WELCOME

LISTENING AND
SPEAKING LEVEL 14!
bego.torres@live.com.mx
 OBJECTIVES
O INTRODUCTION
O PRESENTATION
O VIDEO
O SPEAKING
 RULES
O PARTICIPATE
O DO THE HOMEWORK
O NO SPANISH!
What makes a person
beautiful?
 Which one is more beautiful and what
makes it more beautiful. Compare hair, eyes,
skin and expression.
 Which one is more beautiful and what
makes it more beautiful. Compare hair, eyes,
skin and expression.
 Watch a short film in which
the story of how the portraits
came to drawn is told.
O How does the film make you feel?

O How do the women in the film feel

when they see their portraits?

O What’s the message of the film?

 “You are more beautiful than
you think.”

O In one of the most famous Dove films, Real Beauty

Sketches explores the gap between how others perceive
us and how we perceive ourselves. Each woman is the
subject of two portraits drawn by FBI-trained forensic
artist Gil Zamora: one based on her own description, and
the other using a stranger’s observations.
1. It features too many traditionally attractive
white women.

Jazz Brice on Tumblr: "When it comes to the

diversity of the main participants: all four are
Caucasian, three are blonde with blue eyes, all
are thin, and all are young (the oldest appears to
be 40). The majority of the non-featured
participants are thin, young white women as well.
… Out of 6:36 minutes of footage, people of color
are on screen for less than 10 seconds."
2. It seems to define beauty as being thin and
young.

Kate Fridkis on PsychologyToday.com: "Looking at

the two portraits of herself, one woman described
the one meant to be prettier as looking 'much
younger,' which seemed to be true of all of them.
The more 'beautiful' facial representations seemed
to all be thinner and younger-looking."
3. It positions beauty as the yardstick by which
women measure themselves.

Stacy Bias on StacyBias.net: "Is the pinnacle of

success always beauty? Believing that others see
us as beautiful? Believing that we are beautiful? I
want people to question their negative
selfperceptions, sure. But I would love for that to
happen in a context where beauty doesn't always
end up valorized."
4. It shows women as their own enemies rather
than victims of a sexist society.

Erin Keane on Salon.com: "All of that body image

baggage is internalized by growing up in a society
that enforces rigid beauty standards, and since
the target demographic for this ad is clearly
women over 35 with access to library cards, it is
baffling that Dove can continue to garner raves
for its pandering, soft-focus fake empowerment
ads."
5. It is hypocritical because it comes from Unilever,
which also makes Axe, Slim-Fast and more.

Charlotte Hannah on Twirlit.com: "[Dove's] long-

running Real Beauty campaign has shed light on
some important truths about the media's
unrealistic portrayals of women, but given the fact
that Dove is owned by Unilever, which also owns
Axe and the company that produces Fair & Lovely
skin lightening cream, the campaign comes across
as hypocritical and patronizing—a way for the
company to pander to women for sales while
practicing the very evil it preaches against."
 Imagine that you have to
describe your face in great
detail to a forensic artist. Write
down the description.
 ANSWER:
1. PRODUCT/SERVICE
2. COMPETITIVE ADVATAGE
3. WHAT ARE THEY ASKING FOR?
4. WHAT IS THE PROBLEM THE PRODUCT
SOLVES?
5. NEGATIVE POINTS
6. WHAT ARE THE OFFERS?
7. WHICH IS THE BEST SHARK OFFER? WHY?
TOEFL iBT® Speaking Section
Academic Speaking Skills
O The TOEFL speaking section takes 20 minutes to complete and
contains 6 sections. It is done on a computer. Your answers are
recorded and sent to ETS for marking.
O The TOEFL speaking tests contain academic situations set both inside
and outside the classroom
In classrooms, there are situations where you must:
O respond to questions
O contribute to class discussions
O read or listen to something and then summarize it
O give your opinion of topics under discussion

O In situations outside the classroom, you need to:

O take part in conversations with administrative staff, such as at the
library
O take part in casual conversations with other students
O give your opinion about something
TOEFL® Speaking Test, Part 1
O In this part you have to speak for 45 seconds about a
topic.

O Look at the topic below for 15 seconds. You may

make notes if you wish

Talk about an enjoyable or memorable experience that

you had when you were alone. Explain what made this
event so memorable.

O Preparation Time: 15 seconds

O Response Time: 45 seconds
A few years ago, I went on a really long bike ride on my
own. One of my tutors at college had told me about a rare
falcon which had given birth to some chicks. It had a nest
on the side of a cliff, and birdwatchers were really
gathering there to see it.
I decided to see it too, even though I wasn’t really
interested in birds. I wanted to go on a bike ride, and this
gave me something to aim for. I took a route via several
beautiful beaches. The scenery was really pretty. I
remember that it was very hot and I got sunburn across
one side of my body. I don’t remember much about the
falcon.
I couldn’t see it very well because I didn’t have any
binoculars. What I remember most is how much I travelled.
It was about thirty miles to the cliff each way, but because
of my roundabout route, I probably cycled over eighty miles
there and back. That’s the most I’ve ever done in a day.
O Who is your best friend? Describe this
person and say why he/she is your best
friend.
O What is your favorite place to visit on
weekends? Describe it and explain why it is
your favorite place to go.
O What is your most important possession?
Describe it and say why it is so important.
O Where do most like to go to eat out?
Describe this place and say why you like it
most.
Read the question. Take notes on
the main points of your response.
Then, respond to the question.
O What do you think your life will look like after
retirement? Use reasons and details to
support your response.

O Preparation time: 15 seconds

O Response time: 45 seconds
I don't see myself as a person who will ever fully
retire. I like to keep busy, and I have trouble
relaxing. If I want to spend a few hours reading or
listening to music I usually schedule it into my
date book.
I find that if I don't force myself to relax from time
to time I always find some sort of project or work
to do. Though I may not want to hold a paying job
in the medical field when I am older, I will
probably volunteer in a third world country rather
than retire.
I'm lucky that I've found work that I am interested
in. If I grow tired of my job I may feel differently
when the time comes.
 OBJECTIVES
O TOEFL SPEAKING TEST PART 1
O VIDEO SHARK TANK
O DISCUSS ANSWERS
O VIDEO
O DISCUSS ANSWERS
INFINITIVE SIMPLE PAST PAST PARTICIPLE
arise
be
beat
become
begin
bet
bite
bleed
blow
break
bring
build
buy
catch
choose
 PRESENT
- routines, habits,
hobbies, general truths
- HE/SHE/IT + S
SIMPLE S+V+C
S + don’t/doesn’t + V + C
Do/Does + S+ V + C?
- Actions at the moment
(in progress in present)
- Right now
CONTINUOUS S +AM/ARE/IS + V-ing+ C
S+ am not/aren’t/isn’t+ V-ing + C S+wasn’t/weren’t+ V-ing+C
AM/ARE/IS+ S+ V-ing+C? WAS/WERE + S+ V-ing+C?
- Past action no specific time
- Action started in past and
continues in present
PERFECT - already/just/yet
S +HAVE/HAS + PP+ C
S +HAVEN’T/HASN’T + PP+ C
HAVE/HAS + S + PP+ C?
- Past action no specific time
- Action started in past and
PERFECT continues in present
- already/just/yet/for/since
CONTINUOUS S+HAVE/HAS +BEEN+V-ing C
S+HAVEN’T/HASN’T+BEEN+V-ing+C
HAVE/HAS + S+BEEN+V-ing+C?
PAST
- Action that started and
finished in past
- Regular and irregular V
S+V+C
S + didn’t + V + C
Did+ S+ V + C?
- Actions in progress in
past
- Interrupted/same time
S +WAS/WERE + V-ing+ C
- Past action before another
past action
- Past of past (use a reference)
S +HAD + PP+ C
S +HADN’T + PP+ C
HAD+ S + PP+ C?
- Past action with duration
before another past action
- Action started in past and
continues in present
S+ HAD + BEEN+ V-ing C
S + HADN’T + BEEN + V-ing + C
HAD + S + BEEN +V-ing + C?
FUTURE
- predictions, promises
offers, plans
S + WILL + V + C
S + WON’T + V + C
WILL + S+ V + C?
- Actions in progress in
future
- Specific time
S + WILL BE + V-ing+ C
S + WON’T BE+ V-ing + C
WILL+ S+ BE V-ing+C?
- Action happened in the
future
- Action started in past and will
continue in the future
S +WILL HAVE + PP+ C
S + WON’T HAVE + PP+ C
WILL + S + HAVE + PP+ C?
- Action started in past and will
continue in the future
- already/just/yet
S+WILL HAVE +BEEN+V-ing C
S+WON’T HAVE+BEEN+V-ing+C
WILL + S+ HAVE BEEN+V-ing+C?
TOEFL iBT® Speaking Section
Academic Speaking Skills
O The TOEFL speaking section takes 20 minutes to complete and
contains 6 sections. It is done on a computer. Your answers are
recorded and sent to ETS for marking.
O The TOEFL speaking tests contain academic situations set both inside
and outside the classroom
In classrooms, there are situations where you must:
O respond to questions
O contribute to class discussions
O read or listen to something and then summarize it
O give your opinion of topics under discussion

O In situations outside the classroom, you need to:

O take part in conversations with administrative staff, such as at the
library
O take part in casual conversations with other students
O give your opinion about something
TOEFL® Speaking Test, Part 1
O In this part you have to speak for 45 seconds about a
topic.

O Look at the topic below for 15 seconds. You may

make notes if you wish

Talk about an enjoyable or memorable experience that

you had when you were alone. Explain what made this
event so memorable.

O Preparation Time: 15 seconds

O Response Time: 45 seconds
O What is your most important possession?
Describe it and say why it is so important.
O Where do you most like to go eating out?
Describe this place and say why you like it
most.
O What is your favorite book or movie?
Describe it and say why it is your favorite.
O Where is a good place to have fun in your
city or town? Describe this place and explain
why it is fun.
O Who do you feel close to in your family (or
extended family)? Describe this person and
say why you feel close to him/her.
 ANSWER:
1. PRODUCT/SERVICE
2. COMPETITIVE ADVATAGE
3. WHAT ARE THEY ASKING FOR?
4. WHAT IS THE PROBLEM THE PRODUCT
SOLVES?
5. NEGATIVE POINTS
6. WHAT ARE THE OFFERS?
7. WHICH IS THE BEST SHARK OFFER? WHY?
"No Reservations" has 2
meanings here:
1 RARE
2 MUTATING
3 THERAPY
4 RECIPE
5 BON APPETIT
6 SAFFRON
7 SOUS CHEF
9 DISHES
10 I'LL ALWAYS BE HERE FOR YOU
11 LEANING
12 SCARF
1 RARE - (adj) usually said of red meat, it means 'lightly cooked' (e.g.
rare, medium, well-done)
2 MUTATING - (adj) change in the structure of a life form resulting in
a modification or new form
3 THERAPY - (n) treatment to heal a mental or physical disorder
4 RECIPE - (n) instructions for the preparation of a food item (e.g. a
recipe for chocolate chip cookies)
5 BON APPETIT - (French) good appetite or "Have a good meal!"
6 SAFFRON - (n) an orange-yellow spice used for flavoring and
coloring food
7 SOUS CHEF - (French) 2nd person in charge of a fine kitchen
(under the chef)
9 DISHES - a particular variety or preparation of food served as part
of a meal (Thai noodles, spaghetti etc.)
10 I'LL ALWAYS BE HERE FOR YOU. - common sentence said to
assure someone
11 LEANING - (v) be in a sloping position, incline shoulders or upper
body to rest against
12 SCARF - (n) a length of cloth worn around the neck or head
"I said I want my steak RARE!" "Rare enough for you?!" "Are you OUT OF YOUR MIND?" "Yeah." "My boss
said she'd fire me if I didn't get THERAPY." "I though we agreed you weren't going to cook for me any more."
"My God! This is so good!" "So, what are you doing, reading a RECIPE, right?" Don't be ridiculous." "Say bye
to your Aunt Kate." "Bye Aunt Kate." "Bye Aunt Kate." "I have no idea what to do with a kid. Especially one
that has lost her mother." "I want you to take a week off." "There has to be someone better suited for this."
"Hi, I'm Charlotte." "I don't need a babysitter." "Oh! I see you brought something to read to Zoe." "Rapidly
MUTATING Deadly Viruses." "I can't get Zoe to eat anything I make." "BON APPETIT." "Hooh!" "What about
fish sticks? Kids love them." "I can't believe I'm paying for these suggestions." "Will you please tell me the
secret of your SAFFRON sauce?" "Who do you think you are?" "Nicholas Palmer." "You bring a SOUS CHEF
from an Italian restaurant?" "He said he wanted to work with you." "Your on fire." "Whool!" "You take care of
those DISHES, and I'll take care of these." "Your half's bigger than mine. All right!" 'Why are you so mad at
me?" "I'm not mad at you." "You're very mad." "This is my kitchen, and I'm not going to let you take it away
from me. This is who I am." "No, it's not." "It's okay to let people in sometimes." "I know I'm doing
everything wrong. But I promise you I'LL ALWAYS BE HERE FOR YOU." "Kate, you're not doing everything
wrong." "Aren't you cold?" "He's late! Hah! Men!" "I wish there was a cookbook for life." "You know better
than anyone. It's the recipes you create yourselves that are the best." "You're LEANING on my SCARF." "Oh,
right. Yeah."
 Therapy/Bon appetite
/dishes/leaning/scarf
1 My favorite American foods are Southern fried
__________.
2 Where is my __________? I just took it off a minute
ago!
3 He never goes out of his room! Maybe some
__________ will help. I'm serious!
4 Who is that guy __________ against the wall?
5 What are you eating? It looks good! __________!
 OBJECTIVES
O PAST PARTICIPLES QUIZ
O TOEFL SPEAKING TEST PART 2
O PRACTICE TOEFL SPEAKING TEST PART 2
O WATCH VIDEO “TODAY I RISE” AND DISCUSS
O WATCH VIDEO SHARK TANK
O DISCUSS ANSWERS
O CONVERSATIONAL EXCHANGE
INFINITIVE PAST SIMPLE PAST PARTICIPLE
come
cost
creep
cut
deal
do
draw
dream
drink
drive
eat
fall
feed
feel
fight
TOEFL iBT® Speaking Section
Academic Speaking Skills
O The TOEFL speaking section takes 20 minutes to complete and
contains 6 sections. It is done on a computer. Your answers are
recorded and sent to ETS for marking.
O The TOEFL speaking tests contain academic situations set both inside
and outside the classroom
In classrooms, there are situations where you must:
O respond to questions
O contribute to class discussions
O read or listen to something and then summarize it
O give your opinion of topics under discussion

O In situations outside the classroom, you need to:

O take part in conversations with administrative staff, such as at the
library
O take part in casual conversations with other students
O give your opinion about something
TOEFL® Speaking Test, Part 2
O In this part you have to speak for 45 seconds about a
choice. You will be presented with two situations or
opinions. You'll be asked which you prefer and you
need to explain your choice.
O Look at the topic below for 15 seconds. You may
make notes if you wish

O Some people think they can achieve more when they

are with other people. Others think they are more
productive when they are alone. What is your
opinion? Explain why.

O Preparation Time: 15 seconds

O Response Time: 45 seconds
 LISTEN TO A SAMPLE
ANSWER
I’m in two minds about this. In some cases it can be really beneficial
to be with other people when you’re trying to achieve something. For
example, when I was trying to lose weight, I formed a group with
some friends. We got together to weigh ourselves once a week. We
went swimming and running together too. Being with other people
motivated and encouraged me to eat less fatty food and do more
exercise, so I think that was really beneficial. On the other hand, I
once got together with my friends to form a study group before an
exam, and to my mind, that was a waste of time. We spent too long
chatting about our teachers, rather than focusing on the work. Then
my friends spent ages discussing a topic I knew a lot about already.
I’d have accomplished a lot more if I’d spent the afternoon reading
on my own. So all in all, I think it depends on the activity whether I’d
feel more productive doing something alone or with others.
Read the question. Take notes on
the main points of your response.
Then, respond to the question.
O What do you think your life will look like after
retirement? Use reasons and details to
support your response.

O Preparation time: 15 seconds

O Response time: 45 seconds
I don't see myself as a person who will ever fully
retire. I like to keep busy, and I have trouble
relaxing. If I want to spend a few hours reading or
listening to music I usually schedule it into my
date book.
I find that if I don't force myself to relax from time
to time I always find some sort of project or work
to do. Though I may not want to hold a paying job
in the medical field when I am older, I will
probably volunteer in a third world country rather
than retire.
I'm lucky that I've found work that I am interested
in. If I grow tired of my job I may feel differently
when the time comes.
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Would you prefer to study in a classroom or

take an online course? Use reasons and
details to support your response.

O Preparation time: 15 seconds

O Response time: 45 seconds
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Your university is planning to allow students to

watch tv in their dormitories. What is your opinion
and why? What are the advantages and
disadvantages of watching tv in dormitories?
Include reasons and examples to support your
response.

O Preparation time: 15 seconds

O Response time: 45 seconds
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Should new university students be required

to watch and discuss the same movie at the
beginning of their first term of study? Explain
your answer.

O Preparation time: 15 seconds

O Response time: 45 seconds
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Do you prefer long-term trips or short-term

trips? Use details and examples to support
your explanation.

O Preparation time: 15 seconds

O Response time: 45 seconds
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Do you prefer indoor activities or outdoor

activities? Use details and examples to
support your explanation.

O Preparation time: 15 seconds

O Response time: 45 seconds
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Does technology make our lives simpler or

more complex? Use details and examples to
support your explanation.

O Preparation time: 15 seconds

O Response time: 45 seconds
Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Do you agree or disagree that students

should bring A cellphone to school? Use
details and examples to support your
explanation.

O Preparation time: 15 seconds

O Response time: 45 seconds
You are going to watch but not
listen to a short film.
Think of any words which
come to mind to describe the
film.
Watch the film without sound. Describe what
you see and feel.

https://www.youtube.com/watch?v=rHxVL4yAkU8
What do you think the film is about?
How does the film make you feel?
 Watch the film with sound.

https://www.youtube.com/watch?v=rHxVL4yAkU8
The short film is part of a poem. Read
the words of the poem. Try to get the
general meaning of the poem.

Kali is a Hindu goddess.

Where are you? Where are you, little girl with
broken wings but full of hope?
Where are you, wise women covered in
wounds? Where
are you?
Today is the day I will not sit still and give in
anymore.
Today I rise.
I am bruised but I will get up and walk again.
Today I rise.
I don’t care if you ignore my beauty.
Today I rise.
Through the agony of my darkest nights, I heal
and thrive.
Today I rise.
I move through the world with confidence and
grace.
I open my eyes and I’m ready to face my
wholeness
as a woman and my limitless capabilities.
I will walk my path with audacity.
Today I rise.
I reconnect with the many aspects of myself.
I’m in awe of the reality I create.
I am a queen, I am a healer,
A wise woman, a wild woman.
I will rise and be.
I am a rebel,
I will wake up and fight.
I am a mother and I am a child.
I will no longer disguise my sadness and pain.
I will no longer suffer and complain.
I am black and I am white.
There’s no reason to hide.
Where are you? Where are you?
I call upon Kali to kiss me.
I transform my anger into power.
No more heartache or strife.
The world is missing what I am ready to give:
My wisdom, my sweetness, my love and my
hunger for peace.
I weep with the trees and the rivers,
And the earth in distress.
I rise and shine and I’m ready to go on my quest.
Today I rise without doubt or hesitation.
Today I rise without excuses, without
procrastination.
Today I will call upon my sisters to join a
movement of resolution and concern.
Today is my call to action and I will fulfil my
mission without further distraction.
Today is the day.
Today I will start to offer the world the wisdom
of my heart.
 ANSWER:
1. PRODUCT/SERVICE
2. COMPETITIVE ADVATAGE
3. WHAT ARE THEY ASKING FOR?
4. WHAT IS THE PROBLEM THE PRODUCT
SOLVES?
5. NEGATIVE POINTS
6. WHAT ARE THE OFFERS?
7. WHICH IS THE BEST SHARK OFFER? WHY?
 OBJECTIVES
O TOEFL SPEAKING TEST PART 1
O LISTENING EXAM
O ORAL EXAM CHALLENGE!!!
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Describe a person from your country’s history. Why

do you think this person was important?

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Who is the most intelligent person you know?

Describe the person and say why you think he/she
is intelligent.

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Talk about something you and your family enjoy

doing together. Describe it and explain why you all
enjoy it.

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O What is your happiest childhood memory? Describe

it and give reasons to explain why it is your happiest
memory.

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Talk about a difficulty you have overcome in your

life. Describe the experience and say why it was
difficult to overcome.

O Preparation time: 15 seconds

O Response time: 45 seconds
What is your favourite place to
visit on weekends? Describe it
and explain why it is your
favourite place to go.
Where would you like to go to
spend A vacation? Describe
this place and say why you
would like to go there.
Do you agree or disagree that
students should have A job
while they are studying in
school? Use details and
examples to support your
explanation.
Do you agree or disagree that
grades encourage students to
learn? Use details and
examples to support your
explanation.
 SPEAKING EXAM
O TALK ABOUT YOUR FAVOURITE MOVIE (5MIN)
O 20 PICTURES IN 5 MINUTES
O CHARACTERS
O PLOT
O DEVELOPMENT
O END
 OBJECTIVES
O TOEFL SPEAKING TEST PART 3
O ANALYZE VIDEO
O ANSWER QUESTIONS
O PLATFORM ACTIVITIES
O WORK ON PROJECT
 Integrated Tasks
Read/Listen/Speak
3. Campus Situation Topic: Fit and Explain.
Preparation time: 30 seconds Response time: 60
seconds

A reading passage (75–100 words) presents a

campus-related issue.
A listening passage (60–80 seconds, 150–180
words) comments on the issue in the reading
passage.
The question asks the test taker to summarize the
speaker’s opinion within the context of the reading
passage.
 Read the following text from a college
course manual and listen to the
conversation that follows it. Then, answer
the question.
O Part 3.6 - Group Work
O The geology department is aware of the problems surrounding of group
work, and its unpopularity among students. We realize that in some cases
students do not contribute and thus gain marks they do not deserve,
while stronger students are frustrated at being held back by weaker
students. Similarly, it is very difficult for tutors to award marks for group
projects, as it is unclear who is responsible for each part.
O However, the department feels that there is a great deal to be gained
from group work, in terms of self-organization and communication skills.
To this end, we plan to introduce a system whereby the group work itself
is not formally assessed, but each student will undertake an individual
piece of work based on the group project, which will be designed to
ensure participation in the project.
Listen to the conversation.
O Question: The man expresses his
opinion of group work. State and
explain his opinion. Compare his
opinion with the opinion of the
geology faculty.
(Male student) Thank goodness the department has
made changes to the way they assess group work! I
had a nightmare last term with our geology project. I
couldn’t bear going through that again!

(Female student) Why, what happened?

(Male student) Well, there were three of us in the

group. One guy worked really hard, but he didn’t
trust anyone else to do anything. He just wanted to
do it all himself.

(Female student) It sounds like you were freeloading.

(Male student) Well, I wasn’t. I offered up plenty of ideas, but
he kept saying they were no good. In the end, I stopped trying
and left it to him. The other guy was a waste of space. He didn’t
pull his weight at all. We barely saw him.

(Female student) Did you get a good grade?

(Male student) A reasonable one, considering how little work I

did. But I’m sure I’d have done better if I’d been given the
chance to say what I wanted.

(Female student) Well, the new system should give you that
opportunity.

(Male student) Yeah, I hope so, though I wish they’d abolish

group work altogether. All this organization and
communication is just a waste of time. It’s got nothing to do
with geology.
O The man is not keen on group work. In his experience, group
work was frustrating because another group-member wasn’t
interested in his ideas and so did the work himself. He
denies being a freeloader because he did try, unlike the
other team-member, but he admits that he did not deserve
the marks he was awarded, because so little of the group
work was his own. So it sounds as if the faculty is right in
identifying that group marks don’t correctly reflect the
amount of work students have done. Another problem is
that the man wishes he’d had the opportunity to approach
the task in an individual way. The faculty seems to recognize
this. That is why they have decided to implement a system
whereby students do an individual piece of work based on a
group project.
O The man and the faculty don’t agree on everything, though.
The man doesn’t think that the skills required in group work;
that is, group organization and communication, are useful
for a student of geology. However, the faculty thinks they
are, and that’s why they aren’t abolishing group work
altogether.
It has been brought to our attention that the current
bus routes are not adequate in serving the needs of
all of our students and faculty. The board has received
many complaints and that is why, after much
deliberation, we have decided to extend bus routes to
previously underserved areas as well as having the
bus’s run the routes multiple times each day.
Considering the lack of parking space on campus as
well as the price burden on students from the rise in
gas prices, we feel as though this is the most effective
remedy. From now until further notice the bus will run
its same routes an additional three more times a day
and we will create a map to show the new bus routes
as well.
The man expresses his opinion about the
announcement. State his opinion and explain
the reasons that he gives for holding that
opinion.
 Announcement from the
President
For the past five years, there has been no increase
in tuition and fees have remained the same, but
now the university has decided to increase tuition
by 5% each year for the next four years for all
students. This raise in tuition will begin next fall
semester. This increase is due to increased costs
in construction for our new projects as well as the
need to upgrade our existing equipment. The
increased revenue from tuition will help keep this
university in top form as well as help our students
stay competitive in an increasingly competitive
world.
Student 1(female): Four years of tuition increase to look forward too.
Great!
Student 2(male): Yeah, but I think that’s understandable. Paying only 5%
more each year isn’t that unreasonable, is it?
Student 1: Maybe it isn’t unreasonable if the money goes to good use.
But I don’t want to be paying more just so the president can give herself
a raise.
Student 2: I bet the money will go to help finish the library and the
computer labs. They’ve been under construction since I got here, three
years ago. It would be great if they could finish them before I graduate.
I’d really like to use some of those new high-tech computers.
Student 1: That’s right. You’re gonna graduate soon. You won’t have to
pay all of the increases. You just have one more year to go. I still have
at least three more years worth of tuition increases to worry about.
Student 2: Yeah, I won’t have to pay for all of the increases so I don’t
mind so much, but I also won’t get to use all the new equipment that you
will.
The man expresses his opinion of the
announcement about the tuition increase.
Stay his opinion and explain the reasons he
gives for holding that opinion
 The Torch
The university newspaper, The Torch, is now taking
applications from students who are interested in
joining the staff. There are several different
positions available and experience in journalism is
not required. This is the chance to get the
experience that you need to get a jump-start on
your future while also serving and supporting your
classmates and student body. We have positions
available for students interested in writing,
photography, advertising, and art design. Please
bring resume and apply in person at The Torch’s
office, Rm 407 in the Patrick Building next to the
cafeteria.
The man expresses his opinion of the
announcement regarding
working on the student newspaper. State his
opinion and explain the
reasons he gives for holding that opinion.
 A Student Government
Announcement
The Student Government Association, SGA, has
decided they would like to sponsor a Person of the
Year award at the university. This award is for a
teacher, student, or member of the staff who has
made a difference or has had a positive impact on
the university community. Please submit
nominees’ names and a brief essay detailing the
impact this person has made on the community to
the SGA office in Building 400, RM. 107.
Nominees’ names must be submitted before
October 23rd. For more information, stop by the
SGA front desk.
The man expresses his opinion about
nominations for an award.
State his opinion and explain the reasons he
gives for holding that opinion.
 PRESENT
- routines, habits,
hobbies, general truths
- HE/SHE/IT + S
SIMPLE S+V+C
S + don’t/doesn’t + V + C
Do/Does + S+ V + C?
- Actions at the moment
(in progress in present)
- Right now
CONTINUOUS S +AM/ARE/IS + V-ing+ C
S+ am not/aren’t/isn’t+ V-ing + C S+wasn’t/weren’t+ V-ing+C
AM/ARE/IS+ S+ V-ing+C? WAS/WERE + S+ V-ing+C?
- Past action no specific time
- Action started in past and
continues in present
PERFECT - already/just/yet
S +HAVE/HAS + PP+ C
S +HAVEN’T/HASN’T + PP+ C
HAVE/HAS + S + PP+ C?
- Past action no specific time
- Action started in past and
PERFECT continues in present
- already/just/yet/for/since
CONTINUOUS S+HAVE/HAS +BEEN+V-ing C
S+HAVEN’T/HASN’T+BEEN+V-ing+C
HAVE/HAS + S+BEEN+V-ing+C?
PAST
- Action that started and
finished in past
- Regular and irregular V
S+V+C
S + didn’t + V + C
Did+ S+ V + C?
- Actions in progress in
past
- Interrupted/same time
S +WAS/WERE + V-ing+ C
- Past action before another
past action
- Past of past (use a reference)
S +HAD + PP+ C
S +HADN’T + PP+ C
HAD+ S + PP+ C?
- Past action with duration
before another past action
- Action started in past and
continues in past
S+ HAD + BEEN+ V-ing C
S + HADN’T + BEEN + V-ing + C
HAD + S + BEEN +V-ing + C?
FUTURE
- predictions, promises
offers, plans
S + WILL + V + C
S + WON’T + V + C
WILL + S+ V + C?
- Actions in progress in
future
- Specific time
S + WILL BE + V-ing+ C
S + WON’T BE+ V-ing + C
WILL+ S+ BE V-ing+C?
- Action happened in the
future
- Action started in past and will
continue in the future
S +WILL HAVE + PP+ C
S + WON’T HAVE + PP+ C
WILL + S + HAVE + PP+ C?
- Action started in past and will
continue in the future
- already/just/yet
S+WILL HAVE +BEEN+V-ing C
S+WON’T HAVE+BEEN+V-ing+C
WILL + S+ HAVE BEEN+V-ing+C?
 SIMPLE PAST
• to express the idea that an action started
and finished at a specific time in the past

O I saw a movie yesterday.

O I didn't see a movie yesterday.
O Did you see a movie yesterday?
 PAST
PROGRESSIVE/CONTINUOUS
• Actions with long duration in the past.
• Emphasizes interrupted actions

O [was/were + V-ING]
O You were studying yesterday at 8:00.
O You were not studying yesterday at 8:00.
O Were you studying yesterday at 8:00?
 Write sentences in past
progressive
1. the snowman / melt / in the sun
2. we / explore / a new territory
3. the secretary / print out / a document
4. the girls / not / concentrate / on the task
5. Garth / not / practise / on the piano
1. When I(do)_______ the washing-up, I(break)_____a plate.
2. While Tom(play) ______the piano, his mother(do)______ the
washing-up.
3. He(drink)______ some juice and then he(eat)_______ a few
chips.
4. I(have)______ dinner when I suddenly(hear) ______ a loud bang.
5. When my father(work) ______ in the garden, an old friend(pass)
______ by to see him.
6. She(go) ______ to school,(take) ______ out her textbook
and(begin) ______ to learn.
7. When it(start) ______ to rain, our dog(want) ______ to come
inside.
8. When Jane(do) ______ a language course in Ireland, she(visit)
______ Blarney Castle.
9. When I(be) ______ on my way home, I(see) ______ an accident.
10. I(not / understand) ______what they(talk) ______ about.
 PAST PERFECT
Something occurred before another action in the past
Something happened before a specific time in the past
[had + past participle]

You had studied English before you moved to NY.

You had not studied English before you moved to NY.
Had you studied English before you moved to NY?
1. The storm destroyed the sandcastle that we (build) ______.
2. He (not / be) ______ to Cape Town before 1997.
3. When she went out to play, she (do / already) ______her
homework.
4. My brother ate all of the cake that our mum (make) ______..
5. The doctor took off the plaster that he (put on) ______six weeks
before.
6. The waiter brought a drink that I (not / order) ______..
7. I could not remember the poem we (learn) ______the week before.
8. The children collected the chestnuts that (fall) ______from the
tree.
9. (he / phone) ____________Angie before he went to see her in
London?
10.She (not / ride) ______a horse before that day.
 PAST PERFECT PROGRESSIVE
O Something started in the past and continued until another time in the
past
O Emphasizes a duration of time before something in the past
O [had been + present participle]

O You had been waiting there for more than 2 hours when she finally
arrived.
O You had not been waiting there for more than 2 hours when she finally
arrived.
O Had you been waiting there for more than 2 hours when she finally
arrived?
1. We (sleep) ______for 12 hours when he woke us up.
2. They (wait) ______ at the station for 90 minutes when the train finally
arrived.
3. We (look for) ______ her ring for two hours and then we found it in the
bathroom.
4. I (not / walk) ______ for a long time, when it suddenly began to rain.
5. How long (learn / she) ______ English before she went to London?
6. Frank Sinatra caught the flu because he (sing) ______ in the rain too long.
7. He (drive) ______ less than an hour when he ran out of petrol.
8. They were very tired in the evening because they (help) ______ on the farm
all day.
9. I (not / work) ______ all day; so I wasn't tired and went to the disco at night.
10. They (cycle) ______ all day so their legs were sore in the evening.
1. After one hour of cycling in sunshine, a big fat raincloud
suddenly (appear) __________ and it (start) ______ to rain.
2. Luckily, a farmer (notice) __________ me and (tell)
__________ me to come in.
3. While it (rain) __________ outside, I (sit) __________ in the
farmer's house.
4. After a while, the sun (come) __________ out again.
5. I (thank) __________ the farmer for his hospitality and (move)
__________ on.
6. I (call) __________ for you for half an hour. Where (be)
__________ ? And why are your clothes so dirty?
7. B: I (tidy) __________ up the shed in the garden.
8. A: (you / find) __________ a box with old photos there? I (look)
__________ for it for ages.
9. B: I (discover / not) __________ it yet, but I (work / not) for a
long time yet. I (come / just) ________ in to eat something.
10. A: I (cook / not) __________ anything yet. When he (wake up)
__________, his mother (already / prepare) __________
__________ breakfast.
1. After one hour of cycling in sunshine, a big fat raincloud suddenly
(appear) __appeared____ and it (start) _started_ to rain.
2. Luckily, a farmer (notice) _had noticed_ me and (tell) __told_ me
to come in.
3. While it (rain) _was raining_ outside, I (sit) _was sitting_ in the
farmer's house.
4. After a while, the sun (come) _came__ out again.
5. I (thank) _thanked__ the farmer for his hospitality and (move)
__moved_ on.
6. I (call) _had been calling__ for you for half an hour. Where (be)
_have you been/were_ ? And why are your clothes so dirty?
7. B: I (tidy) _had been tidying__ up the shed in the garden.
8. A: (you / find) _Did you find__ a box with old photos there? I
(look) _had been looking_ for it for ages.
9. B: I (discover / not) _hand’t discovered_ it yet, but I (work / not)
hadn’t worked for a long time yet. I (come / just) _just came_ in to
eat something.
10. A: I (cook / not) _hadn’t cooked anything yet. When he (wake up)
_woke up____, his mother (already / prepare) __had already
prepared___ breakfast.
 OBJECTIVES
O REVIEW PAST TENSES
O TOEFL SPEAKING TEST PART 3 AND 4
O ANALYZE VIDEO
O ANSWER QUESTIONS
O WRITING
 PRESENT
- routines, habits,
hobbies, general truths
- HE/SHE/IT + S
SIMPLE S+V+C
S + don’t/doesn’t + V + C
Do/Does + S+ V + C?
- Actions at the moment
(in progress in present)
- Right now
CONTINUOUS S +AM/ARE/IS + V-ing+ C
S+ am not/aren’t/isn’t+ V-ing + C S+wasn’t/weren’t+ V-ing+C
AM/ARE/IS+ S+ V-ing+C? WAS/WERE + S+ V-ing+C?
- Past action no specific time
- Action started in past and
continues in present
PERFECT - already/just/yet
S +HAVE/HAS + PP+ C
S +HAVEN’T/HASN’T + PP+ C
HAVE/HAS + S + PP+ C?
- Past action no specific time
- Action started in past and
PERFECT continues in present
- already/just/yet/for/since
CONTINUOUS S+HAVE/HAS +BEEN+V-ing C
S+HAVEN’T/HASN’T+BEEN+V-ing+C
HAVE/HAS + S+BEEN+V-ing+C?
PAST
- Action that started and
finished in past
- Regular and irregular V
S+V+C
S + didn’t + V + C
Did+ S+ V + C?
- Actions in progress in
past
- Interrupted/same time
S +WAS/WERE + V-ing+ C
- Past action before another
past action
- Past of past (use a reference)
S +HAD + PP+ C
S +HADN’T + PP+ C
HAD+ S + PP+ C?
- Past action with duration
before another past action
- Action started in past and
continues in past
S+ HAD + BEEN+ V-ing C
S + HADN’T + BEEN + V-ing + C
HAD + S + BEEN +V-ing + C?
FUTURE
- predictions, promises
offers, plans
S + WILL + V + C
S + WON’T + V + C
WILL + S+ V + C?
- Actions in progress in
future
- Specific time
S + WILL BE + V-ing+ C
S + WON’T BE+ V-ing + C
WILL+ S+ BE V-ing+C?
- Action happened in the
future
- Action started in past and will
continue in the future
S +WILL HAVE + PP+ C
S + WON’T HAVE + PP+ C
WILL + S + HAVE + PP+ C?
- Action started in past and will
continue in the future
- already/just/yet
S+WILL HAVE +BEEN+V-ing C
S+WON’T HAVE+BEEN+V-ing+C
WILL + S+ HAVE BEEN+V-ing+C?
 went to the cinema last week (go).
O We ________
had cleaned
O A bird pooed on the window that I _____________

only a minute before (clean).

was sitting in front of his
O Yesterday at nine he ____________

computer (sit).

O When their mum got home, the boys

had been watching
_____________________ TV for two hours (watch).
1. I was exhausted at the end of the exam. I ___________ (write) for over two hours.

2. When thieves stole my favourite leather jacket, I was really upset. I ___________
(have) it for over ten years.

3. Please step out of the car, Mr. Jones. Do you realise you ___________ (drive) at over
90mph?

4. We didn't really want to go and see the musical again. We ___________(already see) it
twice - so we said "no" and we went to a restaurant instead!

5. I arrived over an hour late to the office and everyone was working. Actually, they
___________ (work) for over two hours on the new project and I felt really guilty.

6. The kitchen was full of steam when we arrived. Joan was in the kitchen and she
___________ (cook) a huge meal for everyone at the party.

7. It was a bit embarrassing to arrive at their house and find Mary looking so sad. I think
she ___________ (cry) before we got there.

8. No-one even noticed when I got home. They ___________ (all watch) the big game on
TV.
1. I was exhausted at the end of the exam. I had been writing (write) for over two hours.

2. When thieves stole my favourite leather jacket, I was really upset. I had had (have) it
for over ten years.

3. Please step out of the car, Mr. Jones. Do you realise you were driving (drive) at over
90mph?

4. We didn't really want to go and see the musical again. We had already seen (already
see) it twice - so we said "no" and we went to a restaurant instead!

5. I arrived over an hour late to the office and everyone was working. Actually, they had
been working (work) for over two hours on the new project and I felt really guilty.

6. The kitchen was full of steam when we arrived. Joan was in the kitchen and she was
cooking (cook) a huge meal for everyone at the party.

7. It was a bit embarrassing to arrive at their house and find Mary looking so sad. I think
she had been crying (cry) before we got there.

8. No-one even noticed when I got home. They were all watching (all watch) the big game
on TV.
1. A plumber (come) _________ to our house yesterday.
2. He (want) _________ to repair our washing machine that (break)
_________ a few days before.
3. Before he (ring) _________ at my door, he (look) _________ for a
parking space for about ten minutes.
4. While the plumber (repair) _________ the washing machine, I
(watch) _________ the news.
5. Suddenly, I (realise) _________ that they (show) _________ our
street on TV.
6. The reporter (say) _________ that a car (crash) _________ into a
stop sign just before reaching the crossroads.
7. While I (listen) _________ carefully to what (happen) _________,
someone (knock) _________ at my door.
8. I (open) _________ the door and (see) _________ a police officer
standing there.
9. He (ask) _________ for the plumber.
10. As it (turn) _________ out, it (be) _________ our plumber’s car
that (roll) _________ down the street.
11. In his haste, the plumber (forget) _________ to put the handbrake
on.
1. A plumber came to our house yesterday.
2. He wanted to repair our washing machine that had broken
a few days before.
3. Before he rang at my door, he had been looking for a
parking space for about ten minutes.
4. While the plumber was repairing the washing machine, I
was watching the news.
5. Suddenly, I realised that they were showing our street on
TV.
6. The reporter said that a car had crashed into a stop sign
just before reaching the crossroads.
7. While I was listening carefully to what had happened,
someone knocked at my door.
8. I opened the door and saw a police officer standing there.
9. He asked for the plumber.
10. As it turned out, it was our plumber’s car that had rolled
down the street.
11. In his haste, the plumber had forgotten to put the
handbrake on.
1. When I arrived at the restaurant, Victoria _________ a
glass of water. (already/to order)
2. He noticed that Peter _________ the old chair. (not/to
paint)
3. Before Emma laid the table, she _________ a talk with her
mother. (to have)
4. She asked me if I _________ the new words. (to learn)
5. There were no sausages left when I came back. The dog
_________ them. (to eat)
6. It _________ for three weeks, so the land was dry. (not/to
rain)
7. I did not wait for my brother because I _________ his text
message. (to read)
8. Linda _________ to a magic show before yesterday
evening. (never/to be)
9. She told me that Frank _________ his room. (not/to tidy)
10. _________ his hamster before he left his house? (Jack/to
feed)
1. When I arrived at the restaurant, Victoria had already
ordered a glass of water.
2. He noticed that Peter had not painted the old chair.
3. Before Emma laid the table, she had had a talk with
her mother.
4. She asked me if I had learned the new words.
5. There were no sausages left when I came back. The
dog had eaten them.
6. It had not rained for three weeks, so the land was
dry.
7. I did not wait for my brother because I had read his
text message.
8. Linda had never been to a magic show before
yesterday evening.
9. She told me that Frank had not tidied his room.
10. Had Jack fed his hamster before he left his house?
INFINITIVE PAST SIMPLE PAS PARTICIPLE
hide
hit
hold
hurt
keep
kneel
know
lead
lend
let
lie
lose
mean
pay
quit
rise
say
sell
send
set
 Integrated Tasks
Read/Listen/Speak
3. Campus Situation Topic: Fit and Explain.
Preparation time: 30 seconds Response time: 60
seconds

A reading passage (75–100 words) presents a

campus-related issue.
A listening passage (60–80 seconds, 150–180
words) comments on the issue in the reading
passage.
The question asks the test taker to summarize the
speaker’s opinion within the context of the reading
passage.
 Integrated Tasks
Read/Listen/Speak
4. Academic Course:
O A reading passage (75–100 words) broadly defines a
term, process or idea from an academic subject.
O An excerpt from a lecture (60–90 seconds; 150–220
words) provides examples and specific information to
illustrate the term, process or idea from the reading
passage.
O The question asks you to combine and convey
important information from the reading passage and
the lecture excerpt.
O Preparation time: 30 seconds
O Response time:60
 VAK Theory
O One theory of learning states that we use three sensory
receivers: visual (V), auditory (A), and kinesthetic (K) when we
take in information. According to the VAK theory, one or two of
these receiving styles is normally dominant and thus defines
the best way for a person to learn new information. Thus a
visual learner learns best using their sight; an auditory learner
learns best when listening, and a kinesthetic learner learns
best through physical activity.
O VAK is one of the most popular learning models nowadays due
to its simplicity. Teachers are beginning to incorporate a range
of stimuli and activities into their lessons so as to cater for all
types of learner. Although it is not yet proven that using one’s
preferred sense provides the best means for learning, having a
range of activities can reduce boredom and increase
motivation in the classroom.

http://www.examenglish.com/TOEFL/TOEFL_
Speaking_part4.htm
O An example of how you might go about this is, well, I’ll describe a
lesson I observed a few weeks ago. The teacher was teaching
children about nature… about plants – specifically about how to
identify different trees. The first thing she did was to play a game
where students had to name as many trees as they could –
without writing anything down, just speaking out loud. Then after
that little activity, she described the different ways you can identify
trees – from the shape of their leaves, their buds, their bark and
so on. But you can imagine that the kids who don’t have very good
imaginations… they couldn’t really visualize what she was talking
about… their minds were starting to wander, they were shuffling in
their seats and getting distracted. But that was okay, because next
she showed some photos for them to look at on the electronic
whiteboard, then passed around some picture books. Students
then copied some of the pictures into their exercise books. After
that, students got the chance to go out into the school grounds
and physically identify some of the trees that were there. So it was
quite an effective lesson – very memorable, and the pupils looked
very engaged. A week later I asked one of them to describe to me
the leaf of an oak tree, and she did so perfectly.
Explain VAK Theory and how
the example used by the
professor illustrates how the
theory can be applied.
O The idea behind the VAK theory is that everyone has a
preferred way of learning. Visual people learn best through
looking at things, auditory learners learn best when they
hear something, and kinesthetic learners learn best by
doing. The theory suggests that teachers need to include a
range of activities in their lessons so that all pupils, whether
they are visual, auditory or kinesthetic, get the chance to
learn. The professor’s example shows a teacher doing just
this. The game, where the students name trees, and the
teacher’s opening talk, is designed to suit auditory learners,
because at this point, they’re only using their ears. The
photos, and the part where the students copy pictures of
leaves is visual, although you could say that copying pictures
is kinesthetic too. The part where they go outside and look at
leaves is kinesthetic. The fact that the student could
remember the shape of the oak leaf suggests that applying
the VAK theory is a useful way of helping students to learn.
However, we can’t assume it was the VAK theory that helped
her remember. Perhaps the variety of activities kept her
motivated, or maybe she was just a particularly bright
student with a good memory
 Erik Erikson
O In 1956, German psychologist Erikson used the term
“identity crisis,” as being an important conflict human
beings face in life. Erikson describes the identity crisis as
first happening during ages 13 to 19. Overcoming the crisis
in those teen years will help overcome identity crises later
in their life.
O Today, the complexities of modern life create many
stressful situations. People may experience identity crises
more often now than in the time of Erikson.
Now listen to part of a talk in a psychology class

How is the identity crisis reflected in the life

stages defined by Erikson?
 The Hierarchy of Needs
O Abraham Maslow developed the theory of the human being’s
“Hierarchy of Needs.” He created a pyramid of basic human needs.
At the lowest level are basic survival needs such as food and shelter.
If a person satisfies that level, then the individual can climb to the
next level of safety, love/belonging, esteem and the highest level of
self-actualization. An individual will feel anxious if they do not meet
the needs of a lower level, and cannot climb to the next level.
O According to Maslow, we strive to reach the top of the pyramid, self-
actualization, in living our lives. Maslow states that no one has really
reached self-actualization. When the body has reached its maximum
potential, there is no reason to continue living.

Now listen to part of a talk in a psychology class

Combine points from the reading and the talk to

explain the general appeal of Maslow’s theory
 A Meeting at Bretton Woods
O The Bretton Woods Conference was held in New Hampshire in
July 1944, and was attended by forty-four nations. The
conference was held to make plans for post–World War II
international economic cooperation. The purpose of this meeting
of nations was to make financial arrangements for the postwar
era, and to provide post war economic assistance to
governments in need. The delegates reached agreement on an
international monetary fund to promote exchange stability and
expansion of international trade and the formation of what is
today, the World Bank. The original agreement became law in the
United States in 1945 and lasted unchanged until 1971.
Now listen to part of a talk in an economics class
The professor talked about the end of the Bretton Woods system.
Explain what the purpose of the Bretton Woods system was and how
and why it ended. Give details and examples to support your answer.
 The Corn Law
O The Corn Law was first introduced in Britain in 1804, when the
landowners, who dominated Parliament, sought to protect their
profits by imposing a duty on imported corn. During the Napoleonic
Wars, it was not possible to import corn from Europe. This led to an
expansion of British wheat farming and to high bread prices.
Farmers feared that when the war ended in 1815, the importation of
foreign corn would lower prices. British landowners applied pressure
on members of Parliament to take action to protect the profits of the
farmers. Parliament responded by passing a law permitting the
import of foreign wheat duty free only when the domestic price
reached 80 shillings per 8 bushels of corn. The price of these goods
remained high
Now listen to part of a talk in an economics class.
The professor discusses the Corn Law. Using information from the
lecture and the reading, explain why the Corn Law was enacted, and why
some people opposed it.
 Wolves in Yellowstone Park
O Thanks to a controversial but very successful reintroduction
program, wolves are now in Yellowstone again after an absence
of almost 70 years. These wolves had been hunted to near
extinction on the North American continent. Several dozen
wolves were captured in Canada and turned loose in Yellowstone
in March 1995. Those animals have done remarkably well,
reproducing at a rapid rate. Packs are now located in various
parts of the park. Wolves prey on a variety of species, notably elk
in the Yellowstone area, but will also pursue moose, deer, sheep
and other animals. However, cattle ranchers in the nearby area
complained that the wolves were killing their livestock.
Now listen to part of a talk in a zoology class
The professor talks about the results of wolves being brought back to
Yellowstone National Park. Explain what those results are and what
people living near the park thought.
 OBJECTIVES
O FUTURE TENSES
O TOEFL SPEAKING TEST PART 5 AND 6
O PRACTICE SPEAKING WITH MIXED SKILLS
O FIRST TEST OF TOEFL SPEAKING EXAM
O PROJECT PRESENTATION
INFINITIVE PAST SIMPLE PAST PARTICIPLE
sew
shake
shine
shoot
show
shrink
shut
sing
sink
sit
sleep
slide
sow
speak
spell
INFINITIVE PAST SIMPLE PAST PARTICIPLE
sew sewed sewn/sewed
shake shook shaken
shine shone shone
shoot shot shot
show showed shown/showed
shrink shrank/shrunk shrunk
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid
sow sowed sown/sowed
speak spoke spoken
spell spelt/spelled spelt/spelled
 PRESENT
- routines, habits,
hobbies, general truths
- HE/SHE/IT + S
SIMPLE S+V+C
S + don’t/doesn’t + V + C
Do/Does + S+ V + C?
- Actions at the moment
(in progress in present)
- Right now
CONTINUOUS S +AM/ARE/IS + V-ing+ C
S+ am not/aren’t/isn’t+ V-ing + C S+wasn’t/weren’t+ V-ing+C
AM/ARE/IS+ S+ V-ing+C? WAS/WERE + S+ V-ing+C?
- Past action no specific time
- Action started in past and
continues in present
PERFECT - already/just/yet
S +HAVE/HAS + PP+ C
S +HAVEN’T/HASN’T + PP+ C
HAVE/HAS + S + PP+ C?
- Past action no specific time
- Action started in past and
PERFECT continues in present
- already/just/yet/for/since
CONTINUOUS S+HAVE/HAS +BEEN+V-ing C
S+HAVEN’T/HASN’T+BEEN+V-ing+C
HAVE/HAS + S+BEEN+V-ing+C?
PAST
- Action that started and
finished in past
- Regular and irregular V
S+V+C
S + didn’t + V + C
Did+ S+ V + C?
- Actions in progress in
past
- Interrupted/same time
S +WAS/WERE + V-ing+ C
- Past action before another
past action
- Past of past (use a reference)
S +HAD + PP+ C
S +HADN’T + PP+ C
HAD+ S + PP+ C?
- Past action with duration
before another past action
- Action started in past and
continues in past
S+ HAD + BEEN+ V-ing C
S + HADN’T + BEEN + V-ing + C
HAD + S + BEEN +V-ing + C?
FUTURE
- predictions, promises
offers, plans
S + WILL + V + C
S + WON’T + V + C
WILL + S+ V + C?
- Actions in progress in
future
- Specific time
S + WILL BE + V-ing+ C
S + WON’T BE+ V-ing + C
WILL+ S+ BE V-ing+C?
- Action happened in the
future
- Action started in past and will
continue in the future
S +WILL HAVE + PP+ C
S + WON’T HAVE + PP+ C
WILL + S + HAVE + PP+ C?
- Action started in past and will
continue in the future
- already/just/yet
S+WILL HAVE +BEEN+V-ing C
S+WON’T HAVE+BEEN+V-ing+C
WILL + S+ HAVE BEEN+V-ing+C?
 SIMPLE FUTURE
WILL  will + verb in infinitive
OI think Martha will love the present you brought
her.

GOING TO  to be + going to + verb in infinitive

OWe are going to spend our summer vacation in
Hong Kong
1. You (earn) ____________ a lot of money.

2. You (travel) ____________ around the world.

3. You (meet) ____________ lots of interesting

people.

4. Everybody (adore) ____________ you.

5. You (not / have) ____________ any problems.

1. It (rain) __________.

2. They (eat) __________ stew.

3. I (wear) __________ blue shoes tonight.

4. We (not / help) __________ you.

5. Jack (not / walk) __________ home.

1. Philipp _________ 15 next Wednesday. (to be)
2. They _________ a new computer. (to get)
3. I think my mother _________ this CD. (to like)
4. Paul's sister _________ a baby. (to have)
5. They _________ at about 4 in the afternoon. (to
arrive)
6. Just a moment. I _________ you with the bags.
(to help)
7. In 2020 people _________ more hybrid cars. (to
buy)
8. Marvin _________ a party next week. (to throw)
9. We _________ to Venice in June. (to fly)
10. Look at the clouds! It _________ soon. (to rain)
1. Philipp is going to be 15 next Wednesday.
2. They are going to get a new computer.
3. I think my mother will like this CD.
4. Paul's sister is going to have a baby.
5. They will arrive at about 4 in the afternoon.
6. Just a moment. I will help you with the bags.
7. In 2020 people will buy more hybrid cars.
8. Marvin is going to throw a party next week.
9. We are going to fly to Venice in June.
10. Look at the clouds! It is going to rain soon.
 FUTURE CONTINUOUS
Interrupted action in the future
will + be+ v-ing

OYou will be waiting for her when her plane arrives

tonight.
OYou are going to be waiting for her when her
plane arrives tonight
1. At midnight we (sleep) ________________.
2. This time next week we (sit) ________________
at the beach.
3. At nine I (watch) ________________ the news.
4. Tonight we (cram up) ________________ for our
English test.
5. They (dance) ________________ all night.
6. He (not / play) ________________ all afternoon.
7. I (not / work) ________________ all day.
8. (eat / you) ________________ at six?
9. (drive / she) ________________ to London?
10. (fight / they) ________________ again?
 FUTURE PERFECT
O Completed action before something in the future:
O will + have + PP
O He will have finished the project by Friday

O Duration before something in the future:

O I will have been in London for six months by the time I
leave.
1. By 9 o'clock we (cook) ____________ dinner.
2. They (eat) ____________ by then.
3. In one week he (cross) ____________ the
Atlantic by boat.
4. She (go) ____________ home.
5. Jane (not / finish) ____________ her work.
6. Fred (not / return) ____________ from his
holiday by Monday.
7. The sun (not / rise) ____________ by 4 o'clock.
8. (do / you) ____________ the washing up by six
o'clock?
9. Our boss (not / leave) ____________ the office
yet.
10. (buy / she) ____________ the new car?
1. ____________ (you / retire) by the time you're 60?
2. Next year, I ____________ (study) maths at university
3. Hurry up! The film ____________ (start) soon.
4. There won't be anyone in the office. Everyone
____________ (go) home.
5. Julie ____________ (not work) this time next week.
She'll be on holiday!
6. I'm only halfway through my homework. I ____________
(not finish) it before the teacher arrives.
7. Do you think that Les ____________(fix) the car by
tomorrow?
8. Don't phone me before 8 o'clock, we ____________
(have) dinner.
1. Will you have retired (you / retire) by the time you're
60?
2. Next year, I 'll be studying (study) maths at university.
3. Hurry up! The film will be starting (start) soon.
4. There won't be anyone in the office. Everyone will have
gone (go) home.
5. Julie won't be working (not work) this time next week.
She'll be on holiday!
6. I'm only halfway through my homework. I won't have
finished (not finish) it before the teacher arrives.
7. Do you think that Les will have fixed (fix) the car by
tomorrow?
8. Don't phone me before 8 o'clock, we 'll be having
(have) dinner.
FUTURE PERFECT CONTINUOUS

O action taking place before a certain time in the future

O puts emphasis on the course of an action
O I will have been living in London for six months by the
time I leave.
1. By the end of the week I (work) _______________here
for four months.
2. By the end of this month we (live) _______________
together for six years.
3. By the end of the term she (study) _______________ for
nine years.
4. By midnight we (play) _______________ this computer
game for 48 hours.
5. She (talk) _______________ on the phone for the last
couple of hours.
6. They (look for) _______________ me all night long.
7. He (play) _______________ soccer all day long.
8. You (watch) _______________ TV all the time.
9. He (not / sleep) _______________ all morning.
10. (wait / they) _______________ for 2 hours?
The TOEFL® Speaking Test,
Part 5 & 6
O In question 5 and 6 you will hear a
conversation and a lecture. You will be
asked a question about each.

O Preparation time: 20 seconds

Response time: 60 seconds
O 5. Listen to a student asking a professor
about dropping a class.

O In the conversation, the student has a

problem. Describe the problem. What
options does the professor suggest to help
the student? Which of the options do you
prefer? Why?
In this conversation the student is concerned about
her statistics class. She is doing poorly and is
considering dropping the class. She feels that the
professor speaks too quickly and she is unable to note
the important points. The professor offers a few
suggestions. First he suggests bringing in a tape
recorder. Secondly he suggests getting a tutor. Finally,
the professor says that it might be possible to get into
the class she wants without his course if she talks to
the psychology teacher about it. I prefer the final
option. In my experience some prerequisites do not
pertain to the course that requires them. Statistics is
quite a general course that may be useful but is not
always necessary.
O For this task, you will listen to a dialogue. You will
hear a question about it. You will then have 20
seconds to prepare your response and 60 seconds to
speak.

O Listen to a conversation between two students.

O The students discuss two solutions to the woman’s

problem. Which solution do you prefer and why?
Provide examples to support your choice.
O For this task, you will listen to a dialogue. You will
hear a question about it. You will then have 20
seconds to prepare your response and 60 seconds to
speak.

O Listen to a conversation between two students.

O The students are discussing the man’s problem.

What do you think the man should do? Give reasons
to support your choice.
O For this task, you will listen to a dialogue. You will
hear a question about it. You will then have 20
seconds to prepare your response and 60 seconds to
speak.

O Listen to a conversation between two students.

O The students are discussing the man’s problem.

Describe his problem and then decide what you think
is best for him. Give reasons to support your decision.
O For this task, you will listen to a dialogue. You will
hear a question about it. You will then have 20
seconds to prepare your response and 60 seconds to
speak.

O Listen to a conversation between two students.

O The woman tries to persuade the man to do

something. Say what she tries to persuade him to do.
Then state which of the solutions you prefer and why.
O For this task, you will listen to a dialogue. You will
hear a question about it. You will then have 20
seconds to prepare your response and 60 seconds to
speak.

O Listen to a conversation between two students.

O The students discuss several solutions to the

woman’s problem. Describe the problem. Then state
which of the solutions you prefer and why.
O http://www.eng1on1.com/ibt.php?test=3
1.Do you feel we are bombarded by images?
2.What role do images play in your life?
3.What type of images do you see on a normal
day?
4.Do you use your mobile phone to take photo? If
so, what type of photos do you take?
5.Do you feel we look at images passively?
6.What can we do to be more critical when
dealing with images?
7.How can we tell stories with images?
8.Have you ever made a video? If so, what story
did it tell?
O http://www.examenglish.com/TOEFL/toefl_s
peaking.html
O http://www.examenglish.com/TOEFL/TOEFL
_Speaking_part1.htm
O https://www.englishclub.com/esl-
exams/ets-toefl-practice-speaking.htm
 OBJECTIVES
O CHECK HOMEWORK
O PRACTICE SPEAKING WITH 1 TYPE
 OBJECTIVES
O PRACTICE SPEAKING WITH TYPE 1
O PRACTICE SPEAKING WITH TYPE 2
 OBJECTIVES
O PRACTICE SPEAKING WITH TYPE 1
O PRACTICE SPEAKING WITH TYPE 2
O LISTENING ACTIVITY VIDEO
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Talk about an experience in your life that made you

feel embarrassed. Describe it and say why it was
embarrassing.

O Preparation time: 15 seconds

O Response time: 45 seconds
 What was your favourite
subject at school? Describe it
and explain why this subject
was your favourite one.
 Do you prefer finding
information by reading books
or searching the internet? Use
details and examples to
support your idea.
Do you prefer to eat at food
stands or restaurants? Use
details and examples to
support your explanation.
 Would you rather be self-
employed or working for
someone else? Use details and
examples to support your
explanation.
Fill in the blanks with the most correct word or words.

therapy___Bon appetit___dishes___leaning___scarf.

1 My favorite American foods are Southern fried

__________.
2 Where is my __________? I just took it off a minute
ago!
3 He never goes out of his room! Maybe some
__________ will help. I'm serious!
4 Who is that guy __________ against the wall?
5 What are you eating? It looks good! __________!
SPEAKING PROJECT/EXAM
O TALK ABOUT YOUR FAVOURITE MOVIE (5MIN)
O 10 PICTURES IN 5 MINUTES
O DESCRIBE MAIN CHARACTERS
O PLOT (TIME AND PLACE)
O DEVELOPMENT
O END
O WHY DO YOU LIKE IT?
 OBJECTIVES
O PRACTICE SPEAKING WITH TYPE 1
O PRACTICE SPEAKING WITH TYPE 2
O LISTENING ACTIVITY VIDEO
What is your most important
possession? Describe it and
say why it is so important.
What is your favourite style of
clothing? Describe it and
explain why it is your
favourite.
 OBJECTIVES
O PRACTICE SPEAKING WITH TYPE 1
O PRACTICE SPEAKING WITH TYPE 2
O LISTENING ACTIVITY VIDEO
O http://film-english.com/category/upper-
intermediate-b2-1-advanced-c1/
O http://www.englishcurrent.com/speaking/
O https://www.bestmytest.com/toefl/speaking
/2?page=3
 PRESENT
- routines, habits,
hobbies, general truths
- HE/SHE/IT + S
SIMPLE S+V+C
S + don’t/doesn’t + V + C
Do/Does + S+ V + C?
- Actions at the moment
(in progress in present)
- Right now
CONTINUOUS S +AM/ARE/IS + V-ing+ C
S+ am not/aren’t/isn’t+ V-ing + C S+wasn’t/weren’t+ V-ing+C
AM/ARE/IS+ S+ V-ing+C? WAS/WERE + S+ V-ing+C?
- Past action no specific time
- Action started in past and
continues in present
PERFECT - already/just/yet
S +HAVE/HAS + PP+ C
S +HAVEN’T/HASN’T + PP+ C
HAVE/HAS + S + PP+ C?
- Past action no specific time
- Action started in past and
PERFECT continues in present
- already/just/yet/for/since
CONTINUOUS S+HAVE/HAS +BEEN+V-ing C
S+HAVEN’T/HASN’T+BEEN+V-ing+C
HAVE/HAS + S+BEEN+V-ing+C?
PAST
- Action that started and
finished in past
- Regular and irregular V
S+V+C
S + didn’t + V + C
Did+ S+ V + C?
- Actions in progress in
past
- Interrupted/same time
S +WAS/WERE + V-ing+ C
- Past action before another
past action
- Past of past (use a reference)
S +HAD + PP+ C
S +HADN’T + PP+ C
HAD+ S + PP+ C?
- Past action with duration
before another past action
- Action started in past and
continues in present
S+ HAD + BEEN+ V-ing C
S + HADN’T + BEEN + V-ing + C
HAD + S + BEEN +V-ing + C?
FUTURE
- predictions, promises
offers, plans
S + WILL + V + C
S + WON’T + V + C
WILL + S+ V + C?
- Actions in progress in
future
- Specific time
S + WILL BE + V-ing+ C
S + WON’T BE+ V-ing + C
WILL+ S+ BE V-ing+C?
- Action happened in the
future
- Action started in past and will
continue in the future
S +WILL HAVE + PP+ C
S + WON’T HAVE + PP+ C
WILL + S + HAVE + PP+ C?
- Action started in past and will
continue in the future
- already/just/yet
S+WILL HAVE +BEEN+V-ing C
S+WON’T HAVE+BEEN+V-ing+C
WILL + S+ HAVE BEEN+V-ing+C?
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Describe a teacher who was important to you and

why he or she was important. Be sure to include
specific examples in your response.

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Talk about an interesting tourist attraction you have

been to. Describe it and say why it was interesting.

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O Who would you like to go on a trip abroad with?

Describe this person and say why he/she would be
a good travel companion for you?

O Preparation time: 15 seconds

O Response time: 45 seconds
 Read the question. Take notes on
the main points of your response.
Then, respond to the question.

O What is your happiest childhood memory? Describe

it and give reasons to explain why it is your happiest
memory.

O Preparation time: 15 seconds

O Response time: 45 seconds
Where is your favourite place to study? Describe
this place and say why it is A good place for you
to study.
If you could visit any place in the world for just
24 hours, where would you choose to go? Use
reasons and details to support your answer.
If you had a small amount of money, would you
spend it right away or save it? Use details and
examples to support your explanation.
BULLYING
1. What different types of bullying are there?
2. What kind of person is a bully?
3. What kind of person is bullied?
4. Why do people bully other people?
5. Is bullying a big problem in your country?
6. Was bullying a problem when you were at
school?
7. What advice would you give to someone who is
being bullied?
8. What can be done to prevent bullying?
9. What do you know about cyber-bullying?
10.What advice would you give to someone who is
being bullied online?
 WATCH THE VIDEO
What is the project?
To This Day Project is a project based on the
spoken word poem by Shane Koyczan called
“To This Day”, to further explore the profound
and lasting impact that bullying can have on
an individual.
The project asks for motion artists and
illustrators to create beautiful animations to
accompany the poem.
O Write a narrative or a poem about bullying
based on the images in the video.
PROJECT: SCIENCE FAIR
O HYPOTHESIS
O MATERIALS AND PROCEDURE
O CONCLUSION