CAMBRIDGE FIRST CERTIFICATE SKILLS Sea Ce CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue 0’Connell with Louise HashemiContents Map of the book Introduction Foundation unit 1 Time out Every picture tells a story Who, what, where? It can’t have been the octopus! Bear country Pet hates All in a day’s work Suit yourself Cou nnnan Ideal home 10 Upstairs, downstairs 11. Talking shop 12. You only live once 13. Travelling light 14 It’s your world 15. Listening review 16 Speaking review 17 Practice test: Listening 18 Practice test: Speaking Speaking tasks Phonetic symbols Index of speaking and listening skills Acknowledgements iv 14 19 24 ao 34 41 47 52 57 63 7 a 78 83 88 94 99 102 104 105 107Introduction Who is the book for? Cambridge First Certificate Listening and Speaking is for learners who need additional practice in listening and speaking skills in preparation for Papers 4 and 5 of the Cambridge First Certificate examination. It aims to provide motivating communicative practice in these skills along with effective exam training. Because it addresses more than examination skills, it is also suitable for non-exam learners at upper-intermediate level who want to develop their listening and speaking skills generally. How is it organised? ‘The Student’s Book is organised into eighteen units, eight listening units alternating with ight speaking units, and two exam style practice tests at the end of the book. Each unit introduces and practises particular aspects of a skill and addresses vocabulary items, language points or pronunciation features which are relevant to the topic and the type of communication, Learners then apply the knowledge gained in the first part of the unit to an exam format task. The book begins with a Foundation unit which is designed to increase learners’ awareness of key aspects of the listening and speaking skills and to help them to begin assessing their own performance in these skills. In this way, learners are encouraged to become actively involved in the learning process from the outset. Each unit begins with a summary box to show students exactly which listening and/or speaking skills, which language, vocabulary or pronunciation point, and which exam skills will be covered. Each unit contains one or two Exam Tips which summarise key techniques to remember in connection with the specific question types. ‘The Teacher's Book contains a timing guide for each unit, detailed teaching notes, a key to the exercises and the tapescript. How should the material be used? ‘The material is intended to be used in sequence because skills and exam techniques are built up gradually and there is an element of revision and recycling incorporated into the structure of the book. Speaking tasks, for example, often provide practice in using language which has been introduced in previous listening units. Each unit provides between 60 and 80 minutes’ work, There is scope for flexibility, however, and the Teacher's Book suggests ways of extending or reducing the teaching time needed.Foundation unit Listening 1 Work with another student. Look at the pictures and decide what each person is listening to. 1 Who is speaking? 2 What are they talking about? 3 What is their reason for listening? 2 Here are four pieces of spoken English which could go with four of the pictures. Work with another student to match the extracts with suitable pictures. 1 ‘Check your mirror. That's right. Signal, yes. Now, pull over to the left and brake gently. Gently I said!” 2 ‘We apologise for the late running of the Bedford service.” 3 ‘We've got two at the back of the stalls at £12.50 or two on one side of the gallery at £5." 4 ‘Overnight frost will be followed by patchy fog and isolated showers.” Now work together to write one sentence that might be said in two of the other five pictures. Don’t write a heading or letter to identify the sentences. When you've finished, exchange sentences with another pair and see if you can tell which pictures go with the sentences.Foundation unit 3 Now answer the following questions about the different kinds of listening shown in pictures A-I opposite. Show your answer by putting a circle round the correct letter. You can circle up to three letters. For which kind of listening: 1 is it important to understand every word? ABCDEFGHI 2 isit usually only necessary to understand the general meaning? [ABCD EF GHT 3 do you select the part you listen carefully to? ABCDEFGHI Which kind of listening: 4 is made easier by what you can see? ABCDEFGHI 5 would probably be followed by some writing? ABCDEFGHI 6 would probably be followed by some other action? ABCDEFGHI 7 would involve the most formal language? ABCDEFGHI 8 is usually easiest? Why? [ABCDEFGHI] 9 is usually hardest? Why? ABCDEFGHI Compare answers with another student and discuss your reasons. 4 Your answers to exercise 1 suggested that we listen in many different situations, and for different reasons. Match each picture to one of the types of listening below. Instructions Lecture Short talk Directions Conversation between friends News bulletin Telephone conversation Advertisement Recorded message Joke Film or play Traffic report Weather forecast Part of a novel (read aloud) Radio documentary Public announcement Interview Poems Now listen to six short extracts. After each one, decide which of the above types of listening it was. After you've heard all six, check your answers with another student, and discuss what helped you to make your decisions (e.g. words, phrases, background noises, style). 1 a 4 2 3 aa 6Foundation unit First Certificate Listening Here is a description of the Listening test in the First Certificate examination. The test lasts about 40 minutes. There are four parts, with a total of ‘You hear recorded passages of English radio broadcasts, conver: announcements, phone messages and speeches. Part 1 and Part 3 Part 2 and Part 4 have longer passages. Discuss the following questions with another student. 1 Which of the types of listening listed in exercise 4 on a First Certificate test? Which would you not expect to he. 2. How do you expect to be tested? Which of the following types of questions do not appear in a First Certificate test? ‘a decide which statements are true oF false ) b choose the best answer A, B or C ( multiple choice} © warte down what the speaker says (dictation) ( 4 complete the notes You need t0 write a word ora short php ) pata tick (0) against the correct picture tonnes at enadneener a ) h tick the g choose from the list of places A-F othe yor hear} {Jndke notes about what you hear (note-taking) ) What does the First Certificate Speaking test consist of? Speaking Fill in the missing words to complete this description of the Speaking test. In the Speaking test, you will take (1) in a conversation, with one (2) candidate, There are two examiners, (3} only one of them joins in the conversation, Part of the conversation is based (4) a pair of photographs. You will also work (6) your partner, using pictures, a map or diagram ora list ina communication activity. You may be asked to discuss the good and bad (6) of different jobs, for example, or to (Tha problem, such as planning @ party.Foundation unit Preparing for the Speaking test 1 Here are some possible ways of preparing for the Speaking test. Which do you think would be most useful? Tick (V) five boxes. studying grammar rules doing written grammar exercises doing practice drills in class or in the language laboratory listening to conversations on tape listening to English on the radio reading dialogues in a textbook discussing things in English with other students in class doing role-plays in class with other students playing games in English class doing practice tests in class o practising pronunciation oO speaking English outside class a 00000 o000 Discuss your answers with another student, and explain your reasons. 2 Here are the areas that you will be marked on during the Speaking test. Work with another student and put them in order of importance: 1 for the most important, 2 for the next, and so on. discourse management (speaking int an organised and connected way, without too much hesitation) grammar and vocabulary (using appropriate structures and vocabulary without many mistakes) pronunciation: sentences (using stress, rhythm and intonation appropriately) individual sounds (using vowels, consonants, diphthongs correctly) communication (being able to initiate, respond, ask for clarification, take turns etc, appropriately) Pronunciation check 1 Stress in words: Look at these examples of stress in words. The stressed syllable is marked with a box (=). oO Qo listen discuss. fluency pronunciation Now mark the stress in the following words in the same way. apologise telephone forecast documentary compare advertisement. —_vocabulary report necessary dictionary conversation interview Listen to the words as they are spoken on the tape and correct your answers. How many did you get right? = 11-12 Well done! 6-10 Keep practising. 6 orunder You need to work on this!Foundation unit 2 Sounds: English spelling is little help when it comes to pronunciation, as you know. For this reason, it is helpful to become familiar with the phonetic symbols used in a good dictionary. Here is an introduction, and a test! {s]_ is the phonetic symbol for the sound in sun or money Io/_ is the phonetic symbol for the sound in got or watch Ji is the phonetic symbol for the sound in sleep or brief Je/_ is the phonetic symbol for the sound in red or spread Now put the following words under the correct heading. There are five in each group. long health funny ~—gone_—rough_—skey—head_—week wonder said peace shock enough ~—niece_—eft. ceiling cough sons meant wander Group 1 Group 2 Group 3 Group 4 I of fish fel Now listen to the words as they are spoken on the tape and check your answers. How well did you do? 18-20 Excellent, well done! B17 Keep practising. 12 orunder You need to work on this! Communication Match the words in the left hand column with the reply on the right. See how quickly you can do it. 1 How do you do? a) Do you really think so? 2 I'm looking for King Street. b) Would you? 3 Would you mind if I opened the window? _c)_ Fine thanks. 4 Hi! How are you? d) Don’t worry. It doesn’t matter, 5 Let me give you a hand, ¢) It’s second on the left. 6 Td takea taxi if I were you. f) How do you do? 7 It’s the craziest idea I’ve ever heard. g) That's OK. Don’t mention it. 8 I'm sorry to keep you waiting. h) No, not at all. 9 Thanks for all your help. i) That's kind of you. To check your answers, listen to the correct exchanges on the tape.Foundation unit Now work with another student and match the sentences 1-9 on page 6 with the following types of communication. apologising asking for directions __giving an opinion expressing gratitude giving advice —_greeting casually meeting (for the first time) offering help requesting permission ‘We hope you have enjoyed working through the Foundation unit and that you have found it useful to think about and discuss the skills of listening and speaking. The unit hhas introduced you to some of the ways in which you can prepare for the Listening, test and the Speaking test and also to some of the exercises which will follow later in the rk. Remember that everyone has different strengths and weaknesses. You will find some of the tasks in the book easier than others, but be aware of the areas which you need to work on, The Exam Tips boxes are there to help you build up your exam skills, so make the best use of them. Good luck with your exam preparation!Unit 1 Time out Listening skills: Identifying a topic; listening for specific information; listening for gist. Vocabulary: Leisure activities; expressions of location. Exam skills: Paper 4 Part 1 Listening for clues. Part 4 Answering true/false questions, Pre- ening 11 The objects in the pictures below are all connected with particular sports or leisure activities. Work with another student to name them and say which activities they are connected with. on CS / y/ Y w c . 4 e L WE iP ee 2 Tell your partner about your favourite leisure time activity and listen carefully to what your partner says. Afterwards, tell the class what your partner said.Unit 1 Time out Listening practice 1 =] You are going to hear five people describing their leisure activity. Decide what they are talking about. Lisi . 4 2 ? 5 3 ‘Compare answers (and reasons) with another student. What's it all about? - Listen for clues Part 1 of the Listening test has eight short recordings and you have to answer questions about who is speaking, what they’re talking about or what the situation is, The answer is rarely given directly so it’s important to listen carefully for vocabulary clues. j i | Lo Ian Listening practice 2 Now listen to two of the speakers giving more information about their hobby. Study the two lists of words connected with their hobbies first. While you listen to the first speaker, tick any words in the first column that you hear. While you listen to the second speaker, tick any pieces of equipment in the second column that she recommends for people who want to learn to ride. 1 camera Qo 2 riding mac a printing a gloves o negative a shooting stick photographic [1] cuffs a darkroom jeans a enlarge a hard hat a film a saddle a flash a leather jacket. develop a riding boots ‘Compare answers with another student.Unit 1 Time out Language practice: Expressions of location 1 Look at the map below and then complete the following description of the town square by filling in the missing expressions of place. From my hotel window, | Jook down on a square. It’s quite a large area and there's always lots going on in it. Directly under my window and running (1) one side is a narrow street, always crammed with cars. There's another street, (2) the right (3) side which meets the first (4) right angles. (6) the middle of the square there's a small square-shaped building, with a semicircle of trees around its far left {6} corner. (7) the left of the square, there's a row of houses while the side directly (8) and (9} my right. in other words, has a row of shops. There are flower beds right (10) the far side of the square and some swings for children a the bottom left (12) corner. Taxis wait for customers (13) a stand half way (14) the row of shops and there's @ bus stop half way (15) my hotel and the bottom right (16) comer of the square, (on the opposite side of the road Mark the taxi stand and the bus stop on the map.Unit 1 Time out 2 Keep a reference list of the expressions you used in exercise 1 by filling them in on the diagram below. WS Zed ‘True/false — Read ahead It’s almost impossible to read and listen at the same time ~ especially in an exam! So be sure to read through true/false statements in advance, thinking about each one carefully as you do. This way you'll have some ideas about what you are going to hear, which is a big help. WwUnit 1 Time out Exam listening You are going to hear the warden of a community centre showing a radio journalist round the centre. Preparation 1 Before you listen, write the correct names under the pictures below. Choose from the following list. The first one has been done for you. ~tabletennisteble- storage cupboard kettle. notice board sink table and chairs photocopier cooker wheelchair play equipment volleyball net word processor 2 As you listen for the first time, tick the boxes to show which items can be found in the community centre at present. 12Unit 1 Time out Exam task 1 Before you listen for the second time, read the statements below and make sure you understand them, 2 As you listen for the second time, decide which of the statements are true and which are false and mark your answers T for True or F for False. True | False ‘The youth club meets in the community centre. The Mothers and Toddlers club have a separate room. The teenagers would like to cook food in the community centre. ‘The meeting room is rarely used. There are several steps between the front door and the street. The notice board has been moved temporarily. ‘The warden believes the teenagers are wasting their time. Prey aa 42Unit 2 Every picture tells a story Speaking skills: — Speculating about people and situations; describing locations. Vocabulary: Adjectives for mood and expression. Pronunciation: Word and sentence stress, Exam skills: Paper § Part 2 Talking about a pair of pictures. Vocabulary 11 Work with another student. Sort the adjectives below into three groups, positive, negative and neutral, according to the feelings they describe. disappointed tired amused excited _—_annoyed bored serious. furious interested boring contented disapproving nervous happy —_curious threatening worried shocked thrilled —_ delighted sleepy exhausted cheerful tiring anxious 2 Now choose one or two adjectives from the list above to describe people’s expressions in photographs A, B, C and D on page 15. (Be careful — not all the adjectives are suitable!) You may like to use one of the following to qualify the adjectives: slightly (N) quite very terribly a bit (N) rather (N) extremely awfully really absolutely (E) (N = normally used with negative adjectives) (E = normally used with extreme adjectives, e.g. exhausted, final, perfect) Photograph A B c D Pronunciation 1: Word stress Mark the main stress in the following adjectives with a box (3). disappointed excited furious contented interested cheerful threatening nervous exhausted disapproving delighted annoyed Now listen to the tape and check your answers. 14Unit 2 Every picture tells a story Photographs Look at these photographs. For each pair, discuss how the people feel and why. Now listen to some people giving their opinions about the photographs. Notice the Tanguage they use. 15ee ee Language practice Study the expressions below which the speaker on the tape used when describing photographs A and B. It : It : HelShe look(s) + adjective | He/She | look(s) asif + clause They (both/all) } They | e.g. He looks terribly tired. e.g. It looks as if the man in picture A is at a meeting, It | could/might/may | | +noun He/She ' f be | + phrase They | must ' | + present participle eg. He could be a politician or a businessman. He may be suffering from jet lag. Ie must be evening because the table lamp is on. ‘The people in picture B must be hoping the rain will stop. The man in picture A looks tired, whereas the people in picture B look bored. ‘The man in picture A might be at a meeting, while the people in picture B might be at a concert. Pronunciation 2: Sentence stress 1 Mark the main stresses in each of the examples in the table above with a box (x). oo e.g. He looks terribly tired. Now listen to the examples as they are spoken on the tape and check your answers. 2 Now see if you can remember what else the speakers said about the four photographs. ‘Talking about a pair of pictures ~ Give reasons ‘When the examiner asks you to talk about a pair of pictures, try to answer as fully as possible. It’s all right to begin with a sentence describing what you see, but the examiner wants to know your opinion and the reasons for it. Say what you feel about | the pictures. If you think the picture shows a detective disguised as a window cleaner | or people watching the Most Boring Comedian competition, say why. Lames 16Unit 2 Every picture tells a story n you are talking about rr of pictures, it’s important say how they are similar and bow they are different. Think about the place, the occasion, ople. What has happened, what is going to happen? ll the examiner if one of the pictures reminds you of mething in your own life. Say which one you prefer, and don’t forget to explain why! Speaking test practice 1: Talking about a pair of pictures ‘Work with another student. Choose one pair of pictures each from page 18. Look at your pictures and talk to your partner about them for one minute. What can you see? Try to find the precise words to compare and contrast the people’s expressions, What do you feel about the pictures? Give your reasons. Speaking test practice 2: Deciding which one you prefer Work with your partner. Look again at the pictures on page 18. On your own, say which group of people you would prefer to be with. Think of your reasons, Tell your partner what you think, Find out whether you both agree. Be ready to report back to the rest of the class. {7S 7Unit 3 Who, what, where? Listening skills: Identifying context; listening for specific informations listening for gist. Vocabulary: Phrasal verbs related to telephoning; expressions of time. Exam skills: Paper 4 Part 2 Gap-filling questions ~ predicting what information you need. Pre-listening 1 Sometimes when you're listening it’s very important to catch an exact name or number. Talk to another student and discuss situations when this is the case. 2 Look at the following short extracts and discuss when or where you would hear them. em | 2 [=] While you listen, put a tick in the boxes next to the items which the instructor says you'll need. 53Unit 9 Ideal home 3 Discuss whether the following statements are true or false. 1 Lynn recommends the class to buy all the equipment she shows them. An ordinary knife isn’t as good as a special scraping knife. She says sandpaper is quite cheap. She says you must have a special paint kettle. You can use white spirit for more than one purpose. Lynn recommends one kind of filler in particular. She says you need to buy different sized paintbrushes. She warns the class not to buy more paint than they need. ean Rw 4. [=] Now listen again and check whether your answers were correct. Listen to the actual words which are used. Listening practice 2 Preparation 1 Work with another student to discuss these questior a) What five items of furniture are essential in a student’s bedroom? b) You can save money on furniture by making, it yourself using a self-assembly kit from a DIY store. Would you consider making a piece of furniture that way? Why / why not? True | False 2 You are going to hear a student called Bill talking about using a self-assembly kit to make a bookcase. Before you listen, read through the True/False statements and discuss them with your partner. Exam task Listen to the talk and say whether the following statements are true or false, according to what Bill says. 1 You should check the bookcase will be big enough for all your books. 2 Some stores offer free delivery. 3. You should expect to buy a number of specialist tools, 4 It’s important to prepare your working area. 5 You should check that the kit is complete before you read the instructions. 6 You should follow the instructions even if they don’t make sense to you. 7 Some of the pieces may not have been cut accurately enough. 54 True | FalseUnit 9 Ideal home Language practi ;e: Vocabulary: Adjectives into verbs In Listening practice 2, we heard that it’s not a good idea to try to shorten shelves. It’s possible to make verbs from certain other adjectives by adding ‘n’ or ‘en’ in the same way. Complete each sentence below with a verb made from an adjective. (8, 9 and 10 are all verbs connected with colours.) 1 My seat belt is too loose. Can you show me how 0 nnn iv 2 The road is dangerously narrow here. They ought to wit, 3 Your tie is all on one side. Can’t you 4 This skirt is much too short. I need to it. 5. There’s too much light in here for you to show your slides. We'll have to draw the curtains to the room. 6 That collar looks too tight. Why don’t you... it? 7 My hands used to be very smooth but the hard work has....... - them. 8 After the fire, the walls were all .. wwe from the smoke. 9 If the sheets get a bit discoloured after a while, use bleach t0 ws. them. 10 She always blushes when she’s embarrassed. Her cheeks seem to very easily. ‘True/false questions ~ Weigh them up When you read the questions through before you listen, you'll find that some statements look quite probable and some may look improbable. Thinking about them in advance will make the listening easier. You will have ideas ready in your mind and you can be listening to check whether they match what you hear. 55ae ee ee PS ZB True/false questions - Spot the ‘catch’ questions Look out for ‘catches’ like the ones below. They're specially designed to catch you out if you're not listening carefully! Inventions: Sometimes you read information which sounds true (and may be true) but which simply isn’t mentioned on the tape. Inviting words: This is when you hear some of the same words as in the true/false statement but the meaning is not quite the same. Exam liste: g: Legal advice Sandra has called a telephone legal advice line to ask for advice about a problem. As you listen to the conversation, decide whether the following statements are true or false. 1 Sandra has had her flat decorated. The painter has asked for more money than he originally quoted. One problem is that he bought the wrong colour paint. Another problem is that the line at the top of the walls is wavy. In addition, he didn’t protect the carpet properly. He thinks she is being unreasonable. He says she should ask the painter to do the work again. He also suggests that she should ask him for an apology. Another possibility is to ask him to reduce his bill. 10 Before doing this, she should employ somebody else to put the work right. True | False Caer AnewN 56Unit 10 Upstairs, downstairs Speaking skills: Talking about yourself, your home and family. Vocabulary: Houses, neighbourhood amenities, occupations. Pronunciation: — /s!,/2/ and /f/s intonation in longer sentences. Exam skills: Paper 5 Part 1 Talking about one’s family and neighbourhood. Part 3 Discussing problems. Vocabulary 1 Label the drawing below. When you've finished, compare results with another student.Unit 10 Upstairs, downstairs 2 Match each of the following advertisements to one of the pictures below. Compare answers with another student, and say which words helped you to make your decisions. ENGLAND/WALES FRANCE FF 4,500,000 Wee? eat ‘A uxury villain the sought-after fre of Vence. Swimming poo), hhousekeepar's lodge. 15 acres of grounds. ‘157800 orspaier Traionl frou, restored in recent years, spacious Accommodation wth oo ar fuer extension sinost? acre of garden, jus 860 motes tom theceas FF 800,000 Ce Magsiticont wooden hale aan rom 1, Ove beoor See ak needed Vows ve! Rausing ond waters. Lit Sytem nearby £259,000 Leasehold Bexhill-On-Sea Modern flat south facing with balcony on second floor. Comprising: ‘Second floar passenger lit, lounge with baleony and fie views, kitchen, 2 bedrooms, bathroom, Gas central heating, Reserved parking space. village £155,000 Leasehold Crickhowelt Detachad spacious bungalow close to town centre and all amenities, Comprising: Entrance poreh, hall ounge, ining room, large kitchen, 3 bedrooms, bathroom, cloakroom. Garage, parking, lovely gardens and views. " £75,250 Leasehold Copmmanthrope, York ‘Three bedroom somi set in old part. of ‘rehtectural design with private rear garden. Close to local ‘amenities, shops and schools, Offers over £105,000 York Tastefully renovated Victorian terrace, Easy walking distance to city centre, Excellent decora tive order throughout. gs ilwern Charming detached cot: Comprising Which is most like your home? What is similar and what is different? Tell another stude 58Unit 10 Upstairs, downstairs Talking about your neighbourhood Work with another student. Take it in turns to fill in the form below by asking your partner about the neighbourhood where he or she lives. (If you live very close to each other, one of you could answer about another place you know well.) Before you begin, think about how you will ask about each section, For example, for section A you could ask: What kind of area do you live in? Cosmic Market Research ple ‘Neighbourhood Survey \ ‘ding to the answers you receive. ructons to researcher: Tick the boxes according ce |) emtonso cesar omeionin espace atin end a eh 0 || A Location ee 1) eiyytown centre []suburd C}vitege (] oth B Main types of residential property . aeaelteaan TE] semi-detached houses [J toraced houses ["] bungalows] fats (other si i , nities (within a ten-minute car journey) | Seperate sth ts) <= | small shops (what sorts? perks] | suporatkels CI haan vO prererta| cesta cates cianes C3 4 pom) . sport aie indo) sper tein (utoon C] sists I pubic — a ibraies (1 foes other = " D Attitude to neighbourhood - scintl veryposiive (1 feity postive [] neutral (] _fetynesst a very negative [1] Reason given ‘Talking about yourself — Your home and family In Part 1 of the Speaking test the examiner will ask you a few questions about yourself, for example where you live and what sort of place it is. The examiner is not being nosy, but trying to help you to relax and start talking, using information that you know really well. You can help yourself by making sure you know how to describe your home and family and the neighbourhood where you live in a few short sentences. 59Unit 10 Upstairs, downstairs Pronunciation 1 1 /s/ is the phonetic symbol for the sound in stair or house /21 is the phonetic symbol for the sound in 200 or houses Make each sound in turn and touch the front of your throat. What difference is there? Work with another student. Take it in turns to say one word from the lists below. Your partner should say whether the word comes from A or B. A Isl dose spice since rice niece course fierce east bust fist Decide whether the endings of the following words are pronounced /s/, /2/ or /12/. “Write the correct symbols after each one and then compare your answers with your partner’s. bedrooms / / houses / / stairs / / lifts / / bungalows / / flats / parks / / steps / / — cottages / / shops / / floors / / gardens / / lounges / / kitchens / / fences / / 2 Jf1is the phonetic symbol for the sound in shop or sugar /5/ is the phonetic symbol for the sound in pleasure or usual Write the correct symbol after each of the following words according to the way the part in heavy type is pronounced. There should be five examples of each sound. special / / moustache / / machine / / leisure / J vison / / garage / / station / / chalet / / occasion / J beige J /Unit 10 Upstairs, downstairs Language practice 1 When we talk about our family and friends, we often mention their occupations. Work with another student. Look at this list and check that you know what the words mean. engineer mechanic professor security guard accountant bankcashier lecturer -—_social worker lawyer home help chemist _ estate agent Mark the main stressed syllable in each occupation with a box (2), e.g. enginéer. Now add any occupations that you need to talk about your own family. 2 Can you match up the answers to the questions in the conversation below? Can you tell me about your grandmother? And what about your older sister? How long has she been there? And your other sister? She’s been working there since she finished her degree. She’s been working as a cashier at the supermarket since she left school last summer. She’s worked at the local primary school for thirty years, but now she’s retiring, She’s a research chemist for a big international company. Now listen to the tape and check your answers. Pronunciation 2: Longer sentences 1 [2] Listen carefully to the answers as they are repeated on the tape. Notice where the stresses fall and how the groups of words run together. Practise repeating each sentence with the same stresses. 2 Now, work with another student. Practise asking and answering questions about yourselves. Choose suitable questions from the list below. Give as much information as you can. Where do you live? How long have you been living there? What do you do? How long have you been there? Do you have brothers and sisters? Can you tell me about them? What about your parents? 61Speaking test practice 1 Work with another student. One of you, student (A), should ask the questions in Speaking test exercise 2, page 102, and the other student (B) must answer. ‘When you have finished, student (B) should ask the questions in Speaking test exercise 2, page 103, and student (A) must answer. Speaking test practice 2 Discussing problems Work with another student. Look at the two pictures and discuss the following questions. = What is the same about these two problems? What is different? — What would be the best ways for the people in the pictures to solve their problems? BUnit 11 Talking shop Listening skills: Following directions; intensive listening for detail in dialogues. Vocabulary: Shops and road features; expressions of location. Exam skills: Paper 4 Parts 1 and 4 Multiple choice questions. 1 Where would you go to buy the following things (apart from a supermarket)? Work with another student and see how many of the shops you can name. Then match the objects with the shops printed upside-down at the bottom of the page. e__ Long Grain * ie * RICE a 2 Discuss the following questions with your partner. 1 What kind of shopping do you enjoy least? Why? Is there any kind of shopping you do enjoy? What is it and why? 2 Do you prefer shopping in small local shops or in large supermarkets? Aaayeq — doysiad — sastuospeqor—siao0r8uaes8 —_ doys arempaey sJoBuouysyy squaiesmau — s,tajjamaf—sl90038—siouone3s 63Unit 11 Talking shop 3 What are these road features? ‘The names are below but the letters have been jumbled up. BRAUNUDOOT — CONJITUN__ASSCRODORS ~~ _VERYFOL ~~ KORF EVELLSCINGROS — NDEEPRTAISSCINGROS — DENB. ale) IL Listening practice 1 1 [SS] You are going to hear some people giving short directions, There are nine examples. ‘Match each example to one of the diagrams by writing the correct number in the box. Three diagrams are not described. 2 Look at the three diagrams which were not described. Give the correct directions for C cach one | Sle {0 Multiple choice questions ~ What can you predict? | Each multiple choice question is like three true/false statements and you should approach it in the same way. There’s more to read so it’s even more important to read through each question carefully in advance. As you read, see if you can ‘spor’ the right answer. It doesn’t matter if you make a wrong guess ~ the thinking process you have gone through will help you to listen more effectively. 64Unit 11 Talking shop Listening practice 2 You are going to hear people talking in five different situations. There is one question for each situation. For each question, choose the best answer A, B or C, 1 Before you listen, look carefully at the questions and answers with another student. Discuss what clues they give you about what you are going to hear. 2 As you listen the first time, mark your answers. As you listen the second time, check your answers. After listening, compare your answers with your partner and discuss any vocabulary clues you heard. 1 You hear a receptionist speaking to a hotel guest. Where can he get a photocopy made? A. inthe hotel x B atthe library B C atthe local newsagent’s C 2 You hear this woman talking to her friend about a shop. What is her opinion of it? A. The service is poor. A B_ The goods are uninteresting. B C The prices are high. C 3. You hear a man giving directions to someone in a village street. Where is the post office? A. next to the pub K Bon the corner of the High Street B C_ in Long Lane Cc 4 Listen to this conversation between a shopkeeper and a customer. What does the customer say she will do? A. buy biscuits in London x B get some biscuits for the shopkeeper to try B ask her sister which brand she has Cc 5 In the supermarket you hear a cashier talking to her supervisor. What is the problem? A. She's been insulted. x B She's feeling unwell. B ©. She’s been frightened. Cc Listening questions — Using the second chance | Every part of the Listening test is heard twice. I’s a good idea to try and answer every question during the first listening - but if one question gives you problems, don’t keep worrying about it, simply leave it for the second listening and carry on with all the rest of the questions. Otherwise you may miss part of the first listening | | and give yourself too much to do the second time around, 65Unit 11 Talking shop Exam listening Charles Hatcher runs a sweetshop and confectioner’s in the village of Clifton. You are going to hear him talking about his shop. Before you listen, read through the questions carefully and think about the answers which seem most likely to you. 1 He first bought a photocopying machine because A. he was offered an old one very cheaply. x B_ there wasn’t anywhere else to make copies. B C_ he needed a machine which would enlarge and reduce. Cc 2 A lot of fax messages are sent to A. London. A B a different time zone. B C a foreign country. Cc 3 Charles says the advantage of sending a fax, compared with using the Royal Mail, is that it’s ‘A. cheaper. x B quicker. B C_ more reliable, Cc 4 The shop is open ‘A. six and a half days a week. & B six days a week. B C. five and a half days a week. a 5 Ofhis customers, he says he dislikes A. aconsiderable number. x B_ about half. e C avery small proportion. Cc 6 He particularly dislikes customers who A often complain. x B_ waste his time. B C aren't polite. Cc 7 Charles says that shops like his A. will all disappear one day. x B__ will have to become bigger in order to survive. B C_ are suffering because of increased costs. Cc 66Unit 12 You only live once Speaking skills: Talking about future plans; talking about what others should do. Vocabulary: Leisure activities; health and lifestyle. Pronounciation: Word stress; sentence stress and intonation. Exam skills: Paper 5 Part 1 Talking about one’s leisure activities and future plans; Part 3 Talking about what other people should do, Discussion Catching them young octors in many countries are becoming increasingly concerned Dine the number of primary school children who are seriously it was rare for children under twelve to longer the case. But what are the overweight, A few years ago, have weight problems. This is no reasons? And does it ‘matter? 1 Work with another student. Look at the list of activities below which twelve-year-olds do in their free time. In the first two columns, tick the ones which you think are becoming more common, and which ones less common, Activity more/less active/ inactive common a) playing computer games b) running errands for their parents ) watching sport on television 4d) playing football with friends ) using the internet f) riding a bicycle g) watching videos h) exploring the countryside 2 Now look at the list again and decide which activities are ‘active’ and which ‘inactive’. Write A for active and I for inactive in the third column. Do you see a pattern? 3 With your partner, discuss and answer the questions at the end of the newspaper article. Find out whether your answers are the same as those of the rest of the class. 67Unit 12 You only live once 4 Look ar this quiz from a magazine, Put a tick by each question you can answer “yes! to, — bifestqle chesk ARE YOU BREAKING YOUR HEART? Weal know that some things are good for us and some aren't. But can the way we use our leisure time really make a difference to our health? Check out your lifestyle — are you heading down the path to heart disease later in life? Do you...? ~ take part iman active sport — eat burgers and chips at least once a week = <> several times aweek © ~walk at least 1km every day = watch more than two Q hours of television a night ~ use stairs instead of lifts a whenever possible > — go to work or school by car oO — eat fresh fruit and x vegetables every day > eat your lunch at your desk oO ~ have a hobby, such as chess, re painting, playing music “> ~ smoke 2 Ideally you should tick all of box A and none of box B! As far as heart disease is concemed, some of the causes are beyond our control, but many are not. And it’s not just smoking ~ which is one of the greatest catises of heart disease — because what we eat, how much exercise we take, and how well we relax are also vitally important, Now work with your partner. Tell each o1 i decide which of you has the healthier teat "hat you doin you fre time, Tey Pronunciation: Stress in words Mark the main stress in the following words with a box (2). concerned activity exploring lifestyle internet computer overweight seriously disease increasingly Now lise. fen to the words as they are spoken on the tape and check your answers. 68Unit 12 You only live once 2 ‘Talking about yourself - be prepared In Part 1 of the Speaking test the examiner may ask you a few questions about your leisure activities or your future plans. Make sure you know the words to discuss your favourite hobby or sport, including the names for the basic equipment, and be prepared to explain why you enjoy it. Think about how you could describe your future plans briefly in English, and check any vocabulary you might need. Make sure you know the names of subjects you hope to study, or a job you might do one day. Language practice 1: Talking about future plans We can use a variety of expressions to talk about our future plans, depending how certain we are about them. 1 Work with another student, Look at the list on the left and mark the line at a point between yes, perhaps and no to show which ones are the most certain to happen, and which the least. The first one has been done as an example. Yes Perhaps No. I'm hoping to ... x Pm going to ... Ishall probably . There’s a possibility I may ... Td like to ... Iv unlikely Pll ever . afalufa}ofrfe Tcertainly wouldn’t want to ... 2 [BH Listen to the tape. Notice where the main stress falls in each sentence. Repeat each one after the tape. 3 Take turns with your partner. Practise making true sentences about yourself using the following phrases with some of the expressions from 1 above: study medicine change my job travel round the world doacomputing course get my own flat__start my own business have lots of children lose weight get married work ina bar become famous _go into politics 4 Now note down some of your own future plans, and then discuss them with your partner, using expressions from 1 above. 69Unit 12 You only live once Language practice 2: Talking about what other people should do 11 When we talk about what other people should do, we can use expressions like these: I think he should ... take more exercise In my opinion he ought to ... relax more What he needs to do is ... goon a diet eat less chocolate give up smoking Listen and repeat each sentence after the tape. 2 Work with another student. Look at the people in the pictures and suggest how they could improve their health. You can use the expressions above, or any others you think suitable. 70Unit 12 You only live once Speaking test practice 1 Work with another student. One of you, student (A), should ask the questions in Speaking test exercise 3, page 102, and the other (B) must answer. ‘When you have finished, student (B) should ask the questions in Speaking test exercise 3, page 103, and student (A) must answer. Speaking test practice 2 What should she do? ‘Work with another student, Look at the picture. Alice’s boss is the marketing manager of an electronics firm, She has asked Alice to give a talk about their company to some new customers. Discuss what Alice should do when she is preparing to give the talk. 77Unit 13 Travelling light Listening skills: Predictive listening; extensive listening (anecdotes and stories); listening for detail in advice and opinions. Vocabulary: Travels guessing unknown words in listening; phrasal verbs. Exam skills: Paper 4 Part 4 “Which of three’ questions. Pre-listening 1 Look at the drawings below and make sure you can name them all. 72Unit 13 Travelling light 2 a) Work with another student. You are both going to make a journey. First you must each decide on a particular journey. Choose one item from each group below and then tell your partner about the journey you've chosen. b) You both want to travel fairly light. Each choose the six items you would definitely want to pack for your journey. ©) Work with your partner. First see if you can guess what your partner has decided to take on the journey. Ask questions like: Why / why not? Next tell each other about the rest of the items on your lists and discuss the reasons. Be prepared to tell the class about your partner's choices. Are you going to / planning to take a Listening practice 1 1 Which of the following kinds of luggage would you prefer to take on the journey you chose, and why? (You'll hear about one other kind in the recording.) Dat, 2 What is the secret of successful suitcase packing? How do you get the maximum into a suitcase? How do you make sure that your clothes look good when you unpack them? Share your ideas with the class, 3 [=] Four people were asked the same question and they each gave a different answer. Listen to the tape and write down each person’s ‘secret’. 1 a 2 4 Were any of your ideas the same as the speakers’? Destination | Purpose of journey Length Local of stay season Scotland attend a language course 1 month spring California attend business meetings 5 days winter Japan stay with friends 2 months | summer New Zealand | travel round the country cheaply | a fortnight | autumn 73Unit 13 Travelling light What do the questions tell you? It’s easier to listen effectively if you have some idea of ) the topic from the beginning and know what kind of | / and as Iwas information and vocabulary to expect. Saqing, i If you look through all the instructions and questions | @0u" 1's before you listen, you should be able to tell quite a lot 2 about what you're going to hear. Think about vocabulary you know in that topic area. If it’s some kind of information, think what is likely to be mentioned. If it’s a story, try to guess what happened. Resse Listening practice 2 1 Work with another student. Tell your partner about a bad experience you've had during a journey or a holiday. 2 You're going to hear four people talking about their worst travel experience. Before you listen, look at the four sets of example examination questions (AD) below and see how much you can guess about what happened to each person. 3 [BS] As you listen to each extract, answer the questions. A Fill in the missing information in the spaces provided. Vic's experience happened ..n:nmmnmnennnnm (1) before he was due to fly home. He could only get a new passport if he could prove he sessnmnnunss 2) He could only get @ neW ss.nnmsnmnnmnnnnnsnnn (3) if he could prove who he was. He finally got a (4) passport and flew home. B Tick (7) one of the boxes, A, B, C or D to show the correct answer. 1 Jim was travelling A by bicycle. B by motorcycle. C by car. D on foot. 2 What was the weather like? A hot and sunny B very humid C freezing cold D raining heavily 14Unit 13 Travelling light 3 He arrived in the wrong town because A his map was not correct. B people gave him false information. C he asked for the wrong place. D he made a mistake about the distance. € Tick (/) one box to show whether each statement is true or false. True Fale 1 Clare and her friends couldn’t remember where they had left the bag. 2 They were given money by the British Consul. 3 They called at a police station, 4 They were able to complete their holiday. D Tick one of the boxes (V7) to show which picture best illustrates the answer to the question. 1 Where did Ian sleep? = aUnit 13 Travelling light Vocabulary: Guessing unknown words and phrases ‘You were probably able to answer the questions in Listening practice 2 even though you didn’t understand every word in the extracts. It's often possible to guess the general meaning of an unknown expression, however, and this can be helpful. Can you guess the meaning of the following expressions from the extracts you heard? a) ‘a tricky situation’ b) ‘it was teeming with rain? c) ‘Don’t be daft? d) ‘chock-a-block full of mosquitoes? Discuss your ideas with another student and listen to the extracts again, if necessary. Language practice: Phrasal verbs Choose one word from each of the following lists in the box to make phrasal verbs to fit the sentences from the stories. pull © up carry in hand off end. out sort up put on drop out 1 We went to the British Consul and they organised money from our parents, and us 2 When we went into the police station, the bag had just Been summons sm svn 3 We were able to get our passports and money back and .... with our holiday. 4 Lwas hitch-hiking around and I got in the middle of nowhere. 5 I chose a camping site, took off my rucksack, my tent and it 6 eft just a quarter of an inch of my sleeping bag open to breathe through, and I still um being eaten alive by mosquitoes ~ they still managed to get into my sleeping bag! 76Unit 13 Travelling light ‘Matching statements ~ Be prepared Remember that recordings often give the information in a slightly different way from the words in the statements. When you read them through beforehand, look for the key words and phrases and think about other ways of saying the same thing. Preparing in this way should help you not to miss important information when you listen. Exam listening Preparation 1. Before you listen, look at the statements 1-7. Underline the part of each statement which you think is most important. For example, in 1, you might underline most detailed information, in 2, all sorts of travellers. 2. Work with another student. Compare what you've underlined. 3. With your partner, discuss these phrases (what sort of information? what do we mean by detailed? what sorts of travellers are there?). Exam task ‘You will hear a discussion about three series of guide books. Decide which of the statements below applies to each of the books. Mark A for Astin’s, B_ for Brisk Tours, and C__ for Explore in Comfort. 1 This book offers the most detailed information. 2 This book is suitable for all sorts of travellers. 3 This book is unreliable. 4 This book will soon be out of date. 5 This book is poorly organised. 6 This book’s maps are hard to read. 7 This book is good value for money. ole lal e|>|[ale|>llole|>lale|>|lole|>|[o]e[>| 77Unit 14 It’s your world Speaking skills: Making comparisons and contrasts, expressing disagreement. Pronunciation: Intonation for polite disagreement; /w/, /o/ and /ot/. Exam skills: Paper 5 Part 2 Talking about two photographs; Part 3 Prioritising; Part 4 Expressing opinions more generally. Exam discus: 1 Work with another student. Decide which of you will be the ‘examiner’ first. Examiner: Give your partner a few moments to look at the pictures below and then read out the instructions below: Td like you to compare and contrast these two ways of buying food, saying which is more convenient and what the environmental advantages and disadvantages of each are. Candidate: Describe the pictures briefly. Mention what is similar about them and what is different. Say why you would, or wouldn’t choose each of them. Speak for about one minute. 2 When the ‘candidate’ has finished, work together and make lists of all the important similarities and differences in the two pictures. Compare your lists with other pairs. 78Unit 14 It’s your world 3 Read through Exam Tip 22 below, then change roles so that there is a new ‘examiner’. Examiner: Give yout partner a few moments to look at the pictures below and then say: Td like you to compare and contrast these two pictures, saying how you'd feel about spending a holiday there. Candidate: Describe the pictures briefly. Mention what is similar about them and what is different. Say why you would, or wouldn’t, want to spend a holiday in each of them. Speak for about one minute. 4 When the ‘candidate’ has finished, work together and make notes on the reasons for choosing, or not choosing to spend a holiday in each place. Be prepared to tell other students your reasons. cesnpppss Sal ASLL Talking about pictures ~ Have a system It's easy to feel you've run out of things to say about the photographs, especially if you say everything, in the first sentence. Try instead to be systematic. Listen carefully as the examiner sets the task. First state the basic facts briefly, then go on to compare and contrast the pictures, and giving your opinion. You don’t have to stick rigidly to this order, of course. You may need to mix the stages a bit, depending on the pictures. But you must try to include everything the examiner asks of you. bacon 1 L 79Unit 14 It’s your world Language practice 1 11 Work with another student. Match the four parts of the description (A-D) below with the four example sentences (1-4). Underline any words which helped you decide. A Basic facts 1 Both have cafés, but this one’s more attractive. B Compare 2 I think the water might be polluted. C Contrast 3 Both show sandy beaches. D Comment 4 One’s got a lot of litter on it, but the other one hasn’t. 2 Now look at eight more examples and label them A, B, C or D. Underline the words which help you to decide. although they're both houses, one’s much more modern there are a lot of people in both photos personally, I'd love to travel like this both groups of people are laughing these people seem to be looking forward to something, but those aren't imagine they must be feeling cold both streets are busy, but this one has fewer private cars this room is clean and tidy, but this one’s a mess 3 Look again at the pictures on pages 78 and 79. Practise saying things about those pictures using the different patterns for A, B, C and D. Language practice 2: Expressing a different point of view In a discussion, when we agree with the other speaker, we say something like: Yes, of course. or agree with that. or That’s quite right. There are also several ways that we can politely express a different point of view. 1 Work with another student, Look at the statements and match each one with a reply from the list below. Cars cause so much pollution they should be banned. If everyone went by bus, it'd solve all the traffic problems And anyway, people'd be fitter if we all rode bikes. Wel, it’s probably too late to save the world from global warming Actually, | don't believe that the situation is hopeless. But don't you think some cars are necessary? (im afraid | don’t aaree that that’s the best solution, On the other hand, maybe they aren’t always practical for older people 80Unit 14 It’s your world Pronunciation 1 2 [3] Listen to the tape. Notice the intonation used by the speakers when they express disagreement. Repeat each one after the tape. 3 Now work with your partner. Read this list of opinions and try to think of arguments that can be used against them. Schools are a waste of time for teenagers. Smoking isn’t really bad for you If everyone was vegetarian, there'd be no more famines. Space exploration is a total waste of money. Nobody needs to keep a pet. Computers will soon take control of the world, Take turns to read out one of the statements so that your partner can express disagreement. Begin each answer with one of the opening phrases from 1. Pronunciation 2 Do you remember what sound the phonetic symbol /a/ represents? If not look at the chart on page 104. Ju! is the phonetic symbol for the sound in full or would /o:/ is the phonetic symbol for the sound in more or law Look at the following list of words which are mostly from this or the previous unit. Put them under the correct heading according to how they are pronounced. There should be six in each group. money put thought — course enough ~— colour foot abroad cover _— pull ~— look ~— country torch could good fuss sort — walk Group 1 Group 2 Group 3 In| Jol Jol Compare answers with another student, then listen to the words as they are spoken on the tape. 81RS Ser ee Speaking test practice 1 1 Work with another student. Look at the list below and discuss which three of the actions recommended are more important and which three are less important and why. Say if you disagree with any of them. WILL YOUR CHILDREN INHERIT A PLANET WORTH LIVING IN? Poe Oe) ‘i Buy locally-made goods whenever possible x Use public rather than private transport a Don’t use unnecessary electric gadgets (e.g. electric _ toothbrushes) 4 Go to school or work by bicycle x Have your car serviced regularly # Never switch on the washing ‘machine or dishwasher ‘unless it has a full load 3k Insulate your house Recycle all bottles, cans and paper Speaking test practice 2 Discussion Work with another student. Take turns to ask each other the following questions. Try to answer as fully as possible. Do you think pollution is a serious problem in this area? Why / why not? How much do your friends and family care about things like pollution? What environmental problems do you come across in the area where you live? Do you think environmentalists make too much fuss about pollution in general? What do you think is the biggest danger to the environment these days? As individuals, to what extent do you think we can affect the environment? 82Unit 15 Listening review Listening skills: Understanding implied information; listening to check facts; global listening to recognise context; listening for detail in dialogues. Vocabula: Exam skills: choice questions. Exam Tips review Revision of topic vocabulary and phrasal verbs. Paper 4 Part 4 Answering true/false questions; answering multiple Work wich another student co match the ewo parts of the Exam Tips from earlier units. Discuss the reasons for each piece of advice. If you need to fill a gap, you should ... Whatever sort of questions there are, you can ... If you have to fill gaps in a message or notes, you should ... ‘When you do the Part 3 matching task, you should ... ‘With true/false questions, you should ... With multiple choice questions, you should ... When you read key words and phrases in the questions, you should ... ‘A. remember the recording may give the information in a slightly different way. read each statement through in advance and think if it sounds probable or not. think carefully about what you know about each of the six things in the list before you listen. look at the language round it to see what sort of word you need. look at each one carefully and think about the kind of information that is missing. get lots of information about the topic by looking through the instructions and questions. 3 read through the possible answers to each question and see if you can spot the correct one, 83Pre-listening 4 There is one mistake in each of the following samples of students’ work. What did the students intend to say? Why did they make the mistake? 10 saw a let of cows. The ote. glasses. 2 a ius wm Lily Rave condutonect 3 Fach Was a fnew Prychoanarchist” 4 Why don‘) women hase. epual rice wih men ol over He. world ? 8 Around og vilage wt have many hinds of wal lives 6 While the Prime Minister Was giving a. Speech, are was +hrown by & tomato. 2 Work with another student. Tell your partner about a problem you have had with English. It could be a particular word, spelling, pronunciation, or a point of grammar. Have you ever made a funny mistake? Have you heard someone making a funny mistake when speaking your language? Listening practice 1 You are going to hear four people talking about problems they have had with a language (including their ownt). Not all of them say what the problem was directly, so you may have to work it out from the story. 1 Which two speakers used the wrong word or expression in a foreign language? [KBCD] 2 Which two speakers misunderstood a word or expression in their own, language? ABCD) 3 Discuss your answers with another student. What was the mistake in each case and how did it happen? 84Unit 15 Listening review Listening practice 2 1 Do you know what to expect in Paper 4 of the First Certificate? Look at the statements below and say whether you think they are true or false. True | False 1 Each listening passage is played twice. 2. You are given time to look through the questions before each part. 3. You can’t ask questions after the introduction to the test has been played. You can use correction fluid to correct any mistakes. You mustn’t write on the question paper. The instructions for each task are spoken on the tape. You have to write your final answers on a special answer sheet. There are alway’ three parts to the Listening test. as 2 Sce if you can fill in the missing information in these sentences. 1 The Listening test usually lasts about ...... minutes. 2. There are vn marks for the Listening test. 3. On average, pass candidates usually score about... % of the marks. 4 Together the Listening and Speaking tests make up... % of the total marks for the examination, 3 [&] Now listen to the recording and check your answers for both exercises. Vocabulary review 41 Work with another student to put the words below into five groups according to the topic they are connected with. Suggest a heading for each group. film elbow brooch level crossing floor _—_-bend detached negative ankle knee ~—shoulder_—flash_—_—ibalcony necklace close-up basement ~—ring— fork = camera_—_junction bracelet. flyover. wrist. chimney earring 85Unit 15 Listening rev 2 Complete the phrasal verbs in the sentences below with suitable particles chosen from the following list. back in off on out through = up 1 The bus dropped me soe at the town centre and I walked from there. 2. The switchboard operator put me to the wrong department. 3 Lasked at the enquiry desk whether anybody had handed on wallet, 4 He left me with a number of major problems to sort 5 We were cut in the middle ofthe conversation and I had to call het 6 If you carry working this hard, you'll end making yourself ill, Exam listening: Crossed lines Guests at the ‘Flash Towers’ hotel are complaining. There’s a problem with the telephone system in the horel at the moment. Every time they try to make a call from their rooms, they get a crossed line and hear a telephone conversation from another part of the hotel. To help the telephone engineer to trace the fault, guests have been asked to say where the calls they hear are coming from, or being made to. Here is a list of hotel extension numbers: Flash Towers Your satisfaction — our guarantee DIRECTORY Reception Room Service .. Restaurant Car Hire and Limousine Service . Laundry ‘Swimming Pool Fitness Centre ‘Tour Bookings Manager Preparation 1 [J You are going to hear six telephone calls which one guest tried to make, Each time you'll hear the beginning of her call and then the crossed line which interrupted it. Listen to the conversation on the crossed line and decide which hotel department is involved, Write the extension number for the correct department in the spaces below. 1 2 3 4 5 6 86Unit 15 Listening review Exam task 2 [| Before you listen a second time, look through the following questions. Each question refers to the crossed lines that you hear. As you listen, tick (/) the answer which you think best completes each sentence. 1 The person in extract 1 is angry because he’s been told A. he must make a booking in advance. B_there’s no record of his booking. C he can’t cancel the booking he’s made. lof) >| 2 The problem in extract 2 is that a piece of clothing has been A lost. B damaged. C destroyed. lof) >| 3 It takes the guest in extract 3 quite a long time to make his order because he A. doesn’t know what he wants. B_ doesn’t know the name of what he wants. C keeps changing his mind about what he wants. lole|>| 4. The person in extract 4 is speaking to A his bank manager. B a person who has applied for a job. C an agency which supplies temporary staff. o}|>| 5. The person in extract 5 is upset because A he didn’t receive any advice. B he received the wrong advice. C the brochure gave false information. O}e|>| 6 The person in extract 6 is trying to arrange for A her bill to be prepared. B a taxi to be called. © her bags to be brought from her room, o}e|>| 7 The person in extract 6 asks the receptionist to pass a message to A. the manager. B the taxi driver. C the porter. lo) =} >| 87Unit 16 Speaking review Speaking skills: Discussing options; talking about consequences. Pronunciation: _ Revision of sounds; revision of word stress. Exam skills: Paper 5 Part 2 Talking about two photographs; Part 3 Problem solving: Part 4 Giving general opinions, Exam Tips review 1 Read through the statements below and decide whether they are true or false. You should start speaking as soon as you can when the examiner gives you a pair of pictures to talk about. Avoid giving short yes/no answers to the examiner’s questions. If you're not completely sure what the examiner wants you to do, it’s best not to say anything. ‘Try to use the best, most descriptive words to describe things in pictures. You should always speak to the examiner rather than your partner. If you don’t know the exact word for something, avoid talking about it. If you are given a problem to solve, the examiner is only interested in whether you can work out the correct answer. Good pronunciation is less important in the interview than correct grammar. 2 Discuss your answers and reasons with another student. 88Unit 16 Speaking review Pictures 1 Work with another student. Decide which of you will be the ‘examiner’ first. Examtiner: Give your partner a few moments to look at the pictures below and then say: Pd like you to compare and contrast these two pictures, and say why you'd like to travel with either of these groups of people. Candidate: Describe the pictures briefly. Mention what is similar about them and what is different. Say why you would, or wouldn’t, want to travel with them. Speak for about one minute, When the ‘candidate’ has finished, the ‘examiner’ should say whether he/she agrees. 2 Now change roles, so that there is a new ‘examiner’, Examiner: Give your partner a few moments to look at the pictures below and then say: I'd like you to compare and contrast these two pictures, and say whether you'd like to be watching either of these groups. Candidate: Describe the pictures briefly. Mention what is similar about them and what is different. Say why you would, or wouldn’t, want to go to see them, Speak for about one minute. ‘When the ‘candidate’ has finished, the ‘examiner’ should say whether he/she agrees. 89Unit 16 Speaking review Language practice: Consequences 1 Work with another student. Match the halves of these sentences to make one complete set of consequences. The first one has been done for you. 1 If you go to the disco, ———— A you may not be able to find a taxi. 2 Ifyou really enjoy yourself, B_ you'll miss the last bus. 3 If you leave too late, Ls © you'll probably have a great time. 4 If you miss the bus, D you certainly won’t want to leave early. 5 If you have to walk, E_ you'll fall asleep in class tomorrow. 6 If you don’t get any sleep tonight, F you won’t get home till dawn. 2 [=] Now listen to the tape and repeat the sentences, paying attention to the fall and rise of the intonation pattern, 3 Work with your partner and discuss the probable consequences of the following. 1 Your father has just gone to sleep. Your brother wants to practise on his drums. 2. Your classmate wants to go to a party the night before the exam. 3. Your friend is about to stroke your pet cat ‘Killer’. 4 A building firm wants to put a block of flats right next to your garden. 5 The government proposes to double the price of petrol. 90Unit 16 Speaking review Pronunciation 1: Revision of sounds 1 Find two words in Language practice, Exercise 3 which contain the sound /e/. Find two words with the sound /e Find two words with the sound / 2 Match each of these ‘ough’ words with two other words in the box which have the same sound, and write them next to the correct symbol. through thought _tough cough _—_ although Group 1 /a/ coat collar Group 2 /o/ . gloves suit Group 3 fi! on vo f warm jumper Group 4 fox! - - . shoe brooch wallet talk Group 5 foul [=] Now listen to the recording and check your answers. Pronunciation 2: Revision of word stress Look at the way the stress pattern of these words is shown with boxes: describe 01 description oo Find pairs of words from the list below with the same stress patterns. Oo oO oOo Ooo oQoo ao Auk wn compare introduce exhausted photography forecast telephone guarantee control advertisement practise delighted interested Now listen to the recording and check your answers. 91Unit 16 Speaking review Tasks 1 Work with another student. Look at the map below. It shows the site of a large music festival. Underneath there is a list of things that must be prepared for the festival. Some things have already been decided. Discuss where the rest of the facilities should go. It isn’t necessary for you to agree about everything as long as you explain your opinions to each other. Spend about three minutes on your discussion. + l ae Main Road Shower block Campsite Children’s playground First aid tent Food stalls Coach park Lost property office 92Unit 16 Speaking review 2 Work with another student, Decide which of you will be the ‘examiner’ first. Examiner: Ask your partner the following questions, choosing the most appropriate ones according to his/her answers. Do you yourself enjoy being part of a large crowd? Why? or Why not? Can you tell me about any public event that you know about? (For example, agricultural shows, arts festivals, sports events, local festivals) What sort of people go to them? Do they come from far away? How do the people who live nearby feel about them? Are such events good for business or do they cause a lot of problems? Candidate: Answer the questions as fully as you can. Now change roles, so that there is a new ‘examiner’. Examiner: Ask your partner the following question, choosing the most appropriate ones according to his/her answers. Have you ever been to a big music festival or similar event? Can you tell me about it? or Would you like to go to one? Why? or Why not? ‘Would you ever travel abroad to see something special? (For example, the football world cup or a world-famous pop group?) What's the difference between seeing such an event live instead of on television? What do you think the main problems are for people who live near the site of such an event? Candidate: Answer the questions as fully as you can. Check your Speaking test facts For each question choose the answer which you think is correct. 1 How long does the Speaking test usually take? A 10-12 minutes B 14-16 minutes C 18-20 minutes 2. What percentage of the marks for the whole exam is there for the Speaking test? A1S% B20% C25% 3 What percentage of marks does the average pass candidate score? A 60% B75% C90% 93Unit 17 Practice test: Listening Part One You will hear people talking in eight different situations. For questions 1-8, choose the best answer A, B or C. 1 You hear this woman talking to her friend about a visit she made recently. How did she feel about it? A. disappointed B annoyed 1 © embarrassed 2 You answer the telephone and hear this man. What is he trying to sell? A clothes B kitchens 2 C videos 3 You turn on the radio and hear a discussion of a new CD. What is unusual about it? A. the singers B the musicians 3 € the songs 4 You are waiting in an office when you hear two people talking. Who was late? A the man B his boss 4 © aclient 5 At the doctor's surgery, you hear this woman talking to the receptionist. When does she need to see the doctor? A at the end of this week B next week 5 C_ the week after next 94Unit 17 Practice test: Listening You hear this boy talking about his mother. What do they argue about? A. food B clothes © money You are watching a television programme about books. Th book because A thas been poorly researched. B there are not enough pictures. C itis boring. e reviewer criticises one Ata British airport you hear this announcement. Which passengers should go to the ground floor? A. All those who are travelling to Manchester, B All those who already have a boarding pass. CC All those who are catching a flight from Manchester. 95Unit 17 Practice test: Part Two You will hear part of a radio programme about the Royal Flying Doctor Service of Australia. For questions 9-18, complete the sentences. 9 The ‘Nomad’ aeroplane was used in a well-known 10 Planes sometimes crash into 10° 11 The red dust of the outback can affect the planes’ 1 ment found in an intensive care 12 12 They have all the eq} 13 It isn’t possible for the doctors | 13 1 15 In an emergency they have the same responsibility as a 15 16 Ina recent emergency, a tourist suffered a [fae] 17 Sometimes an airstrip can be lit up by using 7 > Pilots are keen to join the service as it offers many 14 18 The pilot collected the tourist 18 | 96You will hear five different people talking about cities. For questions 19-23, choose from the list A-F which place is being described. Write the letter next to the number. Part Three Unit 17 Practice test: Listening The city where A the speaker grew up. the speaker spent a good holiday recently. the speaker plans to visit friends. the speaker's parents were born. the speaker is going to study. the speaker used to work. Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 19 97Ee Part Four You will hear a taxi driver talking about his job. For questions 24~80, choose the best answer A, Bor C. 24 What does Chris like about driving a taxi? A earning alot of money B_ travelling to different parts of the city 24 © being able to decide exactly what he does 25 Asa taxi driver, he says he needs to A. predict where he will find work. B_ know his way round the city very well © give travel information to passengers. 26 What other advantage of his job does he mention? A He has a good relationship with his employers. B_ He doesn’t experience any delays in getting paid 26 © He doesn’t have any trouble finding passengers. - 27 What does he say about most of his passengers? A They dislike taxi drivers. B_ They're happy to chat to him © They have interesting stories to tell. 28 He says some people get annoyed when A. the taxi fare is too high. B_ the journey takes longer then usual. C they have a long wait for the taxi. 29 He mentions meeting a well-known A actress. B_ musician. 29 C sportsman. 30 Why does he feel he's well-suited to his job? A He enjoys driving long distances. B_ He grew up wanting to be a taxi driver. 30 © He likes being friendly for short periods 98Unit 18 Practice test: Speaking Part One Work with another student. One of you, student (A), should ask the questions in Speaking test task 1A, and the other student (B) must answer. When you have finished, student (B) should ask the questions in Speaking test 1B, and student (A) must answer. Speaking test task 1A Can you tell me where you study English? And how long have you been studying there? Can you tell me a bit about the other students ~ do you have a lot in common with them? ‘And what’s your main reason for studying a foreign language? Speaking test task 1B Can you tell me something about the neighbourhood where you live? And do you live on your own, with your family, or what? ‘What are the advantages or disadvantages of that? And what about your plans for the future - can you tell me something about them? 99EEE PRG RE ee Part Two Work with another student. Decide which of you will be the ‘examiner’ first. Speaking test task 2A Examiner: Give your partner a few moments to look at pictures A and B below and then say: Pd like you to compare and contrast these two pictures, saying how you'd feel about passing your free time like this and whether you prefer one or the other. You only have a minute for this, so don’t worry if I interrupt you. Listen to your partner and time him or her. After about one minute, thank him or her. Change roles so that there is a new ‘examiner’. Speaking test task 2B Examiner: Give your partner a few moments to look at pictures C and D below and then say: Td like you to compare and contrast these two pictures, saying whether you've ever stayed in places like these and whether you'd like to. You only have a minute for this, so don’t worry if I interrupt you. Listen to your partner and time him or her. After about one minute, thank him or her. 100Unit 18 Practice test: Speaking Part Three Your class is going to get together and celebrate when the exams are over. You and your partner have been asked to decide the best way to do this and to make the arrangements, Took atthe list of suggestions and try to agree on a plan for the celebration, Spend about three or four minutes on your discussion, then go on to Part Four, - End of course - © eelebration day and time? PLACE- school? someone's - house? restaurant? =) elsewhere? - we EVENT- a porty? a meal? a picnic? awalk? ENTERTAINMENT- s food? music? : anything else? how much help needed? who? Part Four ake turns to ask and answer the following questions (as many as you have time for). Spend three or four minutes on this part, Student A, ask your partner these questions: Po vou prefer to celebrate special occasions with family or with friends? Why? How do young people generally like to spend an evening out in your country? Would your parents have done similar things to you when they were young? Why? / Why not? m what ways do young people have more independence than they used to? Student B, ask your partner these questions: Do people still celebrate in traditional ways in your country? Do you think it’s important to keep up old traditions? Why? or Why nov? What big public celebrations take place in your country? What problems do they cause, if any? How do you plan to celebrate the end of your course? 101Speaking tasks Student A Exercise 1 It’s a few weeks after the accident. You were the cyclist. You weren’t badly injured, fortunately (decide what the injury was), but you had to take several days off work and you lost some pay. You don’t like dogs (they often chase after you when you're cycling) and you think most dog-owners don’t train their dogs properly. You are in the bank and have just recognised the person whose dog caused the accident. ‘You start the conversation. Exercise 2 Use these questions if you and your partner are in your home country. Can you tell me where you live? Have you always lived there? And what sort of neighbourhood do you live in? Do you live with your family? Can you tell me something about them? Use these questions if you and your partner are studying abroad. How long have you been in this country? And what sort of place are you living in? ‘Are you living with a family? Can you tell me something about them? What are the main differences between houses here and in your home country? Exercise 3 What are you going to do after this course? Are there any other languages you'd like to learn? (Why? / Why not?) Can you tell me something about your plans for the next few years? And after that? 102‘Speaking tasks Speaking tasks Student B Exercise 1 It’s a few weeks after the accident. You are the owner of the dog which caused the problem. You're very proud of your dog, Fido, and you don’t know what made him behave badly that day. Normally he’s very obedient. You think the cyclist was pretending to be more hurt than he was ~ after all, he fell on soft snow. You also think he was going too fast. You are in the bank and you have just recognised the cyclist who was injured. You hope he doesn’t recognise you! Exercise 2 Use these questions if you and your partner are in your home country. How long have you been studying English? Why are you studying it? Can you tell me something about your school? And what about the neighbourhood where it is, what's that like? Use these questions if you and your partner are studying abroad. How long have you been studying here? Do you have a special reason for studying English? Can you tell me something about the place where you're studying? And what about the neighbourhood where itis, what’s that like? Exercise 3 How do you think studying English may help you in the future? What are your plans for the next few months? Do you have any ideas about what you'll be doing in ten years’ time? Do you have any special ambitions? 103Phonetic symbols Vowel sounds Symbol Fisk Al fol fas! lel fal fail foul feel Ini fol fa:! fev taal foul leal hal Jou! Jaul lual 104 Examples sleep me pin foot could pull do shoe through red head said arrive father colour tum bird work sort thought walk cat black sun enough wonder got watch sock part heart laugh name late aim my idea time boy noise pair where bear hear beer go home show out cow pure fewer Consonant sounds Symbol Ip! Jbl I dl Ski Ig igi Ids) iil Iv Jor Jdt Ist ial il I3f Th Imi Inf Inf a inl lil Iwi Examples put book take dog car kick go guarantee catch church. age lounge for cough love vehicle thick path this mother since rice z00 houses shop sugar machine pleasure usual vision hear hotel make name now bring look while road young wearIndex of speaking and listening skills Speaking skills Unit agreeing/disagreeing 4,14, 16 comparing and contrasting 6, 7,14, 16 describing animals 6 describing clothes 7,8 describing expression 2,16 describing location 12 describing mood 2 describing objects 8,14 describing people 8,10, 16 describing places 9, 10, 14 discussing advantages and disadvantages 4 discussing options 16 discussing problems 10, 16 expressing likes/dislikes 6,10, 14, 16 expressing preferences 6, 11, 14, 16 expressing probability 24 expressing sequence 7 expressing time 34 giving opinions FU, 4, 12, 14, 16 giving reasons FU, 8, 9, 10, 13, 14, 15, 16 making arrangements 6 talking about consequences 16 talking about dates and times 4 talking about yourself 10 talking about jobs 10 talking about future plans 12 talking about leisure activities 1,12 talking about what others should do 2 negotiating choices 8 paraphrasing 6 prioritising 8,14 selecting, 8 speculating (past) 2,4 speculating (present) 2 using organisational language 8 105Yuu Lu Cambridge First Certificate Skills isa series of materials combining motivating, communicative practice of language skills ee ee ees Cambridge First Certificate Listening and Speaking NEW EDITION Cambridge First Certificate Listening and Speaking is Cer ean et eet eer Ae tae Uae care OLELg Papers 4 and 5 of the Cambridge First Centificate examination, Listening and speaking units alternate; each unit introduces SUC re coe Ey which are then followed up by an exam roman Activities are varied and motivating, and the Te ee tee reenact) erage et eee ee Wee ec range of listening texts, including authentic recordings, and a rich source of visual material for communicative oral practice. i CAMBRIDGE FIRST CERTIFICATE SKILLS Bee cu Cambridge First Certificate Listening and Speaking * * * Cone Ronee nnn cy Peete Rech a begins with a Foundation unit to increase awareness of the target skills, Ree e CUTE Ta CORO Meme includes regular “Exam Tips” which RTC Seo ccs tad builds on and recycles topic vocabulary throughout integrates pronunciation practice contains final review units ‘The Teacher's Book provides practical Peo oar ee cree guidelines on timing, It also contains a comprehensive key and complete tapescripts. Cambridge First Certificate Listening and Speaking on Sie cen eS etoreoe suo eee ere tes CAMBRIDGE UNIVERSITY PRESS.