel the same as your classmates?
Now ask the students to think about the ways they express these feelings.
Give one or two examples of your own (these could include ‘Worried’/‘Oh
dear’, ‘Surprised’/’I don’t believe it!’ etc). Ask them individually to make a
few notes. Monitor, and suggest possible feelings if the students are
having difficulty thinking of these: disappointed, bored.
13 Think about some of the words and phrases you use, and how you say
them, when you feel happy, sad, angry, etc. Make one or two notes below.
How I feel…
What I say…
happy
‘That’s terrific!’
sad
‘I’m close to tears.’
angry
‘Good grief!’
disappointed
‘Oh no!’
bored
‘Ho-hum…’
excited
‘I can’t wait!’
confused
‘You’ve lost me…’
Ask the students to work in pairs. Ask them to say their words and
phrases to their partner, who will guess what feeling they are trying to
convey. Ask the students to think about how they say the words and
phrases and to produce these with a tone of voice that will help their
partner recognise what type of message they are communicating.
You may like to give one or two examples: ‘I’m afraid I don’t know.’
(with stress on ‘know’) – confused / ‘I don’t know!’ (strong stress on ‘I’) –
annoyed, impatient.
Monitor, and note any particularly successful exchanges so that
you can encourage the students to use these in the following wholegroup activity.
14 Work with a partner. Say the words and phrases each of you uses and
guess what feelings they express.
As a whole-group activity, ask the students to choose one or two of the
words and phrases they and their partner exchanged. Ask them to say
these to the other students in the class to see if they can correctly
identify what feelings are expressed. Tell the students not to worry if they
don’t get all the answers exactly as their classmates intended them; the
idea is to focus on how the way we say things can support the actual
words we use.
15 Choose some of the words and phrases you and your partner exchanged.
Say them to the other students in your class. Can they guess what the
feelings are?
Listening Part 2
Listening to dialogues
It’s the way you say it
Ask the students to listen to these short conversations and choose the
best answer – a, b, c or d. Tell them they will hear each conversation only
once before they choose their answer. In each example, they will listen for
the way the speakers feel as well as for factual information – ask them to
listen for tone of voice as well as for the actual words the speakers use.
16 Listen to three short conversations. Choose the best answer – a, b, c or d.
9
Conversation 1
The speakers are
a at home.
b in a café.
c at a friend’s house.
d at the cinema.
How does the woman feel at the end of the conversation?
a Surprised.
b Bored.
c Unhappy.
d Excited.
Conversation 2
Who is speaking?
a Colleagues.
b Salesperson and customer.
c Friends.
d Doctor and patient.
The man feels
a annoyed.
b worried.
c sorry.
d confused.
Conversation 3
The man and woman are speaking about
a a journey.
b their homes.
c a film.
d work.
At the end of the conversation the woman feels
a disappointed.
b happy.
c surprised.
d amused.
37
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
9
1
Male voice ‘What a great film! Would you like a coffee? I’ll go and make some.’
Female voice ‘Please. Yes, I really enjoyed seeing that again. I saw it at the cinema when
it first came out – really exciting effects. Did you go and see it?’
M ‘Me, no. I hardly ever go to the cinema. I normally watch DVDs and videos
at home or come round here to Geoff’s place. He’s got hundreds of films.’
F ‘Where is Geoff? He left part way through the film. He doesn’t mind us being here,
does he?’
M ‘No, he said “make yourself at home”. He’s gone to meet his girlfriend, Becky.
He’ll be back in a while.’
F ‘Becky? Don’t you mean Liz?’
M ‘Oh no, that was last month. It’s all Becky these days.’
F ‘Well, well! There’s never a dull moment with Geoff, is there?’
2
Female voice ‘Good morning. Can I help you?’
Male voice ‘I hope so. I’m afraid I’m not exactly sure what I need, but perhaps you can
suggest something?’
F ‘Certainly. Is it for work?’
M ‘Yes, and also for my own general use. It’s got to be something user-friendly, and
basically what I need is something very simple. I have to say that I’m a complete novice.
I’m sorry to be so vague.’
F ‘Don’t worry about that. There are so many different models.’
M ‘And viruses – I understand they can be a big problem. Is there something I can do to
prevent them?’
F ‘There are a number of different packages available. Shall I go through things
from the start?’
M ‘Yes, please, and as slowly as possible, if you don’t mind. I’m not even sure where
the start is.’
3
Male voice ‘Been away somewhere nice this weekend?’
Female voice ‘No chance. We’ve been redecorating the house and trying to work out
what to do with the garden. It’s all getting out of control.’
M ‘Sounds like a horror movie, “The house that took over their lives”.’
F ‘It’s not all that funny you know. It’s beyond a joke.’
M ‘Oh, I do know. I spent the entire weekend doing DIY – you know, repairs
around the house – and it’s going to be more of the same next weekend.’
F ‘Ah, actually I was going to ask if you could possibly do us a huge favour and help
clear the garden… ’
M ‘Normally I’d be happy to help, but I really do have just too much on at my
place. I’m awfully sorry.’
F ‘Oh, I’m not really surprised. Everyone’s so busy these days. Never mind, it was just
a thought.’
As a whole-group activity, ask what answers they have given. Then play
the recordings again one by one, reminding the students that this is only
to check, not change, answers. Ask the students to listen for the way the
speakers’ tone of voice gave clues to their message in each conversation.
Check the students’ answers.
Listening Part 2
Test practice
Test practice
Tips from the examiners
Remember that you hear each dialogue only once. You must answer two questions
about each conversation.
Before each dialogue you have time to read the questions and options.
Read them carefully, so that you know what you are listening for.
Read the options for 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 to each question.
Listen to the three conversations and answer the questions below.
Put a circle around the letter of the correct answer. Look at the questions
for the first conversation. You will hear the three conversations once only.
10
Conversation 1
What is the main thing the woman is doing?
a Persuading the man to become a club member.
b Describing the club facilities.
c Asking the man for information to complete a form.
d Giving information about ways of paying.
How often does the man think he will use the club?
a Daily.
b Every two weeks.
c Several times a week.
d Once a month.
Conversation 2
What is the main reason the speakers come to the place they are in?
a It’s easy to get to.
b They can save money.
c Parking is convenient.
d It’s fun.
At the end of the conversation, the man feels
a worried.
b angry.
c patient.
d happier.
39
Notes
40
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Conversation 3
Why is the woman having the conversation with the man?
a To give advice on which exams to take.
b To offer him a job.
c To interview him for a place on a course.
d To find out about his experience of work.
Which of these words best describes the man’s main attitude in the conversation?
a Discouraged.
b Positive.
c Doubtful.
d Apologetic.
10
Male voice 1 ‘Listening Part 2. You will hear three conversations. Listen to the
conversations and answer the questions below. Put a circle around the letter
of the correct answer. Look at the questions for Conversation 1. You will hear
each conversation once only.
Ready?’
‘Conversation 1’
Male voice 2 ‘Hi. It’s me again. I’ve brought the form in, but I’m not sure about
one or two things.’
Female voice ‘Right, let me see if I can help. There are various options and it all depends
how regularly you plan to use the facilities.’
M2 ‘I do have to be a member, do I, to use the club?’
F ‘Full members can use all the facilities with no extra charge. You can pay a day fee,
but it can work out as a costly option if you use the centre more than two or three
times a week.’
M2 ‘Which I probably would. So what’s the best option?’
F ‘The most popular is one-year membership. You can pay by direct debit, and that
spreads the payments over twelve months. Or, if you like, you can pay the full fee now
and get a thirteenth month free.’
M2 ‘Gosh, it’s complicated.’
F ‘If I were you, I’d have a chat with some of the members and see what they say.’
M1 ‘Now look at the sentences for Conversation 2. Conversation 2.’
F ‘You’d think they’d have more people on the check-outs,
wouldn’t you?’
M2 ‘Especially at this time of day. They must know it’s always busy. The number
of times I’ve said “That’s it, I’m not coming here again”.’
F ‘Me, too. Let’s face it, it’s not somewhere you’d come just for fun, is it?
You can’t get to the shelves for all the trolleys. And it’s hardly what you’d
call a convenient location.’
M2 ‘If it was easy to park, that would be something. They know they’ve got us because
nowhere else can compete on prices.’
F ‘Absolutely. Ah good, at last – look, they’re opening another check-out.
Now we should get moving.’
M2 ‘It’s all well and good doing that now, but we’ve been waiting here patiently for ten
minutes. If they think people are going to put up with this, they’re sadly mistaken.’
F ‘You ought to write and complain, you know.’
M2 ‘Don’t you worry, I will.’
Listening Part 2
Test practice
M1 ‘Now look at the sentences for Conversation 3. Conversation 3’
F ‘Now, I see from your CV that you left school at the age of sixteen,
is that right?’
M2 ‘Yes. It’s not that I didn’t want to study, but I did want to get out into the real world and
earn some money. Is that a problem?’
F ‘Not in terms of applying for a place on this course, but it’s only fair to say
that you might find it difficult to get work later if you don’t have more
paper qualifications.’
M2 ‘That’s useful to know. I was thinking of taking evening classes and exams next year.
Is that a good idea?’
F ‘Well, it’s not up to me to say yes or no, but if you come on this course you’ll
find there isn’t much time for anything else. I don’t mean to discourage you.’
M2 ‘Quite the reverse. If I know where I stand, it clears up any doubts I’ve had.
I hope you’ll accept me.’
M1 ‘That is the end of Part 2.’
41
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
Introduction to Listening Part 3
3
The focus of Listening Part 3 is to test the candidate’s ability to extract
relevant details from a monologue. Candidates listen to a monologue,
such as a radio broadcast/lecture, narrative, announcement, presentation
or answerphone message, etc. They hear the monologue once only.
Candidates have a message pad with uncompleted notes. They listen for
the relevant information and write this using short notes. The maximum
for each answer is five words, but three words will be possible and it is
helpful to encourage candidates to aim for this.
Tasks reflect examples of when we listen for information and make notes
in everyday life, such as details about a forthcoming festival, or
arrangements for a conference or meeting.
Your students need practice in:
– reading uncompleted notes on booking forms, message pads, etc
and predicting the kinds of information they are likely to hear
– writing notes of one to three words
– listening for and copying numbers, dates, times, prices
– listening for and copying the names of people, places, things and
titles of books, films
– identifying key information and using it to complete notes
– disregarding redundant information
– listening for and disregarding any elements of distraction, such as
‘…and the programme will begin at six o’clock, no, sorry, I mean
six-thirty’.
Student introduction
In 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 once only.
You have a message pad with nine headings. You listen for the relevant information and
write this using short notes. The maximum number of words for each answer is five,
but three words will be possible and it is useful test practice to aim for this.
Tasks reflect examples of when we listen for information and make notes in everyday
life, for example, details about a forthcoming festival or arrangements for a meeting.
For preparation, you need to be able to:
– read different kinds of heading on forms, message pads, etc, and predict the kinds
of information you are likely to hear
– write notes of one to three words
– copy down numbers, dates, times, prices
– copy down the names of people, places, things and titles of books, films, etc
– identify key information and use it to complete notes
– disregard unnecessary information.
Listening Part 3
Listening for key information
3 Listening for key information
Extracting the right information
As well as redundant information, the text may also include some
distraction, so that candidates have to listen very carefully to extract
the key information. This reflects experience in the real world, where
mistakes are often made and corrected as information is being given.
For this reason, it’s a good idea to use pencil for the first listening and
then complete in pen.
Sometimes, people make mistakes when they speak and correct
themselves. This might happen in Listening Part 3 of the ESOL test, so you
have to listen very carefully to extract the right answers. It’s a good idea
when practising these exercises to use pencil for the first listening and
then complete your answers in pen when you listen for the second time.
Ask your students to look at the five headings on the different message
pads. Then tell them to listen to the five short recordings and to note
down the correct information. Tell them to remember that they must
not use more than three words.
1
Look at the headings below. Listen to the five short recordings, and
note down the correct information. Try to use no more than three words
for each one.
11
1
Name of film:
The Last Samurai
2
Address:
196 Grangepark Road
3
Phone number:
005842
4
Cost:
£40
5
Dates:
14–17 October
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Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
11
1
Female voice ‘…and the film we’ll be showing on Friday night is the action
and comedy romp Pirates of the Caribbean, which… oh, I’m so sorry…
that’s Thursday’s film, the one on Friday is The Last Samurai – that’s spelt
S A M U R A I by the way – starring Tom Cruise…’
2
Male voice ‘Oh hi, Renata – this is Gavin here. Just to let you know that Bianca’s party is
on the fifth of June. It’s one nine six Greenpark Road – no, hang on a sec, Grangepark
Road, spelt G R A N G E P A R K – all one word. I’ll give you that again…’
3
F ‘…and if any of you think you’ll have problems getting your projects
finished by Friday, please ring me on my new number – that’s o double five
eight four two… No, sorry, it’s double o five eight four two – I keep getting
that wrong…’
4
M ‘This is a recorded message for all people wishing to book tickets for the Blatchington
Music Festival. Due to unexpected rises in our overheads, we have had to increase all
thirty pound tickets by ten pounds. We are very sorry about this, but…’
5
F ‘This is a message for all customers wishing to take advantage of our
weekend break offer in October. Due to circumstances beyond our control,
the original dates of the seventh to the tenth of October are no longer
possible and have been replaced by the fourteenth to the seventeenth –
the following weekend. Any person who has already booked and cannot
manage that weekend…’
Ask them to compare their answers with a partner’s.
2
Compare your answers with a partner’s.
Then play the recording again and pause after each item to check
their answers.
3
Now listen to the recording again and check your answers.
Summarising information
Because your students must use no more than three words for each note
in this part of the test, they will need plenty of practice in making notes.
The most important aspect of this skill is deciding what the key words are.
Because you must use no more than three words for each note in this
part of the test, you will need plenty of practice in making notes. This
is an essential skill to have in real life, whether you’re noting down
travel arrangements, taking down a recipe you’ve heard on the radio
or listening to a talk or presentation. The most important aspect of this
skill is deciding what the key words are.
Ask your students to look at the following pieces of information and
to decide which three words are the most important.
Listening Part 3
Listening for key information
4
Look at the following pieces of information and decide which words
are the most important. Don’t use more than three. If you know one
word that covers lots of information, use that.
1
So, to make this delicious omelette, you’ll need eggs (always use fresh organic
ones if you can – there is no comparison in terms of flavour), a good handful of
finely chopped parsley (you can use the curly or the flat leaf variety – it doesn’t
matter) and finally some fresh white lobster meat (I know, it is extravagant!).
Ingredients: eggs parsley lobster
2
A reminder to all customers. Please bring all rented videos and DVDs back to
the shop before 12 noon the following day or you will have to pay a late fee.
NB Video – remember return before 12/noon
3
For those of you planning on taking the safari trip this month, we do
recommend you take some repellent for the mosquitoes, midges and flies.
The insect problem is always at its worst during this season. There are various
brands on the market to choose from.
Take: insect repellent
4
Hi Colin,
We need to decide on the line-up for the football team so can you send me
an email with your ideas? I’m not in tonight, so you’ll have to do it tomorrow.
Cheers, mate! Andy
Remember to: email Andy tomorrow or decide team line-up
5
Can you do a bit of shopping for me? We’ve run out of potatoes and onions
and I think we need some carrots and green beans. You can get a couple of
aubergines if they’ve got any – and, oh yes, a white cabbage.
Message: Buy vegetables
Get them to compare answers with a partner’s. Then check as a whole
class. Explain that sometimes details or lists can be covered by one word.
5
Compare your answers with those of a partner. Then check with your
teacher. Sometimes the details can be covered by one word:
‘You’ll need to bring a supply of A4 paper and some HB pencils, a decent
pen, some envelopes, sellotape and paperclips.’
This can be summarised as ‘Bring stationery’.
Now ask your students to listen to the five short recordings and to write
notes of between one and three words for each one.
45
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
6
Now listen to five short recordings and write notes of between
one and three words for each one.
12
Summary notes
1 Message: watch
worth £400
2 Cut out fat, sugar, snacks
3 Description: tall, dark, beard(ed)
4 Include CV, photo, reference
5 Take passport, driving licence
12
1
Female voice ‘Oh, hello. It’s Fiona Parker calling about the antique watch you
left at my shop yesterday for valuation. The good news is that it’s worth
more than the two hundred pounds you thought – I’ve called around and
can offer you four hundred pounds, which is a good deal more than either
of us imagined …’
2
Male voice ‘In most cases the general rule for losing weight and consequently feeling
fitter is to do regular daily exercise and cut out all foods which contain large amounts
of fat and sugar – that’s pretty obvious really. We also advise people to stop eating
snacks between meals. Discipline is required if you’re used to having a biscuit with
your coffee, or a packet of crisps in front of the TV …’
3
M ‘Hi! This is Douglas Mitford. Thanks very much for offering to meet me at the
airport tomorrow. Just to give you an idea of what I look like – I’m pretty tall,
six feet two inches, that’s one metre ninety. I’ve got jet black hair and brown
eyes and I’ve also got a beard. Let’s agree to meet somewhere near the
information desk …’
4
F ‘All applicants for the post of city tour guide should apply in writing to Mr Clive Fellows
at the Civic Centre, Feltham Green. Along with your letter you should include an up-todate CV. We would also like you to attach a recent photograph of yourself for our
security purposes. Please give the name and address of at least one referee. The
closing date for applications is the first of March. Thank you for your interest.’
5
F ‘Elena, it’s Liv here. I’ve contacted the embassy and you were right, we don’t
need a visa for Egypt. But obviously you’ll need your passport, so check that
it won’t have expired before we go. Also we might just want to hire a car
while we’re there, and it would be good to share the driving, so don’t forget
your driving licence. I’ll see you on Friday night. Bye for now.’
Get your students to compare their answers with a partner’s.
Listening Part 3
Listening for key information
7
Compare your answers with a partner’s. Listen to the recording again
and check your answers.
Play the recording again, pausing after each item to check their answers.
Check that they have turned ‘black hair and eyes’ into ‘dark’ and have
written ‘£400’ as a number, etc.
8
Now look at the headings on the message pad. What kind
of radio announcement do you think you will hear?
Cinemas
Scala: Lion
King
Screen Max: Bad Habits
Live music
Pop: Full On
Rock:
The Pumas
New Symphony
Orchestra
Classical:
Theatres
Westcott:
Endgame
Playhouse: Cats
Special events
Summer Ball
Your students will probably have guessed the subject of the radio
announcement. If not, then tell them they’re going to hear a radio
announcement about what entertainment is available in the local area
over the coming week. Play the recording and tell the students to
complete the notes (using one to three words for each note). Tell them
to use pencil and to make a guess if they’re not sure of something, so
that they can check on the second hearing.
9
Listen to the radio announcement and complete the notes in activity 8
(using one to three words for each note). Use a pencil and make a guess
if you’re not sure of something, so that you can check when you listen
the second time.
13
47
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
13
Male voice ‘And now on Sagittarius AM, your number one local radio station,
it’s that time of the day when we stop to give you all the news about what’s
on, where to go and what to do over the coming week.
First off, let’s take a look at what’s on at the cinema. As it’s school holiday
time once again, the Scala is showing a rerun of The Lion King, a favourite
with kids of all ages, and with adults, too, of course. If you’ve never seen it,
you’re in for a treat – it’s beautifully made and the music’s wonderful.
Over at Screen Max you can catch the latest offering from Bernard Betterelli.
It’s called Bad Habits and is a thriller based on a true story. Starring Leigh
Knight and shot entirely in Hong Kong, it’s received mixed reviews – but why
not go along and make up your own mind?
Next up is live music. On Monday, just a month after appearing on Top of
the Pops, is the boy band Full On. Lindy tells me that there are still a few
tickets left.
On Wednesday in the Arena are the living rock legends, the Pumas, that’s the
P U M A S for those of you who’ve been living on another planet for the past
thirty years!
Finally, on at the Great Hall on Friday is the New Symphony Orchestra, with a
really wonderful programme. The brilliantly talented violinist Keiko Watanabe
is making a guest appearance. Again, some balcony tickets are still available,
although step on it, because they’re selling fast.
Samuel Beckett’s Endgame is in its final week at the Westcott Theatre. It’s
an exceptional production, which will be moving to the West End afterwards.
Tickets available for the Wednesday matinée only.
A completely different experience is on offer at the Playhouse. Maggie
Bight’s new production of the musical Cats opens on Monday – with local
schoolchildren in the chorus – it should be a really good family show.
And finally – our special event of the week on Saturday night is the Summer
Ball, held this year at the Great Hall. All ages are welcome – and the music
ranges from sixties to noughties – something for everyone. Should be fun!
The theme is Black and White, and the ticket price of seventy pounds
includes dinner and a firework show. I’ll be giving all the contact numbers
and addresses at the end of the programme. And now for local news…’
Get them to compare their answers with a partner’s.
10 Compare your answers with a partner’s.
Then play again, pausing to check their answers.
11 Now listen again and check your answers.
Now tell them that they’re going to write a tapescript for their own
‘What’s on’ radio programme. The tapescript must flesh out the bones
of this message pad.
Listening Part 3
Listening for key information
12 You are going to write a tapescript for your own ‘What’s on’ radio
programme. The tapescript must give information about the headings on
this message pad. Try to write between 200 and 250 words. Your teacher
will give you help with ideas and vocabulary.
Remember to spell out unusual or difficult words. Try to make your script
sound realistic.
Cinema
Film
Time
Theatre
Play
Ticket price
Disco
Type of music
Admission price
Special event
Details
Move around helping with ideas, vocabulary and structure. Tell them
to spell any unusual or difficult words. Pair them up with a different
partner and get them to read the script while the partner takes notes.
Then reverse the roles. If they need more practice, they can move to
a new partner and repeat the exercise.
13 Find a partner. Sit down together. Read your script and let your partner
take notes to complete the message pad. Then reverse the roles. If
you need more practice, you can move to a new partner and repeat
the exercise.
49
Notes
50
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Test practice
Tips from the examiners
Listen to and read the instructions carefully.
Remember that you will hear the information once only.
You have 10 seconds to look at the message pad. Read the headings and the notes.
Think about what information you need to listen for.
Don’t worry about extra information that you don’t need to write down.
You must complete the information using short notes. The maximum number of words
for each answer is five, but aim for three.
Listen to the message about a day trip. Make short notes about the
message. First, look at the notes. The first one is done for you. You will
hear the message once only.
14
Itinerary for day trip
9.30
1. Leave castle at: 12.30
Arrive castle at:
2. Costs for children:
Castle:
£2
Gardens: £1
3. Restrictions inside castle:
a) No cameras
b) No food
sightseeing
5. Start time of walks: On the hour
6. Transport to restaurant by: boat/river
7. Recommended clothing: Coat or jacket
4. Exeter: shopping, walks and
14
Male voice 1 ‘Part 3. Part 3. Listen to the message about a day trip. Make short
notes about the message. First, look at the notes. The first one is done for
you. You will hear the message once only.’
Male voice 2 ‘Hello, can I have your attention, everyone? Can you all hear me? OK. Hope
you’ve enjoyed the trip so far. We’re just about to arrive at Tiverton Castle, that’s our
first stop. I just want to run through the itinerary for the day. It’s coming up to nine
Listening Part 3
Test practice
thirty, so you’ll have three hours to look round before getting back on the coach at
twelve thirty for the short drive to Exeter. Please don’t be late getting back on the
coach or we won’t have enough time to look around Exeter.
Now, for the castle there’s an admission charge of four pounds for adults, half price for
children. You can get an excellent catalogue for a pound just inside the door, and it’s
full of fascinating information about the history of the castle. If you just want to walk
round the grounds without going inside, there’s a charge of one pound for everyone –
no reduction for children, I’m afraid.
As it’s such a nice day, you may prefer to wander round the landscaped gardens,
down to the lake where you can even hire a boat if you like. You‘re welcome to use
cameras but only outside, and there’s a strict policy of not eating anywhere except
in the picnic area.
Now, once we’re back on the coach, there’s a forty-five-minute drive to Exeter, where
you’ll have the chance to do a bit of sightseeing or shopping. It’s the main city in the
region and it goes right back to the Middle Ages so there’s plenty to see. There’re
guided walks that leave from the main square every hour, on the hour, but bear in mind
the guides walk pretty fast and there’s a lot of steps on the way. So if you have young
children with you, you may want to give it a miss. The puppet theatre in the main
square’s probably of more interest to them. If you do stop off at a café or restaurant,
remember… we’ll be having dinner later on.
Then we all meet on the Quay at five o’clock for the river cruise. The trip down river
takes an hour and ends at the hotel... I mean the restaurant, where we’ll be having
dinner. The coach picks us up at ten and so all being well we should be back by
midnight. The Quay is clearly sign-posted from the city centre so you won’t have any
problem finding it. It could be a bit chilly so remember to take a coat or jacket with you
when you get off the coach at Exeter.
So enjoy the castle or whatever you do, I’m going to be staying on the coach so if you
need anything you know where I am.
M1 ‘That is the end of Part 3.’
51
Notes
52
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
Introduction to Listening Part 4
4
The focus of Listening Part 4 is to test the candidate’s ability to follow
a discussion and to identify both the gist and the details.
Candidates hear a discussion between a male and a female in which
different points of view are expressed, and answer eight multiplechoice questions, which are preceded by an example. They hear the
discussion twice.
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
– education
– 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:
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 English with elided forms,
hesitations and some incomplete utterances.
Listening Part 4
Introduction
Your students need practice in:
– discussing the topics themselves, to understand how ideas, opinions
and attitudes develop during the 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
– 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…
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Notes
Student introduction
In this part of the test you hear a discussion between a male and a female speaker.
They may express similar or different points of view. You hear the discussion twice.
The questions you answer ask you to:
– distinguish between fact and opinion
– understand why people are speaking
– identify the key ideas in the discussion
– recognise when people are giving opposite views, giving examples or saying
why something happens
– recognise how people feel from the way they say things.
The discussion may be on any of the following topics:
– daily life
– free time, entertainment
– travel
– relationships between people
– education
– 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 – a, b, c or d – to match a question or statement.
The speakers may agree or disagree, or hold similar or opposite views. They use
natural spoken English.
There is a test practice exercise at the end of this part of the book.
To prepare, you need to:
– discuss the topics to help you understand how ideas, opinions and attitudes
develop during the discussions
– listen to people speaking in natural, everyday English
– follow discussions where people hold both similar and differing points of view.
Listening Part 4
Following a discussion
4 Following a discussion
Listening for gist
Engage the students’ interest in listening for gist. In Listening Part 4 of
the ESOL test, the candidate listens to an extended discussion and one
focus of the questions is the gist, the main substance of the discussion.
Ask the students to think about occasions when, in their own first
language, they listen to people speaking and identify the overall topic
without paying attention to detail. Give one or two examples: people
speaking in a queue you are in, people speaking on the radio, etc.
1
We often listen to find out what the main theme of a discussion is.
Think of occasions when you listen to find out what a discussion is
about. Make a few notes about places where you have done this.
At home listening to a radio or TV talk show
Friends at a café having a disagreement
Panel discussion at a school
Strangers on a bus or train
Strangers at the next table in a restaurant
Ask the students to work in pairs. Ask them to compare notes with
a partner to say what was the gist of discussions they heard.
2
Work with a partner. Tell each other about the discussions you have
heard and the places you have heard them. What were the discussions
mainly about?
As a whole-group activity, ask the students to tell you what discussions
they and their partners have listened to. Ask what told them what the
main substance of these discussions was. Focus on the features of spoken
language that give clues to the main topic: the words and phrases people
use, naturally, but also the way they sound (angry, excited, etc).
3
What about the other students in the class? What discussions have
they listened to and how did they know what the main topic was?
Put on the board some of the topics the students have mentioned and
add one or two others of your own if you think it necessary. Examples
could include: weather, work, friends, etc.
Ask the students to listen to the recording of short extracts from people’s
discussions. Ask them, individually, to identify the gist of each discussion.
Was the discussion mainly about one of the topics the class mentioned
or about something else (in which case, what was the topic)?
Play the recording twice.
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Notes
4
Listen to these parts of discussions. Identify the main topic of each
discussion. Did you and your classmates speak about this topic?
Write the topics in the appropriate columns.
15
One of our topics…
Discussion 1
weather
Discussion 2
TV programme
Discussion 3
traffic (jam)
Discussion 4
colleague
Discussion 5
money
A different topic…
15
1
Male voice ‘Isn’t it absolutely awful?’
Female voice ‘Well, what do you expect at this time of year?’
M ‘You can’t even see the sky. It’s just one big cloud.’
F ‘Not all the time; it’s fairly changeable.’
M ‘Well, I’d rather be in the Mediterranean.’
F ‘Oh, I’m with you there.’
2
Female voice ‘So, anyway, she just walked out and slammed the door. Didn’t
even say goodbye.’
Male voice ‘No! I never thought she’d do it, did you?’
F ‘Well, to tell you the truth I was waiting for it to happen. I’ve been watching it
for years.’
M ‘Oh, so have I; why did I have to miss it last night just when it got really interesting?’
F ‘It’s repeated on Sunday morning.’
M ‘Yes, but a repeat is never quite the same, is it?’
3
Male voice ‘Was it bad?’
Female voice ‘Terrible. We didn’t move for half an hour at one stage.’
M ‘Someone’s got to do something about it sometime or other.’
F ‘Yes, but who’s going to do it? The police do what they can, but you need the local
government to take action.’
M ‘Like what? A complete ban? They’ll never do that.’
F ‘No, but some kind of limit. At least in the rush hour.’
4
Female voice ‘What do you think of him, then?’
Male voice ‘He seems very pleasant. He doesn’t throw his weight around. I think he’ll be
easy to get on with.’
F ‘Do you? Do you really think so?’
M ‘You obviously don’t. What’s up with him? He’s only been in charge here two weeks –
what’s he done wrong?’
F ‘Oh, nothing. I’m perfectly happy to work for him. It’s just that he’s so… so…,
you know.’
M ‘Not really, no. I’m going to give him a chance.’
Listening Part 4
Following a discussion
5
Male voice ‘You can never really have enough, can you?’
Female voice ‘No, there are always a thousand ways to spend it. Mind you, it doesn’t make
you happy.’
M ‘You’re not wrong there. Just look at all those people who have problems
because they’ve got too much!’
F ‘I wish I had their problems, I can tell you.’
M ‘Me, too. What would you do, seriously, if you had all that?’
F ‘I’d give up work for one thing. Wouldn’t you?’
M ‘Who wouldn’t?’
Ask the students to work in pairs to compare notes and decide together
what the gist of the discussions was in each case. Ask them to tell each
other what made them choose their answers. Monitor, and note any
comments made about factors that gave clues to what the discussions
were about; these will be useful in the study focus in activity 6.
5
Work with a partner. Compare your answers and explain why you
gave them.
As a whole-group activity, ask the students to tell you what they and their
partners decided the gist of each discussion was. Using some of the
students’ comments you noted when monitoring, put on the board some
of the features of the discussions which gave a clue to the main topic, eg,
in Discussion 1 (weather) words and phrases: ‘cloud’, ‘this time of year’,
‘changeable’; in Discussion 3 (traffic) tone of voice: impatient; words and
phrases: ‘didn’t move for half an hour’, ‘rush hour’.
As a whole-group activity check the answers. Answers to ‘one of our
topics’/‘a different topic’ will of course depend on the main topics you
put on the board to accompany activity 3.
6
What about the other students in the class? Do you have the same
answers about the discussions?
Now tell the students they are going to hear two students talking about
an aspect of life at university. Ask them to work in pairs and to predict
what the gist of the discussion may be.
7
You are going to hear two students speaking. The woman, Sabeena,
and the man, Robin, are having a discussion about an aspect of life at
university. What do you think the main topic of their discussion may be?
Discuss this with a partner.
As a whole-group activity, ask the students to tell you what they think the
discussion may be about. Invite as many contributions as possible and
put these on the board. You may like to give one or two examples: exams,
holidays, etc.
Ask the students to listen to the start of the discussion and to say
what they think the gist is. Tell them the speakers may mention several
different things but that the task is to listen out for the main idea.
Play the recording twice.
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Notes
8
Listen to the start of the discussion. What is the main thing Sabeena and
Robin are talking about?
16
16
Female voice ‘Hello, Robin. Good to see you again. Did you have a
good holiday?’
Male voice ‘Not all that good … the exams, you know, back in June, I had to retake a
couple so I spent most of the break studying.’
F ‘Oh dear, but you passed okay? Well done.’
M ‘Thanks, Sabeena. How about you?’
F ‘Not bad; I was working in a clothes shop for most of the holiday. I’m quite
glad to be back. Have you fixed anything up for this year?’
M ‘Yeah, I’m here on campus again this year. Same room. You?’
F ‘I’ve got a place in town, sharing a flat with three friends. I didn’t really
fancy being here again this year. It’s fine for studying, it’s just that you feel
you can’t get away from everyone and everything. I’d rather go home at the
end of the day.’
M ‘Not me. You may think I’m lazy, but I’ve got everything I need right here on the
doorstep and you can invite friends round after lectures. It may be a bit more
expensive than sharing, but it’s worth it.’
Check the answer – accommodation/places to live. Point out that although
the speakers mentioned other topics the students may have suggested
(holidays, exams, social life, etc.) the gist of the discussion was
accommodation.
Explain that in the discussion the candidates hear in the ESOL test, the
speakers may express different opinions. The questions will follow the
order in which the information appears in the discussion but candidates
will need to listen carefully to the words used and tone of voice to
identify what the speakers’ opinions are and to avoid distractors
(answers which may appear to be correct, but which closer listening
shows to be incorrect).
Ask the students to listen to the rest of Sabeena and Robin’s discussion.
Ask them, individually, to choose the answers to the questions.
9
Now listen to the rest of the discussion and answer the questions that
follow. Put a circle around the letter of the best answer – a, b, c or d.
17
Who thinks all the new university buildings are good?
a Sabeena.
b Robin.
C Both Sabeena and Robin.
D Neither Sabeena nor Robin.
What is Sabeena very angry about?
a The route the bus takes.
b The increase in bus fares.
c The bus timetable.
d The way the bus drivers behave.
Listening Part 4
Following a discussion
Robin disagrees with Sabeena about
a the sports facilities at the university.
b the university cafés and restaurants.
c the shops at the university.
d the university library.
Who thinks that this year at university will be easier than last year?
a Sabeena.
b Robin.
c Both Sabeena and Robin.
d Neither Sabeena nor Robin.
17
Female voice ‘They’ve been busy finishing off those new buildings over the
summer, haven’t they? I like the new library building, really light and cheerful.’
Male voice ‘Yeah, it’s pretty good. And there’s a new full-size swimming pool – I’ve been
there every day. It’s great. And there’s a cool café not far from it.’
F ‘Yes, they’re very nice. But that new extension to the lecture halls!’
M ‘I like it, don’t you?’
F ‘It looks like a giant dustbin – awful.’
M ‘How are you getting to and from the university? Driving?’
F ‘I wish I was. I’m sick and tired of the bus service.’
M ‘Yeah, I use it to go into town and it’s useless. The last buses are about eleven in the
evening and it’s not cheap, is it?’
F ‘Oh, it’s not too bad with a season ticket and the timetable’s okay for what
I need. But now they’ve changed the way they go and the nearest stop to my
place is over ten minutes’ walk! Imagine! There’s no need for it and the drivers
are as angry as I am; they don’t want to waste time going all round the town
either. It makes me mad.’
M ‘That’s one reason I’d rather stay here – everything’s there for you.’
F ‘What about the shops? They’re not so good.’
M ‘Okay, you’re right there. But that’s the only thing – otherwise you can play sports,
eat and drink, use the library.’
F ‘True… But I’ve always found it difficult to find the books I need here;
there are too many people after the same things. I’d rather use the one
in the town centre.’
M ‘They’ve always had the books I need. So I won’t be seeing as much of you this year?’
F ‘I’ll still be coming up to the campus fairly often. Maybe not every day like
last year – that was the most I’ve ever studied in my life.’
M ‘Yes, and everyone says it gets harder as you go on, don’t they?’
F ‘Everyone says it, but I reckon that I now know a lot more about what I’m
supposed to do. I don’t say it will be an easy year, but it can’t be as tough
as the last one, can it?’
M ‘It can for me – I’ve got plenty to catch up on. I’d better start now… I’m off to the library.
See you.’
F ‘Bye.’
Ask the students to work in pairs to compare their answers. Ask them
to say what made them choose these answers as the best match.
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Notes
10 Work with a partner. Compare your answers for each of the questions.
What made you choose these answers?
As a whole-group activity, ask the students to tell you what answers they
and their partners have given to the questions. Ask them what made
them choose a, b, c or d as the best answer to the questions. If there
is disagreement or uncertainty, play the relevant part(s) of the
recording again.
11 What about the other students in your class? Did they choose the
same answers? What made them choose their answers?
Check the answers. Depending on the point your students raise, focus on
any features of the speakers’ production that influenced their choice of
answers, for example: Sabeena’s emphasis on ‘Imagine!’ gives a clue to
the answer to the second question.
Is that a fact?
Engage the students’ interest in listening to distinguish between facts and
opinions. For example, read a sentence out of a newspaper and ask if it is
fact or opinion. Make sure the students know the difference.
Ask the students individually to look at the questionnaire and to put facts
and opinions under the relevant headings. Give one or two examples if
you think these will help, eg, Art – Leonardo da Vinci painted the Mona
Lisa. (What I know.) Van Gogh was the greatest painter ever. (What I think.)
Monitor, encourage the students to fill as many of the spaces as they can.
Stress that it doesn’t matter at all if their ‘facts’ are incorrect or if their
opinions are controversial. The idea is to focus on the difference between
what we speak of in factual terms and what we express as opinion. If the
students don’t know anything about, or have no opinions about, certain
topics they can leave the spaces blank.
12 Look at the questionnaire. What do you know and think about these
topics? Put one fact for each in the ‘What I know’ column and one opinion
of each in the ‘What I think’ column.
Topic
Art
Sport
The planets in
our solar system
Music
Travel
What I know
What I think
Listening Part 4
Following a discussion
61
Ask the students to work in pairs to tell each other what facts and
opinions they have noted. Explain that they may think their partner’s
factual information is incorrect (in which case they can query it) and/or
that they may disagree with some of their partner’s opinions (in which
case they can say so).
13 Work with a partner. Tell each other what notes you have made in the
‘What I know’ and ‘What I think’ columns. Do you think your partner’s
facts are correct? Do you agree with your partner’s opinions?
Extend this to a whole-group activity. Invite the students to tell you which
(if any) of their partner’s facts and opinions they didn’t agree with. Ask
them to tell you how they expressed any disagreement.
14 What about the other students in your class? Did everyone think
their partner’s facts were correct? Did everyone agree with their
partner’s opinions?
Now ask the students to listen to the recording of people discussing the
topics. Ask them individually to make notes if they think any of the ‘facts’
are questionable.
15 You are going to hear two people – Gary, the man, and Luisa, the woman –
discussing the topics. Listen to the first part of their conversation. Do you
think their ‘facts’ are correct? (If not, what would you say?) Make notes of
your responses.
18
Topic
Correct
Van Gogh painted in the late nineteenth
century and died in 1890.
Art
Sport
Incorrect/Reason
Olympics held
every four years
Summer and winter Olympic games are
held in different countries.
The planets in
our solar system
Neptune is not the furthest planet
from the sun.
Music
Beethoven didn’t write the most operas.
Travel
The UK is not the only country where
people drive on the left.
Notes
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Teacher’s Book 4 Communicator
Notes
18
Female voice ‘Morning, Gary, busy day so far?’
Male voice ‘Not too bad, but I’m glad it’s coffee time. Luisa, have you seen this article in
the paper about the best and worst things – it’s really interesting.’
F ‘Best and worst things? Like what?’
M ‘All sorts of things. The greatest musician ever, the best ever players of different sports,
the world’s most interesting journey … It’s all there.’
F ‘But who says they’re the best and worst?’
M ‘Experts. People who really know what they’re talking about.’
F ‘You may be an expert in a subject, but you can’t say that one book is actually
better than another, for example. You can say what you know for sure, but
that’s as far as you can really go.’
M ‘I don’t follow.’
F ‘Look. You can say Leonardo da Vinci painted the Mona Lisa, but you can’t
actually say it’s the greatest painting in the world. See?’
M ‘Oh, I get you. So. Van Gogh painted in the early twentieth century; the Olympic Games
take place every four years and the summer and winter games are always in the same
country; Neptune is the planet furthest away from the sun; in music, Beethoven wrote
more operas than any other composer; and travel – the United Kingdom is the only
country where we drive on the left. Is that the sort of thing you mean?’
F ‘It’s the sort of thing, Gary. But I’m not entirely certain that all your facts are
correct. Could you run through them again for me?’
Ask the students to work in pairs. Ask them to discuss which ‘facts’ they
thought were incorrect. Ask them how they would communicate that
message to the speaker.
16 Work with a partner. Which ‘facts’ did you think were incorrect?
What would you say to the speaker?
As a whole-group activity, ask the students to tell you which ‘facts’ they
thought incorrect and put on the board a selection of the ways in which
they chose to query the information. The students may have perfectly
acceptable alternative ways of expressing doubt and disagreement. It will
help in the test if they become familiar with the ways in which English
speakers frequently express disagreement in rather indirect terms
(examples come up in the recording to follow in activity 17).
Ask the students to listen to the recording to check if the speakers
expressed themselves in the same words as they and their partner did.
17 Listen to the next part of the conversation. Did Luisa say the same
things as you and your partner?
19
Listening Part 4
Following a discussion
63
19
Male voice ‘Sure. Van Gogh painted in the early twentieth century.’
Female voice ‘Er… did he? Wasn’t it the nineteenth century?’
M ‘No. And the Olympics take place every four years and the summer and winter
games are always in the same country.’
F ‘Yes… well, every four years is correct, but I don’t think the summer and winter games
are always in the same country, are they?’
M ‘Yes, they are. Neptune is the planet furthest from the sun.’
F ‘I’m not sure it is, you know. Isn’t it Pluto?’
M ‘Definitely not. Beethoven wrote more operas than any other composer.’
F ‘Did he write many operas? I didn’t think he did.’
M ‘And the UK is the only country where we drive on the left.’
F ‘I don’t think that can be right. You know, Gary, I hate to say this but I’m afraid I think all
your facts are… er… well, not quite right.’
M ‘It doesn’t matter anyway. The newspaper doesn’t ask for facts. It says
“Challenge our experts – give your views.” But you said you didn’t have any.’
F ‘That’s not what I said at all. Do you want to hear what I think?’
M ‘Go ahead – I’ll listen.’
Make a study focus of the ways in which tone of voice may give more
of a clue to meaning than reliance on the words themselves. The hesitant
‘yes’ suggests ‘no.’
Now ask the students to listen to speakers expressing opinions rather
than giving facts. Ask them individually to make notes about their own
possible responses expressing agreement or disagreement with the
speakers’ opinions.
18 Now listen to Luisa expressing her opinions about the topics. Do you
agree with her opinions? Make notes about your opinions and how
you would give them.
20
Topic
Luisa’s opinion
Art
Abstract painting is more
interesting than classical.
Sport
It is a waste of time and
there’s too much on TV.
The planets in
our solar system
Too expensive and money
could help with poverty.
Music
Popular music is worthless,
shouldn’t be on radio.
Travel
Doesn’t broaden the mind,
it’s better to stay at home.
Your opinion
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
20
Female voice ‘Abstract painting is more interesting than classical art. Sport –
well, it’s a waste of time and there’s too much of it on TV. Space travel is a
waste of money. We should use the money to try to end poverty on Earth.
Popular music is worthless and the radio shouldn’t play it. Travel doesn’t
broaden the mind at all, it just convinces people that where they live is better
than anywhere else and we might as well stay at home.’
Ask the students to work in pairs to compare notes about what they
would say in response to the speaker’s opinions. Monitor, and note how
different students may express the same basic idea in different forms of
words. An awareness of a range of different ways of expressing the same
or similar ideas will help candidates identify information in the test.
19 Work with a partner. Compare your responses to Luisa’s opinions?
Ask the students to find out what responses their classmates had and
how they expressed them. Put on the board some of the examples.
20 What about the other students in your class? What different responses
are there?
Now ask the students to listen to identify degrees of
agreement/disagreement with opinions. The speakers produce many
features of natural, spoken English including phrasal verbs.
Check that the students recognise these as expressing the same ideas
as some of the ways in which they phrased ideas (eg, ‘Oh come on’ to
express incredulity).
21 Listen to Gary’s response to what Luisa said. How do these compare to
what you said? Tick (Y) column A if they are the same, and expressed in
the same words; B if they are completely different; and C if they are the
same, but use different words.
21
A
Art
Sport
The planets in
our solar system
Music
Travel
B
C
Listening Part 4
Test practice
21
Female voice ‘You didn’t say anything, Gary, does that mean you agree with
everything I said?’
Male voice ‘It means I don’t know what to say. I can’t believe I heard some of the things
you said!’
F ‘Okay. I’ll say them again. Abstract painting is more interesting than
classical art.’
M ‘Well, yes, maybe. I don’t disagree with you there. But what did you say about sport?’
F ‘A waste of time and there’s too much on TV.’
M ‘Oh, come on! You can’t mean that. And what was that about space travel… a waste
of money?!’
F ‘That’s right. We could spend it on other things that are needed more.’
M ‘Come off it! We need to find out what’s out in space, so that we can benefit from
greater understanding.’
F ‘Popular music is worthless, radio shouldn’t play it.’
M ‘Oh no, absolutely not. I could get by without it myself, but it makes so many people
happy. And travel, you said…’
F ‘It doesn’t broaden the mind and we might all just as well stay at home.’
M ‘I give up, travel not broaden the mind…? Stay at home? I think we’ll just have to agree
to disagree, Luisa.’
F ‘I agree.’
Test practice
Tips from the examiners
Listen to and read the instructions carefully.
You have 20 seconds to read the questions and the options. It’s more important to
read the questions than look at the options. If you are a slow reader, then just read
the questions so that you know what information you must listen for.
Remember that you will hear the discussion twice.
All the questions 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 letter of the correct answer when you are sure.
65
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Listen to the conversation and answer the questions. Put a circle around
the letter of the correct answer. Look at the questions. The first one is
done for you. You will now hear the conversation twice.
22
Example
Why has Ali been busy?
a He has moved to a new office.
b Because his staff are new.
c There are a lot of new contracts.
d Because of computers.
1
What does Erika say about Ali’s problems with the computer system?
a She doesn’t want to hear about them.
b She understands what it’s like.
c She doesn’t know what he means.
d She knew all about them.
2
What is the main reason why people are unhappy about the training programme?
a They aren’t paid for it.
b It’s too much work.
c It involves work at the weekend.
d They don’t expect training to be useful.
3
What does Erika think of Ali’s opinion of the training programme she will follow?
a She disagrees with it.
b She has no opinion about it.
c She agrees with it.
d She thinks it’s interesting.
4
When is the training programme going to start?
a In a week.
b Before the eighteenth.
c In about four weeks.
d Two weeks late.
5
Erika says the thing she enjoys most about training days is
a meeting people who do similar jobs.
b learning to do her work better.
c leaving the office.
d staying in the office.
6
What does Erika say about the best place for the training?
a She hopes it will be at the office.
b She doesn’t like the conference centre.
c She says the office was suitable last time.
d She doesn’t want it to be at the office.
Listening Part 4
Test practice
7
Where will the training programme be run?
a Ali doesn’t know.
b Only at the office.
c In two different places.
d Only at the conference centre.
8
What does Ali think about training with his own office team?
a It wouldn’t be a good thing.
b It would bring fresh ideas.
c It would be wonderful.
d He doesn’t mind.
22
Male voice 1 ‘Listening Part 4. Listen to the conversation 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.’
Female voice ‘Hello, Ali. I hear you’ve moved offices. How’s things?’
Male voice 2 ‘Hi, Erika. I’m pretty busy at the moment.’
F ‘What, with all the new staff you have?’
M2 ‘The new staff are fine and we aren’t too busy with contracts. The problem’s with
the computer system we have to use.’
F ‘Oh, I know what you mean. You don’t need to tell me. We have the same
problem in my office. The new training programme’ll be useful.’
M2 ‘Everyone’s talking about it. Some people aren’t all that happy.’
F ‘Because the company won’t pay overtime rates? That’s what upset my team.’
M2 ‘I think people accept that; I mean, training will be useful for them. It‘ll be more work,
but everyone knows that. It’s the fact that we have to train on Saturdays and Sundays.
That’s the problem.’
F ‘Which part of the programme are you going to follow?’
M2 ‘Computer training, of course. Same as you, I suppose?’
F ‘Well, I quite agree that computers are the biggest area and some of
my staff will train to use them. I want others to learn more about office
skills. Me, I’m down to do record-keeping.’
M2 ‘Why on earth did you choose that? It doesn’t sound very interesting.’
F ‘Oh, I couldn’t agree more. It wasn’t my idea. They asked me to do it.
Do you know when the programme runs?’
M2 ‘Next week is when they were planning to start, but it wasn’t possible to organise
everyone before the public holiday on the eighteenth. The last I heard, a couple of
weeks ago, it’ll be starting in a month or so. Have you been on one of these things
before?’
F ‘Oh yes, quite a few over the years. I must say I’ve always enjoyed them.’
M2 ‘Really? I don’t think it’s much fun just to learn more about how to do your job.’
F ‘No, I quite like it. Well, perhaps that’s not the bit I like most. It’s quite nice
to get away from the office, but meeting others in the same line of work is
what really appeals to me. Where are they going to run the programme?
At the conference centre? There’s nowhere like it for these sessions.’
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Notes
M2 ‘Yes, well, at least that was the plan, but then someone suggested bringing the training
here to the company, which would be very convenient. Don’t you think that would suit
everybody best?’
F ‘Oh no, that’s hopeless. The office is the last place I would choose. You can
never concentrate on anything else when you’re at work. So you mean I’m
going to be stuck here?’
M2 ‘The final decision is that the programme will run partly here at the company and partly
at the conference centre so it all depends on your timetable.’
F ‘Do we know who we’ll be with on the training days? I mean, can we choose?’
M2 ‘Who would you like to be with? Your own office team, I expect?’
F ‘They’re a great team to work with, but I wonder if it’s a good idea to train
together. The thing is, when you work together all the time you begin to think
the same – it might be better to get fresh ideas from people in other
departments. What do you think?’
M2 ‘Same as you – they’re a wonderful team, mind you, but you can have too much of a
good thing.’ (repeats after 10 seconds)
M1 ‘That is the end of Part 4.’
Teacher’s Book 4 Communicator
Reading
69
This book
1
Understanding text structure
43
71
2
Understanding the sequence of a text
59
92
3
Understanding the purpose of a text
71
105
4
Reading for key information
85
122
Reading
Student book
©2009 The City and Guilds of London Institute. All rights reserved. No part of this publication may be produced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system,
without permission in writing from the publisher.
70
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Reading
Reading Part 1
Introduction
71
Introduction to Reading Part 1
The focus of Reading Part 1 is to test the candidate’s detailed
understanding of information, ideas and opinions.
Candidates read one long, paragraphed text (around 400 words) and
answer six questions.
The questions follow the order of the text and each has four multiple
choice options of similar length. Only one of the options is correct.
The text types may be:
– an article
– a news story
– a proposal
– a report
– a review.
The texts will be typical of those found in newspapers and magazines. The
language in the text will be authentic and will include features such as
direct quotes and idiomatic usage to test the candidate’s understanding
of nuance as well as of stated fact.
Your students need practice in:
– reading a variety of longer texts for detailed understanding as well
as gist
– identifying specific information which is hidden in complex sentences
and paragraphs
– recognising opinions and ideas as well as factual information
– reading between the lines to identify people’s meaning
– recognising natural features of language such as idiom and irony and
selecting the main idea from a body of text.
1
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Teacher’s Book 4 Communicator
Notes
Student introduction
In this part of the test, you read a text to understand details of information, ideas and
opinions. You read one long text (of around 400 words) and answer six questions. The
questions follow the order of the text and each question has four multiple choice
options for you to choose from. Only one of the options is correct.
The type of text you read in this part of the test could be:
– an article
– a news story
– a proposal
– a report
– a review.
The texts in this part of the test will be typical of those you find in newspapers and
magazines. The language in the text will be authentic and will include features such as
direct quotes and idioms.
There is an example of this type of exercise in the test practice at the end of this
part of the book.
To prepare for the test you will need practice in:
– reading a variety of longer texts for detailed understanding as well as for the
general idea
– identifying specific information which may not be obvious the first time you read
a text
– recognising opinions and ideas as well as facts
– reading between the lines to understand what people mean
– recognising natural features of language such as idioms and irony.
Reading Part 1
Understanding text structure
1 Understanding text structure
Different opinions
Introduce the different text types candidates will read in Reading Part 1 of
the test. These are articles, news stories, proposals, reports and reviews.
It will help your students read carefully for detail if they are familiar with
the different types of text. It will make the introduction more real for your
students if you have examples of these text types to circulate. If you do
this, explain that it is not necessary to understand every word in a longer
(400 to 420 words) text to locate specific information.
Engage the students’ interest in the way we report events. Ask them to
work in pairs to discuss times when they have been annoyed by other
people’s behaviour. Monitor, and prompt if necessary: bad driving,
making too much noise, going out of turn in a queue etc.
1
People sometimes get angry about the way other people behave. What
about you? Have you ever been annoyed by other people’s behaviour?
Work with a partner. Tell your partner about occasions when the things
people have done have made you angry. Tell your partner:
– what you said and did about it
– what the other person’s response was
– why you didn’t say or do what you wanted to
– how you or other people might have reported the incident.
Ask the students to report back to the whole group to describe events
they have spoken about. Encourage them to make their account lively and
interesting and to report what people said as well as did.
Pick up on any features that make the students’ reports vivid and point
out that when we report events we make them more interesting by
various means: including direct quotes, using exaggeration, idioms and
irony, giving different opinions about events. The same is true of written
reports and news stories.
2
What about the other students in your class? Does anyone have an
interesting incident to report? Do you think there are always two sides to
every incident or are there times when someone is simply in the right and
someone else is in the wrong?
Instruct the students to read the news story through for gist without at
this stage trying to understand everything. This skim-read activity should
only take around two minutes. Set the very general task of reading to
identify the main cause of disagreement.
3
Now look at this news report. Read the report quickly – don’t try to
understand everything at this stage. In your own words, what is the main
cause of disagreement in the incident described? Discuss your answer
with a partner. Do you agree?
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Notes
Mobile phone stops play!
Many people have been irritated by the use of mobile phones in the
wrong place at the wrong time but few have acted as dramatically
as English teacher Mr Michael Barker did last night.
There was nothing unusual in Mr Barker’s attending the dress
rehearsal of Dylmouth Youth Theatre’s latest production: an
adaptation of Charles Dickens’s ‘timeless classic’ Oliver Twist. He
has done so without fail for the last twenty years, until last night
without incident.
This time, however, Mr Barker shocked actors and selected audience
by marching onto the stage, screaming ‘Stop!’, snatching a mobile
phone from an actor and pulling the stage curtains closed. Reactions
varied: some thought it was a comic new scene, others assumed it
was a practical joke.
The play’s director, Robert Beck, gave his view of the incident. ‘It
came completely out of the blue. I was, and am, literally speechless.
I’ve been a colleague of Barker’s for ages and, okay, he’s a stick in
the mud but I’ve never known him lose his cool. He stood there on
the stage and just exploded.’
Wanting slightly more detail, I asked the actor whose phone had
been taken for his account. Ben, playing the part of a gentleman
robbed while distracted by a call, explained: ‘Old Barker’s a bit of a
technophobe, he never lets us have mobiles in class and went crazy
about us using one in a story from the past. He’s one of my more,
well, traditional teachers.’
Mr Barker put his case simply. ‘Oliver Twist is set in Victorian
England, more than a hundred years before mobile telephones
existed. Mr Beck and I are fellow teachers and I am sure he agrees
that our first responsibility is to teach facts.’
‘Is that so?’ Beck responded. ‘And I’d always thought a teacher was
supposed to make learning relevant to real life. That’s why we
updated the novel – timeless classic, get it?’ But it seems I was
wrong. Little Red Riding Hood is our Christmas pantomime so I’ll
cast a real wolf as the grandmother to keep Mr Barker happy.’
This continuing difference of opinion is no laughing
matter, though. Mr Barker is officially responsible for
theatre premises and resources and is threatening
to withhold their use unless Mr Beck changes the
scene.The school principal commented, ‘I have no
intention of ordering anyone to change his stance.
This is just a storm in a tea cup; a problem which
will be resolved between sensible adults.’
Reading Part 1
Understanding text structure
In a whole-group activity, ask the students what they think the main cause
of disagreement was. The obvious answer is the disagreement over the
use of the mobile phone but students may also suggest a long-standing
difference of opinion between the two teachers. Accept any answers
which focus on the aspect of opposite viewpoints being expressed.
Ask the students to read again to see how many different points of view
are expressed. Again, the focus at this stage is general; the idea is for the
students to get overall meaning to help them locate information when
they read for detail.
4
Now read the news report again. The story is told from different points of
view. How many different points of view are represented?
The obvious different types of content are the viewpoints of the two
teachers but there is also the neutral stance of the Principal and the
comment given by the actor, Ben. The writer, too, adds opinions to bare
fact. Ask the students to say what is fact in the text (eg when and where
the incident occurred, who was present etc) and what is opinion (eg what
the teachers think of each other, what the actor thinks about Mr Barker,
what the writer thinks of Mr Beck’s account).
5
Some of the information in the news story is factual report, some is
comment and opinion. Can you find examples of these different types
of content?
People do use colourful, figurative language when reporting events.
Ask the students to find comments which are not intended to be
taken seriously.
6
Some of the comments people make in the news story appear to be
serious, others do not. Can you find examples of both?
Now ask the students to read the text more carefully, this time to find
detailed information. Explain that after each question there are four
possible answers (options) and that only one option is correct. Show the
example and ask the students to read the first paragraph of the text very
carefully to see why option a is correct and how the distractors are made
to look possible (the use of the word ‘last’ in the text and in option d may
distract; ‘without incident’ in the text looks like a link to ‘coincidence’ in
option b and so on).
There is no set time for Reading Part 1 in the test itself but it is good for
your students to develop the skill of reading carefully but reasonably
quickly. Set a time limit of ten minutes (if you think longer is needed, use
your own judgement) and remind the students that they will not need to
try to understand every word in the text, only what is essential for them
to answer the questions set.
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Teacher’s Book 4 Communicator
Notes
7
When you read the text in Reading Part 1, you need to look for factual
information, ideas and opinions. Read the ‘Mobile phone stops play!’
text again and look at the following questions. One of the four options is
correct in each question; which one do you think it is? An example is there
for you.
Example:
Mr Barker’s presence at the rehearsal was
a not unusual in itself.
b a complete coincidence.
c his first in twenty years.
d intended to be his last.
1
a
b
c
d
During the rehearsal of the play, Mr Barker
chose the actors to play different parts.
added new material to the production.
caused surprise and confusion.
amused everyone with his sense of humour.
2
a
b
c
d
The writer appears to think that Mr Beck’s account of events
is a full and complete description.
doesn’t really say what happened.
gives too much detail.
is fair and balanced.
3
a
b
c
d
The actor interviewed, Ben,
describes Mr Barker as a true gentleman.
considers Mr Barker rather old for an actor.
has helped Mr Barker use technology.
is one of Mr Barker’s students.
4
a
b
c
d
Mr Barker’s main objection to the production is that
it doesn’t represent reality.
the storyline is out of date.
the story encourages people to be irresponsible.
it is too simple to teach anything useful.
5
a
b
c
d
Mr Beck’s response to Mr Barker’s comments about teaching shows that he
has always shared the same views.
doesn’t take Mr Barker’s views seriously.
plans to change how he teaches and directs.
thinks Mr Barker will be happy to change.
6
a
b
c
d
The school principal intends to
let the teachers sort out the disagreement themselves.
support the more senior teacher.
make weather an excuse to cancel the production.
use his authority to make the teachers cooperate.
Reading Part 1
Understanding text structure
When the ten minutes limit is up, ask the students to work in pairs to
compare answers. If anyone has not managed to answer all the questions
within the time limit, ask them to discuss the answers they have found
and explain that reading speed will develop with practice. Monitor, and
note any of the questions which produced different answers.
8
Compare your answers with a partner’s. Do you agree about the answers?
Which of the questions do you think were concerned with facts and which
were more about ideas and opinions?
Ask what answers the students gave and what clues led them to their
answers. If there are any incorrect answers, draw the students’ attention
to the paragraph where the answer can be found and give clues about any
distractors.
Discuss with the students which questions dealt with simple factual
information (1, 4, 6) and how questions 2, 3 and 5 required interpretation
of what is in the text and avoidance of extra commentary which doesn’t
lead to the answer (as in number 3).
9
Were there any questions you needed to answer by thinking about what
people really meant, not just by recognising the words they used? How
did you decide on your answers?
Idioms
Ask the students to discuss the idioms with a partner and see if they can
translate them into more literal language.
•
•
•
•
it came out of the blue = it was a surprise, unexpected
he’s a stick in the mud = he’s very traditional, old fashioned
to lose your cool = to become angry, to lose control
a storm in a tea cup = a lot of fuss about nothing
Stress that students will not be tested on their knowledge of idiomatic
expressions but that, as in the Listening parts of the test, they will meet
them and should not be thrown by unfamiliar language items. Presenting
a few idioms will let students see that not everything they hear or read is
meant to be taken literally and making learning idiomatic language fun
can encourage learners to listen and read for enjoyment.
10 You may not always know what certain expressions mean. Idioms are not
easy to translate or understand but they are a part of real language. In the
test, you will not be expected to know exactly what idioms mean but you
will be expected to be able to understand the idea from the context.
In the ‘Mobile phone stops play!’ news report, there are a number of
idioms. Do you know what the following examples mean (or can you
guess from the context)?
•
•
•
•
it came out of the blue
he’s a stick in the mud
to lose your cool
a storm in a tea cup
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Teacher’s Book 4 Communicator
Discuss these idioms with a partner. What do you think they mean in
plainer language? Can your teacher help?
Ask the students to look at the halves of idiomatic expressions and match
them to produce an idiomatic expression. If they think they have matched
the correct phrases, ask them to say what they think they mean in plainer
language and if they can think of any event or situation where they could
be used.
11 Idioms can be fun to learn and at Communicator level it is certainly useful
to recognise that not everything people say is meant literally.
You may or may not use these idioms in the English you speak and write,
but you may well read or hear them. Can you:
(i) match the halves of the expressions to make a common idiom
(ii) say what the idiom means
(iii) think of an example when you could describe an event using the idiom
1 To make a mountain out of...
4 A ...a blind eye.
2 To put on...
5 B ...the bush.
3 Pour oil on...
2 C ...a brave face.
4 To turn...
3 D ...troubled waters.
5 Beat around...
6 E ...your sleeve.
6 To wear your heart on...
1 F ...a molehill.
Ask the students to compare answers with a partner’s.
12 Compare your answers with a partner’s. What do you think the idioms
mean? How can you use them to describe actions you have taken or
events you have seen?
Confirm the answers. 1F means to exaggerate a situation; 2C to take
things well, not show if you are sad or worried; 3D to act as a peacemaker,
try to calm things down; 4A to ignore, pretend not see things; 5B to say
things in an indirect way and 6E to show what you really feel and think.
It may be useful to ask the students to give examples of idiom in their own
languages to reinforce the point that not everything we say is to be taken
word for word or translated directly.
13 What about the other students in your class? What events do people
describe? Can your teacher suggest any more idioms you might find it
useful to recognise?
Reading Part 1
Understanding text structure
Proposals
Introduce proposals as a text type. Make the comparison with news
stories, which aim to entertain as well as to inform, and explain that
proposals aim to persuade as well as to inform.
Ask the students to work in pairs to discuss any proposals they have
made (not necessarily formal written proposals) and say what type of
language they think is typical of a successful proposal.
14 When we read news stories, we usually want to be entertained as well as
informed. Different types of texts are written for different reasons. People
write proposals to present us with a range of facts and persuade us that
certain courses of action are more or less desirable.
Have you made any proposals about things you think people ought to do?
If so, have your proposals been successful? What style of language do you
think makes a proposal likely to be successful? Discuss this with a partner
and share your views with the other students in your class.
In a whole-group activity, discuss what the students have said to each
other about the language of proposals. There may be several suggestions
– accept the ones that are typical of proposals: use of words like ‘must’,
‘should’ etc; expressions like ‘in our opinion’, ‘we are convinced’.
Proposals sometimes use questions to introduce a specific topic: ‘What
are the options?’ ‘Who is responsible for...’ etc.
Ask the students to read the extract from an English language magazine,
inviting proposals for simplifying English.
15 Sometimes proposals are intended for a limited audience. Other times,
proposals are very general.
Look at the information in an English language magazine.
What could be simpler?
As our contribution to the International Year of
Communication, we are offering to sponsor speakers to
address conferences in a range of countries. We are
looking for imaginative and practical ideas to make
English as an International Language easier for
everyone to use. You can reach decision makers around
the world. Write to tell us what you think should be done.
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Teacher’s Book 4 Communicator
Ask the students to work in pairs to share ideas about how they would
suggest simplifying the English language and what they think the main
problems are for learners.
Ask the students to share their ideas with the rest of the group. Which
suggestions seem ‘imaginative and practical’ as requested in the
magazine extract?
16 Work with a partner. What suggestions would you make to simplify the
English language? Which areas cause most problems for learners when
they try to communicate?
What about the other students in your class. Do they have different ideas?
Ask the students to read the proposal ‘Simplifying English’ quickly
without trying to understand everything or answer any question other
than the general one: ‘Do you think this proposal is imaginative and
practical?’
17 Now read this proposal quickly. Don’t worry about understanding
everything. Do you think that this proposal is, overall, imaginative and
practical? Why/why not?
Simplifying English
Everyone born in the 21st century will be a native speaker of English as an
International Language. It is time for decision makers to make it easier for
the world to communicate in its common language.
We have a simple proposal. It may be radical but we believe it will work.
What is the main obstacle to communication in English? Learners can know
hundreds of grammatical rules, have a vast vocabulary and know every idiom
and phrasal verb in the dictionary but if they don’t know how to say the things
they know, and aren’t aware that how English words are written isn’t always
how they sound, then they will be afraid to use them.
Our solution could not be simpler. Remove the complication of the written
word and its pronunciation by changing the script used at the moment and
replacing it with the International Phonetic Alphabet.The IPA symbols are
already found in dictionaries and in phonemic charts in classrooms so why
not go further and write English the way it actually sounds?
We can already hear the objections. Students will have the added difficulty
of learning a new script, which will make it more difficult rather than easier.
Nonsense. Many learners of English have a first language with a different
script; they cope very well, so why should other learners not? Would it not be
more fair and inclusive if we all started from the same point: each language
with its own script but the IPA for the international language?
Reading Part 1
Understanding text structure
81
Notes
This may not please today’s ‘native speakers’, who will argue that changes
will not make things easier for them. No disrespect to English speakers in
the UK or USA, you can continue to argue about how to pronounce ‘tomato’
but what is important to you isn’t necessarily important to users of
International English in the 21st century.
How to put this proposal into practice? If we introduced changes overnight,
they would not work. If we introduce changes gradually, however, they will
– or at least may – take people with them. There is a precedent in the UK’s
change from old money to decimal currency in the early 1970s: two systems
can operate side by side for a time.
We sincerely hope that our proposal
will reach decision makers and that
it will be taken seriously. Our
suggestions may or may not be
accepted and whether they will be put
into practice is uncertain but we are
pleased to have been able to contribute
to what we consider an important debate.
Ask the students to discuss whether or not they think the proposal is
imaginative and practical. As the question invites opinion, there is no
right or wrong answer but discussion should help the students focus on
how different ideas are presented and supported and how the proposal
leads to an overall conclusion and recommendation.
Now ask the students to read the text carefully to answer the questions
which follow. Remind them that they have to choose one option only and
encourage them to answer as many questions as they can in no more than
ten minutes.
18 Read the text again carefully and answer the questions that follow. Only
one of the four options is correct.
1
a
b
c
d
The writers believe that their proposal
is too radical to work.
has been made many times before.
is straightforward.
was accepted in the last century.
2
a
b
c
d
According to the proposal, the main problem is
students learn too many English grammar rules.
English pronunciation can be difficult.
there are too many words in English.
English language dictionaries are misleading.
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Teacher’s Book 4 Communicator
3
a
b
c
d
The writers of the proposal think
they can improve the existing International Phonetic Alphabet.
their ideas are quite complicated.
that classroom dictionaries should be replaced.
their ideas are not difficult to understand.
4
a
b
c
d
Objections to the proposal
have come from many different sources.
are mainly from users of the IPA.
seem likely but have yet to be made.
come from people who don’t use English script.
5
a
b
c
d
The proposal says that suggested changes
must be made at once.
should be made in the UK before elsewhere.
will involve a lot of expense.
should be made over a period of time.
6
a
b
c
d
The writers of the proposal conclude that
all good ideas are bound to be resisted.
it is good to discuss simplifying English.
their suggestions are sure to be accepted.
their ideas shouldn’t be taken too seriously.
Ask the students to work in pairs to discuss their answers and then share
them with the rest of the group. Ask what clues they found to help them
find the correct answers and avoid distractors in some of the answers.
19 Compare your answers with those of the other students in your class. Do
you agree about the answers?
Facts or opinion?
Now move on to articles as a text type. Explain that articles often contain
hidden meaning – both fact and opinion – and that we need general
reading to tell us what the article is about and see what is fact or opinion,
followed by careful and thorough reading to extract precise information.
Ask the students to read the article ‘The music of the years gone by’
quickly to say if it appears to be mainly fact, mainly ideas and opinions or
a mixture of these.
20 Articles in magazines and newspapers contain factual information but the
writer often gives his/her own ideas and opinions. These may not always
be obvious the first time you read the article.
Read this article for general meaning. Does it seem to you to be (a)
entirely fact, (b) entirely personal opinion, (c) mainly fact, (d) mainly
personal opinion or (e) a fairly even balance of fact and personal opinion?
Reading Part 1
Understanding text structure
83
Notes
The music of the years gone by
Jimmy Weston’s announcement of his retirement would have been a
bombshell if we hadn’t already read it in every newspaper. Jimmy’s
employer, XYB Radio, was within its rights to leak the news to the press but
I can’t help feeling it would have been better to leave it to the man himself.
Jimmy gave us the news we already knew shortly after eight on a rainy
Monday morning made more autumnal by his words. ‘I’m glad to read
that retiring from the early show was my decision, reached after
discussion with the general manager of XYB. When you reach my
advanced age, you tend to forget details. Here was me thinking I’d been
told I was being replaced in the New Year.’
His announcement was characteristically bitter-sweet. Sad to be leaving,
and although too professional to say this in so many words, unmistakeably
upset about his treatment, Jimmy also recalled how his years presenting
the early show had enriched his life. Jimmy, if they have brought you one
tenth of the riches they have brought your listeners, you are a wealthy
man indeed!
I wanted to call Jimmy and tell him I had been a lifelong fan and devoted
listener since first I heard his voice. Not that this is strictly true. The first
time I heard Jimmy’s cheerful voice at 7.30 one Monday I tried to drown
it out by hanging a beach towel over the speaker!
It was my first summer as a teacher and I was staying in a university hall
of residence the language school I worked for used during the vacation.
Someone had set up a wake-up call system. The radio on the wall burst
into sound at 7.30am. There was no on–off switch or volume control –
it was like something from Orwell’s novel 1984, although it actually
anticipated that date by ten years.
Over the years, though, I have come to feel that I know Jimmy personally.
His selection of music sets the rhythm of the morning and he seems to be
there with you and know what you’re doing and feeling. ‘Come on, your
problems won’t go away if you lie there in bed all day. One more song and
then up you get!’
An XYB spokesman said, ‘We have offered Jimmy a slot called ‘Twilight
Time.’ Morning audiences want a more up-to-date presenter. We can’t
resist progress simply to please a few dinosaurs.’ Ah, Jimmy; me and the
dinosaurs, we’ll never forget you.
Now ask the students to work in pairs to discuss whether the article is
fact, opinion or a mixture. Ask them to locate examples of each and put in
the boxes.
The answer is that the text does contain both facts and opinions, as it will
in the test, and that students need to think about this when reading the
questions and answer options.
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21 Work with a partner. Do you agree about the balance of fact and opinion
in the text? Can you give examples of each?
Fact
Opinion
Now ask the students to read the text carefully and answer the questions.
Allow around ten minutes for this.
22 Now read the text ‘The music of the years gone by’ again and answer
these questions.
1
a
b
c
d
The writer thinks that
XYB was right to announce Jimmy’s retirement.
Jimmy shouldn’t have made the comments he did.
information is presented better by newspapers than radio.
the news should have come first from Jimmy.
2
a
b
c
d
Jimmy’s retirement from the radio show
has still to be discussed.
took place in the autumn.
is due to happen within twelve months.
has been rejected by the general manager.
3
a
b
c
d
According to the writer, Jimmy
is wrong to be bitter about his treatment.
made comments which were unprofessional.
was overpaid for the work he did.
gave listeners an extraordinary amount of pleasure.
4
a
b
c
d
The writer first heard Jimmy’s radio show
in the mid 1970s.
when he was studying at university.
in 1984.
when he was lying on the beach.
5
a
b
c
d
The writer says that Jimmy
claimed that he knew all his listeners in person.
had serious problems which he kept from listeners.
played the same songs far too often.
developed a real understanding of his listeners.
Reading Part 1
Understanding text structure
6
a
b
c
d
The overall impression we get is that
Jimmy will be remembered with great affection.
Jimmy’s retirement was long overdue.
nobody will really miss Jimmy when he leaves.
Jimmy will be happy to leave the early show.
As before, ask the students to compare answers.
Remind the students that distractors are there to lead them to choose an
incorrect answer. Ask for examples and if need be add others, eg question
3 mentions being overpaid while the reference to ‘riches’ and ‘wealthy’
are not meant in the literal sense.
23 Compare your answers with a partner’s. Do you agree?
Only one of the four options given after each question is correct. What
makes the distractors (the wrong options) look possible?
Reports
Now, look at reports as a text type. As the previous text types do,
reports contain both hard fact and opinions and ideas (comments,
recommendations, etc). Reports often contain a high concentration of
factual and statistical information which requires close reading to avoid
distraction.
Ask the students to read the report ‘Time for change?’ quickly at first to
see if the overall recommendation is (a) to adopt flexi-time permanently,
(b) abandon the experiment shortly or (c) neither of these.
24 Reports deal more in facts than opinions but they do give suggestions
based on what has happened. Sometimes you need to read carefully
because there are a lot of facts given together and you need to interpret
information including figures.
Read the following report about a flexible working timetable introduced
at a large company. Does the report suggest that the new arrangement (a)
should be adopted permanently, (b) should be abandoned shortly or (c)
neither of these answers?
Time for change?
The flexi-time experiment has been running for half of its
twelve-month trial period and even at this early stage it is
fair to say that it has been well worth trying from the
company’s point of view. ACUP is the largest employer in
the town and surrounding area, accounting for 20% of the
adult workforce directly and with an estimated 10% to 15%
indirectly connected through other services.
ACUP’s traditional timetable 0900 to 1700 Monday to Friday
and 0930 to 1230 on Saturdays dates back more than half
a century and has increasingly failed to meet many
employees’ 21st Century needs.
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The original suggestion of total flexi-time twenty-four hours
per day was not implemented for practical reasons including
security and supervision but for the trial period employees
can work for up to ten hours per day between 0600 and
1900. ACUP remains closed on Sundays to allow
maintenance to be carried out.
The response to the experiment from
workers has been positive. Records show
that even the 18% of employees who
said in surveys that they ‘would be very
unlikely’ to change their working hours
appear to have tried the new system.
Flexi-time allows employees to put in a full
working week within just four days, with reduced breaks for
meals, or to work little more than half time six days per week.
Fears of loss of profits as fewer employees working at any
one time would mean a drop in what is produced have proven
to be unfounded. Figures for the first two quarters show a
rise in productivity of 4%. ACUP is keen to introduce
flexi-time on a permanent basis.
There are, however, objections from sources outside ACUP.
Local retailers are unhappy that they have to open longer
hours to serve the same overall number of customers.
Environmental groups are concerned that traffic will increase
as employees with individual timetables no longer use the
car-share scheme. Schools are also finding that there is
pressure on them to open earlier and stay open later in the
day so that parents can drop children off and pick them up.
Flexi-time has been a success story for ACUP to date and
may be the way forward. On the other hand, ACUP is only
one part of a wider community, who must not be neglected.
Time will soon tell if flexi-time serves everyone’s interests
and before deciding to abandon the experiment or make
it permanent we need to allow the full trial period to run
its course.
Ask the students to discuss in pairs their answer to the skim-read
question. Option (c) is best, as the report concludes that more time is
needed for a decision to be made. Explain that, in the test, the final
question will always relate to a conclusion and that the final paragraph is
worth special attention as reports (and reviews) contain a balance of
evaluation and what is put forward at various stages may not be the
final conclusion.
Reading Part 1
Understanding text structure
25 Did you choose (a), (b) or (c)? What made you choose your answer?
Discuss this with a partner.
Ask what the students think would be a good option for (c). Something
along the lines of ‘wait and see’ or ‘give flexi-time more time to trial’
would be appropriate.
26 What could be a suitable option for (c) if ‘neither of these answers’ seems
to fit? Discuss this with a partner.
As the skim-reading activate will have established, this text has a very
high concentration of facts and figures. Ask the students to read it very
carefully to locate and extract information from the text to answer the
questions.
27 The report ‘Time for change?’ contains a lot of factual information. Read
the text carefully and answer these questions.
1
a
b
c
d
The flexible timetable experiment
involves one-fifth of ACUP employees.
has now run for over a year.
is still only partly completed.
is taking place in around 15 companies.
2
a
b
c
d
The timetable ACUP followed before trying flexi-time
is no longer what many people want.
started earlier this century.
meant employees could work all day and night.
did not include Saturdays.
3
a
b
c
d
The flexi-time experiment has resulted in
a reduction in the hours ACUP employees work.
a staff turnover of almost 20%.
ACUP continuing to open six days a week.
many employees resigning.
4
a
b
c
d
ACUP’s flexi-time experiment
is creating health and safety problems at work.
is something the company is reluctant to continue.
has increased the time employees spend on breaks.
has had a positive effect on company productivity.
5
a
b
c
d
Objections to the flexi-time experiment
are limited to a small number of employees.
come from several different groups of people.
have been dismissed as of no serious concern.
come mainly from parents of young children.
6
a
b
c
d
The overall conclusion of the report is that
flexi-time is ACUP’s only realistic future direction.
will never be accepted by local people.
evidence is still needed to judge flexi-time’s success.
the experiment has been interesting but unsuccessful.
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Ask the students to compare answers in pairs. Ask if they disagreed about
any answers or found some questions difficult. Focus again on what
makes distractors plausible (using some of the items in the text, for
example 20% in question 3, in a different context). Point out that unless
we read carefully and thoroughly, we can easily miss key information.
28 Compare your answers with a partner’s. Do you have the same answers?
Did you find any of the questions difficult to answer because one or more
of the distractors looked correct?
Now ask the students to reflect on the different types of texts they have
read and think about their typical features. Ask them to make notes.
Monitor and prompt where necessary.
29 Think back over the types of text you have read and answered questions
on and other types of text you may have encountered. All the texts
contain factual information as well as ideas and opinions. What are typical
features of the different text types? Make a few notes.
Text type
Features
Articles
News stories
Proposals
Reports
Reviews
Ask the students to compare notes with a partner and then with the
whole group. Summarise the information given about articles, news
stories, proposals and reports at the start of each section of this unit and
also mention reviews. Remind students that they need to develop the
skills of (i) reading quickly to identify text type and overall idea and (ii)
reading very carefully to locate and extract information which may not
always be immediately obvious.
30 Compare your notes with a partner’s. Do you agree? Tell your teacher
what you think is typical of each text type. What does your teacher think?
What do you need to keep in mind when reading these types of text and
answering the questions which follow them?
Reading Part 1
Test practice
Test practice
Tips from the examiners
Read the text through before you start to look for answers to the questions. This will
help you to understand what type of text it is and what in general terms it is about.
Don’t forget that the questions follow the order the information comes in the text. It
often helps you to highlight the part of the text which relates to a question so that you
can then read in more detail.
There are different types of text you may see in this part of the test: articles, news
stories, proposals, reports and reviews. If you identify the type of text you are reading,
it helps you to recognise the kind of information you are looking for. Remember, you
will be asked questions about ideas and opinions as well as facts; make sure you read
carefully to check that what people say and what they really mean are the same.
Reading Part 1 tests your reading of detailed texts. The information you need is always
there in the text but it may be given in different words. You need to read each question
very carefully to find out exactly what information you need and then focus on this in
the text.
The incorrect a, b, c and d options are known as ‘distractors’: they may look as if they
answer the question but if you read more closely you will see that there are reasons
why they don’t. Remember that only one of the four options is correct. If you can’t
decide between two of the options in the test itself, take a chance with one of them.
There are no minus points marks for incorrect answers in the IESOL test and each
correct answer gives you a point towards your total.
Read the text and complete the tasks that follow. Choose a, b, c or d. Put
a circle round the most appropriate answer. An example is done for you.
Lottery winners who lose their millions
For a lot of people, winning the lottery is a dream
come true. But for many, the reality is more
like a nightmare.
Evelyn Adams won $5.4 million on the New
Jersey lottery in 1986. Today the money is
all gone and Adams lives in a trailer.
‘Everybody wanted my money. I never learned
to say “No”. I wish I had the chance to do it all over again.
I’d be much smarter about it now. I was a big-time gambler,’
admits Adams. ‘I made mistakes, some I regret, some I don’t.
I can’t go back now so I just go forward, one step at a time.’
William ‘Bud’ Post won $16.2 million in the Pennsylvania
lottery in 1988. ‘I wish it never happened. It was totally a
nightmare,’ says Post. A former girlfriend successfully sued
him for a share of his winnings, a brother was arrested for
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Notes
hiring a hit man to kill him, hoping to inherit a share of the
winnings. Other siblings persuaded him to invest in a car
showroom and a restaurant, both of which failed through his
mismanagement and further strained family relationships.
Post now lives quietly on $450 a month, having lost virtually
all his money.
Ken Proxmire was a machinist when he won $1 million in the
Michigan lottery. He moved to California and went into the
car business with his brothers. Within five years, he had filed
for bankruptcy. ‘He was just a poor boy who got lucky and
wanted to take care of everybody,’ explains Ken’s son Rick.
‘It was a hell of a good ride for three or four years, but now
he lives more simply working as a machinist,’ says his son.
These sad-but-true tales are not uncommon, says Susan
Bradley, a certified financial planner. ‘There is a widely held
belief that money solves problems. But people soon learn that
money can cause as many problems as it solves,’ she says.
Bradley recommends taking time out from making any
financial decisions. ‘It’s a time to think things through, sort
things out and only then to seek an advisory team to help
make those important financial choices,’ she says. ‘You really
don’t want to buy a new house before taking the time to think
about what the consequences are. People don’t realise how
much it costs to live in a big house – decorators, furniture,
taxes, insurance, even utility costs are greater. People need
a reality check before they sign the contract.’
Example:
For many lottery winners the dream
a can become reality.
b is not always a good one.
c is better than they imagined.
d can remain just a dream.
1
a
b
c
d
For Evelyn, winning the lottery
has taught her a lot about life.
was the best thing to happen to her.
brought her closer to her family.
is something she regrets.
2
a
b
c
d
William Post’s ex-girlfriend
was taken to court by him.
bought the winning lottery ticket.
stole some of his money.
took legal action against him.
Reading Part 1
Test practice
3
a
b
c
d
Post lost a lot of his money because
he wasn’t a good businessman.
his brothers and sisters tricked him.
he got on badly with his family.
he gave too much of it away.
4
a
b
c
d
According to Ken Proxmire’s son, his father was
not used to having money.
lucky throughout his life.
too concerned about others.
rich for about five years.
5
a
b
c
d
Susan Bradley thinks lottery winners should begin by
developing a financial partnership.
starting financial planning.
not asking experts to help them.
thinking instead of spending.
6
a
b
c
d
In summary, the article says that, if you win a lot of money,
don’t take anyone else’s advice.
don’t assume it will make you happy.
put some of it away in a bank.
treat family members with suspicion.
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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 discourse.
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. Candidates write the correct sentence number
in the appropriate box.
2
Any of the following types of sentence may be removed:
– topic sentences, introducing an idea
– exemplifying sentences, explaining a point already made
– sentences containing reference to something mentioned previously
– sentences containing reference to something mentioned subsequently
– sentences that develop an idea
– sentences that emphasise a point
– summarising sentences, concluding an idea
– the final sentence of a paragraph, linking to the next, to show
transition to another idea
– sentences anticipating an objection or contrary point of view
– sentences expressing contrast
– sentences expressing sequence
– sentences expressing cause and effect.
The types of text found in this part are narrative, discursive,
explanatory, descriptive and biographical.
Your students need practice in reading a wide variety of texts.
These may be:
– articles and reports from newspapers and magazines
– narratives and short stories
– opinion columns
– biographies.
Your students need practice in:
– becoming familiar with a wide variety of cohesive devices and
understanding how they link ideas and facts, such as ‘added to that’,
‘moreover’, ‘however’, ‘on the other hand’, ‘consequently’
– developing techniques to scan the options to see which sentence
fits the appropriate gap (and understanding why).
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
and indicate which sentence goes in each space.
The type of sentence you need to put in each space may be one that:
– introduces an idea
– gives an example of something that comes before it
– refers to what comes next
– refers to something which has gone before
– develops an idea
– emphasises a point that has been made
– gives a summary of what has gone before
– comes at the end of one paragraph to make a link to the next
– goes before a different point of view
– makes a contrast with what has gone before
– gives the sequence of the information in the text
– deals with cause and effect.
The type of text you read in this part of the test could be:
– a narrative
– a discussion
– an explanation
– a description
– a biography.
There is an example of this type of exercise in the test practice at the end of this
part of the book.
To prepare for the test you will 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 that 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. You will also practise looking at types of sentence to see which
do not fit into the development of meaning in a particular text, so that you can
eliminate these in the test.
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1 Understanding the sequence of a text
Fill in the gaps
Engage the students’ interest in looking closely at how a text is built up.
Ask the students individually to read the text ‘Using the Computer
Centre’. Some of the sentences are left incomplete. Ask the students
individually to complete the sentence in a way they think will fit into the
text as a whole. Explain that there is no single ‘right’ or ‘wrong’ answer
and that the precise sentences will vary from student to student.
1
Read the information in the text ‘Using the Computer Centre’. Some of the
sentences have been started but not finished. Complete the sentences in
a way that develops the text in the space provided opposite.
Using the Computer Centre
The computer centre is in Room 7c on the third floor. If you
would like to use the centre, please collect a ticket from
reception. You don’t ______A______. Like all the other
facilities in the school, it is free for students.
There ______B______. You can use these to send emails and
to use the Internet for study purposes. Please do not play
loud music. This ______C______. They are here to study and
will be grateful for your co-operation.
We do not have many rules for students using the computer
centre. However, you ______D______. In fact, there is a
no-smoking rule in all parts of the building.
The computer centre opens at 8.45 in the morning.
It ______E______. The latest time you can collect a ticket is
thirty minutes before this, at 4.30. When you have finished,
please ______F______. If you leave it turned on, it may cause
damage. Thank you.
A have to pay to use the computer centre
B are twelve computers in the centre
C may disturb other students
Reading Part 2
Understanding the sequence of a text
D are not allowed to smoke
E closes at 5
F turn off the computer
2
Work with a partner. How did you complete the sentences?
Ask the students to compare notes. One way to do this is to ask them to
move around the room looking at what the other students have written.
While the information in the sentences will naturally vary from student to
student, recognising the type of sentence (eg, expressing a contradictory
viewpoint with ‘However, …’), and how it fits with the sentences around
it, is the focus of the activity. Any sentence that performs the same
function in the text will be a good example for the students to consider.
3
Find out how the other students in your class have completed
the sentences.
The completed text is given to the students in activity 4, using the
sentences given here in activity 1. Stress that if these are different from
the students’ sentences it does not necessarily mean the ones they wrote
were not equally acceptable.
4
Now look at the original text. Are the sentences similar to yours?
Refer the students to the introduction to this part of the book to show
what types of sentence these may be: giving examples, introducing a
new idea, etc. The students don’t actually need any technical names for
types of sentences but it will be helpful if they can see what a sentence
contributes to the development of a text (eg, emphasising what has been
written before; referring to something which comes next).
Ask the students individually to look at the sentences in activity 5. Explain
that the sentences are independent of each other. Ask the students to
decide which sentences do/don’t need another sentence before them and
to write a preceding/following sentence accordingly. Again, stress that
there will be a variety of sentences produced. Monitor, and note the types
of sentences the students recognise and those that cause some difficulty.
5
Look at the separate sentences below. If they need another sentence
before them, write one. If they don’t need another sentence before them,
write a sentence to follow.
Before:
A There is something I have always wanted to do, if I have the chance.
After: I would love to sail across the Pacific Ocean.
Before: Travelling long distances by bus is sometimes uncomfortable.
B On the other hand, it is fairly inexpensive.
After:
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Before: I once won a prize for an English short story.
Notes
C That’s something I will always remember and be proud of.
After:
Before:
D I can think of two or three good reasons for travelling alone.
After: You can go where you want when you want.
Before: They told me it was impossible to climb the mountain.
E Even so, I decided to try.
After:
Before: Technology is important to me.
F For example, I take my mobile phone with me everywhere I go.
After:
Before:
G The garden looks lovely at the moment.
After: It is full of flowers.
Before: I cross my fingers when I wish for something.
H I always do that, even though people say it’s just a silly superstition.
After:
Ask the students to work in pairs to discuss which sentences they thought
needed another sentence before them. Ask them to say what made them
decide a sentence needed something to precede it (eg, ‘On the other
hand…’ clearly refers back to something while ‘There is something I have
always wanted to do if I have the chance’ clearly invites development.
6
Work with a partner. Have you written something before and something
after the same sentences?
As a whole-group activity, check that the students have recognised
the sentences that need preceding information. Invite contributions.
7
What about the other students in your class? Where have they put
sentences before and after, and what have they written?
Put some of the students’ own good examples (which you can note
when monitoring) on the board and offer similar sentences of your own.
Reading Part 2
Understanding the sequence of a text
97
Ask the students to read the newspaper article ‘How Green Are We?’
and put one of the eight sentences into each of the spaces. Point out
that there are two sentences that do not fit (these are grammatically
correct but they don’t play any part in developing this particular text).
8
Read this newspaper article. Fill in the six gaps with sentences from
the list A–H. There are two sentences that don’t fit into a gap.
How Green Are We?
We all like to think of ourselves as
green. But just how much do we do
to look after the world we live in?
D 1 There are environmental
problems we cannot solve on a
local scale. Climate change is one
Someone needs to take care of the air
of these. C 2 We need to realise
we breathe and the water we drink.
that everything we do has an effect
We need strict laws to control the
on the world we live in.
pollution that factories produce. A 4
E 3 One, for example, is to
turn off lights when we are not using
them, and another is to boil only
Individuals can’t do everything
without their support.
The way we are using petrol is a
enough water in the kettle for what
cause for serious concern. B 5
we need. Energy is too valuable
If we do, the lives we lead will be
to waste.
very different from those of today.
However green we are, we need
to be greener. We need to save
resources and recycle the materials
we use. Being green can be
inconvenient. G 6
A
B
C
D
E
F
G
H
Only the government can deal with this.
Indeed, we may soon use it all up if we don’t change our habits.
However, this does not mean we should simply give up and do nothing.
First, we need to ask ourselves what is within our power.
There are things we can do to save electricity.
These are just a few of them.
That is a small price to pay to save the world we live in.
In fact, it has nothing at all to do with it.
Notes
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Notes
Ask the students to work in pairs to compare answers and say why they
thought the two sentences did not fit into this text. Confirm the two that
are not used.
9
Work with a partner. Did you put the same sentences into the same
spaces? Which two sentences did you not use? Why?
F refers to something said previously, but there is no appropriate corresponding
information
H gives emphasis, but does not help build the meaning of this text.
As a whole-group activity, check the answers and focus on what
contribution each of the sentences makes to the building up of meaning
in the text.
A Develops idea.
B Emphasises a point made.
C Expresses contrast.
D Gives a sequence of information in the text.
E Refers to information to come.
G Picks up on information given earlier.
Ask the students to think of how we use certain linking devices to continue
to confirm an idea we have presented and others when we want to
contradict this and present a different point of view (as with ‘However…’
in the text ‘How Green Are We?’). Ask them individually to look at the
‘confirm’ and ‘contradict’ lists below and to think of other linking devices
to put in them.
10 When we put together sentences to build up a text, we use some words
and phrases to develop ideas we have presented and others to give a
contrast with them and present a different point of view. There is an
example in each of the ‘Confirm’ and ‘Contradict’ boxes below. Can
you think of three or four other words and phrases to put into each
of these columns?
Confirm
Contradict
moreover
on the other hand
in addition
however
furthermore
even so
so
and yet
therefore
in contrast
Reading Part 2
Understanding the sequence of a text
Ask the students to work in pairs to compare the words and phrases they
have thought of and the column they have put these in. You may find it
helpful to ask the students to use dictionaries to check the meaning and
usage of any of the words and phrases they and their partners have put
in the columns.
11 Work with a partner. What words and phrases do you have in
the columns?
Ask the students to find out what words and phrases their classmates
have thought of. One way to do this is for the students to move around
the room comparing notes and reporting back to a partner.
12 What about the other students in your class? Do they have any words
and phrases you can add to yours?
There is no exhaustive list of linking devices we use in building up a text,
but it will be useful for the students to become familiar with some of
the more common ones they are likely to meet in this part of the test
at Communicator level. Put on the overhead projector or board the
suggested common linking devices and invite the students to say if these
were among the ones they thought of. If they were not, point out which
of the ‘confirm’ or ‘contradict’ categories they belong to and explain that
the students will have the opportunity to see examples of these types of
linking devices used in the texts that follow.
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Ask the students individually to read the text ‘Teaching English Abroad’
and to choose the correct answers to put into the spaces.
13 Read the text about someone’s experiences of teaching English abroad
and the advice she offers. Put one of the letters A–H into each space.
There are two sentences that don’t fit into the text.
Teaching English Abroad
I never thought I would be a
teacher. I really wasn’t a very
good student when I was at school.
C 1 She said I was quite good at English, and she was right.
She pointed out that I also like travelling. Teaching English abroad
seemed like the natural job for me. E 2
One of these was that I wasn’t sure if I would be good at maintaining
discipline. I decided to try and so I applied for a job I saw in a
newspaper advertisement. I went for an interview and the conditions
seemed excellent. The pay was good, accommodation was free.
G 3 Everything seemed perfect.
Of course, not everything actually is perfect when you teach abroad.
To my surprise, I had no difficulty with discipline. H 4 This was a
shock because I thought my English was so good!
I have now worked as a teacher in five different countries. If you are
planning to do the same, you need to be aware that you have to get
used to things being unfamiliar. There is the food, the climate, the
lifestyle. B 5 It is surprising how easily you adapt to it all.
You may, like me, decide that you want to return to work in your
own country at some point. One thing I found it useful to bear in
mind was that when you are abroad it is difficult to look for future
jobs at home. D 6 They can let you know what may be available.
Reading Part 2
Understanding the sequence of a text
A
B
C
D
E
F
G
H
101
And yet, I didn’t really agree.
Nevertheless, you learn so much that you come to enjoy unusual things.
It was a friend of mine who gave me the idea in the first place.
It is, therefore, a good idea to ask family and friends to keep an eye open for job
advertisements.
Even so, I had my doubts.
Furthermore, you can easily lose touch with life at home.
Moreover, travel expenses were all paid.
On the other hand, I found it hard to answer questions about grammar.
Ask the students to work in pairs to compare answers. Sentence C is the
topic sentence; ask the students to say which of the other sentences gave
confirmation (D, F, G) and which gave contrast (A, B, E, H). Ask them to
discuss why some of these fit into the development of this text.
14 Work with a partner. Do you have the same answers? What words and
phrases helped you to decide?
As a whole-group activity, invite the students to say which sentences
express confirmation, which express contrast. Check the answers.
Ask which sentences they put into the spaces. Check these answers.
Look at reasons why the two extra sentences did not fit into the
development of the text.
A contrasts but there is no appropriate corresponding information;
F confirms but does not build up the meaning in, eg, space 5.
In the test, the candidate may read a text that includes sentences
expressing sequence and cause and effect. Ask the students to look at
these sentences and to say if the focus is on sequence or on cause and
effect. Ask them, individually, to put the letters of the sentences into the
appropriate box.
15 Read these words and phrases. They give information about events.
Do they tell us when something happened or why it happened?
Put the sentences into the ‘When’ or ‘Why’ column.
subsequently
consequently
thanks to
owing to
previously
following
eventually
when
why
previously
consequently
following
thanks to
eventually
as a result
subsequently
due to
owing to
as a result
due to
Notes
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Teacher’s Book 4 Communicator
As a whole-group activity, check the answers.
Now ask the students individually to read the biographical text and
to put the sentences A–H into the correct spaces.
16 Read the text ‘The Art of Cooking’. Choose the answers A–H to put into
the spaces. There are two sentences which don’t fit into the text.
The Art of Cooking
There have been many great artists in history and
many great cooks. One man was both of these at
the same time.
F 1 That was his dream from an early age. Sadly,
this did not prove possible. At least, not in a
conventional way. A 2 His father, and his grandfather
before him, had specialised in making chocolate
shapes and figures.
Antoni never lost his great passion for art and was always looking for ways to
return to making sculptures. Every spring in his home town of Barcelona,
people buy chocolate eggs and cakes, and Antoni became a specialist in
producing masterpieces made in chocolate. H 3
He didn’t stop there. He made models of classical buildings out of chocolate
and successfully copied statues by the world’s greatest sculptors. He produced
a chocolate sculpture for the artist Pablo Picasso, who was very impressed. C 4
In a career that lasted for sixty years he won many awards. G 5 Even after that
he continued to produce works of art as he took up painting in his retirement.
In 2004, Antoni received an award for cultural merit from Barcelona city
council. D 6 He was deeply proud of both honours.
A
B
C
D
E
F
G
H
Following his father’s death, he joined the family business.
Owing to that, he was unable to continue.
As a result of this, he paid Antoni with a painting.
Previously, the European Parliament had honoured him as a master chef.
He subsequently started work in his father’s chocolate factory.
Antoni Escriba always wanted to be a sculptor.
Eventually, he gave up full-time work.
Consequently, he was able to combine cooking and art.
Reading Part 2
Test practice
103
Ask the students to work in pairs to compare answers. Monitor, and note
which of the words and phrases expressing sequence or cause and effect
may need further explanation.
17 Work with a partner. Did you put the same sentences into the same
spaces? Which of the choices gave information about when something
happened? Which sentences told you why something happened? Put
the letters of the choices (A–H) in the columns.
when
why
A
B
D
C
E
H
G
As a whole-group activity, check the answers.
Sentences A, C, D, G (and E not used) give information about sequence.
Sentences C, H (and B not used) give information about cause and effect.
Sentence F is the topic sentence.
Test practice
Tips from the examiners
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?’ Choose the correct sentence
for each box.
Now read the whole text. Does it make sense?
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Read the text and fill in the gaps with the sentences A–H. Write the letter
of the missing sentence in the correct box. There are two extra sentences
that you will not need.
Fast Track Passport
If you are applying for a passport, it can take time. You have to complete and
send in the necessary forms and wait for your passport to arrive. H 1 It means
going to the passport office in person to present your application. The great
advantage is that you have the guarantee that your passport will be with you
within one week. That can help you make travel plans with confidence. E 2
You pay a further supplement if you wish to collect your passport on the day
you submit your application. You also have to wait, as it takes up to four hours
for the passport to be ready. A 3 The alternative, the risk of missing a
business trip or holiday abroad, however, is not one they find attractive.
It is vital to check that you take all the essentials with you. D 4
You will also need to ask someone who knows you to sign one of the photos on
the back and fill in part of the form. G 5 A member of your family will not be
acceptable. Finally, make absolutely sure that all signatures are completely
inside the boxes. B 6 This would slow down the fast track.
A This may seem a long time, but many people are prepared to go through
the process.
B If they are not, your application is likely to be rejected.
C Unless you are in no particular hurry to have the passport.
D You need a completed form, two kinds of identification and two small photos.
E Of course, there is an extra charge for the fast track service.
F These are amongst the things they may ask you at the passport office.
G This can be a colleague or a doctor, a teacher or some other person who knows you.
H The fast track service is an option for those who are in a hurry.
Not used: C and F.
Reading Part 3
Introduction
Introduction to Reading Part 3
105
Notes
The focus of Reading Part 3 is to test the candidate’s awareness of the
purpose of different texts and the ability to locate specific information
given in the texts. There are nine items in this part of the test preceded
by an example.
Candidates read four short texts related to the same theme. Each text is
of a different type allowed within the syllabus (eg, letter, brochure,
advertisement, notice, email, set of instructions, etc) but the format is
plain and gives no clue as to the type of text. Candidates need to be able
to recognise linguistic features which identify the different types of text.
Three questions test the candidate’s comprehension of the purpose of
the text, the intended audience, and/or register. Six questions test the
candidate’s understanding of the content of the text and where to find
specific information. The first question is an example.
Candidates indicate the correct letters. They do not provide a written
answer, but show where it can be found.
Your students need practice in:
– recognising a wide variety of text forms (including graphs, charts and
maps, etc)
– becoming familiar with the different kind of information that is
usually found in the different text forms
– recognising formal, informal and neutral registers in different kinds
of texts
– recognising and disregarding distractors in the other texts
– the reading technique of skimming and scanning
– search-reading texts for detail/specific information.
Student introduction
In this part of the test you read to understand the purpose of different texts and
to locate specific information in them. There are four short texts that are all related
to a common topic at Communicator level.
Each text is of a different form, eg, brochure, advert, letter, programme, notice.
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.
To prepare, you need to:
– be able to recognise a wide variety of text forms (including graphs, charts and maps)
– become familiar with the different kinds of information that are usually found
in the different text forms
– recognise formal, informal and neutral registers in different kinds of text
– recognise and disregard information you don’t need for your answers
– be able to read for overall meaning and for detailed, specific information.
3
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Notes
3 Understanding the purpose of a text
Before the lesson collect a wide selection of text forms – enough for
two to three for each student. Look for the following:
film/book/play reviews, 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.
If you can’t locate all of these texts because you’re not teaching in an
English-speaking country, then examples in the student’s first language
are all right. 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 and make a note of them. Select
an example of each text type, show it to the class and ask what it’s called.
Write the names of the different text forms on the board explaining what
each one is.
Before you hand out the texts to the students, ask them to think of all the
different kinds of texts they read (in English or their first language) as they
progress through their day (eg directions on toothpaste tube, medicine
bottle, info on a cereal packet, etc). Give them 2 minutes to write a list of
the different texts. Tell them to use their own language if they don’t know
the words in English. Give them a couple of examples to start with.
1
Think of all the different kinds of text we read in detail every day.
How many can you think of? Some examples are given below.
emails
college notices
newspaper articles
Get feedback from the class and write any additional text types in English
on the board.
Now ask the students to work in pairs. Give each pair of students two or
three texts. Ask them to read each text, and to write down the number,
the text type and where they can find it (eg, 7 timetable, railway station).
Each pair then passes their texts on to the next pair. They do this until
everyone has read all the texts.
Reading Part 3
Understanding the purpose of a text
Number
Text type
107
Where do you find it?
1
2
3
4
5
…
While they are doing this, 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 them fairly quickly by calling out the number of
each text and holding it up (you don’t have to get them into numerical
order). Do this as a whole-group exercise, checking their answers and
addressing any points as they occur.
Engage attention by asking how much students know about first aid. Get
the students to work together in pairs or small groups to answer the quiz.
Ask them to use their dictionaries to check new vocabulary. Encourage
them to discuss their answers. Emphasise that they will not be expected
to know this specific information for the test, nor is it intended that
students consider it as medical advice. It is language-learning preparation
for activity 4.
First aid
2
Look at the text on the opposite page. What kind of text is this?
Who would find this useful? Where could you see it? Can you answer
any of the questions? (Don’t worry, you won’t be expected to know
about first aid for the test.)
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
First Aid
Quiz
Would you know what to do in the case of a medical emergency?
Take our quick quiz to find out …
Circle the letter of the correct answer or tick the boxes.
1 What are the ABCs of first aid?
a Airway, blood, compressions
b Airway, breathing, comfort
c Airway, breathing, circulation
2 Which of the following should you do if you get a nose-bleed?
a pinch the lower part of the nose between your fingers
b lie still on your back on the floor
c blow your nose repeatedly to get rid of the blood
3 Which two of these things could you apply to mild sunburn?
a) cool water Y b) calamine lotion Y c) antiseptic
d) coffee
4 What is NOT a recommended method of sterilising a pair of tweezers
before trying to remove a bee sting?
a put them in boiling water
b dip them into a glass of cola
c pass them through a flame
5 What is the best immediate treatment for a black eye?
a) steak
b) butter
c) warm water
d) ice Y
6 If someone is choking on a piece of food, what should you do?
a tickle them on the back of the neck
b grab them by the ankles and hang them upside down
c put your arms around their waist from behind, and pull your fist up to
their ribs
7 Which of the following will help to reduce severe bleeding?
a) elevate the wound Y b) apply pressure Y c) apply water
8 Which of these first aid measures is NOT recommended for
treating a snakebite?
a call for emergency help or get to an emergency department
b lie the person down and keep the bite below the level of the heart
c cut into the snakebite and suck out the venom
Score one point for each correct answer:1c; 2a; 3a, b; 4b; 5d; 6c; 7a, b; 8c.
Did you get all eight correct? Well done! This quiz is for educational purposes
only and should not be considered to be medical advice.
Reading Part 3
Understanding the purpose of a text
Check the answers to the quiz with the whole class. Has anyone needed
to use these methods?
3
Check your answers. How many did you get right?
You are going to build up to a Reading Part 3 task by looking at the four
texts separately. This will enable candidates to understand the links
between the texts. Explain that in the test they do not have to answer the
questions, but to indicate which text gives the answer. Tell them to read
text A and to answer the questions about it. Students can do this in pairs
or singly.
4
Read Text A and then answer the questions.
A
First Aid at Work Course
Make Your Workplace a Safer Place
The First Aid at Work Course we offer complies with the current Health and
Safety Regulations. Successful students will gain a recognised qualification
and receive a certificate to show that they are qualified First Aiders.
All employers have a legal obligation to make First Aid provisions for
their employees.
The course duration is four days. Participants will be assessed at the end
of the course by a practical test and a multiple-choice question paper.
If your company would be interested or would like more information,
please contact:
Kelly Lee
Duty Manager
Culm Valley Leisure Centre
(01784 542893)
What kind of text is this? an advert
Who is it aimed at? employers
Is it against the law for employees not to do a First Aid course? no
How can First Aiders prove they’ve passed the course? with a certificate
How long does the course take? four days
How are the participants tested? practical and written tests
How can you find out about the course? phone Kelly Lee
Check their answers, making sure they know where they have found the
information. Ask whether they skimmed for the information or read in detail.
109
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
5
Check your answers. How did you find the answers? Did you skim-read
or search-read?
Now tell your students to read Text B. Ask them about its connection
to Text A and then tell them to answer the questions.
6
Now read Text B. What is the connection between Texts A and B?
Answer the questions.
B
To: All permanent staff
From: Ron Jarvis (Personnel Dept)
Subject: First Aid course
The management of Peacock Brothers Ltd takes all
Health and Safety issues at work very seriously. For
this reason we would like to increase the existing
number of qualified First Aiders in our workplace.
Culm Valley Leisure Centre is offering basic First Aid
at Work courses over the next six months.
The course finishes with a written and practical test.
If anyone is interested in taking this course, we’d like
to hear from you. The cost of the course will be covered
by the company, and we will meet your travel expenses.
You will be paid at your normal contracted rate while
undertaking the course.
All applications to take the course should be submitted
before Friday 4 September.
Thank you,
Ron Jarvis
What kind of text is this? email
Who is it aimed at? employees
Do any employees currently have First Aid qualifications ? yes
When will the courses run? during next 6 months
Reading Part 3
Understanding the purpose of a text
111
Who will pay for the cost of travelling to and from the course? company
Will employees be paid more for attending the course? no
When is the deadline for applying? Friday 4 Sept
Check through their answers as a whole class, again asking whether they
needed to search-read for the information (eg, question 3) or whether
they could scan (eg, the first question).
7
Check your answers with the whole class. Did you need to search-read
or could you scan for the answers?
Now ask them to read Text C. Ask them what the connection is between
the three texts.
8
Now read Text C. What is the connection between texts A, B and C?
C
Culm Valley Leisure Centre
First Aid at Work Course
Feedback Form
We would appreciate it if you could take the time to complete this short form
and give us your comments on your First Aid course.
Name: Thomas Jordan
Company: Peacock Brothers Ltd
Course dates: 20–24 September
What was your overall impression of the course?
Excellent
Good Y
Fair
Poor
Comments:
On the whole I learned a lot. The teachers were very friendly and
helpful and explained things well. However, I thought that twelve people
to a class was too many because during the practical classes we all had
to wait for our turn and this wasted a lot of time. I think that eight
should be the maximum number. The other thing I would’ve liked is a
lesson in how to treat people who have accidents with different kinds of
chemicals. My company makes paint and varnishes, so this would have
been very useful. But overall I think the course was well run, and I’d
recommend other workers to do it.
Thomas J Jordan
Notes
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Teacher’s Book 4 Communicator
What kind of text is this? course feedback
Notes
Who would read it? course organisers
What company does Thomas Jordan work for? Peacock Brother Ltd
What kind of firm is it? Paint and varnish
How many people were on Thomas’s course? 12
What did Thomas think was a waste of time? Waiting in the practical lessons
Why did Thomas want information on chemical accidents included? because his
company’s products include chemicals
Check their answers as a whole group and ask which reading skills they
used to find the information.
9
Now check your answers. Have you ever completed a feedback form?
What for? How easy is it to tell the truth if you’re not satisfied
with something?
Reading Part 3
Understanding the purpose of a text
113
Tell your students to read Text D. What connection does it have with Texts
A, B and C? Tell them to answer the questions.
10 Read Text D. What connection does it have to Texts A, B and C?
D
42 Willshire Drive
Harpenden
HP14 3GH
3 November
Dear Mr Jordan,
I have been given your name and address by Police Officer Steve Watts, at
Harpenden Police Headquarters. I just had to write and say how grateful I am
to you for coming to my assistance on 29 September, after I had been knocked
off my bicycle on the High Street.
As I was knocked unconscious, I have no recollection of events, but I have
heard how your actions probably saved my life. Bystanders said that you gave
me artificial respiration and made me comfortable until the ambulance came.
The hospital said you did a marvellous job.
I run the Left Bank Bookshop and I would like you to accept the enclosed as
a small token of my gratitude.
You’ll be glad to know that I’m making steady progress.
Yours sincerely,
Rachel Thorpe
What kind of text is this? a letter
What function is it performing (complaining, asking, offering, etc)? thanking
How did Rachel know where Thomas lived? the police told her
What kind of accident did Rachel have? knocked off her bike
What can Rachel remember about the accident? nothing/unconscious
Did Thomas take Rachel to hospital? no, an ambulance did
Has Rachel completely recovered? no, but she’s making progress
Check their answers as a whole group. Then as a whole group, answer
the following four questions together. These are the kinds of questions
that will appear in the test.
Notes
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Teacher’s Book 4 Communicator
Notes
11 Check your answers. Then read the following questions that relate to all
four texts. These are similar to the first kind of question you will get in the
test. Discuss them with your partner and check as a whole group.
Which text:
suggests improvements? C
offers a gift of some kind? D
explains financial arrangements? B
is advertising something? A
Same or similar meanings
Write up the words ‘frightened’, ‘scared’ and ‘afraid’ on the board.
Ask the class what they have in common. Elicit ‘they all mean the same’.
Write up the word ‘synonym’ and tell them that this is the term we use
for such words.
Now ask how many of your students use public transport? Why do so
many people use a car when the traffic is so bad? Do they think people
would give up their cars if public transport were free?
12 How often do you use public transport? Why do so many people use their
cars instead of public transport? Do you think people would give up their
cars if public transport were free?
Reading Part 3
Understanding the purpose of a text
Tell your students to read the letter from a local newspaper about local
buses. Ask them to write synonyms for the highlighted words/phrases.
Check as a whole class – they may well come up with others.
13 Read the letter from a reader in a local newspaper. Can you find
alternative words for the highlighted words? Write them in the
spaces. Then check your answers with the whole class.
The Evening Post
Readers’ Letters
Dear Sir,
I think running free buses in the city centre is the best thing that the Clive
Coach Company has done for a long time. What a shame it was only for
one day!
Did anyone notice how quiet the roads were on Saturday, when more
than 75% of the usual cars were off the road? If the Clive Coach Company
reduced its fares, more people would use the buses and therefore create
more revenue.
Come on, Clive Coach Company! Just look at the massive increase in the
number of passengers on Saturday! Your fares should be cheaper and old
age pensioners should be allowed to travel for free.
This would definitely help the environment as well.
Bill French
115
Notes
116
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Word(s) in text
Same or similar meaning
shame
pity
only
just
notice
observe
quiet
peaceful
more than
over
usual
normal
reduced
lowered
therefore
consequently, as a result
revenue
income
massive increase
huge/vast/large/enormous rise
cheaper
less expensive, lower
allowed
permitted, able
definitely
certainly, surely
as well
also, too
Reading Part 3
Understanding the purpose of a text
117
Now tell your students to read the letter of reply to Bill French. In pairs
get them to answer the questions about the letter. They need to find the
words and phrases with the same meanings.
14 Read the letter of reply to Bill French. Find the words and phrases in the
letter with the same or similar meanings to the ones in the left-hand
column. Write them in the right-hand column.
Dear Sir,
I read the letter from Bill French with a growing sense of annoyance. I’ve got
nothing against public transport. Obviously it’s vital for people who don’t
own cars. But why should people expect to travel for free? In my opinion
that’s just ridiculous.
The next step will be banning us car-users from coming into the centre of
town altogether. I live about six kilometres outside the city and our local
public transport leaves a lot to be desired, believe me. The idea of having to
walk from the bus stop to my house weighed down by all my weekly shopping
is a nightmare.
No, I’m all for people choosing their own way of travelling – and we should
all pay for it.
Freda Bowyer
Same or similar meaning
Word(s) in text
increasing feeling of irritation
growing sense of annoyance
don’t disagree with
have nothing against
clearly
obviously
essential
vital
possess
own
from my point of view
in my opinion
stupid
ridiculous
prohibiting
banning
at all
altogether
could be much better
leaves a lot to be desired
loaded with
weighed down by
terrible thought
nightmare
totally agree with
all for
Notes
118
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Formal or informal?
Candidates are expected to have an understanding of what constitutes
formal and informal register, at Communicator level. The subtle nuances
of register and tone are not tested until Expert and Mastery, but a general
grasp of formal, neutral or informal language is required.
Students can work singly or in pairs for this exercise. Get them to read
the pairs of extracts from two different letters and say which is formal
or informal and why.
15 What we write and how we write it often depend on the person we are
writing to. Look at these extracts from letters. Say which is formal, which
is informal and why.
A formal: style of salutation, full sentence, lexis ‘must write’, ‘kind welcome’,
‘extended’
B informal: style of salutation, lower case ‘t’, contractions, short sentences, lexis
‘thanks a million’, ‘you’re a star’, exclamation marks
C informal: style of salutation, dashes, brackets, underlining, multiple question marks,
spelling ‘luv’ ‘ya’
D formal: style of layout, language ‘request the pleasure’, ‘RSVP’
E formal: style of salutation, no contractions, language ‘regret to inform’ – not ‘sorry
to say’, ‘take this opportunity’, closing formula
F informal: style of salutation ‘hi’, use of dashes, imperatives, exclamation marks,
contractions
A
Dear Mr Jacobs,
I must write to thank you for the very kind welcome extended to my
colleagues and myself during our recent visit to your college department.
B
Rosanne – thanks a million for getting me to the airport on time. I wouldn’t
have made it without you. You’re a star!!!
C
Lindy – so sorry I can’t come (wish I could!), but Mum needs me at home that
weekend (don’t ask me why). Any chance of getting together in June???
Miss ya – luv Lawrie
Reading Part 3
Understanding the purpose of a text
D
119
Notes
Mr D & Mrs J Salter
Request the pleasure of the company of
Sven and Marlena Larsson
at the wedding of their daughter
Georgina to Mr Jonathan Bridges
on Saturday 27 June at The Grange Hotel
2.00pm
RSVP tel: 01262 935710
E
Dear Ms Levinson,
I regret to inform you that on this occasion you have been unsuccessful
in your application for the post of Sales Representative.
I should like to take this opportunity to wish you well in the future.
Yours sincerely,
Richard Spokes
Sales Manager
F
To: Harry
From: Jake
Subject: Annie’s party
Hi Harry,
Annie’s 19 on Friday – can’t let that one go! – so we’re
having a party at my house Friday night. Be there!
No excuses!
Jake
120
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Test practice
Tips from the examiners
Read all four texts first before looking at the questions.
Ask yourself:
– What is the common theme of the texts?
– What types of text are they and how would they look in their original format?
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.
Read the four texts. There are ten questions about the texts. Decide which
text – A, B, C, or D – tells you the answer to each question. The first one is
done for you.
A
The fascination with medieval Islamic architecture that pervades paintings
such as John Frederick Lewis's The Bezestein Bazaar of El Khan Khalil, Cairo
(1872) makes for superb portrayals of some of the world's great urban
spaces. His watercolours are incredibly fine notations of the stucco-work
and the tiles, lattices and niches that make Islamic architecture in many
ways the most beautiful ever created. It is hard to discern any underlying
imperial disdain. None of these painters is a great artist, and yet the
exhibition is full of great art.
B
£10 (£9 Senior Citizen, £8 Student/Job Seeker/Child 12–18 yrs/Disabled
concessions)
Free for Tate Members
Book online with Tate or call 020 7887 8888
Tickets for special exhibitions can be bought at Tate Britain or Tate Modern
seven days a week from 10.00 to 17.00, with late opening until 21.00 at
Tate Modern on Friday and Saturday.
There is no booking fee when you buy tickets in person at the galleries. We
do however encourage you to purchase tickets in advance online.
Reading Part 3
Test practice
121
C
Notes
I’ve bought our tickets for the exhibition so that we don’t have to queue this
evening. I’m good, aren’t I?
Anyway, I’ll meet you at the Gallery restaurant, near Tate Britain, at 6.30pm.
That way we can have dinner before we catch the late showing which is
open until 9pm tonight. The restaurant is meant to be really good! I think an
hour and a half should give us enough time to see the artwork, don’t you?
See you later.
D
Thank you for your query about future exhibitions on analogous themes
to the ‘Orient’ one. I’m afraid that there are none planned at present.
However, I added you to our mailing list, so you will be informed of all
forthcoming events.
We greatly welcome feedback from visitors, and wondered if you wish to
contribute to our monthly newsletter. You might be interested to know
that there are special concessions for ‘Friends of the Tate’ who assist us in
this way.
Which text:
1 provides information about opening times?
B
2 invites the public’s opinions?
D
3 refers to more than one gallery?
B
4 describes the subject matter of the works?
A
5 indicates where you can see the exhibition?
C
Which text answers the following questions:
6 What is the best way to ensure entry to the exhibitions?
B
7 What’s the best way to learn about future exhibitions?
D
8 Which materials were used in the paintings?
A
9 How long does it take to see the exhibition?
C
10 How can you show your support for the gallery?
D
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Teacher’s Book 4 Communicator
Notes
Introduction to Reading Part 4
The focus of Reading Part 4 is to test the candidate’s ability to find the
information that answers the questions. Candidates read a paragraphed
text of 400 to 450 words on a topic allowed 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. There are ten items in this part of the
test, preceded by an example.
4
The questions begin with ‘Who’, ‘Where’, ‘What’, ‘When’, ‘Why’, ‘Which’
and ‘How’, or with an instruction such as ‘Give…’, ‘Name…’ or ‘State…’
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 or instructive.
Your students need practice in:
– careful reading of longer texts that contain various kinds of
factual information
– locating the specific information in the text
– spotting distraction in the text
– answering concisely: in three words ideally and in no more than five
words to meet test requirements.
Student introduction
In this part of the test you read a text of between 400 and 450 words. The text will
contain a lot of information, which you need to read carefully to find the information
you need. The information will not always be obvious. You have to keep your answers
short: aim for a maximum of three words and in the test itself use no more than five
words, or your answer will not be accepted.
You match information to questions that ask:
– who..?
– where…?
– what…?
– when…?
– why…?
– which…?
– how…?
– how much/how many/how long/how far…?
You also match information to statements that begin with:
– ‘give’ (eg ‘Give an example…’)
– ‘name’ (eg ‘Name three subjects…’)
– ‘state’ (eg ‘State the writer’s preferences…’).
Reading Part 4
Introduction
The types of text you may read in the test are:
– narrative
– discussion
– explanation
– description
– biography
– instruction.
To prepare, you need to be able to:
– read longer texts with various kinds of factual information carefully
– locate specific information in a text
– recognise and avoid information that doesn’t match the questions.
123
Notes
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Notes
4 Reading for key information
Obtaining information
Engage the students’ interest in the topic of reading carefully to locate
information. One way to do this is to write down certain types of text you
have read carefully in the last few months and invite the students, as a
whole-group activity, to guess what these are.
Suggestions may include:
– articles (in newspapers and magazines)
– letters (from friends and family, official letters, letters in newspapers)
– reviews (of films, plays, books, concerts)
– narratives (stories, accounts of events).
1
Work with a partner. What different kinds of text do you think your
partner has read carefully in the last few months? Guess different kinds
of text – your partner can say if you are right.
Put the students’ suggestions on the board and perhaps add others.
Ask the students to make notes about the kinds of texts they have read in
the last few months and to say what kinds of information they have read
to find. It will help candidates in the ESOL test to have an awareness of a
wide range of types of factual information they are looking for. You could
give one or two examples: prices, dates, names of people, etc.
2
Which of these kinds of text have you read in the last few months?
What information have you been looking for?
Kinds of text
I have read
Information
to find
Ask the students to work in pairs to compare notes about the kinds
of text they have read and the information they have read for.
3
Swap partners. Tell your new partner what kinds of text you have read
and what kind of information you have looked for.
Reading Part 4
Reading for key information
125
As a whole-group activity, ask the students to tell you what kinds of
information they have read for. Put on the board these suggestions
(allowing the students to come up with them if possible and supplying
them if they are not suggested):
– dates, times of day, times of year, names of people and things,
places, distances, age of people and things, length of time, reasons,
events, prices
Ask the students to think about the kinds of questions we ask to find
information about these things. Students who have taken the test at
Achiever level will probably remember the range of ‘Wh …?’ questions
they met then. Put on the board some of the examples the students
contribute and add others if necessary, eg, ‘Who lives at number 14?’
(people), ‘When did they meet?’ (time, date).
The questions beginning ‘How much/many …?’ ‘How + adjective …?’ may
be unfamiliar. Ask the students to look at activity 4 and, individually, to
write possible questions beginning with ‘How …’ to match the answers.
There are many possible variations in the topics in the questions and the
students may use a variety of tenses; the only sense in which there is a
correct or incorrect answer is in the use of ‘How + much/many’, ‘How +
adjective’. Monitor and supply ideas if any of the students need them.
4
Look at the information given below. Think of questions beginning with
‘How …’ to match the information. Write possible questions.
‘How far is it to the station
?’ ‘About 2 kilometres.’
‘How long have you lived here
?’ ‘For three months.’
‘How much did you pay for that bag
?’ ‘$10.’
‘How many people live in your town
?’ ‘10,000.’
‘How old is your sister
?’ ‘She’s 35.’
‘How warm is the water
?’ ‘18 degrees Celsius.’
‘How tall is Eric
?’ ‘He’s 180cm tall.’
Ask the students to work in pairs to compare the questions they have
produced. Monitor, and note any problems with the ‘How + …’ questions.
5
Work with a partner. What different questions do you have to match
the answers?
Stress that there are many possible variations. Put on the board some
of the correct suggested questions and add other examples. The more
correct suggestions you show the better; this will help the students
become familiar with these ‘How + …’ questions.
Now ask the students to read the text ‘Faraway Conference Centre’ and
to use the ten prompt words and phrases that follow to make questions
based on information in the text. Point out that the prompts may not
follow the order of the text. Monitor, and make notes of questions.
Notes
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Teacher’s Book 4 Communicator
Notes
6
Read the text ‘Faraway Conference Centre’. Work with a partner to write
ten questions about information in the text. Use the words opposite to
start your questions.
Faraway Conference Centre
Welcome to the Faraway Conference Centre. We are delighted to have
you with us as one of over 1800 weekend guests who enjoy our facilities
every year. We hope that you will find your room comfortable and relaxing;
all fifty of our bedrooms have a bathroom attached. You are welcome
to use the swimming pool and gym at no extra cost. These facilities are
open from 7am to 9pm on Friday and Saturday and from 8am to midday on
Sunday.
All meals are served in the main restaurant, which you can find just
round the corner from the reception desk. Breakfast is served between
7.30am and 9am, and we can arrange lunch and dinner serving times
to meet the needs of your own conference if the group has a minimum
of ten delegates.
We hope that the Faraway Conference Centre will meet all your needs,
but if you do wish to go into the nearby town of Norcliffe, there are local
buses that run hourly between 8am and 10pm. The nearest bus stop is
on the main road only 5 minutes from the conference centre and more
energetic guests may wish to walk the 5 kilometres to the town and take
the bus back. Local taxis can be called from reception, but please allow
a quarter of an hour for a reservation to be made.
Faraway itself is a mixture of the traditional and the modern. The main
building dates back to the eighteenth century, while the meeting rooms
were purpose-built when we started hosting conferences ten years ago.
Reading Part 4
Reading for key information
127
How much does it cost to use the pool
?
How long has the conference centre been open
?
Where is the main restaurant
?
How far is Norcliffe
?
What time does breakfast finish
?
How often do buses go to Norcliffe
?
How old are the meeting rooms
?
How many bedrooms have a bathroom attached
?
Who might want to walk to Norcliffe
?
When does the pool close on Sunday
?
Use the questions the students have produced, and you have noted while
monitoring, to compile a list of ten questions relating to information in
the text. You may also like to include questions of your own to widen
the range of prompts used. (Some possibilities are provided above.) Put
the questions on the board in an order that does not correspond directly
to the order in which the information appears in the text. Ask the
students individually to locate the information in the text. If you give each
question a number 1 to 10, the students can underline or highlight the
information in the text and put next to it the number of the relevant
question.
Ask the students to work in pairs. Ask them to compare notes about the
place in the text where they located the information relating to each
question. Ask them to discuss together what the answer is to each
question and to try to give the answer in no more than three words.
7
Work with a partner. Use the questions another group has prepared.
Where in the text do you find the information to answer the questions?
As a whole-group activity, invite the students to give you their
answers. Ask them to do this in the order the questions correspond to
information in the text, not in the order you put the questions on the
board. This will give useful practice in reading the whole text carefully
and locating information.
Accept any variation to possible answers provided the information
itself is correct and the answer is given in a maximum of three words.
Tell the students that in the test they will need to read carefully to avoid
distracting information (at first sight one set of information may appear
to answer the question but closer reading will show that it doesn’t).
Notes
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Notes
Ask the students individually to read the note from a friend.
8
A friend of yours has asked you to check his answers to a reading practice
text. Read your friend’s note below.
Hi,
Can you do me a favour? I’ve written the answers to this
reading text. I think they’re all okay but I know you always
read more carefully than I do. If you can tell me if I need to
change anything, that would be great.
Cheers.
Terry
Now ask the students individually to read the text and the answers that
follow. Explain that some of the answers are correct, some are not, and
that some answers have correct information but exceed the word limit.
Ask the students to tick the answers that give the correct information
within the word limit and to change those that don’t.
9
Now read the article ‘A Sign of the Times’ and Terry’s answers. Put a
tick (Y) against the answers that give the correct information within the
limit of a maximum of three words. Change any answers that are wrong
or too long.
Reading Part 4
Reading for key information
129
Notes
A Sign of the Times
After living abroad for the best part of thirty years, I returned to the UK last
summer. It wasn’t the first time I’d come back; I’d done so regularly every other
year to visit family and friends and generally to have a break from work. The
difference was that for the first time since I left, I drove a car. I drive a lot as part
of my job and I’d always made it part of the holiday that I use trains and buses
when I’m back.
Everyone told me that when I arrived I’d find it really difficult to drive on the
roads in the UK. The hardest thing would be changing to driving on the left after
almost thirty years, and I haven’t got the faintest idea how many thousands of
miles, driving on the right. I believed them; they had all had the experience and
it seemed sensible to take their advance warning.
To my surprise, I had no difficulty whatsoever driving on the left again.
Before going abroad I had worked as a travelling salesman, as I still do, and I
suppose I had become so accustomed to the traffic being on the left that the
memory was fixed. The volume of traffic was no problem at all. There are more
and more cars these days but that’s just a fact of life – you can’t get away from it
– and I’m a fairly patient driver even if I don’t particularly enjoy rush hour in a
city. No, what I found really distracting were the road signs. Perhaps they had
always been there and I’d simply never noticed, but when I got onto the road
again I wasn’t merely surprised, I found it astonishing that there was so much
information to cope with.
I had no trouble following the familiar warning signs or signs giving
directions. Everything was in miles instead of kilometres, and I thought that
would confuse me for the first two or three days, but in fact I made the change
easily in the first twenty-four hours back in the country.
The signs that really distracted me were the brown ones, which I didn’t
remember being there before in such great numbers. The other signs give
information that is essential to all road users but the brown ones relate to
places of interest and leisure. They reflect the increase in free time so many
people seem to have; literally a sign of the times.
Bob Mills
130
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
a How long has Bob lived abroad?
For over thirty years. X Information and over three-word limit: almost 30 years
b How long was there between Bob’s visits to the UK?
Two years. Y
c Why did Bob return to the UK regularly?
To visit people. Y
d When was Bob warned about the difficulty of driving in the UK?
When he arrived. X Information: before he arrived
e How many thousands of miles has Bob driven on the right?
He hasn’t got the faintest idea. X Correct information but over three-word limit:
he doesn’t know
f What is Bob’s job?
He’s a driver. X Information: travelling salesman
g How does Bob feel about driving in the rush hour?
He really dislikes it. X Correct information but over three-word limit: he dislikes it
h How did Bob react to seeing so many road signs?
He was astonished. Y
i How long did it take Bob to become accustomed to using miles instead of kilometres?
Two or three days. X Information and over three-word limit: a day/only a day/
under a day
j Bob says the information brown signs give is not
Essential. Y
Ask the students to work in pairs to compare notes. Monitor, and remind
them of the maximum three-word limit.
10 Work with a partner. Have you ticked the same answers as correct
and in the maximum limit of three words? Have you changed the
answers in the same ways?
As a whole-group activity, invite the students to tell you what answers
they and their partners decided were correct and which needed changing
either because of the information or word limit (or both).
Reading Part 4
Reading for key information
11 What about the other students in your class? Do you agree about
the answers that need changing?
Check the answers. Accept variations on the answers in the key
provided the information is correct and is given within three words.
Make a study focus of the economy in using words in the answers to
certain questions (eg, c ‘family and friends’ reduced to ‘people’); use
some of the students’ own examples you noted when monitoring.
One of the text types the candidate may read in the test is a description
containing a high density of factual information. Refer to the previous
text and task and stress the importance not only of locating and
extracting correct information but also of avoiding distracting information
that, without more careful reading, can easily appear to provide the
correct answer.
Ask the students, individually, to read the text and answer the questions.
12 Read the text ‘Living Museum’ and answer the questions that follow.
Use no more than three words in each answer.
Living Museum
The Living Museum is the nineteenth and early twentieth century
come to life just 3 kilometres outside a busy modern town. The
museum itself is a small, industrial town. The people who speak
to the visitors wear the clothes of a hundred years ago and go
about their daily business working in the way people did then.
They are, of course, employees of the museum.
131
Notes
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Teacher’s Book 4 Communicator
Notes
The houses, factories, shops and the school are real buildings
from the period, taken from their original places and built again
twenty-five years ago in the place that five years later opened as
a museum with a difference. Visitors can see what it was like to
work in a factory or coal mine or to attend school; in spite of the
strict discipline, the last of these is the most popular attraction at
the museum.
There were eight shops when the museum first opened and
there are now twice that number, showing the goods people
could buy in the past. Most of the shops are there just as exhibits
in the museum; they don’t actually sell the goods in them. The
exceptions are the sweet shop and the ever popular fish-andchip shop. The great-granddaughter of the teacher who once ran
the school that you can now see in the town, Meg Barlow, runs
the former.
You can make the one-kilometre journey across the town by tram
with the fare advertised on the front as one penny. In today’s
world, it would probably cost one pound. Here, though, visitors
pay neither rate as the tram is just one of the working exhibits
included in the entry fee.
Visitors often ask how many people live at the Living Museum
when they see the dozens of people acting out the lives of
shopkeepers and factory workers and sitting in their cottages and
houses. You may see as many as fifty people going about the
town, but there aren’t any actual residents in the Living Museum;
everyone goes home to real life at the end of each day.
There are usually fixed opening and closing hours at museums,
but a 9 to 5 timetable does not operate here. The Living Museum
opening times vary according to the time of the year. This world
exists in a time before electricity and it is the hours of daylight
that determine the times when people can visit the museum.
Reading Part 4
Reading for key information
133
a Who wears clothes of a hundred years ago? (museum) employees
b How long has the museum been open? (for) 20 years
c What is the most popular attraction at the museum? the school
d How many shops are there at the museum? 16
e In how many of the shops can you buy things? 2
f Where can you meet Meg Barlow? the sweet shop
g How far is it from one side of the town to the other? 1 kilometre
h How much do passengers pay on the tram? nothing
i How many people live at the Living Museum? none
j What time does the museum close? it varies/different times
As a whole-group activity, check the answers and focus on any answers
that the students may have found potentially distracting (eg, in paragraph
one, the reader needs to avoid lifting ‘the visitors wear the clothes of over
a hundred years ago’).
One of the text types the candidates read in the test is a discussion.
There may be contradictory opinions presented, and it is important
for candidates to realise that in the test they will need to read carefully
to locate and extract information – it will not be possible simply to lift
answers by recognising single words or phrases which appear in the text.
Engage the students’ interest in reading carefully to identify the writer’s
opinion by putting your own version of the illustration below on the board
and inviting them to ‘translate’ into words (‘reading between the lines’).
Remind them that there are times when the information they need is not
always obvious, but may be implied or expressed in words different from
those in the question.
Reading
Ask the students individually to read the text and answer the questions.
Tell them they will need to read carefully to extract the information that
matches the questions and remind them again of the maximum threeword limit for answers.
13 Read the text on the following page. A teacher, Sally, gives information
and opinions about examinations. Read the text carefully to find the
information and opinions she gives. Answer the questions in no more
than three words each.
Notes
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Teacher’s Book 4 Communicator
Notes
Do examinations have a positive effect
on learning?
Some questions are easy to answer. ‘Do examinations have a
positive effect on learning?’ is not one of them. I have seen the
question from different sides. As a student, I would answer
‘yes’ and ‘no’. In the subjects I was good at, examinations
encouraged me and in the others they had the opposite effect.
Maths definitely belonged to the second category. At school,
I was always successful in history and my favourite subject,
English. Only geography brought better results, which was
strange because there was nothing I actually enjoyed less.
There are many arguments in favour of examinations. The
most important one is that they motivate students to learn,
they give them a target. That was what my teachers – if not my
classmates – said and perhaps in many cases it is true. Personally,
though, I would say that there is an even stronger argument
for examinations and that is the aspect of fairness. Everyone
has the same chance to show what he or she has learnt.
There are, of course, arguments against examinations. There
is the element of luck. If the right questions come up, you pass,
and if they don’t, you fail. This may be true in some cases, but
in my experience as a teacher, a job I have had since leaving
university, students tend to get the results they should. This is what
I have noticed during my five years at my present school and at the
two schools where I worked before, even if colleagues have not
always shared my opinion.
Thinking back to when I was at university I recall that we
had no examinations until the final year. This meant that on my
course we spent three years without the influence – positive or
negative – of examinations. Some of my fellow students worked
just as hard throughout the entire course, but I must admit that
I did as much work in that last year as in the previous three.
It is ten years since I left university but I still remember a lot
of what I learnt when preparing for my final examinations.
My conclusion is that examinations do have a positive effect on
learning, but I repeat that the original question is a difficult one
to answer. The reason is that people are not all the same. Some
of us learn better if we have examinations to work for and others
possibly do not.
Reading Part 4
Reading for key information
a In which subject did Sally find examinations discouraging? Maths
b Which school subject did Sally like best? English
c What was Sally’s least favourite subject at school? Geography
d Who didn’t think that examinations motivated students?
Sally’s classmates/fellow students
e Sally thinks the most important argument in favour of examinations is that they are
fair
f How many schools has Sally taught at? three
g Who has disagreed with Sally about the part luck plays in examinations?
(her) colleagues
h How many years did Sally spend at university? four
i How long has Sally been a teacher? 10 years
j Why does Sally think it is difficult to answer the question in the title?
people are different
Ask the students to work in pairs to compare answers. Monitor, and note
any questions that caused confusion or produced different answers.
14 Work with a partner. Do you agree about the answers to all the questions?
As a whole-group activity, check the answers (accepting correct variations
given in up to three words). Make a study focus of some of the features
of the text that may have caused some doubt (eg, the use of negatives;
occasions when the writer first quotes a general opinion she later says
she does not share).
Test practice
Tips from the examiners
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 not write more than five words for each answer and you should aim for about
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?’
135
Notes
136
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Read the text and answer the questions. Write a maximum of five words
for each answer. The first one has been done for you.
BRANOC VALLEY BUS COMPANY
The Branoc Valley Bus Company, or BVBC as it is known to its
employees, has been a local success story. Since it started operating
twelve years ago, the company has made consistent efforts to improve
its service. There were four scheduled services per day from Seaville
to Fording and back in previous years. This summer the BVBC
successfully experimented with double that number and will do so
again next year.
The BVBC summer service will end on the last Saturday in September.
After that, there will be a reduced winter service. There will be three
services daily except on Sunday, when buses will not run. For the first
time since the company started running services, there will be a
service on public holidays this winter season.
The company is particularly proud of its record on fares and aims to
increase them no more than once every other year. The 5 per cent rise
this year will be held in line with that policy. This is one factor in the
company’s success. There are others, too. The BVBC boasts an
excellent record on reliability. Not a single cancelled service throughout
the summer is something to be proud of. So, too, is the extraordinary
punctuality of a service, which, on a return journey of 20 miles along
country lanes, was never more than 10 minutes late.
Complaints from passengers are very rare. The BVBC has received
only three written complaints this summer and all of them were from
the same person, who objected to being told to wear a seat belt.
‘People think it’s the drivers who insist on passengers wearing seat
belts,’ explained a company spokesman, ‘but that’s the decision of the
local council.’
Reading Part 4
Reading for key information
137
Notes
The drivers themselves are another part of the BVBC’s success.
Incredibly, all but one of the five regular drivers, Pat, who joined this
summer after finishing university, have been with the company since it
started. This gives the public a feeling of continuity. Sadly, the oldest of
the drivers is due to retire at the end of summer. Jim Grey, another of
the BVBC’s original drivers, says ‘We’ll all miss Fred, but we wish him
all the best in his retirement.’
Plans to introduce larger buses have been revised. ‘Not that there isn’t
demand,’ the spokesman said, ‘we could probably find more
passengers. The problem is that the roads just aren’t wide enough.’
Example
Who calls the bus company the BVBC? (its) employees.
1 Give the number of daily services the company will run next summer between
Seaville and Fording. eight
2 When does the BVBC start to run its winter services? end of September
3 When will bus fares next increase? in two years
4 How many bus services were cancelled this summer? none
5 How far is it from Seaville to Fording? 10 miles
6 How many people have written to complain to the BVBC this summer? one
7 Who demands that passengers wear seat belts? the (local) council
8 What did Pat do before joining the company? (university) student
9 Why is the company not going to introduce larger buses?
Because of the (narrow) roads
138
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Teacher’s Book 4 Communicator
Writing
139
This book
1
Writing a formal response
101
141
2
Writing on a topic
116
159
Writing
Student book
©2009 The City and Guilds of London Institute. All rights reserved. No part of this publication may be produced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system,
without permission in writing from the publisher.
140
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Writing
Writing Part 1
Introduction
141
Introduction to Writing Part 1
The focus of Writing Part 1 is to test the candidate’s ability to respond
formally to a text. Candidates are presented with one or more short texts,
which may be written, graphic or visual. The text(s) may be an email,
letter, schedule, diary, poster, notice, table, etc.
In response to the input text(s), candidates may be asked to write a letter,
report, argument or article. The candidate’s writing has a utilitarian
purpose, eg, entering a competition, arguing for or against building a new
sports centre in the local area, etc.
The intended audience of the candidates’ writing is public and distant
from the candidate. Candidates are asked to write between 100 to 150
words addressing all the points raised in the input text.
Your students need practice in:
– reading short texts which ask questions, make requests for suggestions,
advice and points of view
– responding appropriately to these questions and requests for opinions,
suggestions etc.
– using formal language
– organising their ideas using a variety of cohesive devices into a wellstructured and coherent piece of writing.
Student introduction
In this part of the test, you write a formal response to a text.
You are given one or more short texts. The texts may be written – email, letter,
schedule, diary, poster, notice, table, etc – and may contain pictures or charts.
Your response to the text may be a letter, report or article. You are told the reason
why you are writing.
You write between 100 and 150 words and have to cover all the points raised in
the text you are responding to. You may have to put forward an argument.
To prepare, you need to be able to:
– read short texts that ask questions, ask for your suggestions, advice or views
– respond appropriately to these questions and requests
– use formal language
– organise your ideas into a well-structured piece of writing.
1
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Notes
1 Writing a formal response
Applying for a summer job
Depending on the age of your students, ask them what summer jobs/
part-time jobs they have done/are doing/would like to do. Do they think
it’s a good idea to work abroad? Why/why not?Ask them to work in
pairs or groups to match the drawings with the adverts for jobs. Then
tell them to discuss what the good and bad points (pros and cons) of the
jobs might be. Walk around and monitor, supplying vocabulary if needed.
Have a brief feedback session with the whole class. Which would be
the most popular job (assuming pay and conditions were all equal)?
The points which may arise could be:
Job
Pros
Cons
Beach
lifeguard
Children’s
camp worker
Fruit picker
Waiter/
waitress
Tour guide
Outdoors/meeting people
Bad weather/dangerous
Working outdoors/
having fun
Fresh air/in the
countryside/working
with a team/free fruit!
Meeting people/
tips
Meet lots of people/
practise English
Difficult children/tiring
Hard work/the weather/
boring
Tiring/difficult customers
Need to know lots of facts
1
A lot of students have summer jobs to earn money and get some work
experience. Have you ever had a summer job? How many different
summer jobs have your classmates had?
2
Look at the pictures of four different summer jobs and match them with
the job advertisements below. In pairs or groups talk about what might
be good (pros) and bad (cons) about the jobs. Tick (Y) the one you would
prefer to do.
A
C
A
D
B
Summer Jobs
Fun ‘n’ Sun Children’s Camp
We need people who:
– can teach a sport
– can help with the cooking
– are good with children
Please apply, giving your details, to:
Ms Jackie Bingham, Camp Manager
Writing Part 1
Writing a formal response
B
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Notes
Corleone’s Italian Restaurant
Waiter/waitress needed from July–Sept.
Experience preferred, but not essential.
Must be quick, friendly and speak good English.
Apply in writing, giving the name and address of one referee, to:
Mr Gino Zeffirelli, Manager
C
Beach Lifeguards Wanted!
Do you have a Lifeguard Certificate?
Would you like to spend the summer on a beautiful beach?
If your answers are yes, then we’d like to hear from you.
We need responsible, friendly people to help keep our
beaches safe for swimmers and surfers.
Write, explaining why you would be good at the job, to:
Mrs Felicity Morris
Personnel Co-ordinator
Westcliff Beaches
D
Fruit Pickers Needed
Damson Farm is recruiting workers for this summer.
We grow strawberries, raspberries, plums and apples, and
the season lasts from June–Oct. You must be physically fit,
hard-working and enjoy being part of a team.
Good rates of pay and workers are provided with food
and board.
If you are interested, write to:
Mr Jim Farthing
Director of Seasonal Work
Now tell the students that they are going to apply for job A. This is
a whole-group writing task, aimed at producing a model letter of
application. Tell them to close their books and build up the letter with
you on the board.
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Ask how you:
– open and close a letter to someone whose name you know. (Dear
Ms/Miss/Mrs/Mr Bingham – don’t give their first name or the initial.
Use ‘Yours sincerely’ at the end and sign off by giving your whole
name.)
– open and close a letter to a man or woman whose name you don’t
know. (Dear Sir/Dear Madam and Yours faithfully – sign off by
giving your whole name.)
Explain why you are writing first. Elicit:
‘I am writing with reference to your advertisement for summer jobs at
the Children’s Summer Camp.’
Ask what four details an employer might need to know first. Change
the details to fit in with your class (age, nationality, occupation, reason
for writing).
‘I am a twenty-year-old Czech student, looking for work during the
summer holidays.’
Ask what you would need to inform the employer about next
(experience/why would you be good for the job?)
‘I have not worked with children before, but I get on with them very
well and spend a lot of time with my younger nephews and nieces.’
And next – skills, interests, etc:
‘The sports I am keen on are tennis and basketball and I would enjoy
teaching these to children. Cooking is also another hobby of mine and
I have experience of preparing meals for a lot of people.’
And about your character?
‘I’m sociable, responsible and enjoy working as part of a team.’
What questions would you want to ask the employer? (pay,
accommodation, location of the camp). Some practice on writing
indirect questions follows after this exercise.
‘I should like to ask you where exactly the camp is situated, what the
rates of pay are and whether accommodation is provided or not.’
A polite, formal closing formula is:
‘Please contact me if you need any further details and I look forward to
hearing from you in due course.’
Writing Part 1
Writing a formal response
3
Read the application letter for the job in Text A. Does Jana cover all
the requirements of the job description in her letter? List the points
she covers.
Dear Ms Bingham,
I am writing with reference to your advertisement for
summer jobs at the Children’s Summer Camp.
I am a twenty-year-old Czech student, looking for work
during the summer holidays between June and September. I
have not worked with children before, but I get on with them
very well and spend a lot of time with my younger nephews
and nieces.
The sports I am keen on are tennis and basketball and I would
enjoy teaching these to children. Cooking is also another hobby
of mine and I have experience of preparing meals for large
groups of people. I’m also sociable, responsible and enjoy working
as part of a team.
I should like to ask you where exactly the camp is situated,
what the rates of pay are and whether accommodation is
provided or not.
I look forward to hearing from you in due course.
Yours sincerely,
Jana
good with children (job requirement)
can teach a sport (job requirement)
can help with cooking (job requirement)
sociable
responsible
enjoys teamwork
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Notes
Now ask the students to read the two job applications for job B. Which do
they think is better and why? What is wrong with Razavi’s letter? Make
sure they look at all the listed points.
4
Read the two letters of application for the job in Text B. Which letter
is better?
A
Dear Gino!
I read about the job so thought I’d write and ask for it. It
sounds great! I’ve got loads of experience and I’m sociable, etc.
Also I
– speak English, Italian and so on
– am very quick.
You can ask Peter Wright about me – he’ll say how good I am.
Oh yes, what’s the pay and the hours?
Okay – see you.
Razavi
B
Dear Mr Zeffirelli,
I am writing to apply for the job of waitress at your
restaurant. I am an eighteen-year-old university student
and am free to work from July to September.
I do not have any experience but I learn quickly. I speak
very good English and am both reliable and sociable.
The name of my referee is Mr Michael Curtis. I attach
his address and telephone number.
I should also like to ask about the working hours and rates
of pay.
I look forward to hearing from you.
Yours sincerely,
Marta Valdarama
Writing Part 1
Writing a formal response
5
Can you find ten things that are wrong with letter A?
1 salutation – too informal
2 contractions (I’d) should be avoided
3 exclamation marks – too informal
4 colloquialisms like ‘loads of’, too informal
5 don’t use bullet points in a letter of application
6 giving the name of a referee should be done formally
7 don’t use phrases like ‘oh yes’, ‘ok’, ‘etc ‘ in formal letters
8 try to avoid direct questions – indirect questions are more polite
9 close your letter suitably (Yours sincerely)
10 give your full name.
Direct and indirect questions
Explain that in English indirect questions are more polite and ‘formal’
than direct ones.
Tell the students to look at the contrast between the following pairs of
identical questions from letters of application. Questions A are direct
and B indirect. Draw their attention to the common grammatical errors.
6
Look at the different ways of asking the same questions. The first
examples (A) are direct. Direct questions are not very polite to use
in a formal letter. The second examples (B) are indirect questions and
are better in formal letters. Take note of the incorrect structures.
A How many hours must I work?
B I would like to know how many hours I have to work.
(not ‘I would like to know how many hours do I have to work.’)
A Where is the restaurant situated?
B I also need to know where the restaurant is situated.
(not ‘I also need to know where is the restaurant situated.’)
A What are the rates of pay?
B Please tell me what the rates of pay are.
(not ‘Please tell me what are the rates of pay.’)
A Also, do you give your workers a uniform or not?
B Please let me know if/whether you give your workers a uniform.
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Now ask them to make indirect questions from the direct questions.
7
Now make indirect questions from these direct questions.
A Where is the accommodation?
B I would like to know where the accommodation is.
A Do you provide your workers with meals?
B Please let me know whether you provide your workers with meals.
A What time does the job begin?
B I would like to know what time the job begins.
A How many free days a week would I have?
B Please tell me how many free days a week I would have.
A Is it easy to get to the farm?
B I would like to know how easy it is to get to the farm
Now ask them to read the letter of application for job C and to fill in the
gaps with one word per gap. When you check it through with them,
look out for the following common mistakes: Mrs Felicity Morris; job
for lifeguard; twenty-four years old; enjoyed it too much; and I love to
work; accommodation you provided; to hear from you.
8
Now read the letter of application for the job in Text C in activity 2.
Put one word in each gap.
Dear Mrs Morris,
I am writing to apply for the job of lifeguard on Westcliff Beach. I am a twentyfour-year-old student and I got my Lifeguard Certificate two years ago. Last
summer I worked as a lifeguard in my own country and enjoyed it very much.
I am a responsible and sociable person and would love to work on an English
beach. I am free from June until the end of September.
I should like to ask what the rates of pay are and what kind of accommodation
is provided.
I look forward to hearing from you.
Yours sincerely,
Pierre Plancherel
Writing Part 1
Writing a formal response
149
Check their answers as a whole group.
9
Compare your answers with a partner’s.
Ask the students to write a letter of application for job D. This could be
set as an item of homework, if time is short. In the test, they are not
required to write any addresses.
In their letter they must:
– say why they want the job
– explain when they are available to work
– describe why they are suitable for the job
– ask about the farm location, pay, if accommodation and food are free.
10 Write a letter of application for the job in Text D in activity 2. In the test,
you do not have to write any addresses. Write about 100 words. In your
letter you must:
–
–
–
–
–
give some details about yourself
say why you want the job
explain when you are available to work
describe why you are suitable for the job
ask about the farm location, pay and whether accommodation and food are free.
Dear
,
Notes
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Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Pet hates – writing to a newspaper
Start by asking your students what they think the ‘pet hates’ of the
following people are. Do they share the people’s irritations or not?
11 Read about the things that different people get annoyed about.
What do you think their ‘pet hates’ are? Write your answers below.
A
‘It’s disgusting. People just seem to spit it out anywhere. And then it gets stuck to the
pavements and looks terrible. I think it should be banned.’ Ruby Shepherd
chewing gum on the street
B
‘At least they should switch them off on trains and buses. Most of the time people are
just talking about nothing anyway.’ Jazmine Yee
mobile phones
C
‘They’re so annoying. When you sit next to someone using one all you can hear is this
loud thumping sound.’ Thomas Marriott
ipods/personal stereos
Now ask your students to read the letter from Brian Langham.
12 Now read the letter to a newspaper in response to A.
Dear Sir,
I’m writing in reply to Ruby Shepherd’s letter complaining
about all the chewing gum on our streets.
I agree that it is disgusting, but I think I may have a
solution. Why don’t we put up ‘gum targets’ around the city,
where people could stick their gum?
The ‘targets’ could be faces of famous people or of things we
dislike. We could even have a question board like ‘Is there too
much football on TV?’ and you can either stick your gum on
‘yes’ or ‘no’.
I think people would use the targets and the gum could then
be easily disposed of. What do your other readers think?
Brian Langham
Writing Part 1
Writing a formal response
Get your students to discuss the questions in their pairs or groups.
13 Discuss these questions with a partner and then write a sentence
or two for each that expresses your own opinion.
Should chewing gum in public places be banned?
What do you think about the ‘gum targets’ idea?
Should dropping gum be a legal offence? Why/why not?
Have a brief feedback session. What is the general feeling about gum?
Now get the students to work by writing in pairs. Ask Student A to write
a letter expressing dislike of people using mobile phones in public places.
Ask Student B to write a letter complaining about people who throw litter
on the streets. Move around the class monitoring the writing practice,
correcting errors and supplying language when asked.
14 Now you are going to write some letters to a newspaper.
Student A: Write a letter expressing your dislike of people who use mobile
phones in public places, such as trains, buses, libraries and restaurants.
Student B: Write a letter complaining about people who throw litter on
the streets.
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Notes
Dear
,
Now get Students A and B to give each other their letters to read. You
can ask two or three of the partners to read the letters aloud to the
class (about both topics). Then get them to write letters of reply, giving
practical solutions to the problems raised.
15 Give each other your letters to read. What do you think about the ‘pet
hates’? Can you think of any answers?
16 Write a letter of reply, giving practical solutions to the problems raised.
Dear
I’m writing in reply
,
Writing Part 1
Writing a formal response
153
Again, get them to swap in order to read the replies to their original
letters. Listen to some of them as a whole class and talk about which
solutions are the best. Make sure you mark all the letters and note any
problems that arise.
17 Swap, and read the replies to your original letter. Do you think the
solutions are good?
Get the students to write a letter to a newspaper about their own ‘pet
hate’. Ask for between 100 and 150 words. (This could be set as a
homework exercise if time is short.)
18 Write a letter to a newspaper about your own ‘pet hate’. Write between
100 and 150 words.
Dear
,
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Writing reports
Tell your students to read the notice.
19 Read the memo.
Memo
To: Improvement Committee
From: Peter Smith, Director
You will be pleased to know that we have now been given a large sum of
money to make improvements to both the exterior and interior of our
college buildings.
I would be grateful if the Improvement Committee could write a report
giving ideas and suggestions about how we should spend the money to
the benefit of the students and staff.
Please include:
– a list of building problems (exterior and interior)
– your recommendations for improvements.
Get your students to think about the place where they work or study. The
students can work in pairs or small groups. Get them to ask each other
what they think about the things that are listed.
20 Think about the place where you work or study. In pairs or small groups,
discuss what you think about the following aspects:
The outside of the building:
– Is it attractive/in a good state of repair?
– Are there any gardens? What are they like?
– Are there any parking facilities? What are they like?
The inside of the building
– Does the design help you to work/study well?
– Are the materials and colours used attractive?
– Is the furniture comfortable?
– Are the rest areas relaxing?
– How good is the food and refreshment provision?
Writing Part 1
Writing a formal response
I recommend that…
Students now work individually. Ask them to write down one thing that
would improve each one of these aspects (eight altogether). Brainstorm
for ideas on the first bullet point (it needs repainting, the windows need
replacing, the doors should be automatic, there should be better access
for disabled people, etc). Choose some of the suggestions and write a)
the heading, b) the problems and c) the recommendations on the board.
21 Now tell a partner what things about the exterior of the building you
would like to change and how you would change them.
Here is an example.
Exterior
Problems
The outside of the building is in poor condition with peeling paint and broken windows.
It is also difficult for some disabled students to get up the steps and to enter through
the main doors.
Recommendations
The exterior of the building should be repainted and the broken windows should be
mended. There ought to be a ramp for disabled students. It would be better if the main
entrance doors were automatic.
Ask the students to write what they consider to be the problems and
recommendations for their own place of work or study. They can do this
as a collaborative task in pairs. Alternatively this can be done individually
for homework or as a timed exercise in class.
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Notes
22 Now complete the report setting out the problems and giving your
recommendations for each of the headings.
My Place of Work/Study – Report
Exterior
Condition of building
Problems:
Recommendations:
Gardens
Problems:
Recommendations:
Parking facilities
Problems:
Recommendations:
Interior
Suitability for work/study
Problems:
Recommendations:
Writing Part 1
Writing a formal response
157
Notes
Materials and colours
Problems:
Recommendations:
Furniture
Problems:
Recommendations:
Rest areas
Problems:
Recommendations:
Food and refreshments
Problems:
Recommendations:
As a whole class, get each (pair of) student(s) to read what they have
written. Invite comment on the language and the ideas from the rest
of the group. Make sure you mark all the work and make a note of any
problem areas (eg, language of suggestion and recommendation).
23 Listen to the ideas and suggestions made by the other students in
your group.
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Test practice
Tips from the examiners
Read the instructions carefully. Do you have to write a letter, an argument,
an article or a report?
Read the ‘input text(s)’ in the box(es). Highlight the points that you have to write about.
Ask yourself:
– Who am I writing to?
– What must I write?
– How can I write it?
You may like to jot down a plan or some words and phrases that will act as a ‘skeleton’
for the finished piece of writing. Remember that your language must be formal.
Check the number of words is between 100 and 150.
Write a letter of reply to this advertisement from your local newspaper.
Write between 100 and 150 words.
Extra Room in Local Museum
The planning committee has decided to build an extra room in
our local museum. We are looking for ideas about what to put
into the new room. We want it to be a new and exciting place
for children and interesting for adults, too. Please write with
your ideas and suggestions to:
David Cafferey
Museum Director
Writing Part 2
Introduction
159
Introduction to Writing Part 2
The focus of Writing Part 2 is to test the candidate’s ability to produce
a continuous text of between 150 and 200 words on a given topic in an
informal style and for a specified reader.
Candidates are required to write one of the following:
– a personal letter
– a personal narrative
– a story
– a descriptive composition.
Your students need practice in:
– reading the instructions carefully so they know exactly what they must
write about
– planning and organising their writing
– using paragraphs
– developing and expanding ideas, narratives, descriptions
– using a style and language that are appropriate for what they are writing
– building their range of vocabulary and structures
– using linking language correctly and effectively
– checking their writing for errors.
Student introduction
In this part of the test, you write a text of between 150 and 200 words on a topic
you are given.
You write one of the following:
– a personal letter
– a personal narrative
– a story
– a descriptive composition.
To prepare, you need to:
– plan and organise your writing
– be able to use linking language correctly and effectively
– be able to use paragraphs
– develop and expand ideas, narratives, descriptions
– understand what style and language are appropriate for what you are writing
– find ways to build up your range of vocabulary and structures
– check your writing for errors.
2
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2 Writing on a topic
Writing a personal letter
Engage the students’ interest in the topic of personal letters. One
easy way to do this is to take in and pretend to read what is obviously
a letter from family/friends, using facial expressions to show amusement,
concern, etc.
Ask the students to read the letter from Ming to a friend, Pavel. Ask them
to look closely at the information in the letter and to think about what
Ming is communicating (eg, congratulations, advice). Ask the students
individually to write a letter which they think could be similar to Pavel’s
original letter. There will obviously be some differences between the
original and what they write (eg, in what success Pavel has had) but the
same type of information should be there.
Emphasise that the students are not expected to write exactly what Pavel
wrote – the point of this part of the test is to give candidates the chance
to produce freer writing in response to a prompt.
1
Look at the letter below.
Dear Pavel,
Well done! I’m really, really pleased for you! I know it was
hard work but now you can relax. I’m afraid I can’t be there
to celebrate with you on the 15th – please say ‘hello’ to
everyone from me.
I was sorry to hear about Suzie, but I’m sure she’ll get over it.
All the best,
Ming
PS You really should get another car – I’ve told you before.
Writing Part 2
Writing on a topic
2
What do you think was in Pavel’s original letter? Write a letter that you
think matches Ming’s reply.
Dear Ming,
Hi. I’ve got some good news and some bad news
Yours,
Pavel
Ask the students to work in pairs. Ask them to read their partner’s letter
and compare the information with their own. Monitor, and ask what types
of information they have given (eg, Suzie has evidently had some kind of
disappointment or problem).
3
Work with a partner. Read each other’s letters and see what different
information you included.
Now ask the students to find out what their classmates have written
about the main ideas in the letter. You may like to put on the board what
these main ideas are: Pavel’s success; event on 15th; Suzie’s problem;
Pavel’s car. You can organise this as an activity in which the students put
their letters on the wall and move around the room reading what their
classmates have written for each of these.
4
What about the other students in your class? What did they write?
Now put Pavel’s original letter on the overhead projector or board. Invite
the students to compare the information and the functional language
used with what they and their classmates produced. Is Pavel’s
introduction, for instance, phrased in the same words and phrases they
used – put on the board some of the students’ examples you think
appropriate to the context of a personal letter.
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Notes
5
Look at a copy of Pavel’s original letter. In what ways were his main ideas,
and the way he expressed them, similar to yours and your classmates’?
Dear Ming,
Hi. I’ve got some good news and some bad news. I’ve passed my
final exams at college. Isn’t that great? I’m having a
graduation party on the 15th. All our friends will be there –
hope you can come.
Suzie’s feeling a little depressed at the moment. She and her
boyfriend have split up.
Right. I’m going to town (by bus – my car has broken
down again).
See you,
Pavel
Make a study focus of ways in which a writer can introduce a theme.
Draw the students’ attention to typical features of personal letters: use
of contractions and the more idiomatic ‘I’ve got’ rather than ‘I have.’
‘Guess what’s happened…’
‘I’ve got some great news…’
‘There’s something I must tell you…’
‘You won’t believe this…’
In the test, it is important for candidates to check their writing for
accuracy. It is sometimes difficult for students to recognise their own
errors and it can help if they engage in a peer-correction activity. Ask
the students to retrieve their letters and exchange these with a partner.
Ask them to read each other’s letters and see if they can find any mistakes
to draw to the attention of their partner. Monitor, and be ready to judge
whether or not certain language is inaccurate.
Now ask the students to think about different reasons for writing personal
letters. Invite them to contribute ideas and put these on the board.
There is no exhaustive limit to these reasons, but the ones listed in
activity 6 are typical of those the candidates may expect to meet in the
test. Ask the students individually to look at the list of functions and to
put the correct letter into the appropriate box.
Writing Part 2
Writing on a topic
6
163
We write personal letters for many different reasons and we use a variety
of language functions to express our ideas. Look at the expressions
below. Put the letter of the correct function into each box.
Functions
A Giving advice
B Apologising
C Inviting
D Asking for advice
E Sympathising
Expressions
‘If I were you…’
A
‘Why don’t you drop in?’
C
‘What would you do?’
D
‘I’m so sorry to hear…’
E
‘You could always…’
A
‘I really didn’t mean to…’
B
‘What a shame about…’
E
‘Whatever you do, don’t…’
A
‘If you’re free next weekend…’
C
‘I feel really bad about…’
B
‘I don’t suppose you could help me?’
D
‘We really must…’
C
‘I know just how you feel…’
E
‘If you want my opinion…’
A
Ask the students to work in pairs to compare notes. Monitor, and note
any of the expressions that may appear ambiguous (eg, ‘I’m so sorry to
hear’ expresses sympathy, not apology, as might be assumed from the
use of the word ‘sorry’).
7
Work with a partner. Do you agree about which functions the expressions
could be used for?
As a whole-group activity, check the answers.
Notes
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Ask the students to think about occasions when they have needed
to use expressions like those in activity 6.
8
In one or two sentences, write about situations in which you have
needed to do the things below. One example is given.
Idea to express Situation
Congratulating
My cousin passed his driving test last month.
Giving advice
My teenage daughter is deciding what university she wants to go to.
Apologising
I forgot my mother’s birthday.
Inviting
I am throwing a surprise party for my aunt’s 60th birthday.
Asking for advice I have a new computer and I don’t know how it all works.
Sympathising
My young niece had her heart set on a pony for Christmas.
Ask the students to work in pairs. Ask them to talk together about the
situations they have described in their notes and to write a short part
of a letter using the functional language in activity 6.
9
Work with a partner. Compare your situations. Discuss how you can
use some of the expressions in activity 6 in these situations.
Write two or three sentences for each situation that you could include
in a personal letter.
Sentences to fit the situation
Giving advice
If I were you, I’d choose somewhere which has the best reputation for the subject.
Whatever you do, don’t make a hasty decision.
Apologising
I really didnt mean to forget, but I’ve had a lot on my mind.
I feel really bad about my forgetfulness – how can I make it up to you?
Writing Part 2
Writing on a topic
Inviting
If you’re free next weekend, there is a small party for Aunt Jean.
I’m sure Aunt Jean would love to see you, so why don’t you drop in?
Asking for advice
I know you are really good with computers. I wonder if you could help me?
The computer arrived and I plugged it all in, but it didnt come on. What would you do?
Sympathising
I’m so sorry to hear that you didn’t get a pony for Christmas. If you like, I will take you
riding next week.
I hear that Santa Claus wasn’t able to get a pony down the chimney. What a shame
about that.
Now ask the students to think about the replies they may get to their
apologies, advice, etc.
10 Now discuss what replies you may get to the sentences you have written.
Make notes of these below.
Possible replies to sentences
Giving advice
Thank you for your advice. I’ve made a decision now.
Apologising
Don’t worry about it. I understand that you’ve got a lot on your mind.
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Inviting
I’d love to see Aunt Jean, so I’ll do what I can to come over.
Asking for advice
If the computer is still under its warranty, you might be able to call the manufacturer’s
support line.
Sympathising
I was sad about not getting a pony, but I still go riding at the stables in the park.
As a whole-class activity, ask the students to compare sentences and
replies. To extend the exercise, ask the students to write their original
sentences on separate pieces of paper and exchange these with other
students in the class. Ask them, in pairs, to write possible replies to what
their classmates have written. Monitor, and note useful examples of
informal language produced by the students. Put some of these on the
board. As the focus of this part of the test is on the candidate’s own free
writing, it will be encouraging to use the contributions of the class to
extend a range of functional language. Stress that there are different ways
of communicating the same message but that there are consistent
features of personal letters (the use of contracted forms and colloquial
language being typical). Point out that appropriate style makes a positive
impression on a reader.
11 Now compare your sentences and your replies with those of the other
students in your class. Were their suggestions the same as yours and
your partner’s?
Writing Part 2
Writing on a topic
Narrating events
Ask the students to read the letter from Ronnie to the organisers of a
music festival. Ask them to work in pairs to discuss what it is in the letter
that makes it obviously formal. Monitor, and note which points the
students themselves pick up on.
12 Read the letter Ronnie wrote to the organisers of a music festival.
The style of the letter is formal because it is an official letter. Work
with a partner; discuss what makes Ronnie’s letter formal.
Dear Sirs,
I feel that I must write to express my disappointment with
the festival ‘Legends of Rock’ that I attended recently.
The publicity made the festival sound as if it would be a
great international event but the reality was somewhat
different. There were only a few performers from overseas and
they, if I may say so, were of very poor quality.
My fellow audience members and I had to queue for fully two
hours before we were permitted to enter the festival site. When
finally we were admitted, we discovered that no seats were
available near to the stage.
Nor was the catering up to an acceptable standard.
I shall not be attending a similar event in the future and
would like to request a refund of the entry fee I paid.
Yours faithfully,
Ronnie Kay
As a whole-group activity, ask the students to contribute examples in the
letter of language appropriate to a formal context: vocabulary, eg, use of
‘attended’ rather than ‘went to’; structure, eg, ‘I shall not’ rather than ‘I’m
not going to’.
Now ask the students individually to produce an informal, personal letter
communicating the same information to a friend. Monitor, and encourage
the use of contractions and of more colloquial expressions.
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Notes
13 Write a personal letter that gives the same information and opinions
in a more informal style.
Dear Kit,
I’ve just got to tell you about the music festival I went to a
couple of weeks ago. It was called ‘Legends of Rock’ and it
was terrible.
The adverts made it sound like it was some big international
event but it was nothing like that.There were only one or two
people from abroad and they were awful.
We had to queue for two hours (!) before they let us in. When
they did let us in we found there were no seats anywhere near
the stage.
I’m never going to anything like that again and I’m going to
ask for my money back.
Cheers,
Ronnie
Ask the students to work in pairs to compare notes. Again, stress that
there are alternative and equally appropriate ways of expressing ideas
(‘the food was awful’, ‘I couldn’t stand the food’, etc).
14 Work with a partner. Compare the letters you have written. Are
your letters exactly the same or are there some differences?
Now ask the students to find out how their classmates have written the
letter. One easy way to do this is to ask the students to put the letters on
the notice board/walls and move around reading what is there.
15 What about the other students in your class? In what different ways
did they communicate the same information?
As a whole-group activity, ask the students to tell you what words and
phrases in the letters seemed to them to communicate the message well.
Make a study focus of some of these before showing the sample letter.
16 Now look at the letter Ronnie wrote to Kit (above). In what ways is his
letter similar to the ones you and your classmates wrote?
The focus of this part of the test is free writing and accuracy in usage will
be credited. One of the task types the candidate may meet in the test is a
narrative or report, and control of a variety of tenses used in describing
past events will be a strong advantage.
Writing Part 2
Writing on a topic
Ask the students individually to read the outline account of a factory visit.
Ask them to look at the verbs in brackets and put them into the
appropriate tense.
17 Look at this account of a visit to a place of work. Put the verbs (in
brackets) into the correct form.
Last week we (go) went to a steel factory as part of a study project we (do)
have been doing at college for the last six months. None of the students in
my class (visit) had visited anywhere like this before so we (be) were
interested to see what it was like.
When we (arrive) arrived at the factory at 7am, a guide (wait) was waiting to
show us around. I (ask) asked lots of questions that day, and after the visit I
(write) wrote a long report for the study project. I (not receive) haven’t
received the grade yet, but I hope it will be good.
Ask the students to work in pairs to compare notes and help each other
with any queries. Monitor, and deal with any queries they can’t resolve.
18 Work with a partner. Do you have the same forms of the verbs?
As a whole-group activity, invite the students to tell you what they and
their partner wrote. Put the key on the overhead projector or board and
make a study focus of the way certain tenses are used (eg, simple past
with fixed point in time; past continuous with background action).
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Ask the students to look at the itinerary below. There are notes in
brackets to show what went wrong. Ask them individually to write
an article.
19 Look at the itinerary of a trip a student group made in the summer
holidays. There are some notes showing what changed from the original
plan. Use the itinerary and notes to write an account of the trip as an
article in the college magazine.
Itinerary
06.30
06.45
08.45
09.00
10.00
12.30
14.00
16.00
17.30
17.45
Meet at railway station
Train to Oxford (no seats!)
Arrive Oxford (20 minutes late)
Breakfast
City tour
Picnic lunch (rain – lunch in café)
River trip (cancelled – weather; shopping)
Tour of college
Meet at railway station (two students lost)
Train from Oxford (18.45)
Writing Part 2
Writing on a topic
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Notes
Not quite a perfect day!
If you missed the trip to Oxford, you may not be too sorry
because not everything went to plan. We met at the station
at 6.30 am and caught the 6.45 train. There were no
seats so we had to stand. What’s more, we got to Oxford
20 minutes late.
We had breakfast and then went on the city tour. That
was fine. We couldn’t have the picnic lunch because it was
raining heavily and they cancelled the river trip because
of the weather, too. We had lunch in a café and had time
to do some shopping. The college tour went ahead as planned.
There was a problem at the railway station when we were
leaving because two of the students got lost. We missed the
17.45 train and caught one an hour later.
Ask the students to work in pairs to compare the articles they have
written. Monitor and ask what differences and similarities there are.
Remind the students that alternatives are perfectly possible.
20 Work with a partner. Exchange the accounts you have written.
What’s the same? What’s different?
Put the sample article on the board or overhead projector and, as a
whole-group activity, invite the students to say what is the same as the
articles they produced.
21 Now look at the original account. In what ways was it the same as the
accounts you and your partner wrote? What was different?
Now ask the students to read the review of a short story. Ask them
individually to write a short story that could earn the positive review.
22 Look at this review of the winning entry of a short story competition.
A clear winner. I know exactly how the writer felt –
I laughed and I felt the same anger and frustration.
We can all learn from his experience!
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Notes
23 Write a story of between 100 and 150 words that the review in activity 22
could describe.
It was the most stupid decision I ever made.
Ask the students to work in pairs and to read each other’s story.
Monitor, and encourage the students to look for positive features
in their partner’s work.
24 Work with a partner. Read each other’s stories. Do you think your
partner’s story matches the comments in the review?
As a whole-group activity, ask the students to tell you if they think their
partner’s story should be the winner. Ask them to say why. You could ask
them to read out the story or put it on a notice board so everyone can see
why it is special. You can accept several joint winners. As the students
become more independent in their production of written work it will be
increasingly useful for them to use one another’s writing as a model with
your monitoring and occasional rephrasing.
25 What about the other students in your class? Whose story do you
think would win the competition?
Writing Part 2
Writing on a topic
Describing
Engage the students’ interest in describing places. One simple way to
do this is to take in pictures/postcards of places you find attractive.
Ask the students individually to write a description of a place they would
love to visit. Tell them not to mention the name of the place as their
partners will read the description to see if they can identify where it is.
26 Look at the topic ‘A place I would love to visit’. Write a description of the
place you would love to visit, but don’t include its name. Write between
100 and 150 words.
A place I would love to visit.
Ask the students to work in pairs to exchange their descriptions and see if
they can recognise the places in them.
27 Exchange your description with a partner’s. Read your partner’s
description – do you know where the place is?
Now ask the students to read the descriptions the other students in the
class have written. Again, an effective way of doing this is to ask the
students to put their writing on the noticeboard/walls and read what
everyone has written. Ask what makes some of the descriptions not only
recognisable but also attractive to a potential visitor.
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Notes
28 What about the places the other students in your class have described?
Do you know where they are? Do the descriptions make you want to
visit them?
Move on to the topic of describing people. As with the place description,
ask the students to write about a famous person without naming them.
29 Now think of a famous person. The person may be living or dead,
real or fictional. Describe the person (appearance and personality),
but don’t give his or her name.
A famous person
Ask the students to work in pairs to read each other’s writing and to
identify the people in the descriptions.
30 Exchange your description with a partner’s. Read your partner’s
description. Can you say who the person is?
As before, invite the students to share their descriptions with the other
members of the class. This can be done in various ways: students can read
out what they or their partner has written; the students can pass round
the descriptions and write the name of the person they think it is; the
students can post the descriptions around the room.
31 What about the other students in your class? Do you recognise
the people they have described?
As a whole-group activity, ask what made the people in the descriptions
recognisable. Invite the students to quote any particularly effective use of
the language of description and put examples on the board.
Writing Part 2
Writing on a topic
Test practice
Tips from the examiners
Read the instructions carefully. Ask yourself:
– What form must my writing take? Is it a letter, a story or a descriptive composition?
– What must I write about?
– How many words must I write?
It will help you to make a plan before you start to write. Organise your ideas into
separate paragraphs. Then make some notes about the words and phrases you
might want to use.
Try to use a variety of different phrases and don’t forget to check in your dictionary
for the meanings and spellings of words.
Use a variety of ways to link your ideas or the points in your story. Make sure your
writing reaches a definite conclusion.
Check the number of words is between 150 and 200.
Continue the story below. Write between 150 and 200 words.
The news came as a great surprise.
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Teacher’s Book 4 Communicator
More information
177
179
Frequently asked questions: teachers
192
Frequently asked questions: students
194
Exam advice
196
Sample exam paper
197
Sample exam paper tapescripts
213
Book 2 Communicator Communicator
More
information
Communicator level syllabus
©2009 The City and Guilds of London Institute. All rights reserved. No part of this publication may be produced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system,
without permission in writing from the publisher.
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More
information
More information
Communicator level syllabus
Communicator level syllabus
Listening syllabus
The candidate will be able to:
– understand standard spoken English delivered at normal speed
– follow short conversations both formal and informal in a range of familiar situations
understanding gist, context, purpose, function, attitude, feelings, opinions and
relationships
– follow a conversation and predict the likely outcome
– understand narratives, sequences, instructions, descriptions and explanations
– identify the function of short utterances which may contain idiomatic expressions
(see Grammar and Functions sections)
– follow a discussion to identify gist, detail, purposes and key ideas and distinguish
between fact and opinion
– extract and reproduce key information from announcements, media broadcasts,
presentations and lectures including abstract and concrete topics encountered in
personal, social, academic and vocational life
– follow clearly structured extended speech and more complex argument when
familiar with the topic.
Phonological features
– recognise how intonation, pitch and/or stress can affect meaning
– recognise feelings, moods, attitudes, important points and opinions expressed
through stress, pitch and intonation.
Range
– understand ideas, arguments and descriptions expressed through complex
sentence forms
– understand some lower frequency vocabulary and expressions relating to everyday
life and current events.
Register
– recognise degrees of formality used by speakers in different types of utterances in
everyday and less familiar situations.
Understanding gist
– understand the main ideas in longer but clearly structured announcements,
conversations and discussions on familiar and unfamiliar concrete and
abstract topics.
Understanding detail
– extract the more salient points of detail from longer but clearly structured texts on
familiar and unfamiliar topics and on both concrete and abstract topics.
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Notes
Reading syllabus
The candidate will be able to:
– understand texts in different styles and purposes with a large degree
of independence
– understand the main ideas in complex texts on both familiar and abstract topics
– understand the way meaning is built up in a range of texts
– locate specific information from different parts of a text or different texts
– understand feelings, opinions, warnings and conditions in both formal and
informal text
– understand lengthy texts containing complex instructions or explanations
– understand articles and reports concerned with contemporary issues in which
the writers adopt particular viewpoints
– locate and understand information, ideas and opinions from longer more specialised
sources in familiar contexts.
Range
– understand a broad range of vocabulary but may experience some difficulty with
low frequency idioms
– understand texts which contain a broad range of grammatical structures.
Register
– understand the features of register in texts including those conveying emotion
or dispute.
Text structure
– recognise how purpose is achieved in a range of texts including those containing
images, graphical and tabular data
– understand a broad range of discourse markers including those expressing addition,
cause and effect, contrast, sequence and time.
Writing syllabus
The candidate will be able to:
– write coherently on topics of general interest linking ideas appropriately
and effectively
– write clear connected text describing real or imaginary people or events
– present an argument giving points for and against, supporting and evaluating
different views
– write formal letters, reports or articles to fulfil a range of functions for
practical purposes
– write letters containing descriptions of personally significant events, people or
experiences.
Accuracy
– use words and expressions appropriate to topic and purpose of the writing
– adjust register in familiar contexts to suit purpose and readership.
Range
– use vocabulary adequately to meet straightforward needs
– communicate information and ideas with some adaptation to the intended reader.
More information
Communicator level syllabus
Organisation
– use a range of linking words effectively to show clearly the relationship
between ideas
– paragraph appropriately
– reproduce conventional features of common types of text.
Grammar
Candidates are expected to know the grammar required for Preliminary, Access and
Achiever levels. They may also be exposed to the grammar required for the Expert
level, but will not be tested on it.
Sentence structure
Simple 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
Simple, compound and complex sentences with subordinate clauses
– word order in sentences with more than one subordinate clause
– ‘there had been’
– use of common conjunctions expressing contrast, purpose, consequence,
condition, concession
– non-defining relative clauses
– defining relative clauses with ‘where’, ‘whose’, ‘when’
– defining relative clauses without relative pronouns
– participal clauses describing action with ‘-ing’
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Verb forms
Present reference
– simple present tense of ‘be’/‘have’/‘do’ and common regular verbs
– present continuous of common verbs
– ‘have got’
– simple present with no time focus
– present continuous to express continuity
Present/Past reference
– present perfect with ‘since’/‘for’/‘ever’/‘never’/‘yet’/‘already’/‘just’
– present perfect continuous
Past reference
– past tense of regular and common irregular verbs with time markers
– ‘used to’ for regular actions in the past
– past continuous
– past perfect
Future reference
– noun phrase (NP) + ‘be going to’, present continuous and time markers
– future simple verb forms, NP+ ‘will’
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’
– questions, such as ‘what time’/‘how often’/‘why’/‘how’/‘which’
– contracted forms appropriate to this level
– zero and 1st conditional
– range of verbs + ‘-ing’ forms
– ‘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
– simple passive
– use of 2nd and 3rd conditional
– verbs + (object) + gerund or infinitive such as ‘would like someone to do something’,
‘suggest doing something’
– causative use of ‘have’ and ‘get’
– reported speech with a range of tenses
– wider range of phrasal verbs such as ‘give up’, ‘hold out’
– reported requests and instructions
– question tags using tenses appropriate to this level
– contracted forms appropriate to this level
More information
Communicator level syllabus
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)
– ‘ought to’ (obligation)
– ‘must’/‘can’t’ (deduction)
Nouns
– regular and common irregular plural forms
– very common uncountable nouns
– simple noun phrases
– all cardinal numbers
– wider range of noun phrases with pre- and post-modification
– word order of determiners, eg ‘all my books’
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’
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– 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 righthand corner’
– collocations of verbs/nouns + prepositions such as ‘point at’, ‘have an interest in’
– preposition + -ing form such as ‘after leaving’
Articles, determiners, adjectives,
adverbs, intensifiers
Articles
– definite with superlatives
– definite article with post-modification, such as ‘the present you gave me’
– use of indefinite article in definitions, such as ‘an architect is a person who
designs buildings’
– definite, indefinite and zero article with both countable and uncountable nouns
in a range of uses
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’
Adjectives
– common adjectives in front of a noun
– demonstrative adjectives ‘this’/‘that’/‘these’/‘those’
– order of adjectives
– comparative, superlative, regular and common irregular forms
– use of ‘than’
– adjectives ending ‘-ed’ + ‘-ing’ such as ‘tired’ and ‘tiring’
– comparative structures, such as ‘as … as’/‘… is the same as’/‘not so … as …’/‘looks
like’/‘is like’
– all ordinal numbers
– comparisons with ‘fewer’ and ‘less’
– collocations of adjective + preposition such as ‘responsible for’
Adverbs
– simple adverbs of place, manner and time, such as ‘here’/‘slowly’/‘now’
– simple adverbs and adverbial phrases: sequencing, time and place, frequency,
manner, such as ‘as soon as possible’
– position of adverbs and word order of adverbial phrases
– adverbial phrases of degree, extent, probability
– comparative and superlative of adverbs
Intensifiers
– ‘very’/‘really’
– ‘quite’/‘so’/‘a bit’
– a range of intensifiers such as ‘too’/‘enough’
– wide range such as ‘extremely’/‘much too’
More information
Communicator level syllabus
Punctuation and spelling
Punctuation
– 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
– multiple uses of commas
– use of apostrophes for possession and omission
– use of other punctuation to enhance meaning
Spelling
– the correct spelling of personal details
– the correct spelling of words used in work, studies, leisure and daily life
Discourse
Discourse
– sentence connectives ‘then’/‘next’
– adverbs to indicate sequence ‘first’/‘finally’
– use of substitution ‘I think so’/‘I hope so’
– markers to structure spoken discourse ‘Right’/‘Well’/‘OK/Okay’/‘anyway’/‘by the
way’/‘as I was saying’
– markers to indicate addition ‘also’, sequence ‘in the first place’, contrast ‘on the
other hand’
– use of ellipsis in informal situations ‘got to go’ and in informal speech and writing
‘sounds good’
– use of vague language ‘I think’/‘you know’
– a range of discourse markers expressing addition, cause and effect, contrast
‘however’, sequence and time ‘at a later date’
Topics
1
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Self and family
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
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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
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 affairs
friends
More information
Communicator level syllabus
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
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
– ability at using a foreign language
– understanding, expression
– English 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
187
Notes
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Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
15 Education
– schooling
– subjects
– qualifications
Functions
(See Topics list for contexts)
Giving and finding out factual information
–
–
–
–
–
–
–
–
–
identifying
correcting
narrating
describing
asking questions to obtain confirmation/information/identification/descriptions
responding to requests for confirmation/information/identification
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
More information
Communicator level syllabus
–
–
–
–
–
denying permission
seeking permission
responding to granting of permission
expressing permissibility
enquiring about permissibility
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
189
Notes
190
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
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
More information
Frequently asked questions: teachers
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
191
Notes
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Teacher’s Book 4 Communicator
Notes
Frequently asked questions: teachers
General
Q 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 Communicator level, ten parts.
Q Is there a time limit for each part of the test?
A At Communicator 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 in each of the Listening,
Reading and Writing sections.
Listening
Q The Listening part of the test is now all recorded – why?
A It gives us the chance to test conversations as well as monologues. We can test 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 one
male and one female speaker to help the candidates know who says what.
Q Do the candidates hear everything twice?
A Parts 1, 2 and 3 are played once only. Part 4 is played twice.
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).
More information
Frequently asked questions: students
Reading
Q Is there sometimes more than one correct answer to multiple-choice
questions?
A No. We check this when we vet the exam tasks and when we trial the papers.
Q Is there sometimes more than one way of answering the questions in
Reading Part 4?
A There may occasionally be alternatives – these are included in the examiner’s
answer key.
Q What happens if the candidates exceeds the word limit in giving answers
to Reading Part 4?
A The answer will not be allowed.
Writing
Q How much do the candidates have to write?
A At Communicator level, 100 to150 words in Writing Part 1 and 150 to 200 words in
Writing Part 2.
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.
193
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
Frequently asked questions: students
General
Students preparing for International ESOL naturally have questions about
what they will find in the test. Here are some frequently asked questions,
along with answers. We hope these will be useful to you and your students.
Some of the students who are now preparing for IESOL at Communicator level
may be familiar with the test at B1 Achiever. The basic structure of the test
remains the same but there are some features of the different parts which will
be new. These include:
– not all listening tasks are heard twice
– there are two writing parts
It is worth going through these FAQs in preparation for the test to help your
students know exactly what to expect as candidates.
IESOL candidates often ask about the pass grades and how they achieve
these. Pass and First Class Pass grades are available, and it is important for
candidates to perform to a sufficient standard in each section of the test.
Q Can I use a dictionary in the test?
A Yes, you can use an English–English dictionary, but not an electronic version.
Q How many different parts of the test are there?
A There are ten: Listening 1, 2, 3 and 4; Reading 1, 2, 3 and 4; Writing 1 and 2.
Q Do I have a time limit for each part of the test?
A The Listening 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.
Listening
International ESOL candidates are sometimes concerned that they will
have trouble understanding strong regional accents. Stress that most
of the recordings are made by speakers with mostly neutral, standard
British English accents. 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.
More information
Exam advice
Q Is all of the Listening part of the exam now recorded?
A Yes.
Q Do I hear many different accents?
A No. The accents are mostly standard British English. In conversations, there is one
male and one female speaker to help you know who is speaking.
Q Do I hear everything twice?
A No. Listening Parts 1, 2 and 3 are heard once only.
Q What happens if I spell answers incorrectly?
A If the examiner can understand your answer, that’s not a problem.
Reading
The 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.You must use no more than five words maximum.
Writing
The candidates sometimes worry that they will not be able to write
enough or will write too much. Point out that there are word limits
in Parts 1 and 2 and explain why it is useful for the candidates to
keep to these.
Q How much do I have to write?
A Between 100 and 150 words in Writing Part 1 and between 150 and 200 words in
Writing Part 2.
Q What happens if I don’t write the correct number of words?
A If you write too few words, this is taken into account in the marking. If you write more
than required, you will probably make more mistakes and not give yourself time to
read it through and correct errors, so try and keep to the limit.
195
Notes
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International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
Exam advice
Tips from the examiners
Check how much time you have for the whole paper.
Give yourself enough time to answer all the questions.
Read each question carefully and follow the instructions exactly.
If you become stuck, then move on to the next question. You can always come back
to a question later.
Always use a black or blue pen, not a pencil.
Attempt all the questions, even if you are not completely sure.
You may make corrections, but make sure your writing is easy to read.
At the beginning of the Listening section your supervisor will check that you can
hear the recording clearly. Tell the supervisor if you can’t hear well. You must not speak
during the test itself.
More information
Sample exam paper
Sample exam paper – Communicator level
Listening Part 1
You will hear eight short unfinished conversations. Choose the best
reply to continue the conversation. Put a circle round the letter of the
best reply. First, look at the example. You will hear the conversations
once only.
23
Example
Speaker 1: Are you sure this one will fit into the room?
Speaker 2: It’s no bigger than the one we have now.
Speaker 1: You really should measure it.
a
b
c
d
Why are you so surprised?
You worry too much.
I’ll change it after I finish this one.
I have it right here.
1
a
b
c
d
No, I like that one.
I like the white one.
I’m not very sure.
No, not really.
2
a
b
c
d
It’s my first choice.
I really want to go to Spain.
I suppose so.
I really doubt it.
3
a
b
c
d
I’m not going to go.
I think you should be careful.
That would be fortunate.
That’s a lost cause.
4
a
b
c
d
Pleased to meet you.
You didn’t interview me.
I haven’t met you yet.
I work in Accounts.
5
a
b
c
d
It is rather boring.
Not at all, please do go on.
It depends on the time.
It’s not very helpful.
197
Notes
198
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
6
a
b
c
d
OK, bye for now.
I do need to know the price.
You can ring me back.
That’s not very useful.
7
a
b
c
d
I can look it up for you if you like.
I can’t help that much on this one.
For when you forget someone’s birthday.
They must all be labelled somehow.
8
a
b
c
d
I’m afraid you’ll learn the hard way.
No problem. I’ll do it for you this time.
You could have thought ahead.
Don’t worry – no real harm done.
Listening Part 2
You will hear three conversations. Listen to the conversations and answer
the questions below. Put a circle round the letter of the correct answer.
You will hear each conversation once only.
24
Conversation 1
What are the two people discussing?
a Their differences in taste.
b The woman’s mature personality.
c How to make life interesting.
d To make room for meeting friends.
What does the woman think of the man?
a He’s full of inspiration.
b He has a sparkling personality.
c He likes sitting around too much.
d He’s a bit unexciting.
Conversation 2
What is the relationship between the speakers?
a Husband and wife.
b Both teachers.
c Both cleaners.
d Mother and son.
What is the woman’s opinion about recycling?
a It won’t save the planet.
b It should be abandoned.
c It’s a worthwhile exercise.
d It’s always unhygienic.
More information
Sample exam paper
Conversation 3
Where are the speakers?
a On the beach.
b In a hotel.
c In a café.
d On a yacht.
How does the woman react to the man’s suggestions?
a She’s not entirely convinced.
b She thinks his ideas are stupid.
c She doesn’t think he’s serious.
d She agrees wholeheartedly.
Listening Part 3
Listen to the talk and complete the notes. Write short answers (1–5
words). First, look at the notes. The first one is done for you. You will
hear the talk once only.
25
Big Ben
Big Ben refers to: bell
1. Name can also refer to: the clock tower
2. Construction material at top: cast iron
3. Access to the top by: climbing stairs/steps
4. Tower’s vertical shift due to: ground condition changes
5. Age of Big Ben: 150 years
6. Country of largest four-faced clock: USA/America
7. Old penny alters time by: 0.4 seconds daily
8. Clock parts damaged by war: two clock faces
199
Notes
200
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Listening Part 4
Listen to the conversation and answer the questions. Put a circle round
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:
The speakers
a disagreed that they’d enjoyed themselves.
b agreed that they’d enjoyed themselves.
c both thought what they had seen was funny.
d both thought what they had seen was good.
1
a
b
c
d
Sue thinks success can be measured by
the reaction of an audience.
defining what success means.
how much she enjoys something.
judging people’s movements.
2
a
b
c
d
Sue thought the costumes were
tasteful and authentic.
tasteless but authentic.
not typical of the seventies.
not made of the right material.
3
a
b
c
d
Tony’s main criticism is that the production
was not entertaining enough.
had too many songs and dances.
had a soppy romantic plot.
was not well thought out.
4
a
b
c
d
Sue’s reaction to Tony’s comments about the plot is that she
doesn’t believe him.
thinks he’s too critical.
agrees with him.
thinks he’s too complimentary.
5
a
b
c
d
Tony prefers plots that are
to the point.
down to earth.
very romantic.
well-structured.
6
a
b
c
d
Tony and Sue
have the same taste in entertainment.
prefer the theatre to concerts.
have different views on entertainment value.
prefer classical to popular music.
More information
Sample exam paper
7
a
b
c
d
Why does Sue believe the show is a hit?
It’s full of lovely popular songs.
People like songs of the seventies.
It’s designed to be popular entertainment.
People respond positively to it.
8
a
b
c
d
What do Tony and Sue agree in the end that the musical is?
Lacking in depth.
Worth recommending.
Not true to life.
Not sufficiently classical.
201
Notes
202
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Reading Part 1
Read the text and complete the tasks that follow. Choose a, b, c or d. Put
a circle round the most appropriate answer. The first one is done for you.
Hundreds of rare sand lizards to be released
Hundreds of sand lizards are to be released into the wild as part
of an attempt to ensure the survival of threatened reptile and
amphibian species in Britain.
Lacerta agilis was once a common sight in dunes and on heathland.
Males were particularly distinctive, with their striking green flanks.
Over the past 100 years, however, the species disappeared in many
English counties, especially in the south, as housing development
destroyed habitats. Declines of up to 90 per cent were also seen in
parts of the north.
Conservationists estimate that there are now fewer than 300
locations in the country where they are still thriving. These remaining
colonies are mostly found on small fragmented areas of heath or
dune in isolated areas surrounded by woodlands.
In an attempt to restore Britain’s rarest lizard, the species is to be
re-introduced at five sites in the south. The first release of 80 baby
lizards, which have been reared in hatcheries, is to take place today
at a nature reserve in Surrey. The breeders have had to minimise
contact with the animals to prevent them becoming too tame, which
would leave them at risk of being eaten by their main enemy, the
smooth snake, another threatened species. During the next two weeks
320 more lizards are also to be introduced on other nature reserves.
Native frogs, toads, newts and snakes have also suffered decline due
to intensive farming practices. A spokesman for Amphibian and
Reptile Conservation (ARC) said, ‘These lizards needed channels of
sand to lay eggs and without them could not survive. The problem
was really down to ignorance, and people were not aware how best
to manage these habitats and allow development on dunes and
heathland.’ Nick Moulton, who is co-ordinating the releases for ARC,
said, ‘It is great to see them going back, now safely protected where
they belong.’
ARC, which was formed by a merger of the charities Froglife and the
Herpetological Conservation Trust, has a three-year partnership to
release threatened species with Natural England, the Government’s
wildlife advisers. Tom Tew, chief scientist at Natural England, said,
‘Reptiles and amphibians are coming under pressure from an
increasing number of factors, including habitat loss and disease. This
important re-introduction programme is an example of the action
that is being taken to reverse the decline in England’s biodiversity
and to conserve the habitats that our unique wildlife relies on.’
More information
Sample exam paper
Example:
What is notable about male sand lizards?
a Their special appearance.
b Their incredible speed.
c Their distinctive habitat.
d Their large numbers.
1
a
b
c
d
Why have sand lizards disappeared in the south?
All the countryside has disappeared.
They died out over a century ago.
The places where they lived were built over.
Their species have been destroyed.
2
a
b
c
d
Where can surviving lizards be found?
In conservation areas.
In distant colonies.
In new forests.
In remote spots.
3
a
b
c
d
The baby lizards were born
throughout the UK.
in captivity.
on a nature reserve.
in controlled conditions.
4
a
b
c
d
The lizard breeders
released snakes alongside lizards.
touch them as little as possible.
want to reduce snake numbers.
were unable to tame them.
5
a
b
c
d
How are sand channels used?
As survival routes.
For camouflage purposes.
As nesting places.
For food sources.
6
a
b
c
d
What is Tew’s main point about this programme?
It shows how situations can be improved.
It puts too much pressure on wildlife.
Partnerships are promoting wildlife protection.
The importance of preservation is highlighted.
203
Notes
204
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Reading Part 2
Read the text and fill the gaps with the sentences A–H. Write the letter of
the missing sentence in the box in the correct gap. There are two extra
sentences you will not need.
People’s chef
Is Jamie Oliver a national treasure? This young exuberant chef, who left
school without any academic qualifications, burst onto British TV screens
a decade ago. He was bubbling with enthusiasm, but perhaps a little
annoying.
B 1 Maybe this was because he seemed too much of a do-gooder: the
golden boy, who liked to visit his grandma and spoke readily of his love for
his wife, Jools. A 2 This is probably thanks to his willingness to receive
sponsorship from one of Britain’s leading supermarket chains, and his
unwillingness to cook with food not locally and organically sourced.
G 3 He has recently officially become Britain’s bestselling author. He has
defeated not only the literary efforts of authors such as Khaled Hosseini and
JK Rowling, but has also outsold those of his fellow celebrity chefs. F 4
More than a mere celebrity chef, he has become the ‘Chosen One’. He
holds meetings with the Prime Minister. He changes supermarket policy.
He cooks for heads of state and Hollywood stars. H 5 He has his own
magazine, a website, a blog, and his shows are broadcast in many
countries overseas.
Oliver might still have his critics, but it appears they are seriously
outnumbered these days. E 6 He is a chef who is on our side, who has
used his position of power to expose injustices and to educate. He is a man
who surely has the makings of a proper national treasure for the UK.
A
B
C
D
E
F
G
H
He has been criticised too for being both a hypocrite and a food snob.
In truth, there have been times when people really disliked Jamie Oliver.
Jamie Oliver has not so far regained his popularity over time.
Oliver still can’t compete with other celebrities.
At last, a majority has come to recognise that he is one of the good guys.
Oliver is now, without doubt, the country’s leading ‘foodie’.
Sales of Oliver’s latest cookbook appear to point to his return to favour.
Today, Jamie Oliver’s media influence is far-reaching.
More information
Sample exam paper
Reading Part 3
Read the four texts below. There are ten questions about the texts. Decide
which text A, B, C or D tells you the answer to the question. The first one
is done for you.
A
Volunteers from Swindon spend prize money to help wildlife.
Not only did they work hard to earn their Quality of Life Award, but a
dedicated group of Swindon conservation volunteers has worked just as
hard to spend their prize money helping wildlife. In particular, they are
hoping to invest in a new bee-keeping scheme to help the declining local
bee community. If you are interested in getting involved, please contact
www.witshirewildlife.org. There will also be an interesting talk on making
honey in Swindon on Friday 27th and honey tasting to follow.
B
Blakehill Conservation Volunteers – Conservation Task
Wasteland – Cricklade – 10am–4pm Sun 22, Mon 23 and Tue 24
Birds of Maryland and Coffee – Illustrated Talk
The Memorial Hall, Station Road, Wootton Bassett – 7.30pm Wed 25
Smallbrook Meadows Conservation Volunteers – Conservation Task
Warminster – 10am–3pm Thu 26
A Year in the Life of Bee – Talk
Wesley Hall, Pewsey – 7.30pm Fri 27
Jones's Mill Conservation Volunteers – Conservation Task
New breeds, Pewsey – 10am–12.30pm Sat 28
C
I’m writing to say that we all very much enjoyed your excellent talk about
a year in the life of the bee. So much so that I would like some information
about volunteering and training courses on keeping bees. I’d appreciate it
if you could let me know of any associations locally where I could do some
voluntary work. I’m afraid I couldn’t stay to speak to you after the talk on
Friday. I look forward to hearing from you soon.
205
Notes
206
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
D
Where have all the bees gone? What can we do about it?
If these are questions that concern you, why not enrol in our new
bee-keeping courses at Marlborough Library?
Complete beginners and those with some experience equally welcome.
Course starts on Friday April 24th
Times: 7.00pm to 8.30pm
Cost £75 for 6 weeks introductory course (no concessions possible).
Those interested in gaining practical experience will be able to take up
voluntary placements at the end of the course.
For more information, telephone Dot on: 01381 725670
Which text:
1
is an advertisement?
D
2
asks for information?
C
3
provides details of a course?
D
4
invites readers to volunteer?
A
5
gives the date and time of the talks?
B
Which text give you the answers to the following questions:
6
Where will the talk about bees take place?
B
7
How long does a bee-keeping course last?
D
8
What were winners given?
A
9
How successful was the bee talk?
C
10 What other wildlife events are scheduled?
B
More information
Sample exam paper
Reading Part 4
Read the text and answer the questions. Write a maximum of five words
for each answer. An example is done for you.
High-speed rail in Spain
Ana Portet had an unusual commute to work today. At half-seven in
the morning she popped down to Sants railway station in Barcelona.
At half-ten she was in a meeting with colleagues from her firm, 315
miles away in Madrid.
‘I'll be back in Barcelona by half five,’ she said, as her early afternoon
bullet train flew back along the new high-speed tracks at up to 210mph.
‘It’s so quick, sometimes you’re there before you’ve even noticed.’
Portet is one of hundreds of thousands of travellers who have migrated
from the world’s busiest air shuttle, linking Madrid and Barcelona, to
what is now Spain’s most popular train, the high-speed AVE.
The AVE delivers its passengers to the heart of Barcelona in just two
hours and thirty minutes. With Madrid’s station a short walk from
the Prado museum, the journey is from one city centre to another.
Furthermore, the high-speed train does this in a punctual,
problem-free, elegant style. High-speed trains pulled by aerodynamic
engines with noses shaped like a duck-billed platypus are grounding
aircraft across Spain. The year-old Barcelona-Madrid line has already
taken 46% of the traffic – stealing most of it from fuel-guzzling,
carbon-emitting aircraft. As the high-speed rail network spreads a
web of tracks across Spain, it threatens to relegate domestic air
travel to a distant second place.
A high-speed network is not designed overnight. Spain’s AVE story
started in the 1980s, when the Prime Minister commissioned a line
between Madrid and Seville. The project was greeted with a certain
amount of scorn. Why was sleepy Seville getting the line and not busy
Barcelona? Some saw it as an expensive white elephant. The line,
however, was a spectacular success. Remote Seville was suddenly
two-and-a-half hours from Madrid.
Previously, the choice on the Madrid–Seville run was between a hot,
tiring six-hour coach journey or a flight often subject to delay.
Seventeen years later, only one traveller in ten takes the plane to
Seville. Nearly all the rest go by a train that is 99% punctual. The
Seville line proved high-speed trains could be the answer to some
of Spain’s most enduring problems. A country almost two-and-a-half
times the size of Britain, it is traversed by mountain ranges and wide
rivers that act as barriers to communication. EU funds were used to
help railways bulldoze their way through. Spain’s vast open spaces
and fuss-free approach to planning meant a high-speed network
207
Notes
208
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Notes
could expand fast. Budget airlines offer cheaper prices but the
regular air shuttle cannot compete, except on time. The high-speed
train network also helps Spain control carbon emissions, with
passengers on the Madrid-Barcelona line cutting their own emissions
by 83% on the trip.
Example:
Where does Ana Portet live?
Barcelona
1 How did Ana Portet travel to other cities in the past?
By air
2 How long does the train journey from Madrid to Barcelona take?
2 1/2 hours / 2 hours 30 minutes / two hours thirty minutes
3 Where are Barcelona and Madrid’s AVE stations?
(in the) city centres
4 What effect are high-speed trains having on air travel?
Reducing it
5 What is predicted will happen to Spain’s railways?
They will grow / increase / expand
6 What was the initial reaction to the Madrid–Seville high-speed link?
Scornful / sceptical
7 What two advantages does the Seville train have over coach and plane?
Shorter and punctual (both for one mark)
8 Which geographical features pose problems to travel in Spain?
Mountain/s (ranges) and (wide) rivers (both for one mark)
9 What, excluding time and price, is the advantage of rail travel?
Cuts / reduces / lower carbon emissions
More information
Sample exam paper
209
Notes
Writing Part 1
You see the following article in an English newspaper:
Education today!
We want to know about the education system around the word and how it
varies from country to country.
This is what we want to know about:
– compulsory and optional school subjects
– how students get into university
– advice for making the best of education
– suggestions for improvements.
Write an article for the newspaper relating to your country. Write
between 100 and 150 words.
210
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
More information
Sample exam paper
Writing Part 2
Write a letter to your friend describing a memorable, important or
difficult journey you have had. Talk about your reasons for taking the
journey, what happened and how you felt about it. Write between 150
and 200 words.
211
Notes
212
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
More information
Sample exam paper tapescripts
Sample exam paper tapescripts
Listening Part 1
23
Male voice 1 ‘Part 1. Part 1. You will hear eight short unfinished conversations.
Choose the best reply to continue the conversation. Put a circle round the
letter of the best reply. First look at the example. You will hear the
conversations once only.
‘Number one. Number one.’
Male voice 2 ‘So you’re sure you want the white one?’
Female voice ‘Well, I do like that one.’
M2 ‘So, you’ve made your decision, then?’
M1 ‘Number two. Number two.’
F ‘I know Spain’s not your first choice, but it’s much cheaper.’
M2 ‘I know we can’t really afford California.’
F ‘So we’ve agreed on Spain, then?’
M1 ‘Number three. Number three.’
M2 ‘There’s no harm in having a go, is there?’
F ‘Well…you could lose a lot of money.’
M2 ‘But I could also make a fortune.’
M1 ‘Number four. Number four.’
F ‘Of course, you met Mr Williams at your interview.’
M2 ‘That’s right.’
F ‘And this is Miss Robbins, our Chief Accountant.’
M1 ‘Number five. Number five.’
M2 ‘Of course, I could elaborate on that.’
F ‘Actually, it would be helpful to know more.’
M2 ‘Well, if you’re sure I’m not boring you.’
M1 ‘Number six. Number six.’
F ‘I’ll ring back and let you know the cost, then.’
M2 ‘OK, that’d be very useful.’
F ‘Speak later, then.’
M1 ‘Number seven. Number seven.’
M2 ‘Sorry, what sort of card did you want, madam?’
F ‘Oh! I can’t remember what it’s called.’
M2 ‘Perhaps if you explained?’
M1 ‘Number eight. Number eight.’
F ‘I’ve sent the brochures out, by the way.’
M2 ‘But I asked you to wait until tomorrow.’
F ‘Oh no. I’m so sorry. I totally forgot.’
M1 ‘That is the end of Part 1.’
213
Notes
214
Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Listening Part 2
24
Male voice 1 ‘Part 2. Part 2. You will hear three conversations. Listen to the
conversations and answer the questions below. Put a circle round the letter of
the correct answer. You will hear each conversation once only. Look at the
questions for Conversation 1.’
M1 ‘Conversation 1’
Female voice ‘Ooh – this is nice – very cheerful!’
Male voice 2 ‘You are joking?! It would probably be lovely in a nursery – but it’s
hardly suitable for sophisticated, mature adults like us who wish to entertain
their friends!’
F ‘I suppose you’d like something brown and cream and boring to sit and stare at.’
M2 ‘No, no – not at all – just plain – no patterns. I had in mind something that
reflects our personalities – you know – chic, classy, that sort of thing.’
F ‘But that’s so dreary – and all the walls are plain now – I thought we could have a
change – brighten up our lives a bit.’
M2 ‘Umm – excuse me! Are you suggesting I need livening up a bit?’
F ‘Well, now you come to mention it...’
M1 ‘Now look at the questions for Conversation 2. Conversation 2’
F ‘Well, if we could discuss something else before we end, I’d like to suggest we stop
trying to recycle everything and go back to collecting rubbish the way we did before.’
M2 ‘Why on earth would you want us to do that?’
F ‘There’s uncollected rubbish everywhere – the place is a real mess, since we asked the
children to sort out their rubbish and put it in different bins.’
M2 ‘I agree there’s a problem, but if we as professionals can’t educate the
children, then who will? I assume you do believe in saving the planet.’
F ‘Of course I do. And I recycle everything at home. But here we’re risking unhygienic
surroundings.’
M2 ‘So perhaps we could try to improve the current system, rather than abandon
it totally?’
F ‘If you really think that’s viable, I suppose I’d consider it…yes…’
M1 ‘Now look at the questions for Conversation 3. Conversation 3’
M2 ‘Ah – this is the life! Sun, sand and sea. What more could anyone want?’
F ‘Well... perhaps a little breeze might be nice.’
M2 ‘Seriously? I think this is ideal – doesn’t the heat suit you?’
F ‘Yes, well, no, well I mean, it is lovely to be warm, but you can have too much of a good
thing, and I think this may be a few degrees above what’s comfortable for me.’
M2 ‘Why not ask that nice waiter for some more ice with that, then. That’d help.’
F ‘Mmm – OK. I will. Though I’m not sure it’ll work. A nice cold shower might be better.’
M2 ‘Brrr – sounds horrendous. You can have one when we get back to the hotel,
of course, but I thought we could pop down for a dip later on– that’d be
better.’
F ‘Mmm – that might be good, though in this heat it’ll be more like taking a warm bath.’
M1 ‘That is the end of Part 2.’
More information
Sample exam paper tapescripts
Listening Part 3
25
Male voice 1 ‘Part 3. Part 3. Listen to the talk, and complete the notes. Write
short answers (1–5 words). First, look at the notes. The first one is done for
you. You will hear the talk once only.’
Male voice 2 ‘Big Ben is really the nickname for the great bell of the clock at the Palace of
Westminster in London, although it’s often used to refer to the clock tower too. The
sixty-one metres at the bottom of the Clock Tower are of brickwork with a sand
coloured limestone cladding. The rest of the tower is a framed spire of cast iron. Its
foundations are on a fifteen-metre square raft, made of concrete three-metres thick,
going down four metres below ground level. And the four clock faces are fifty-five
metres above ground.
Despite being one of the world's most famous tourist attractions, the interior of the
tower is not open to the general public for security reasons, although from time to
time press and other VIPs are granted access. However, the tower has no elevator,
so people going in have to climb the three hundred and thirty four limestone steps to
the top.
In actual fact, the tower leans slightly to the north-west because of changes in ground
conditions since it was built. More recently, tunnelling for the Jubilee underground line
extension has had its effect. As a result of thermal conditions it also oscillates annually
by a few millimetres east and west.
Big Ben is the largest four-faced chiming clock in the world. It’s also the third-tallest
free-standing clock tower. It celebrated recently its one hundred and fiftieth
anniversary in May two thousand and nine. There were some special commemorative
events. The clock faces are large enough to have once made the Clock Tower the
largest four-faced clock in the world, but now the Allen-Bradley Clock Tower in
Milwaukee, USA, holds that distinction. But the builders of the Allen-Bradley Clock
Tower didn’t add chimes to the clock, so the Great Clock of Westminster still holds the
title of the ‘world's largest four-faced chiming clock’.
The clock is famously reliable. The idiomatic expression of ‘to put a penny on’, meaning
to slow down, originated from the method of fine-tuning the clock's pendulum. On top
of the pendulum is a small stack of old penny coins; used to adjust the time of the
clock. Adding or subtracting coins has the effect of minutely altering the position of the
pendulum's centre of mass, and hence the rate at which the pendulum swings. Adding
or removing a penny changes the clock's speed by just nought point four seconds per
day. During World War Two, the Palace of Westminster was hit by bombs. On the tenth
of May nineteen forty-one, a bomb damaged two of the clock faces and sections of the
tower's roof, as well as destroying the House of Commons chamber. Architect Sir Giles
Gilbert Scott designed a new five-floor block. Two floors are occupied by the current
chamber which was used for the first time on the twenty-sixth of October nineteen fifty.
Despite the heavy bombing the clock continued to run accurately and chimed
throughout the war.’
M1 ‘That is the end of Part 3.’
215
Notes
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Notes
International English for Speakers of Other Languages
Teacher’s Book 4 Communicator
Listening Part 4
26
Male voice 1 ‘Part 4. Part 4. Listen to the conversation and answer the questions.
Put a circle round 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 ‘Mmm – that was fun, wasn’t it?’
Male voice 2 ‘Well, fun… yes, I suppose so. I have to admit that I did enjoy
myself, but I wouldn’t actually say it was good, Sue, would you?’
F ‘Ah – well, that depends on your definition of ‘good’, Tony. I had a good time, and,
judging by the foot tapping all the way through and the applause at the end, so did
everybody else, so surely that’s a reasonable measure of success.’
M2 ‘Well, on that basis, yes. But some people are very easily pleased, or just get
carried away by the general atmosphere. That doesn’t mean that merits
praise though, does it?’
F ‘Oh Tony! You’re so serious! We’re not talking about a Shakespearean play or a
Wagnerian opera here.’
M2 ‘No, no I know that... but just because it’s popular entertainment doesn’t
mean it’s ok for it to be tacky!’
F ‘Tacky?! What are you on about?’
M2 ‘Well, those costumes, for a start – I mean all that lycra – it was gross!’
F ‘Yes, it was, but that’s what people wore in the seventies. You might not like it but it
wouldn’t be true to life to choose modern costumes that we think are chic and
sophisticated, now would it?’
M2 ‘Oh – I know what you’re saying, but my point is that pure seventies tackiness might
make for a reasonable evening’s entertainment, but whoever put this stuff together
could’ve done a far better job and produced something really worthwhile, not just
cobbled together songs and dances and a soppy romantic plot.’
F ‘A what? You’re unbelievable! You are so, so cynical. It was fine! There’s nothing wrong
with a bit of love interest!’
M2 ‘Now that’s not what I meant. You know full well I like a good romance as
much as anyone – but this just wasn’t very good. I couldn’t really believe in it,
there was no beginning and end, just filling gaps between songs.’
F ‘OK, well that’s different. Yes, I’ll grant you that. But I’m looking at this as pure
entertainment, which I reckon it does a pretty well at, and I love the music, so I couldn’t
care less how it’s stitched together… you seem to want a literary masterpiece.’
M2 ‘Well, not quite that – but I did expect something more like a play than a
concert, if you like. Then it would have appealed to me more. I want something
to challenge me when I go out, something to make me think, enrich my life…’
F ‘Well, I know you generally prefer straight theatre to popular music, so I can see where
you’re coming from, but I’m not so concerned if it’s not a perfect production.’
M2 ‘So you agree it was thrown together a bit carelessly, then?’
F ‘Well…OK…But I think the show’s a success because it doesn’t try to be anything
other than popular entertainment. Part of its success is probably the fact that the
producers have the confidence to recognise this and don’t take it too seriously.’
M2 ‘So you are of the same mind as me, really, then?’
F ‘Oh – I dunno – I mean I really did enjoy myself, and I would actually go and see it again,
if for no other reason than that I love the songs, but I suppose it was a bit shallow…’
(repeats after 10 seconds)
M1 ‘That is the end of Part 4. You now have 2 hours and 10 minutes to complete
the rest of the paper.’