Succeed in UT Exam Preparation & Practi | A E j | | aking & Listenii from 2015Trinity ISE Speaking & Listening | Introduction to the ISE Ill Speaking & Listening exam “The aim of the Trinity College London's Integrated Skil in English (ISE) exam (Speaking & Listening module) isto assess candidates’ competence in speaking and listening in English, ina context wich reflects their real world activity and their purpose for learning English. It isan integeated and comme nieative exam, wich is based on sls candidates will ned for study and future ernployment. “The Speaking & Listening module is designed to be authentic and relevant to the candidate's circumstances | and future aspirations. ‘The exam is conducted as one-to-one, face-to-face speaking and listening tasks, with the candidate and | cone examiner “The tasks in the speaking part of the exam replicate real-life exchanges, in which the candidate and the | ‘examiner share information, ideas and opinions. Inthe listening part of the Speaking & Listening module (the Independent stening task) recordings are | sven eas nes ar ea RALTaty CE nad Ossie LS rich oe) tims coer ‘exam level. The candidate first has to report on the general meaning of the recording and then to summarize the ideas given. The audio par af the listening exams is pre-recovded to ensure standarciation of the listening output. Exam Format ASPEAKING exam with 3 tasks and a LISTENING exam with one task, | Timing: 25 minutes (23 minutes exam, plus 2 minutes examiner administration tine). Level: CI of the CEFR | ‘Winity ISE Ill Speaking & Listening module Exam Format | | ISE rating scale {Al asks in each ISE level are linked to a particular CEFR level ‘The rating scale below shows four distinct scores within each CEFR level: Score Interpretation 4 Excatlont achievement - at the upper end of the CEFR level 3 Appropritte achievement -at the mite ofthe CEFR level EFI Acceptable achievertor = of the CEFR level] possibly newy qualified at that level Non-achievement - not of the CEFR level Neo topic task, ne performance to rate Publithed by GLOBAL ELT LTD ‘ww globalelco.ak ‘Copyright © GLOBAL ELT LTD, 2016 ‘Andree Betas & Sean Haughion \wrence Maras. Linda Cling, Martnea Georgopouiou and Varvara Vallanatou have aso conibuted to ths publication ser allorthas een ms 1 We the copyright holders And we apslogis in sdvanca for any unintentional omision. ‘We wil be happy 10 lao the appropriate achnowiedgermars in any subnequent edons “Al rights reserved, No part af thi publication may be repeoducod, store ina ctkval system, o tram En any form o by any means, electron ‘mechanical, photoopyine recording a otherwise, without the prior permis in writing of Whe Publisher. Ay person who des ay Unauthorised ct ‘elation to tht putteaion may be Hable to criminal proscotion a el lam fr damages ati Libany Cataloguing Paiste Dita “A-aialogse record of his hook is avilable fom te Bultish Library ‘Speting & Listening - Shen's Book -ISEN- 97811461259) Speaking & Lstcning ‘Teacher's Book - ISBN: 978174164009Trinity ISE M1 TABLE OF CONTENTS SPEAKING SECTION Part | The Topic Task Lesson | The Topic Task, Part | Lesson 2 The Topic Task, Part | Lesson 3 The Topic Task, Part | Lesson 4 The Topic Task, Part 2 Lesson 5 The Topic Task, Part 2 Lesson 6 The Topic Task, Part 2 Part 2 The Collaborative Task Lesson I The Collaborative Task Lesson 2 The Collaborative Task Lesson 3 The Collaborative Tasle —— — ee Reference pages Lessons | & 2: The Topic Task Lesson 3. The Topic Tas Lesson S The Topic Task Lesson | The Collaborative Task Lesson 2 The Collaborative Task Lesson 3 The Collaborative Task LISTENING SECTION The Independent listening task Lesson I: The Format of the Independent Listening Task Lesson 2: Recognising the speaker's point of view and inferring meaning EXTRAS: Additional exam practice for the Independent Listening Task LANGUAGE FUNCTIONS & GRAMMAR SECTION “Unit 1 Relative Ciadses'(1), ‘Whit 2 Relative Clauses (2) & Participle Clauses “Unit:3: Causative Farm and Adjectives “Unit 4 tnversion Unit 5 pase Medals Unie 6 Conditionals “Unit 7 Passive Voice ‘Speaking & Listening page 6 age 10 page 13 poge 16 age 20 page 22 page 26 page 28 page 34 ‘page 40 page 43 page 45 page 48 page 49 page 50 page 51. page 52 page 56 page 58 page 59 age 60 page 64 age 68 page 72 page 76 page 80Language functions for Trinity ISE Ill * Initiating and maintaining the conversation * Developing and justifying an argument + Evaluating options, past actions/course of events and different statements * Speculating * Hypothesising * Staging (je a logical signposted structure) + Summarising * Indicating understanding of points made by the examiner * Establishing common ground Please note that the language functions are cumulative through the ISE levels, There are no suggested grammar structures for ISE Ill, Candidates are expected to use a broad range of complex structures. to express thoughts clearly, | | |Trinity ISE Ill (C1)ee) ae | sen crs Lesson I the Topic Task, Part 1 In this lesson you will lean about the format of the Topic Task, Part I. Exercise | sven to the recording. Ths is am example ofthe Topic Task, Part |. For questions 8 choose the correct option or write ‘short answer as appropriate. True | False 1. The topic is talked about from the very start of the interview. + rt 2. Part 1 is a discussion of the topic between the student and the examiner. : | 3. The examiner makes notes about the student's performance while listening. 4. How long is Part 1? 5 6 . The tone in Part is quite formal, . The examiner tells the student what topic to talk about. 7. The student discusses both sides of the topic. 8, Why does the examiner interrupt the student? True | False Topic Task - Part | Prepare . * "You choose and prepare.a topic of your choice in advance. Prepare well * You must prepare a fornial handout for the examiner, * ‘You can also make notes for yoursell. This is not compulsory bur is highly recommended. + You are not allowed to have a fully scripted presentation ~ notes should be shart and function as cues for what you want to say. 3 om Remember ... * Practise your presentation and try to get the timing about right, 30 that you can say all that you want Co say in around 4 minutes. “Ty to finish your discussion and ask the examiner if they have any questions. * Don't worry if you see the examiner writing notes while you speak. They are not marking you. They are making notes about the things you say to use in the discussion phase in Part 2. + Tryand finish your presentation within the 4 minutes, but don't ‘worry Ifthe examiner stops your presantation bofere you have. finithed. It must end when time is up. * Keep your language quite formal and polite,Trinity ISE I Speaking __The Topic Task - Part 1 Exercise 2 ‘When discussing the topic, you talk about both sides of the argument. This is likely to involve supporting your points ‘with ‘advantages and disadvantages’. Pu the words in the bex in the correct column based on their meaning. Advantages Disadvantanes pitfalls downsides upsides benefits drawbacks pros cons. Exercise 3 You should choose a topic that promotes discussion not a fact-based one, This task is nat simply about reporting facts or describing things: itis about expressing and supporting viewpoints, Which of the options would make the best topic, A or 8? Chaese the correct answer, | 4. A, The most popular forms of ecotourism: | By Thc fernaane peo soe wed 2. A. The role of mature documentaries in conservation B._ My favourite documentary films ofall time 3. A. Different types of voluntourisen* B. Making 3 profit out of volunteering 4. A. Ahistory of hillwalking in the United Kingdom BL The consequences of making our mountains more accessible to walkers 5. A. Solving the African poaching (illegal hunting) problem B. Endangered mammals of Africa \olluntourism: a form of fourm fravellrs take part in voluntary work, usualy for harty) Exercise 4 Your topic should not just be based on the pros and cans of ssmething, although they are likely to be included, Your topic should promote discussion and exploit the langage functions of the level (see p. 4). Your topic could be, for example: ‘A Problem and solution topie B Cause and effect topic For and against topic Match these topics to the topic types above, Write A, 8 ar C on the line. 1, There should be aban on all forms of hunting 2. How the problem of poaching began 3. Howto stop poachingTrinity ISE IM Speaking ‘The Topie Task - Part | Exercise 5 ‘A, arr, we looked at few diferene ways to talk about advantages and disadvantages. What are some diferent ways 10 say for" and ‘agalnst”’ Wri the missing leters 1B. Ifyou feal (or don't feel) very strongly about something, say so. Use an intensifier like ‘extremely’ Write the missing lemers to complete the sentences. Lots omgl_ s_pp_r_ atotal ban on hunting, 2m s_m_wh_t p___ theincreased use of nuclear power. Sil om rea__y i {_v__f of banning ears trom city comtres. 4.tm p_ss__n_t_ly a_t_ delingin the Areti. 5.1 d__'_ s_pp_r_ thebuilding of new roads for access to scenic areas.a_ a C. Sometimes, you are neither for nor against something, How do you say that? Put the wor ‘0 make sentences. 1. Ef strongly J the / about / don't/ issue / feel / one way or the other J. 2. fare think / good / against | for / arguments there / and f this 3. mf ant pro / this f neither / nor /. 4.1 fse0 / ean sides fhe / of argument / both / 5. Vm f about / issue / this / on the fonco /.Trinity ISE HI Speale The Topic Task = Part t D. Are you for" or ‘against! these things? Work in pairs. Tell your partner your opinion and explain why (by highlighting advantages or disadvantages). Use some of the new phrases you've leamed |, Building more roads in the countryside so_people have easy access to beautif and scenie places. 2. Allowing the sport of hunting as @ way to control wild animal populations. 2. The wie of ruclear power instead of fossl fuels such as oll and coal 4, Searching for oil and gas in unexplored parts of the Arctic, 5. Banning cars rom city centres. ee c Ten comply ant ease Exercise 6 Now work in the same pairs and follow the instructions. Homeworlc Picea topic that you are interested in. kt canbe any topic Studdont 1: Consider this topic in more detait siete dabble ve Bald odin the county people hare access to eeu ‘uae 70 enn & an opcn-based ofa) blocs. Far eaters cto es or and pinche propor Use thesugecsore CHE PEE te err werk hen ty are chien an page 40 to help you. Then fll the template on the s3T€ Research the subject onl search the subject erfine, Find out as much information page a make notes fora shore peseration Wha YOU Re a te even Then sehe ive your shore presereaton to Student 2 orice tas cin aes icc should lst about four minutes. Practise your timings and: Student-2: Consider this topic in more deta shorten or lengthen the presentation as required Banning cars fom cy ects. “You can se the template on page 40 ta help you. Brainstorm ideas for and against the proposal Use the suegestions ‘1 page 40 to help you. Then use the notes template on the same Page for a short presentation. When you have fnished, give your short presentation to Student |Speaking The Topic Task - F Lesson 2 The Topic Task, Part i a ern ‘ol UF HUNTING WILD ANIMALS! Exercise | Look at the images. What do they shaw about the different sides to vilife tourism? Discuss in pairs. Use the questions below for help if you need ideas. | Hew do you think wal animals feel when they are surraunded by crowd of people? 2 Are there any benefits to wildlife tours like safaris and whale-watching? 3 What prablems can be caused by wild animals becorning very familar with people? {How do you feel about wilde hunting holidays? 5: What are some ofthe drawbacks te having a lot of tourists vista scenic place? 4 Are you in favour of voluntourisn? Why? / Why not? 0Trinity ISE Ill Speake Exercise 2 ‘Match the linking phrases in the box to the section of your presentation they wuld probably be used in. In conclusion, .. Although itis tree that .. In this presentation, I'm going to discuss. Firstly, wu Section 1: Ineroduetion Section 2: State your position Section 3: Acknowledge the other side of the argument ‘Section 4: Prasent your frst argument Section 5: Present your second argument Section 6: Present your final argument Section 7: Reiterate/summarise your position Exercise 3 Number the sections of this presentation in the correct order from 1-7. A. __ Although itis true that you cannot stop progress and that we must find a way to accommodate the growing, human population and its demand for natural resources, | do not believe we should put our own concerns before those of the rast of the natural world. | think we can deal with the prablems caused by an ever-growing population ‘without destreying the beauty arcund us, B. __Itis my betief that everything must be done to protect the natural world and we must ensure that we do not allow ‘our precious wild landscapes to be swallowed up by human. activity. ¢, Secondly, | believe we can solve the Issue of searce: Fesources without destroying our planet. Where energy is ‘concerned, let's focus on creating more efficient renewable technologies. That way, we will not have to mine and drill, the land and destroy precious wild habitats any more, Where water is concerned, there 4s an abundance of ea Water; so let’s use technology to find efficient ways to turn this into fresh water for drinking, farming and so on, D. /___ In this presentation, | wish to examine the question of how we can accommodate the ever-increasing human pop- lation of the world without damaging the natural environ: Ment or wildlife, ‘And last but nt least, «. ‘Adaitionally, ‘The Topic Task is my belief that .. II e _— Thirdly, eet itis time overpopulated parts of the world started adopting new polices on children. Governments should limit the number of children couples are allowed to have, This s the mast sensible approach because, with peo: ple today living longer than ever before, our population issues will only increase in future, Having fewer children ‘would help ease the world’s population difficulties. _— In short, | recognise that we face significant problems Gaused by overpopulation and a shortage of resources. However, | feel we can solve these problems without nega ‘ively impacting on the environment and the natural world We just need to sdopt smart nev building policies, use tech nology to improve our supply of key resources and take measures to reduce the number of children being bom. G. _— First | believe we should build our cities up and down rather than sideways. New technology allows us to construct very tall buildings that are safe. Similarly, we can also build Underground complexes that people can live and work ia with the technology we have today, Doing this would help Us to aecommodate more people without having to find new land to build on.inity [SEN Spee “The Topie Task - Pare | Exercise 4 Pur the linking phrases in the correct column according to their function. In short, Exercise 5 ‘Choose the correct options to complete the sentences. | White / tn addition, iis trve thas there i 3 serious problem, | ballave it can be resolved without harming the natural ‘world around us. 2 To conclude, | Having said that, ics my belief that | have shown that the benefits outweigh the disadvantages considerably and that is why lam in favour of investing in renewable energy. 3 There are a number of advantages to opening up the countryside to more tourists. Having said that, / While 1 think the downsides would be very serious and wikdile would be adversely affected. 4. Not only can we build up in our cities, but we can alke take advantage of the space underground, Furthermore, / Although we can use the space inside the structures we build more eflcienty, Exercise 6 Werle in pairs, Studene | and Student 2, Student |: Turn to page 40 and read the script about making the countryside more accessible, Then follow the instructions below the text Seudlent 2: Turn to page 42 and read the script about making the eountryside more accessible, Then follow the instructions below the text & Remember! Homewors ets important to give structure \When.you have completed the nates, praction giving che ‘your presentation, Paes presentation. Refer only to your notes when doing this in the exam for how clearly logieally you present your ideas: Time yourself, and make your presentation longer oF Linking phrases like these above will shorter if you need to. le should be 4 minutes long. help you te improve the structure and flaw of your presentation:Trinity 1SE Ill Speaking ‘The Topic Task - Part | Lesson 3 Exercise | Look at the images. Discuss the future of the planet from an environmental point of view. Is the future bleak (negative) or ‘ncouraging? Ifyou need help with ideas to talk about. consider the questions below. ' What predictions have people made about global warming? Do you believe them? Why? / Why not? 2. De you know of any endangered animals and habitats around the world? What can we do to protect these? 2 Should we keep on looking for new supplies of fossil fuels? Why? / Why not? What alternatives are there? 44 How do you feel about nuclear power? 5 What can we, as individuals. do to help protect the natural world? © What should governments be doing to help protect the natural world? 7 Are there any signs that global warming may already be happening? Ifs0, what are they? 8 Whar might be the consequences of global warming for humanity?Trinity ISE Il Speaking Exercise 2 ‘The Topic Task - Part | ‘A. Work together again in pairs, Read the text of a short recording about people's opinions on nuclear power, Speculate about where you think the phrases in the box should go in the text, b. “wo fifths of people & The majority of people a. Two in every ten people d. Seven eut often people a Just (2) @) next 20 years. (4) 6) B Nowe listen and check your answers . One third of people in countries with nuclear power programmes are opposed to the use of this energy source. id they thought that nuclear power was safe and that more power plants should be built, Jc that nuclear power and fossil fuels could be completely replaced by renewables within the believed that it was GK to continue using existing nuclear power plants, while ‘would hike every plant shut down immediately. C Diseuss the baliefs of the people surveyed with your partner. Do you agree with them? Exercise 3 ‘Quantifying other people's epinions and making general statements about chem. ‘A Match the phrases (1-5) to the percentages (AE) I. the vast majority of people 2 allarge portion af the population i 3. the overwhelming majority of people 55% 4 a.small minority of people 78% 5. atiny percentage of people — 5% B Write the missing words to complete the general statements. | M____ people are anti nuclear pewer in this day and age. 2 A ___ 9_ people feal that we should be investing more money and ‘resources inta renewable sources of energy such as solar and wind power. 31_ _s p__u__rly b_I__v_d that renewable anergy i the way forward: however, the fact is most renewables remain very expensive, 4A lee n__b_F __ people would be in favour of elesing down all nuclear power plants, 51 _s a c_mm_n_y h_id b dapacies of ell and gas In the Arctic, ._f that there are significant Exercise 4 ‘Worle in pairs. Stuelene I, turn te page 43 and fellow the instructions. Student 2, turn to page 44 and follow the instructions, Remember! In your presentation i is always impor. tant to acknoviledge the other side of the argument. Often ths involves pre- ‘eoting another viewpoint, When doing. this, ou can use phrases such as those in Exercises 2 and 3. Ifyou are expressing a fact, you can use «3 quantifying phrase (e.g, The vase majority of people.) andi you are ‘expressing a general statement, you ‘can use a less specific phrase (e.g. Some people... Many people . / Alot of people Remember! You don't have to make notes for your presentation. However. it isa good idea | to-de this, That way if you forget you wane to Say or you get a lide nervous, you have some help. Your notes should be short and only contain, key words and ideas. You want to cre- ate cues to help you with your train of thought. Do-not serips your whole presentation. “This is not allowed. Your notes should bbe brief, || 8Trinity 1SE Speaking fe Task - Pare | Exercise 5 Nowe let's revise what we know about the Topic Task, Part I. Choose the correct option or write short answers. | Pare | is a presentation / discussion - 2 How long does it lat? 3 Can you script what you want to say in ful? Yes/No & Do you have to use notes? Yes No 5 Do you have to do a handout for the examiner? Yes/No 6 What are the notes the examiner maker ‘while fscening to you about? Your mark Things to-diseuss lcer in Port 2 Exercise 6 ‘Work in pairs, Student | and Student 2. Now it's time to give your topie presentation to your partner. Student | using the notes you wrote for homework, give your presentation to Student 2, Student 2, time it and stop Student I after 4 minutes, ‘Student 2. give Student | feedback on their presentation. Think about: + Was their point of view elear? + Were the arguments linked together wel? + Did they acknowledge the other side of the argument? + Did they support their points? ‘Thon swap roles. Remember! When you make a point, you must support your argument. De this by developing/explaining it with more details, using an example, or by quoting some relevant factual information, For example: Develaping/Explaining [main point) Constructing mew paths and signs inthe Scottish Highlands would make the area much safer for visitors. [explain/develop it] These paths and signs would reduce the chances of hikers getting lest, which i a leading cause of ‘accidents and fatalities. There would, therefore, be far fewer such incidences in the mountains. Using an example {main point] Although there i: a problem with overpopulation and a shortage of housing in our major cities, there are ‘ther ways to solve this issue rather than buiding outwards and destroying more ofthe natural environment. [oxiplo} For instance, we could build upwards and have more high-rise buildings. We could alse utilise space underground, ‘Quoting a fact [tain point] There isa commonly held belief that nuclear energy is very unsale. This is simply wrong. {supporting fct(s)] ‘hall the time that nuclear power plants have existed, there have only been three major accidents, 33 countries have been ‘sing nuclear parser for collectively around 16,000 reactor years. The number of accidents is, therefore, actually tiny. Homework Now that you have given your presentation in cass, ask yourself the following: © Wes it long eneugh or toe langshort? Do I need to addremave some content? © Ws my outline plan clear? Could | follow it eel end present my topic with a goad flow? Can J moke it clearer? ® Did | suppore my arguments properly? Bo | need to find out more about the topic to justify my position? Hake any changes you think ara necessary to your notes based on your answars to the above questions. Then, use your final Sttof owes to produce a handout for the examiner. Remember that ths should be very easy te follow and contain a summary Stal the key points of your presantation, Basically, It should bea longer version of your personal notes that someone who is Pet familar with the topic could understand, Sow the handout to your partner or teacher in the newt class. Make sure that they understand the content and that they Think iis clear enough.The Topic Task - Part 2 Lesson 4 The Topic Task, Part 2 In this lesson you will learn about the format ofthe Topic Task, Pare 2. The Topic Task, Part 2 lasts about 4 minutes Exercise | Listen to the recording. This is a sample of the Topic Task, Part 2. For questions 1-4 choose True or False, ic i |. Part 2isa discussion between the examiner and the student. a | 2. The discussion is not related to the topic in Part I. a 3. The examiner is the one asking all the questions and keeping the conversation going, am 4. The tone i argumentative Now, let's look at the text of the discussion the examiner and student had and analyse it more elately. What types of questions cant be asked? — Active listening Tie ee eee meee! Look atthe highlighted cammments from Iti important ta show that you have listened to time to respond? There are some stock the examiner: You Gp ented ee {fond understood) what the other person hos said Roses ond exceraione ~ xPlainidevelop Yacan & thi uehg on acleouledgement U pete sieves ent ecieeth ustify/defend fike OK, Righe ar interesting ar you Gan restate the that paople se naturoh GhEn thy went eee” ~apectince/iypothesise point in your own words EI toshow thot you have | themeaher'a moment or Spine (give an epinion) understood. two wo think about what they want to soy. Examples Exatingr: Elana, fn vary snry butim gohigt© Students bcoluely. (I And thnk thay do keow ve underine have to sep you there, would lke to dscuss beter Often, Oy re trie of the dorcge tee some of the points you've made in your presenta~ actions eause, but thoy are jst out to make money: mea ‘on genaraly vas wondering est: have you Sa dey dont top. thick they sometimes cake Liebe w atowe ect experience of vohuntourim Your- advange ol pei’ gros and Sole oh, Botonced discussion eaminer | se. But you don't think the You shouldbe able to main. SBUdenE: Ur. not rear but {do aloc of frauseryThoulbe shutdown despics te || tain the conversation, To-do ri work. so have vee frchand the good «rare cam eae B this, you must sometimes: does. That's why Yim s0 upset absout ropores the ‘Student: No, because | don't thine all voluntourism | int termine to take ohn intr aking ecucen away Stans, tne! de rach, ftom: respond sua, | ean ab. fox moro | vokionr awe Soe Oo se ep ne a you do this by saying some ods with a charity that rescues inured wid an oS Wa the 6 sea eetead is etenon thing its ‘yeukmowe, or | ral rm balnig tobe avec so my ip ci. ee a pacar aied cele Dea sometimes make areal difference. Imagine wat oe a a etrne would happen no-one volunteered at chares Examiner: OK. so if you ware in government, like mine. Bo you know what | mean! Hl ‘what would you do? B Don't be rude Examiner: | do: there s no question of haw much Student: ‘alist have controls n place to Defend your peint of view good charities de in diferent areas. But! et the tint the profits volantourism companies could politely ond respect ether feeling you don’ blame the volomtourss them. make. Second, 'demploy inspectors to vie the viewpoints, selves for the prabiem. Can you explain wh? I sites where the veluntoursm actvity takes place Hbe examiner mokes © Eoed Seudents Yes, Laue... chink moet people vibo Md check thatthe actviy is actualy benef Bint, you do ot hove ta.dis- en up and pay maney fora voluntour holiday Examiner: pnt that al sounds fine in principle, ogre it. You can are... kind of... wvell-intentioned: are not just’ but don't you think ics a litle bit unrealistic, though? ocknowiedge that the patie: | Weking about thanetres and cokagt Lniy lew seuing otro caret et ee ae valid and-change your mind or fslday’ voc keseee? ‘programmes sounds very expensive, for example, Orree somewhat lng oz vane Tos Krew eh Boyou realy cnt easibit pee recn xamlner: $0 what you mean Is they are you explain hy trying to de the ight thing? Seadent No, OK. see what you mean: Here, for exorple, the student Ghat might be a te weal Cos-wtse, Bue recognises voluntourists are Student: Yes, exactly, something has to be dene. We could .., erm. purty wo blame for he problem. Examiner uss there any point nb Aca pas ist rt how uch moe ke ‘but them explains why she ntentioned if you can't really help ‘companies can make and contral the types of does not wane to cise ers ores areal rater con wasn corel pet Mami to0 wach. Student: Wall, no, of eaurse: there is definitely, Examiner: inveresting.{@ Do you think that Some igrrance thre uve dent inein sper. Caner: ns fect worl and people cara ave . Justify your opinions __ting outings am” ern fey Stent: Ua tik sunlit tho lei important ot jest to able sarecene got wg atop are ™ Moan bt wold be suis here were sete your position or view trying and veil learn ~ Chey care, That's better ns ek co yeas. Yoram: whom oskeve question bit Sun kst hekingsboutyouscll alee ina and YOWOUraM starting co get aba ame, wh to exploit. For example, think theres alot of sellahres inthe world so 20H 19 PU people off volunteering sooner oF here the student not only wouldn't like to criticise people for trying to be (eee, Untoruananely, | think tnt SaaS say that se thinks the vols sei Boos chat male sense? Ves, tnd ashorageof ap fr cara, Tse when ‘untourism industry will wouldn't you agree? ‘ toc. cchonge in the medium term. Examiner: Um ... es, | definieely see where Examiners Hmm...iniorestn- Bl So you ehinle fe she then olso exptoins that you're coming irom 18 So you think the vol. Will take a crists Bafore the situation impraves she thinks this is because Luncourists themsalves are sometimes naiveGl tgnlficantly. HI Re, wel tank you. Elena, Now, there will be a shortoge of = but shouldn't the companies now better? E16 MOve-on to the collaborative task. OK? volunteers causing 9 crissia ad ieee Ea. “Trinity ISE IN Speaking Exercise 2 ‘The Topic Task - Part 2 A. Listen to the extracts 1-7. Which style of discussion is suitable for an exam? B Listen again. Match the problems (A-G) to the extracts (1-7). You do not need to-write a problem beside the extract ‘you chose in Exercise 2 A, A The student is too defensive and could sound rude, B The student is vory rucle and doesn't respect wens. The student doesn't maintain the conversation, The student doesn't explain their views, E The student doesn't listen to the examines, F The student manopotises the conversation too much, G The student maintains the conversation effectively. Speculating about the future Now le’ look at the angunge of speculation Exercise 3 Betract Extract 2 Batract 3 Extract 4 Extract § Extract 6 Extract 7 Write the phrases in order of probability from 1 (meaning most probable) to 5 (meaning feast probable). = Exercise 4 dofinicely won't wmayfcould probably wer't probably wall ofiniealy will Match the phrases (1-5) in Column Ato the phrases that mean the same (A-E) in Column B. ies exaroralyhighy likely to happen |i6S que likey co happen esas they as not ical t happen |A there's a good chance ic wall happen 'B there's not really any chance it will happen there's a very cstinetstrong possibility ie wall happen [ies untieely to happen there's a fify-fity chance ic will happen [ies extremely/highly unkely to happen E there's a sim possibilty ic will happen Exercise 5 Conpets these sentences with your own ideas about the tople in square brackets [] Yur sentences down frst, and then compare and discuss in pairs, Fre years from now Mroboes) Aledueation) tes extremely uniely that. ‘There's a good chance that ... F{medicine] There's 3 fiy-fity chance that Altraver) Slowort les quite likely that we wane There's a shim possibility that... 7_ Topic Task - Part 2 Trinity ISE IN Speaking Exercise 6 ‘Chouse the best option to complete each sentence. | We probably wail have (ound) ba finding eure for eancer by the end of the decade, 2. We probably wll be living have lived on Mars within the next 20 years 3 We probably will be using / have used fying cars in the year 2040. 4 We probably will be closing / have clased down all nuclear payvar plants before 2050; there will be none loft 5 We probably won't hive roliod / be relying on fossil fuels any vere in 2025, DSP 30 75 1a Exercise 7 ‘Werk in pairs. Look at the images below and discuss the furure of the planet and scientilic developments, I you need help with what to discuss, read the questions. (Note: tr to use the lnguage from Exereises 3-6 in your discussion.) {In 20 years’ time . 1 Do you think we wil be living longer and healthier ives? 2 Do you think astronauts will have retuned to the Moon? 3 Do you think we willbe living in colonies on the Moon? 4 How-do you think our homes and workplaces will have changed? 5 What aspects of life do you think will have changed the moet? In what ways? 6 Howdo you think the world we live in (the environment and nature) will hve changed? 7 How will these changes affect our tives? 8 Do you think famity roles will have changed? How? 9 Do you think different nations will stil be fighting and competing with each other or wil the world be a peaceful place? 10 De you think we will stil be using fossil Fuels? Why? / Why not? Ul Cad‘TWinity ISE Il Speaking ‘The Topie Tasle - Part 2 Homework For each ofthe homework tasks in lessons 4 and 5, work with the same partner if possible. Give your partner a copy of your Topic Task, Part 1 presentation and take 2 copy of their presentation home with you, Read your parmer’s presentation and think of as many questions 3¢ yeu can to ask them about it Write st of these questions. Give your partner a copy of the list of questions in the next class and keep a copy for yourselt Note: ‘This homework task is a very important way to-help your partner, s0 do it carefully. Think of as many questions as you can to ask them about their presentation, 1 Ask ther t0 explain and develop the points they made 1 Ask them to justify or defend their arguments, ‘© Ask ther questions that involve speculationThe Topic Task - Part 2 W HI Speaking ity Lesson 5 The Topic Task, Part 2 Hypothesis In this lesson, we are going to use the language of hypothesis Exercise | A Match 1-3 t0 A-D to make as many complete sentences as possible. IL Ifwe made education free for all, 1. Ife make education free fer all Bite had made education free for al, more young people irom working class families ‘would have got degrees '» Young people from diferent backgrounds would have equal opportunities, © we make the world fairer place. , there will be more people from poor backgrounds B going to univers. 'B Complete the sentences in the zhore presentation with the correct form of the verb in brackets, “There Is no question, in my views that ‘education should be free for al. And if you think I don't include third.tevel ‘education in this comment, you «) (be) wrong, Already in countries across much of Europe, primary and cecondary education are free. However if parents want to send their children to university, there @) (bo) usually huge fees to pay. In England, for example, Luniversity fees presently cost up to £9,000 per year. This sa big problem. If parents are on low incomes, they. @) {not able to} afford {to send their children to university for three or four years now. They — the children ~ (4) (have to) © Answer these questions about education with your own views. T T T get student loans instead (or not go at | all). This means they leave university ‘with huge debts putting them at an ‘even bigger disadvantage. The system learly favours people from wealthy backgrounds. ‘Some people argue that if universities stopped getting fees, they (5) (not able to) maintain igh teaching and research standards i admic that if fees were abolished, ic © eertainy (prevent) fundraising challenges, but Universities should be funded by the state, not by students, in my view. If the state had had fairer tax system cover the years, there (7) (be) a tot of money available nov to invest in education. This is true of | almost every country. To use the UK | a5n example again, a recent report i showed that the poorest people pay | almost 10% more of their income in | taxes than the richest people, This | does not make sense to me. If more | ences had been collected from the | rich over the years and if this money | had been invested in education, uni- [rsriiay eae eee ip, | seare charging fees in the first place. | lfyou ask me, education (9) | (Be) a basic human right. Therefore, [it should be open to everyone, not | just to those who can afford it. | What would happen if all forms af education were free and there were ne private schools er universities? If that happened, 2 If technology keeps improving, will students need to go to classes at all in future or wl vital learning take aver? 3 if seachers and lecturers are skilled and knowledgeable, their students respect them ~ do you agrea? 4 IFyou had attended school many years age, how would things have been dllferent? Have thay changed for the better ‘oF for the warse now? D Now discuss your answers to the questions in Exercise IC in pairs,Winity ISE Ml Speaking Exercise 2 ‘Tho Topic Tasle- Pare 2 A. You are going to listen to a discussion about ree education, You wall hear the dlscussion twice, Wor: in pairs. Student 1, cum to page 45 and follow the Instructions. Student 2, turn to page 46. B Novr Student 1 and Student 2, role-play the discussion together, ‘Student 1, use your notes to say Alexandra's turns, ‘Student 2, use yours to say Simon's turns ‘You can use some of your Gov vrords to make points 30 long: the mearing is basicaly the same as what you original heard. Note: Ifyour parmar gets stuck, help therm ~ you have a full copy of their part of the diatogue.. Exercise 3 With a partne, look at the images for ideas and discus the education system in yeur county today. Ifyou ned help. ask and answer the questions below. | Would students perform better at schoo! if they had less (or ne) homework? 2. What are the benefits and drawbacks if schools provide free food for students? 3 Hf students are divided into casses by ability from a young age, is this good or bad thing? ‘tifa student is bad at academic subjects, should we (I) allow them to focus on applied learning (subjects ke woodwork, metal work, other crafts, ete, oF (2) let them leave school and do an apprenticeship instead, or (3) insist that they Continue with their academic education? SIF you were in charge of deciding the schoo! curriculum, what subjects would you put more emphasis on? Are final exams good or bad in your viewe? What would be the benefits and drawbacks ifsehools used only continuous Assessment to grade students instead? ifyou had been a teacher in your secondary schoal, haw do you think you would have coped? Sf you were the principal of school. would you inis that students wear school uniforens? Why (not)? Exercise 4 Aor homework in the last lesson, you wrate some ‘estions for your partner about their presentation, Now look at their presentation again and write some ore questions for them (eeping a copy for yoursell {The additional questions should be hypothetical ones teas many 38 you can think of, 8 Give your partner the lst of questions. Homework | Loic at the questions your partner has written about ‘your presentation. Think about how you would reply te. them, Practise giving your presentation using your notes for help/eues) because you wil ge your presentatin in the next lesson and then have 2 discussion with your partner abaut it Study the list of questions you wrote about your partner's Presentation for homework the last time, Bring the following with you to the next class ‘A Your shore notes on your presentation, 8 Your questions on your partner's presentationLesson 6 The Topic Taste, Part 2 Modals In this lesson, we are going to look at different uses of modal verbs like should, could, etc: Exercise | ‘A Match 1-5 to the sentences (A-E) with the same meaning. 1, Young people must have the right to wote fram the age of 16. fp, Young people ought to have the right ro vote from the age of 16, Young people could have the right to vote from the age of 16, ‘Young people shouldn't have the right to vote from the age of 16. Young people mustrit have the right to vote from the age of 16. ‘a. Youne people ought not to have the righ to voce trom tho age of 16 ‘Young people should definitely be allowed ta vote from the age of 16, ‘Young people should possibly be allowed vo vote from the age of 16. ‘Young people should probably be allowed to vote from the age of 16. ‘There is no way young people should be allowed 0 yote from the age of 16. 'B Choose the best option from the words in italics to complete each sentence. | Some young people feel that they don’t have to/ mustn't respect people in authority any more because there are no consequences when they misbehave 2 Parents feel guilty about working long hours away {rom the farnly, so they feel that they have to / ean spoil their chilean wich gifts to make up for this time away, 3 Youths today don’t have to / mustn’e spend az much time using digital devices — thay are losing their social skis. 4 The education system must / could have got better. This is the only explanation for why this generation of students ‘grades are better on average than the last generation's 5 Teenagers today gan’t / mightn’t have iss free time than previous generations. Many of our parents and grandparents had to werk to support ther families and go to school at the same time, 60 this is simply untrue. 6 W's possibie that teenagers tedsy might / must ature more quickly than they dd inthe past‘Winity 1SE Ut Speaking ‘The Topic Task» Part 2 Complete each sentence with the correct form of the verb in brackets |The government should (pass) a law to allow |6-year-olds to drive along time ago. 16-year-oles should {ollow) to vote in ature slections = Youshould {able to) leave school when you are H4 years old The law should {Gllow) teenagers ta work fulltime from the age of 1S. 5 Parents should because youth is supposed to be 2 time of fun, not malke) their ehildren study so hard when they are young Seca network sites should (have) a minimum age for users of their sites trom the start to provent access by young teens and chien 1D Complete the second sentence so that ic has a similar meaning to the Fist sentence, You must use the words in brackets | Young people should be more interested in pots. ‘Young people more of an interest in polities. (aught, take) 2. Young people today should be more environmentally avrare than past generations because of what they are taught at school ‘Young people today _ more environmentally aware than past generations based ‘on what they learn at school. (supposed, be) 3. Tels esvential that all young people have the right to a fre education All young people the righe to free education. (must, granted) 4. Young people should naver have te pay for healtheare services, Young people: {oughe, given) access ta free healthearenity ISE Ill Speak Part 2 The Tapie Task Exercise 2 \With a partner, look at the images for deat and discuss the lives of young people in your country today. If you need help, ask and answer the questions belors. | Are young people. especially chidren, spoiled too much by their parents today? Explain, 2 Whatare the bani and drawbacks of sel networks and the eet for young peopl? Shou oung people these services les 3 Some say young people today are very selfish and only tink about themselves. Do you agree? Please explain using exam 4 What age should young people be allowed to work from? Expla '5 What are the advantages and disadvantages of getting work experience wile at school or university? 6 Should young people be allowed to drive cars wen they are 16? 7 Wha is the voting age in your country? Should it be changed? How can we get more young peaple involved in politic £8 Should young people today have mare rights and freedom? Explain. 9 Do young people in your country get free healthcare? Should they? 110 How can young people make a real difference to the world we vain? What must they da?ISE I Speaking Exercise 3 ‘A Now work in the same pairs as you did for the homework. ‘The Topie Taste - Part 2 Student I: Give your four-minute presentation to Student 2, using your shert notes to help you. ‘Student 2: Listen to Student I's presentation. Time it and stop Student | when 4 minutes are up. B. Student 2, now ask Student | quostions and have a discussion with then about their presentation, (Use the questions you wrote dovrn about thelr presentation for homework for ideas on what to discess.) Exercise 4 A Now you will swap roles. ‘Student 2: Give your four-minute presentation to Student I, Homework presentation? ing your short notes to help you. ‘Student |: Listen to Student 2's presentation. Time it and stop Student 2 when 4 minutes are up. B Student |. now ask Student 2.questions and have a discussion with them about their presentation (Use the questions you wrote down about their presentation for homework for ideas on what to discuss) Reflect on how successful your presentation and the discussion of your topic in class were. Can you improve your own Remember! Find as many people as you can to practise discussing your topic with outside of class, | possible, swap your presentation with a different partner from class every week. They ‘an vrrite questions to ask about your presentation and you can write questions about theies. Then you can each give your presentation and have a discussion about i. You can even discuss your topic with friends and famity at home if necessary. The questions they ask you will give you new ideas for what to think about and dliseuss in the exam. Hovrever, remember the aim is NOT to memorise your presentation.Lesson | Developing and justifying an argument. an argument). Exercise | choose the correct option. | What is the main topic of the conversation? how to make students more competitive B a new sports initiative in schools CC improving the health of students 2The vroman believes chat competitive sport Ais too stressful for the majority of students, B should not be offered alongside non-competitive sport. ‘Cean boost confidence, B Now answer these questions about the Collaborative Task; Choose the correct option. | This task lasts 2/4 5 minutes, 2 Ieinwolves a dlzcussion / presentation Part 2 The Gollaporenuy In thie lesson you will learn about the format of the Collaborative Tasle (which will desl with developing and justifying A. Listen once to the recording, This ts an example of the Collaborative Task. For each question, write a short answer oF 53 What isthe woman's view on competitive sport? (select te eptions) A tecan bud socials. B Ik makes everyone equal. C te doasn't benefic everyone. D It ha more valve than non-competitive spor. 4 Tipt In this tase, you must eae the conversation and take the initiative, Ask questions and make comments Do not expect the examiner The student | examiner has the information about the situation to control the conversation and the student {examiner usualy asks most of the questions, for you.Trinity ISE 1 Sp The Collaborative 7 Exercise 2 ‘Now lock at the images and discuss the subject of celebrity role madlls in pairs. Think about some of the different dilemmas celebrity role models may face in everyday life. Ask and answer the questions if you need help and idess for what te discuss | Who do young people look up to? 2. Why are famous people often role models for the young? 3 Bo famaus people make good role models in your opinion? 4 What are the advantages and disadvantages of being farnous and inthe public eye? 5 Do famous people have to be more careful about how they behave in public? Wy? 6 Yat dilemmas do celebrity role models face? 7 Are family and friends better role models than famous people? Why (not)? 6 Are some types of famous people better role models than ethers? If so, which eypes and why?The Collaborative Task - Tasik 2 Exercise 3 Group the phrases below (A-L) in the table according to their function (1-4). These functions are ail Language Functions for Tinity ISE A That's a valid point. 'G On balance, we ean conclude B Would you agree that . HA chings considered C Ican see what you are getting at 1 {wonder if it might be better if. 1D | suspect that it is true that ... J What you are saying makes a lot of sense... It might be the case that KK What do you consider to be F Basically, we can understand that... L_ What are your thoughts on .- tet ee De ey Crs fetter ot eeu ‘You may find the phrases above helpful to use in Exercises 4 and 5 Exercise 4 ‘Work in pairs. Student 1, curn to page 48. ‘Student 2: Student | will start and tell yeu about their cilomma. ‘You are going to find out more about it and discuss i Follow these prompts to complete the ras |: Find eutas much information as you can about the dilemma, 2: Find out what the eptions are. 3: Find out what the consequences of the options are. 44: Tell Student 1 what you would do in their situation, 5: Listen to Student I's concerns ard respond appropriately. Exercise 5 Work in pairs, Student 2, turn to page 49. ‘Student |: Sudent 2 will start and tell you about their problem. “You are going to find out more about it and escuss i. Follow these prompts 40 consplate the tase ind out as much information as you can about the prablem. 2: Find out what the options are. 3: Find que what the eansequences of the eptions are. 4 Tel Student 2 whac you would do in their situation. SS: Listen to Student 7's concerns. Homework ‘Think up your ovm celebrity role model dilemma. [Decide (1) what the problem is; (2) what the options are: ‘G) what the consequences of each option are - both positive and negative,‘Winity ISE I Speaking ‘The Collaborative Task Lesson 2 Opinions In this lesson we will do an exercise related to the homework and then focus on opinion-type questions Exercise | ‘Work in pairs and discuss the dilemmas you wrate for homework. Student I: |. Find out as much information as you ean about Seudent 2's eilemma 2. Fine out what the options are, 3: Find out what the consequences of the options are. 4 Suggest what Student F should do ~ say what you would de, 5. Listen to Student I's concerns and give your opinion. 6. Sum up what you think isthe base vay forward. ‘Thon change roles and discuss Student 1"s dileruma, Exercise 2 ‘A. Listen to the recording, which is an example of an apinion-type Task 2 question, and match the statements (1-12) to the speakers Man-Woman}, Some statements can be matched to both speakers. Man ‘Statements | Parents spoil young people and give them tao many presents, 2 You eannot generalise and say all young people are spoiled and salfsh, 3 Because young people are spoiled se much, they become: very self-centred, 4 Discipline and poor behaviour are big issues in the edueation system, 5 Misbehaviour in school is another example of teen selfishness, 6 Students today do not have more difficult lives than past generations 7 When students misbehave, itis because they need help not because they are selfish. 8 Youths are very environmentally conscious, 9 Youths are open-minded and accepting of diversity 10 The media paints youths in a negative ight. | Young people are criticised too much by their elders. 12 If their elders praised young people and were more positive about them, this would encourage better behaviour, B Now look at the serpt on page 30. Write the items underlined next to their correct functions, 1a rhetorical question: 2 asking someone to explain/develop their argument 3 giving an example to support your point: 4 finding common ground (something you can bath agree on): 5 potitety disagreeing: S inving agreement: 7 challenging an opinion: B® accepring that someone has made a good counter.argumentTinity (SE IM Speaking ‘The Collaborative Task © New.work in pairs and discuss whether or not you think young people today are self-centred, You can use the examples from the dialogue to help you and your ovin ideas as well. Try to use the language of some of the Functions identified in Exercise 2B (politely disagresing, etc), Script: Examiner (female): Now lets move on to the Collaborative Task. And for this nexe part, I'l tell you semething and then yu have to ask me questions ta find out more information and make comments. You need t0 keep the conversation going. Alter 4 minutes, Il end the conversation. Are you ready? Student (mally Yes. Examiner: A lot of people say that the youth of today are spoilt and selfish, Personally, this is one stereotype that | arn in agreement with, Student: see. Well that’s quite a controversial viewpoint. Could you tell me why you Feel thot young people are spoilt and 2 Examiner: Yes, wel, t's just that they are given everything they want so they don't learn to be grateful. you know? And because their parents spoll them and gle them lots of gs, they think they are the centre of their world too. In other words, this causes them to become very selfish and only think of themsehes, Student: OK. Lsce what ut im thot it's tue. | think it’s a generalisation to say that all young peo ple get whar they want all of the time, For example, wien | ‘was growing up, my parents insisted that | worked hard to ‘earn’ any presents | got. For instance, when | wanted a new games console, | had to do the washing and ironing every weekend for 12 weeks first. So, you see, clearly not every young person is spoiled. Examiner: Well, perhaps | was exaggerating a litle, but | really do think young people are more so-centred today. Just think about how disrespectful they are towards their ‘elder, ike their teachers, for example; misbehaviour in schools has become a huge problem. Stuclonts Qn thet point, [think we can both ogree. Discipline {s definitely an issue in schools today. However, | think if you tty to understand it from childran's perspectives, you will s60 that they are not being sesh bur erying our for help and attention. What | mean is that because school isso competitive and stressful today, students often get frustrat- ed and misbehaviour isa way to express that frustration. ‘Also. unforvunately, we live in a world where both parents % Tip! usually have to work now In other words, parents spend less time with their children than in the past and kids really suffer because of this lack of help and support. Oo you know what mean? Examiner: I grant you school is tough. but past generations ‘of young peaple had other problems and yet they didavt ‘become solf-contred. For instance, they often had to work in dificult obs from a young age and also try to do their schooling. Are you really suggesting the pressures of youth can bo an excuse for this generation's selfishness? Student: No, not at all Thats because | disagree with you ‘more fundamentally ~ I dorit believe the youth of today are actually selfish, Examiner: OK, but what evidence do you have to back that up? We read stories in the news every day about how young people disrespect their parents and the elderly. and have all sores of bad hablts. What proof is there o the con- wor | mean? Stuclonts Ihink the media loves these kinds of negative tories, but what we don't see Is the positive side of youth culture today. Youths are very environmentally con: scious, They care about the planet in a way past generations didn't. They are also much more wortdly and accepting of diferent culsures and ways of life because they travel more and are expored to more diversity, How can people whe core passionately about our planet and who wont to respect. the df= ferent cultures thet exist theve be self-centred? They sound ‘ery opeeviinded rather than selfish, wouldnt you say? Examiner: Hmmm. Lhaver't cally thoueht about it ike that. before, Luss you've gota paint, The media ean be unfalt ‘And perhaps if their elders were less critical of them, young people wauld show us even more of their positive tats, Maybe we have 4 responsibilty € lead by example in ering to see the good in what they do to encourage more of this positive bchaviour Stuelent: On that point we can defintely agree. I's about Kime we started giving young people more credit. I their elders don't respect young people, why should young peo~ ple respect their elders. Examiner: Yes, | think that’s a very good point. (OK. Thank you, We'll and the tase there. Practise the diferent functions of debate, such as those sted in Exercise 28 Be familar with a varity of linking phrases used for each funetion.Winity ISE Wt Sp pe Collaborative Task Exercise 3 Now look at the images and discuss the subject of stercotypes in pairs. Ask and answer the questions if you need help and ideas for what to discuss, | What stersorypes are you familiar with? BE you think there i always some truth to.a stereotype! Please explain, * What are the dangers of stereotyping people? Ai There are posiive as well as negative stereotypes. Can you think of some examples of postive ones? 8 De you think we sometimes judge people before we get to knows them? Why (not)? Are you guilty of doing that at times? [EW do we often prefer people who are similar to ourselves and who we have things in common with? | PWhat do you think makes a person more open-minded? Be you consider yourself open-minded? Please explain. 'd0 you reset when you are around people who are very different from you? ee you {rsends vith people of diferent backgrounds? What are the benefits of having a wide variety of friends in your Pevork?“Trinity ISE Il) Speaking The Collaborative Task Asking questions to maintain a conversation Exercise 4 A Practise making rhetorical questions asin the example. Rewrite each statement as a question. Rhetorical questions are a way of restating the point you want to make in question form, ‘You are not realy asking a question ~ you are implying that there is only one answrer to the ‘question and that the answer is very obvious. You are actually emphasising your point. | Women are not bad drivers because statistically they have fewer erashes chan men on the roads. How can women be bod drivers when they hove fewer croshes stotsticelly than men on the roads? 2 Male ballet dancers must be incredibly strong athletes, So the idea that they are less masculine because they dance is rather ally 3 The idea that beautiful people are always happy is ridiculous ~ just think about all the problems famous and so-called “beautiful celebrities have in their personal lives. 4 There is no one type of "beautiful anyway because each individual sees beauty diferently; beauty isin the eye of the beholder. B We also use questions to invite agreement, Write the opinions az question as in Une example. Use the phrases in brackots ‘Ask a question without explaining your opinion when you want ‘0 invite agreement or challenge someane to disagree with you. | Being tall isnt necessarily sign of good health. (Wouldn't you agree) Wouldn'< you apres that being tall isn't necessoriy 0 sign of goad health? 2. | think most stereotypes are negative. (Would you agree with me) 5 I believe the image of young people as portrayed by the media is very negative. (Don't you find) 4 Lind ic terribly verong to judge a person by first impressions. (Don’t you think) C We also use questions to check understanding. Put the words in the correct order to make questions as in ce exarnpls: When you want to check if you have understood something correctly, You can vestate it in your own words as a checking question. | you / saying / that / are / stereotypes / most/ harmful fare /? ‘Ace vou soying that most stereotypes are harmful 2 suggesting / you / are / women / better / that fare / men {than j drivers / ? 3 mean / suggest do / to / you / beautiful / people / that / are / happy J always J? 4 trying f say / that / te / you / are / women / jobs / than / some / batter suited / men / are to /?Trinity ISE INN Speaking The Collaborative Task D Match the question sets (1-3) to their funetions (AE). There are two funetions you do nat need, ‘A inviting agreement with the paint you just made B restating a point in your own words to show understanding, C asking to rephrase a point to help your comprehension D asking to justify a point with more information EE stating your opinion with rhatorieal question 1 Can you explain what you mean by that exactly? Could you explain that to me again, please? I'm not sure | quite understand your point ~ could you go over it again please? Would you mind saying what you mean in a different way to help me better understand your point? 2. What makes you think that? What evidence have you to back that up? 0 de tat wast ole ge gs om exalt oy pS? Fen tn 2 igh? i wouldn't you say? Practise using functional: saa Son't you think? questions like those in Exercise 4 inthe rest of the exercises in this lesson. Exercise 5 A Work in groups of four to six, First read this opinion: Young people ore extremely interested in celebrity, However, | am very doubrfsl ‘obouit whether there are many positive celebrity role models. Nowe follow the instructions on page 49. B Role-play your finished dialogue with a partner. Then have an open discussion on the subject with ther and talk bout any points that woren't mentioned in the written dialogue, Exercise 6 A Work in pairs. First read this opinion: Successful business people make the best role models for the young. ‘Student |: You agree with this opinion. Write down (in note form) as many ideas as you can think af to suppor ‘your argument. Ifyou need help, there are some icleas on page 49. Student 2: You disagree with this opinion, Write doven (in note forms) as many ideas as you can think of to support your argument. If you need help, there are some ideas on page 49. Now havea discussion on the subject and share your differing points of view. “iy to use some of the functional language highlighted earlier in this lesson, Homework Consider the following subject: hieven should be introduced to competitive sport from as young an age ax possible. Casual sport does not have the same benefits. ‘rte down as many benefits and disadvantages of young people taking part in competitive sport as you can think of Then do the same for casual sport.“Winity 1SE MM Spe The Collaborative Task Lesson 3 Situations In this lesson we will do an exercise related to the homework and then focus on situation-type questions. Exercise | Work in groups of three or four. Have a debate with your group about the benelits and drawbacks of encouraging children, to play competitive and casval sport, Use the notes you made for hamework to help you with ideas. Try to use functional language highlighted in the last lesson in yaur group discussion, Go around the group in umn. Each student gets to make one point, then the nex¢ student can respond. Exercise 2 Now leok at che images and discuss the subject of competitiveness in pairs. Ask and answer the questions if you need help and ideas for what to discus, Isit important to experience failure in life? Why (not)? ‘What is your proudest achieverient? ‘Would you describe yourself as a competitive person? What are the dangers of being over-competitive? Do you feel there i alot of competition at your place of studyiwerk? What kind of competition do you face there? How does it affect you? 5. Why do sucessful athletes enjoy se muth respect and attention? Shoutd thoy? ‘Some people say that your wile life is just one big competition. Do you agree? ‘What areas of your life are very competitive? 7 Do you enjoy competitive sports or do you prefer participating for fun or not at all? 8 In-what ways do countries compete with one another? 9 Are you a patriotic person? Is patriotism good or bad?Winity ISE Ill Speaking The Collaborative Task Exercise 3 A Listen to the recording, whieh is an example of a situation-type Task 2 question, Complete the interview notes by writing the exact words or phrases that you hear Interview notes: Problem? Player gets incredibly (1) in ionporeant (2) _ Always an issue? + Mo. netin (3) ___of compatition Nervous throughout important matches? = Yes, but worst when she hasa(4p 1 8_ wake and ean't hold () property Not nervous in early matehes because you don’t care? No, wery (7) and want co win (8) Anything change from early to late rounds? + No (9) at early matches Most (10) come to see the big games Does having audienee male you nervous? + Yes Worry about what people will think if play badly? = Very much Pretend they are not there? = Difficue because there's lots of cheering and (| between (12) + Hard 00 (13) _ crowd How long problem existed — used to playing + No, only been in two (I) front of audience? + Did (1S) the second time. ideas: ~ Nerves are (16) especially when playing in front of audience + yu (17) yourself to the situation more often, your pérfermance should improve > Play in front of people even outside of (1.8) + Bipect(i9) "the next time you play * This might help you (20) and perform better ten again to check your answers. BN, work inp and aka iin rams ug he interview notes te Foe the ten player and the other person, Sladen |: Ack the questions frst. Listen to Student 2's answers and then give your opinion when you have athe Information tha you need, Gtdent 2: Answer ‘the questions using the notes. —— Exercise 4 Bork in pairs again, Student |, turn to page 50, Student 2, tum to page 50.