Expert Speaking: Test 1 (Part 1) Test 1 (Part 2)

Expert speaking
This section helps students improve their performance in each part of the Speaking Paper.
Test 1 (Part 1) Test 1 (Part 2)
Warm-up Warm-up
Divide students into pairs and give them two minutes to Ask students to brainstorm the topics they have seen in
discuss how many parts there are in the Speaking Paper and Part 2 of the Speaking Paper. Collate student’s ideas on
what each part is about (Part 1 is an interview, Part 2 is a the board, and ask which topics would be easiest, or most
long turn and Part 3 is a discussion). difficult to talk about.
1a Tell students that they are going to practise Part 1 of the 1 Ask students to think of questions in pairs and note them
IELTS Speaking test. Students could do this in the same down before listening. If students don’t have many ideas,
pairs as the warm-up. elicit some questions they could ask (e.g. How long do I
1b Ask students to listen and check their answers. need to speak for?). Then get students to listen and check.
2a Students can do this in pairs.
1 There’s no fixed number.
2 Try to answer the question and say two or three more sentences. 1 a book
3 No, just answer the question in one or two sentences. 2 A – What you borrowed
4 Ask the examiner to repeat it, or say that you don’t understand. B – who you borrowed it from
5 You can practise answering typical questions that might be asked, C – explain why you borrowed it
but don’t try and memorise answers. D – how you used the object
6 For a number of reasons. Don’t worry, it’s not a bad sign.
2b After watching, get students to make notes for one
7 Yes, you should try and perform as well as you can in all three parts.
minute. Then, they can show a partner their notes and
2a Make students aware that they need to predict what they discuss what their notes mean.
think the sentences or phrases are about. You might want 3 Students tick the phrases.
to model this activity with the first sentence.
If I had to choose one thing, I’d select a book. / I borrowed it
1 C 2 DR 3 C 4 C 5 DR because … / Sometimes I prefer to borrow, than buy, because /
By the way, it’s …
2b Students listen individually before checking in pairs.
4 Ask students to discuss what they think of Nazli’s
1 spent time with 2 take responsibility for 3 green areas
performance. Then ask them to listen and note down the
4 getting together 5 detest
examiner’s response.
3 Ask students to discuss in pairs what they thought of 1 Nazli uses the full minute to prepare her answer.
Nazli’s performance before they listen to the examiner.
2 She introduces each point in a logical way and uses a few
Then students discuss the examiner’s answers.
organisational phrases, such as also, by the way and because.
1 There’s no ‘right’ speed. Although Nazli pauses before speaking,
5 Students complete the exercise individually and then
she’s generally able to keep going, so she’s around a Band 5 or 6.
compare answers in pairs. It would be useful at this point
2 She got one question wrong, but that doesn’t affect her grade
to discuss the job of each connector or phrase (e.g. so
directly. She might have produced better language if she had that = to give a reason).
answered the question that was asked.
3 She’s able to expand her ideas. 1 this book 2 sorry I don’t mean 3 so that 4 did I mention that
4 If she had answered the questions more exactly, she possibly 5 As a result of borrowing this book 6 that way
would have produced a better range.
6a Students could discuss this in pairs and work together to
4 Students can do this exercise in pairs. improve each other’s notes.
6b Ask students to include the elements in Exercise 6a in
1 Answer 1 2 Answer 2 their notes and improve them.
3 Both techniques are good ways of gaining time before answering.
A – comedy – starred my favourite action hero
5 Students can do this in pairs. B – a friend lent it
1 B 2 C 3 C, D 4 B, D 5 D 6 A, D 7 A C – often rent / share – cheaper than buying
D – got together + bunch of friends + snacks + caught up on the
6 Students could do this in groups of three or four. gossip
1 F 2 A 3 D 4 B 5 E 6/7 C
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Teacher’s notes Expert speaking
7 If students cannot record themselves, ask the listener to list of specific tips for their partner and explain why they
tick any things from Exercise 6a they hear. Ensure students think these tips will help their performance.
speak for two minutes. Ask them how many things from
Exercise 6a they used. General tips include reading more about news topics, or watching
videos on the internet. This will help improve students’ awareness
of current issues, and how words fit together in English.
Test 1 (Part 3)
Warm-up Test 2 (Part 1)

Write on the board issues such as Environment, Crime,
Education, Animal welfare, etc. Divide students into pairs or Warm-up
small groups to discuss what they think about each issue. Ask students to brainstorm the types of questions that
might appear in Part 1 of the Speaking Paper (e.g. What is
1 Students can do this briefly in pairs. your home town like?). Remind students that questions in
1 No – this is covered in Part 1 2 No – this is covered in Part 2 Part 1 are usually about personal experiences. Students
3–4 Yes – this is when you show the examiner that you are able to
mingle and ask and answer these questions.
argue, giving examples and reasons to support your ideas.
1a Students briefly discuss this in pairs.
2–3 Students can discuss the questions in the same pairs. Tell
The examiner will listen for fluency and coherence, lexical resource,
them if they are unsure of the answers, to try and guess. Ask
grammar range and accuracy and pronunciation.
students to listen and note down the examiner’s answers.
1b Clarify any unknown vocabulary.
1 No – but the questions that are asked are more flexible.
2 In Part 3 you could be challenged about the things you say. For 1 neighbours 2 pleasure 3 advantages 4 sort 5 fewer 6 move
example, you might be asked to give reasons for your opinions
3 You should expect some more difficult questions in this section, 2a Students do this individually, before checking in pairs.
and prepare to answer them, even if you’ve never thought about 2, 5, 3, 1, 6, 4
this topic before.
4 Tell the examiner and do your best with the next question. 2b Ask students to read the questions carefully and check
they understand them before they listen again.
4 Make sure students read the questions before they listen. 2c Again, students should do this individually before checking
Students then listen and complete the task individually and answers with a partner. Highlight that these words help
compare their answers with a partner. link the ideas and give the speaking some cohesion.
1 It’s better economically. 1 Well / honest / but / so 2 but / for example
2 People may keep things that don’t belong to them. 3 hard question / previously
3 Sharing will increase.
4 libraries and government buildings 2d–3 Students listen to the examiner and note the comments.
5 It’s important to provide spaces for young people.
2d 1 Marine’s fluency was good with little hesitation and few
6 You have better access to certain services when the government
pauses. She used phrases to organise and link her ideas such
owns them.
as well, so and for example. Her lexical resource was sufficient
5 Ask students to read the list and check any unfamiliar to answer the questions although some words were incorrect.
vocabulary. Then ask students to discuss what Nazli needs 2 Her grammar accuracy was generally good and she used
to improve. Students then listen to the feedback. some complex sentences. She mispronounced some sounds,
but the examiner could understand her.
The examiner suggests that Nazli should answer all the questions.
3 Like I previously said – example of a phrase that organises
Although she uses complex sentences, there are many minor errors.
Marina’s ideas. Unfortunately – example of language that
6a Students can do this activity individually. shows Marina’s attitude to something / an example of
something she mispronounced (wrong stress). Retake the book –
1B 2A 3E 4D 5C
incorrect language, but understandable. Huge – an example
6b Ask students to choose one of the sentences where they of incorrect pronunciation. Note that Marine answering the
agree with the opinion, and explain their ideas. question incorrectly did not impact on her score – it is a
7 Students should try to answer the questions as fully as speaking test, not a listening test.
possible. Student B may ask other questions to prompt 4a–b Give students plenty of time to work individually on
Student A. However, Student A should give full answers. their answer. Then, they can compare answers in pairs.
Students could record their discussions so they can listen
later and think of ways to improve. I live in a big building in Paris, which is a big city, so people there
8 Students could make a list of three tips they would give are really stressed (because of this) and they are always busy.
generally, or you might want to ask students to make a Unfortunately, I don’t really know my neighbours although/
Having said that I have one neighbour on my floor that I know.
I invite her to come to my shows and stuff, and she‘s really nice.
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Teacher’s notes Expert speaking
5a You could ask students to record their answers, then play Test 2 (Part 3)
it back and analyse it after the listener’s feedback.
5b You could use this question as the basis for a class discussion.
Warm-up
Test 2 (Part 2) Ask students to brainstorm the kinds of questions that the
examiner might ask in Speaking Part 3 (these are connected
to the Part 2 subject). For example, Are teenagers too
Warm-up concerned with their image? Then get students to discuss
these questions in pairs.
Ask students to think of an object that is important to
them. They should explain why to their partner.
1a Students can discuss this in pairs.
1a Students discuss this in pairs and justify their choices. The examiner will listen to Marine’s use of tenses and structures
The examiner will listen for all of these things, except pronunciation – both simple and more complex – and listen to the range and
of sounds and word stress. accuracy of these. She will listen to Marine’s pronunciation.
1b Students should do this individually. 1b Do this exercise in small groups to facilitate more ideas,
and then get feedback as a class. Students should note
2 Ask students to discuss how Marine’s note-taking down the words.
compares with their own.
2 Students should do this individually. Ask them to underline
Marine notes down words next to each question word on the any words from their lists that they hear. Then, ask them
IELTS task card which probably helps her to organise her ideas to compare their answers with a partner or in groups.
clearly when speaking. 3a Students should underline examples and then discuss how
this language helps Marine achieve a score of Band 6.
3a Get students to read the instructions and the questions.
Check they understand the questions. Once they have where you would probably have (relative clause and second
listened, ask them to compare answers with a partner. conditional); it could be the case (modal verb for speculation);
3b Students do this individually, before checking in pairs. unless you’re a murderer ... which will probably make you famous (first
conditional and a relative clause)
1 link, close 2 separation, childhood 3 reflects
This shows that Marine can form more complex structures.
3c Ensure students read the questions before listening. Students
3b Students can do this exercise in small groups.
should check their answers in pairs and also compare their
answers in Exercise 3a with the examiner’s comments. There are lots of advantages and disadvantages to putting too
many pictures on social media. Her problem here is with using
1 Marine’s vocabulary is sufficient to express her ideas and she
singular and plural nouns or verbs.
uses some higher-level words. Some vocabulary is less successful,
but the examiner understood what she meant. Marine was fluent, 3c Get students to mark the word stress.
and she used connectors naturally.
2 Her grammatical accuracy was good and she used some 1 photographs 2 photographer 3 selfies 4 addictive
complex structures. Her pronunciation of sounds, word stress and 5 intention 6 interesting
use of intonation were good. Marine pronounces the following incorrectly: photographs,
3 protection – example of higher-level language; He’s the first photographer, addictive, interesting.
person ... – example of inappropriate vocabulary, but a clear meaning; 4a–b Students should discuss Marine’s grammar range and
so – example of linking ideas; We had some hard times ... – accuracy and pronunciation in pairs. Then ask students to
example of a complex clause; hat – example of mispronunciation note down what the examiner says.
4a–b You could either get students to work alone and then Marine’s grammar accuracy was good, although she had some
check in pairs, or get students to work in pairs and check problems with countable/uncountable nouns. She used complex
in groups of four. structures and generally pronounced sounds correctly, but she
Suggested answers stressed some words wrongly. This did not affect communication.
I’m really near here and it’s something happy: We’re sitting very Her intonation was good. She was fluent and organised her ideas.
close together and it makes me feel happy when I look at it. There Her vocabulary was sufficient, although she used one incorrect word.
is an atmosphere in this picture: This picture shows a really positive 5a–b Students could do these exercises in groups of three.
time. every time: all the time It’s a kind of protection between my This will mean that one person asks and listens, one
brother and I: It shows how protective we are of each other. person answers, and the third person assesses. Ensure
beautiful: strong, He’s the first person I want to announce my joys: everyone gets a turn to answer.
He’s the first person I want to tell when something good happens. 5c Ask students to discuss this in the same pairs/groups,
before checking as a class.
5a–b If possible, students should record their answers and
then analyse their performance together. If this is not
possible, ensure the listener takes notes.
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Overview of photocopiable activities
Page Title Activity type Aim, Test link
115 1A Word to sentence Card game Collocations, phrasal verbs and words with more than one meaning
116 1B Talk about … Board game: taking it in turns to talk about Expanding answers when speaking
a topic Speaking Part 1
117 1C Describing data Analysing sentences and describing data Describing data
Writing Task 1
118 2A Bingo! Gap-fill activity (bingo game) Relative pronouns
119 2B Find the words Word guessing game (information gap) Adjectives describing experiences
Paraphrasing as a speaking strategy
120 2C When have you felt …? Talking individually for a minute on a topic Talking about feelings and situations
Preparing for a long turn
Speaking Part 2
121 3A Error correction Correcting word formation errors in Error correction in written language
sentences Writing Tasks 1 and 2
122 3B Priorities Ranking activity Education vocabulary, comparatives and superlatives
Speaking Part 2
123 3C Verb patterns Card matching game and making sentences Verb patterns (-ing and infinitives)
124 4A Collocation race Matching task Matching adjectives and verbs with a noun to make collocations
125 4B Futurist predictions Making predictions Talking about future probability
Speaking Part 3
126 4C Speaking fluently Speaking about a topic for 1–2 minutes Building fluency
Speaking Part 2
127 5A Pelmanism Pelmanism game: matching prepositions, Verbs + prepositions
verbs and pronouns with gapped sentences Grammar to connect ideas and relative pronouns
128 5B Q & A Sentence sorting and speaking interview Answering IELTS Part 3 Speaking questions
Culture and entertainment vocabulary
Speaking Part 3
129 5C Test tips 1 Matching sentence halves Reference words and synonyms for text cohesion
Revise useful reading paper tips
Reading Sections 1, 2 and 3
130 6A The natural world quiz An environment quiz (gap fill) Environment vocabulary
131 6B Find someone who … Mingling activity to find students who have The present perfect
done the things in the table Speaking Part 1
132 6C Expanding headlines Expanding newspaper headlines into full Expanding sentences using auxiliary verbs and articles
sentences Present perfect and articles
Writing Tasks 1 and 2
133 7A The fact is … Sentence completion task Zero and first conditionals
134 7B Test tips 2 Gap fill and matching sentences Zero and first conditionals
Revise Speaking Paper tips
Speaking Parts 1, 2 and 3
135 7C Taboo Word guessing game Paraphrasing as a speaking strategy
136 8A Ordering sentences Ordering sentences in a process The passive voice
Using sequencers
Writing Task 1
137 8B Synonym race Matching task Revise synonyms from modules 8a and 8b
138 8C Test tips 3 Gapped sentences Revise useful writing test tips
Writing Tasks 1 and 2
139 9A Test tips 4 Word choice task Modals of obligation
Revise useful listening test tips
Listening Sections 1, 2, 3 and 4
140 9B Active to passive Sentence transformation Transforming sentences from active to passive voice
141 9C Describing people Brainstorming synonyms, categorising Adjectives describing people
adjectives and speaking about a topic Speaking on a topic for 1–2 minutes
Speaking Part 2
142 10A Word associations Word association card game Crime vocabulary
143 10B Quantifiers Sorting activity and sentence writing Practise using quantifiers
144 10C If I could … Completing sentences and guessing game Second conditional for hypothetical situations
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Teacher’s notes Photocopiable activities
Teacher’s notes for Photocopiable activities

Classroom dynamics
1A Word to sentence
Groups of 3 or 4
Aim Time taken
To practise using collocations, phrasal verbs and words with 30 minutes
more than one meaning
When to use
Activity type
After 1a, Language development, Exercise 5c, Page 13
Card game
Preparation
Classroom dynamics
Make one copy of the activity sheet for each group. You will
Groups of 3 or 4 also need some dice (one for each group) and some counters.
Time taken Alternatively, students could use a dice app on their phones
and coins as counters.
25–30 minutes
Procedure
When to use
1 Divide the class into groups of three or four and give each
After 1a, Vocabulary, Exercise 4, page 10 group a copy of the board game.
Preparation 2 Demonstrate the activity: throw the dice and move your
counter. Talk for a minimum of 20 seconds about the
Make one copy of the activity for each group. Cut into 24 topic on your square.
cards for each group.
3 Tell students if they land on a ‘free question’ square,
Procedure another student in the group can ask them a question.
Remind students that they can use the phrases from the
1 Divide the class into groups of three or four.
Speaking lesson on page 11 of their Coursebook. To
2 Give each group a complete set of cards. Place the cards extend their answers, they should give reasons and/or
face down so that they can’t see the words. examples.
3 Students take it in turns to pick up a card and make a 4 Ask one student in each group to keep time.
sentence with the word/phrase. The rest of the group
5 After the activity, get feedback from students about how
should decide whether the sentence is grammatically
well they managed talking for 20 seconds.
correct. If the sentence is correct, the student can keep
the card. If the sentence isn’t correct and another student
can correct it, the second student keeps the card, if not,
nobody keeps the card. The winner is the person with 1C Describing data
the most cards at the end. Encourage students to make
meaningful sentences that show they know the meaning of Aim
the word/phrase.
To practise describing data
4 Monitor groups and offer help if necessary.
5 When the activity has finished, ask individual students to Test link
say some of their sentences. Writing Task 1: Describe a table
Activity type
1B Talk about … Critically analysing sentences and writing new sentences
describing the data provided
Aim Classroom dynamics
To practise expanding answers when speaking Groups of 3 or 4, then the whole class
Test link Time taken
Speaking Part 1: Introduction and interview 30 minutes
Activity type When to use
Board game: taking it in turns to talk about a topic After 1b, Writing, Exercise 8, Page 21
Preparation
Make one copy of the activity sheet for each student.
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Procedure
2A Bingo!
1 Give each student a copy of the activity sheet and
explain that the information and table is like one they are Aim
likely to find in Writing Task 1. Ask students to read the
information in the table. Ask questions to check their To practise relative pronouns
understanding: What does ‘cinema attendance’ mean?
Activity type
(going to the cinema); What age group are the people
who were surveyed? (adults 18+ years); Who attended the A gap-fill activity in the form of a bingo game
cinema the most? (adults in Country B in 2006).
Classroom dynamics
3 Tell students that sentences 1–6 describe the data. Ask
them to read the sentences and to say what is wrong Whole class
with them and how they could be improved (they’re too
Time taken
mechanical and there is no attempt to compare the data).
4 Divide the class into groups of 3 or 4. 15 minutes
5 Ask students to focus on the prompts. Students should When to use
work together to decide which sentences (1–6) the
prompts can be used with. Check the answers with the
class. Preparation
6 Together in their groups, students should then re-write
Make enough copies of the activity sheet so that each student
the sentences using the prompts.
has one bingo card. Cut the cards up.
7 When the groups have finished, elicit some sentences
and write them on the board. Note that some answers Procedure
may vary. As a class, discuss what is good about the new 1 Explain to students that they are going to be playing a
sentences and if they could be improved at all. Remind game of bingo. Hand out a bingo card to each student.
students that in the actual test, they do not need to Make sure that students sitting next to each other don’t
describe every bit of data – only the most relevant points. have the same card.
8 Ask students what an overview of the data might sound 2 Give students a couple of minutes to read through their
like, e.g. Cinema attendance has gone down in two of the gapped sentences on their own and predict the answer.
countries but has gone up in one. Elicit or reaffirm the
3 Explain that you will read out words (relative pronouns)
importance of including an overview. Ask each group to
that can be used in the gaps. As they listen they should
write an overview.
complete the gap with the relative pronoun you’ve called
10 Elicit the overviews and write them on the board. out, but only if it fits. Tell students that the first person to
1 A 2C 3B 4D 5F 6E complete all their sentences must shout ‘Bingo!’ to win.
Suggested answers 4 Start calling out the relative pronouns (where/who/which/
1 At 32%, almost a third of adults went to the cinema in Country A when). Allow a few seconds between each pronoun to
in 2006.
give students time to read through their sentences as they
may need to complete more than one sentence with each
2 This percentage fell to just under half in 2016.
word.
3 In 2006, in Country B, cinema attendance accounted for almost
half of all adults, at 48%.
5 Check the winning students’ cards (there may be more
than one winner).
4 In 2016, it fell slightly to 40%.
5 In 2006, a quarter of the adult population went to the cinema in I find it irritating when my classmates talk very loudly.
Country C. Students who daydream spend a lot of time looking out of
6 The percentage rose by 10%, to 35%, in 2016. windows.
Places where there are a lot of people can be frightening for some
people.
Activities which cause stress should be avoided.
I like people who listen to me when I’m talking.
There are at least twenty things which I’d like to do before I get old.
Is that the place where I need to go?
There was a time when having professional qualifications was more
important than being creative.
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2B Find the words 2C When have you felt …?

Aims Aims
To practise adjectives describing experiences from Module 2a; To practise talking about feelings and situations; To practice
To practise paraphrasing as a speaking communication strategy preparing for a long turn; To practise talking for an extended
period of time
Test link
Speaking (all parts)
Test link
Speaking Part 2
Activity type
A word guessing game (information gap)
Activity type
Talking individually for a minute on a given topic
Classroom dynamics
Pairs
Classroom dynamics
Groups of 4
Time taken
15 or 25 minutes
Time taken
30 or 15 minutes
When to use
When to use
After 2b, Speaking, Exercise 5b, Page 33
Preparation
Make one copy of the activity sheet for every two pairs.
Preparation
Cut the activity sheet into two sets of four word cards. Make one copy of the activity sheet for each group. Cut into
Alternatively, for a shorter activity (10–15 minutes), prepare 16 cards. Alternatively, for a shorter activity (15 minutes), use
only two cards for each pair of students. only eight cards.
Procedure Procedure
1 Explain to students that sometimes in the Speaking test 1 Divide the class into groups of four. Place the cards face
they might come across an unknown word or forget a down on the students’ table so that students can’t see
word. Pausing to try to recall a word can affect fluency, what is written on the cards.
so learning how to paraphrase is a good strategy to 2 Explain to students that they are going to do a speaking
have. Explain to students that in this activity students will activity to practise Speaking Part 2. They should each pick
need to describe an adjective for their partner to guess up a card from the pile. Each card contains an adjective
the word. They can use synonyms or examples but they describing feelings. They will have 30 seconds to prepare
should not say the word on the card. a one-minute talk about a situation in which they have
2 Divide the class into pairs. Give each pair one set of cards felt the feeling on their card. Ask them to think about the
face down. situation: what it was, when and where it happened and
3 Ask students to take it in turns to pick up a card with how they felt. Encourage them to make notes as they’re
a word list on. Tell them that all the words on the card preparing.
are adjectives. Students should not show their list to 3 Ask students to take it in turns to talk for a minute. The
their partner. Tell them to help their partner guess the other students should time them. If they manage to talk
adjectives in the list. To do this, students need to convey for a minute about the feeling on their card, they keep the
the meaning of the adjectives in the list but they should card. The object is to collect as many cards as possible.
not use the adjectives themselves. Their partner has to 4 Allow students to continue until all the cards are used up,
try to guess the adjective. Remind them that they can use or for as long as time permits.
relative clauses for this, e.g. This is when you are scared.
(afraid). If their partner can’t guess the word, move onto
the next one. Pairs should take turns until all the adjectives
on their cards have been guessed. When they have
finished, they can pick up another card.
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3A Error correction 3B Priorities

Aim Aim
To practise error correction in written language To practise education vocabulary, comparatives and
superlatives
Activity type
Correcting word formation errors in sentences
Test link
Speaking Part 2
Classroom dynamics
Groups of 3
Activity type
Ranking activity
Time taken
15 minutes
Classroom dynamics
Individually then pairs
When to use
After 3a, Vocabulary, Exercise 4b, Page 42
Time taken
15–20 minutes
Preparation
Make one copy of the activity for each group. Cut up into
When to use
strips (each sentence is one strip). After 3a, Language development, Exercise 4b, Page 45
Procedure Preparation
1 Divide the class into groups of three. Give each group a Make one copy of the activity for each student.
complete set of sentence strips, placing them face down
so that students can’t see what is written on them. Procedure
2 Explain that each strip has a sentence with a word 1 Tell students they are going to rank a list of reasons for
formation error on it. They need to find and correct it. going to (secondary) school. Elicit some reasons from the
3 Ask students to appoint a member of the group to keep students and write them on the board.
score. They take it in turns to pick up a strip and read out 2 Give a copy of the activity to each student. Give students
the sentence on it. If they can spot the error, they get one a minute to read the reasons to see if any of the ones
point. If they can correct it, they get another point. Each they came up with are there.
sentence is worth two points. The others in the group 3 Ask them to work alone. They should choose the 10 most
have to agree on the correction for the student to get the important reasons for going to school and assess them on
points. Demonstrate with a sentence on the board: The a scale from 1 to 10, where 1 is the most important and
decide was not an easy one to take. (The decision was not 10 the least important. Allow about 5 minutes for this.
an easy one to take.) 4 When they have finished, ask students to work in pairs
I need a 6 in IELTS but I’m not sure that’s achievable. to compare their opinions and then come up with
The most annoying thing about schools is all the tests.
a combined pair ranking, from the most important
(1) to the least important (10). Remind them to use
I’ve tried to organize the new vocabulary in alphabetical order
comparatives and superlatives for this. Give them some
but it doesn’t help.
examples, e.g. Learning to read and write is more important
My mark in my last assignment was very disappointing. than having a good time. Getting a qualification isn’t as
I’m very careful when I write. I always check what I’ve written at important as learning about history.
the end.
5 Give students ten minutes to complete their rankings in
Jemima has always been a very creative person. pairs then get feedback from the different pairs about
I found the lecture very informative. the five most important reasons that they agreed on.
Stressing too much about exams can be harmful. Encourage discussion about the most important reasons.
Educational research has shown that practice really does make If time allows, you could try to get a class consensus on
perfect. the five most important reasons for going to school.
After careful consideration I’ve decided not to take the exam at
this stage.
Traditional methods of teaching are often found to be boring by
students.
Stress has been found to have a direct effect on the academic
success of students.
We had a very interesting conversation about the aims of education.
What’s the difference between a test and an exam?
Some people value popularity more than honesty.
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3C Verb patterns 4A Collocation race

Aim Aim
To practise verb patterns (-ing and infinitives) To match adjectives and verbs with a noun to make
collocations
Activity type
Card matching game and making sentences
Activity type
Matching task
Classroom dynamics
Groups of 3 or 4
Classroom dynamics
Pairs, then groups of 4
Time taken
20–25 minutes
Time taken
15–20 minutes
When to use
After 3b, Language development and vocabulary, Exercise 4b,
When to use
Page 48 After 4a, Vocabulary, Exercise 4c, Page 58. The collocations
are taken from Modules 1–4.
Preparation
Make one copy of the activity sheet for each group. Cut up
Preparation
the word cards so that there are two piles of cards for each Make one copy of the activity for each pair.
group; one white and one grey.
Procedure
Procedure 1 Divide students into pairs. Give one activity sheet to each
1 Give each group one set of grey cards and one set of pair.
white cards. Deal out two white cards to each player and 2 Tell them that they are going to race other pairs to
place the remaining cards face down on the table. Do the form as many collocations as they can in five minutes by
same with the grey cards. matching a verb or adjective with a noun. Tell students
2 Tell students that they need to combine two words to that some adjectives/verbs may collocate with more
make a sentence. than one noun. One student should write down the
3 Hold up a set of white cards and explain to students that collocations on the sheet.
the words on these cards are followed either by the -ing 3 Start the race and time them. When five minutes is up, ask
form or the infinitive (with or without to) and that in some each pair to join another pair. They should compare their lists
cases, both are possible. Then hold up a set of B cards and agree on a new, definite list. Ask them to try to form 16
(grey) and explain that they are a set of verbs. collocations. Give them another five minutes for this.
4 Explain that to play the game, they will need to make a 4 Ask a student from each group to read out their
sentence using the word on the white card and a verb collocations for the rest of the class to agree that they are
on the grey card, e.g. ask (somebody) + watch: I asked my correct. Ask each group to choose five collocations to put
students to watch films in English. The sentences can be into sentences. They can read out their sentences when
either positive or negative and they can be in any tense. they have finished.
5 Students take turns to make a sentence. They should
medical treatment/research/development/information
place the cards on the table in front of them as they do
similar characteristics/appearance
so. Other players in the group accept or challenge the
make an impact
sentence. If the group accepts the sentence, the student
keeps the cards. significant achievement/opportunities/research/information/
development
6 Monitor students’ use of the structures.
common theme/characteristics
7 If students can’t make a sentence, they can use their
traditional methods
turn to change one of their cards by taking one from the
equal opportunities
corresponding pile. The card they put down goes to the
bottom. After making a sentence, they pick up two more, conduct research
one from each pile. achieve a goal
negative effect
8 The student with the most pairs wins.
carry out an investigation/research
physical appearance
share information/a goal
become aware
social media
technological development
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4B Futurist predictions 4C Speaking fluently

Aim Aim
To practise talking about future probability To practise speaking on a given topic for 1–2 minutes and to
focus on building fluency
Activity type
Making predictions
Test link
Speaking Part 2
Classroom dynamics
Pairs
Activity type
Speaking about a topic
Time taken
20–25 minutes
Classroom dynamics
Pairs
When to use
Time taken
15–20 minutes
Preparation
Make one copy of the activity sheet for each group.
When to use
After 4b, Speaking, Exercise 4, Page 65
Procedure
1 Explain that a futurist is a person who makes predictions
Preparation
about the future based on current trends. Make one copy of the activity sheet for each pair and cut it
2 Divide students into groups of three or four and give an into three sections as indicated.
activity sheet to each group. Procedure
3 Ask students to choose two areas of speciality (e.g. travel
and fashion). Their job will be to make three predictions 1 Explain to students that they are going to take turns at
about those areas. Ask them to predict the kind of being candidates and speaking examiners.
developments they think will definitely/probably/possibly 2 Divide the students into pairs. Give each pair a prompt
happen a hundred years from now based on the current card to share and each student a checklist. Explain that
trends in those areas. they will each get a turn to talk for 1–2 minutes on the
4 Write on the board the language students can use when topic on the prompt card. Go through the checklist with
they’re completely sure, quite sure and not sure about a the class.
prediction (see Exercise 1b, page 61, in the Coursebook). 3 Give students one minute to prepare their talk. Encourage
Give an example: I think a hundred years from now it might them to make notes.
be possible for everyone to travel to other planets. 4 In their pairs, students take it in turns to be the candidate
5 Ask students to present their predictions to the and speak for 1–2 minutes on the topic on the card. As
class. Encourage the class to ask questions after the their partner is speaking, the ‘examiner’ should time them
presentations or if clarifications are needed. and listen in order to complete the ‘First turn’ column of
6 When all the presentations have been made, encourage the checklist. They should stop their partner when two
a class discussion about the predictions students think are minutes is up and give feedback based on the checklist.
the most likely to happen. 5 Students swap roles.
6 When they’ve both had a turn, give students time to look
through the checklist their partner has completed for
them. They should then repeat the process (steps 3–4)
trying to incorporate the feedback their partner has given
them. As they speak, their partner should now complete
the ‘Second turn’ column of the checklist and repeat their
feedback.
7 After the activity has finished, get feedback from the class.
Was their second turn better? Was the feedback they
received helpful? What can they improve on?
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5A Pelmanism 5B Q & A
Aim Aims
To practise verbs + prepositions; grammar to connect ideas To practise answering IELTS Part 3 Speaking questions; To
and relative pronouns practise culture and entertainment vocabulary
Activity type Test link
Pelmanism game: matching prepositions, verbs and pronouns Speaking Part 3
with gapped sentences
Activity type
Classroom dynamics Sentence sorting and speaking interview
Groups of 3–4
Classroom dynamics
Time taken Pairs
20 minutes
Time taken
When to use 2–5 minutes
After 5a, Language development, Exercise 4b, Page 77
When to use
Preparation After 5b, Speaking, Exercise 6, Page 81
Make one copy of the activity for each group and cut up the
sentence strips and cards. Preparation
Make one copy of the activity for each pair and cut the
Procedure sentences up. Shuffle them.
1 Divide students into groups of 3 or 4 students.
Procedure
2 Place the strips and cards face down on the table in their
sets (grey and white). Ask students to lay the strips and 1 Divide students into pairs. Hand out one set of shuffled
cards out (they shouldn’t be in piles). cards to each pair.
3 Students take it in turns to turn over a card from each 2 Tell students that the cards contain Speaking Part 3
set – one sentence card and one word card. If the word questions, but are all mixed up. Students need to sort
completes the sentence, the student keeps the pair and them into four topic groups.
has another turn. If it doesn’t, the student puts them back, 3 Elicit the four different topics from the students (art,
face down, and the next student has a turn. cities and culture, sportspeople and celebrities, toys and
4 Groups can discuss whether a pair matches or not and ask games).
for help where necessary. As they play, go round the class, 4 Now pairs should divide the four topics between them
monitoring the pairs of cards collected. If any are wrong, and ask their partner the three questions on each topic.
explain why. 5 Monitor while students take it in turns to ask their partner
5 The student with the most pairs wins. their questions. Encourage them not to rush their partner.
The point is for their partner to say as much as possible
1 can 2 this 3 Such 4 of 5 of 6 of 7 by 8 on 9 to 10 when
when answering as they would be expected to do in the
11 to 12 who 13 such 14 those exam. If their partner is struggling, they should ask them
the follow-up questions in brackets.
6 Get feedback by asking students what they found difficult
and/or easy about answering questions without time to
prepare.
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5C Test tips 1 6A The natural world quiz

Aims Aim
To practise using reference words and synonyms to To practise environment vocabulary
understand text cohesion; To revise useful Reading paper tips
Activity type
Test link An environment quiz with gapped sentences
Reading
Classroom dynamics
Activity type Pairs, groups of 4 or whole class
Matching sentence halves
Time taken
Classroom dynamics 15 minutes
Pairs
When to use
Time taken After 6a, Vocabulary, Exercise 4b, Page 90
20 minutes
Preparation
When to use Make one copy of the quiz for each pair or group.
After 5b, Reading, Exercise 4, Page 82
Procedure
Preparation 1 Divide students into pairs or groups of four. Give each
Make one copy of the activity for each pair of students. pair/group a copy of the quiz. Students to work together
to find the answers to the quiz. You could set a time limit
Procedure for this.
1 Divide students into pairs and give each pair a copy of the 2 Elicit answers to the quiz as a class.
activity. 3 Alternatively, you could do this quiz as a class. Divide the
2 Explain that the activity contains a list of test tips. Give class into two teams. Hand out the quiz (one to be shared
them a few seconds to scan the sentences and decide by two students) and give students a few minutes to
which test the tips are for (Reading). Ask them to write complete it. Elicit answers by asking each team alternate
their answer in the gap above the matching activity. questions. If they get their question right, they get two
3 In pairs, students complete the tips by matching 1–9 with points. If not, the other team can answer. If they are
A–I, writing their answers in the gaps. Encourage them to correct, they get a point.
look for synonyms, topic vocabulary and reference words
1 climate 2 greenhouse 3 Global 4 fossil 5 shortage
(e.g. these, one, it) to help them match A–I to 1–9.
6 increase/rise 7 pollution 8 energy 9 coastline
4 Get feedback by reading out the tips as a class.
10 Lightning, thunder 11 volcano 12 rainforests
5 Ask students, in their pairs, to come up with any more 13 waterfall, Falls 14 Pacific 15 cave 16 temperature
useful reading tips. Give them a minute to brainstorm
ideas. Elicit ideas from the class.
1I 2A 3D 4C 5F 6E 7G 8H 9B
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6B Find someone who … 6C Expanding headlines

Aim Aims
To practise the present perfect To expand newspaper headlines into sentences using auxiliary
verbs and articles; To practise the present perfect and articles
Activity type
A mingling activity to find students who have done the things
Activity type
in the table Expanding newspaper headlines into full sentences
Classroom dynamics Classroom dynamics
Whole class Pairs and groups of 4
Time taken Time taken
15–20 minutes 20 minutes
When to use When to use
After 6a, Language development, Exercise 5c, Page 93 After 6b, Language development and vocabulary, Exercise 5c,
Page 96
Preparation
Make one copy of the activity for each student.
Preparation
Make one copy of the activity for each pair.
Procedure
1 Give each student a copy of the activity.
Procedure
2 Explain to students that they will need to go round the 1 Divide students into pairs and give them a copy of the
class to find people who have done the things on their list. activity.
When they have found someone, they should think of a 2 Tell students that the column on the left contains
follow-up question to ask them and write the answer in newspaper headlines and explain that to save space
the ‘Details’ column, then move on to a different student. newspapers often omit auxiliary verbs and articles from
3 Demonstrate by writing on the board: Find someone who their headlines and even change the order of the words.
has been to an English speaking country. Ask individual Tell students that the aim of the activity is to expand the
students: Have you been to an English speaking country? headlines into full, meaningful sentences. Tell students that
until you find someone who has. Write their name on normally headlines refer to events in the recent past so
the board and say [Name] has been to an English speaking the present perfect is usually used to report the event.
country. Ask the student: Which country have you been to? 3 Give students an example: New Great Barrier Reef fish
Report back to the class: [Name] has been to [name of species: A new species of fish has been found in the Great
country]. Barrier Reef.
4 Monitor students. The negative statements will be more 4 Students work in pairs to write the expanded headlines.
difficult for students, so you may need to help them (Have Remind them that there may be more than one correct
you watched television in the last seven days? Have you been answer. Allow 10 minutes for this. Monitor students’
to the cinema this year?). progress.
6 When students have found a name for each statement 5 When students have finished, they should join another
they should sit down. pair to form groups of 4. Students compare their
7 Ask students to report back to the class some things that sentences and add any sentences the other pair in their
they found out about their classmates, e.g. Joanne has group had formed. Elicit feedback from the different
learnt a second foreign language. She can speak German. groups.
6 If there is time, get students to guess what the news
stories might be about.
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Suggested answers
1 A park ranger has received a medal for his/her bravery.
7B Test tips 2
2 (Some) animals have escaped from the zoo.
Aims
3 A tiger has attacked a boy.
4 Two people have been killed in a safari accident. To practise zero and first conditionals; To revise useful
5 A man has seen a lion in the street./A lion has been seen in a Speaking test tips
street. Test link
6 The mayor has opened a new shopping centre.
7 Animal groups have complained about the new laws.
8 A popular wildlife park has closed. Activity type
9 A lack of accommodation has been blamed for the low tourist
Gap fill and matching sentences
numbers.
10 Animal research has been hit by budget cuts./Budget cuts have Classroom dynamics
hit animal research. Pairs
Time taken
7A The fact is … 15 minutes
When to use
Aim
After 7b, Speaking, Exercise 5, Page 113
To practise zero and first conditionals
Preparation
Activity type
A sentence-completion task
Procedure
Classroom dynamics
1 Divide students into pairs and give them a copy of the
Pairs then groups of 3–4
activity.
Time taken 2 Explain that the activity contains a list of test tips. Give
15–20 minutes them a few seconds to scan the sentences and decide
which test the tips are for (Speaking). Ask them to write
When to use the answer above the sentences.
After 7a, Language development, Exercise 4b, Page 109 3 In pairs, students complete the sentences with the correct
form of the verbs in brackets. Check the answers with the
Preparation class.
Make one copy of the activity sheet for each pair. Cut up so 4 Explain to students that they will now need to complete
there is one activity sheet for each student. the tips by matching 1–6 with A–F.
5 Get feedback by reading out the tips as a class.
Procedure
6 Ask pairs to come up with any more useful reading tips.
1 Give a copy of the activity sheet to each student. Give them a minute to brainstorm ideas. Elicit ideas from
2 Explain to students that they are going to express the class.
their opinions about different things using conditional
sentences. 2 do not/don’t
3 do not/don’t
3 Demonstrate on the board. Write: If you steal, … and
5 get better/will get better
elicit sentence endings from the students, e.g. … you will
go to prison. B will count
D will not/won’t/might not produce
4 Give students about 10 minutes to complete their
E are
sentences in pairs. Monitor for correct tense usage while
they’re doing this. 1E 2F 3A 4B 5C 6D
5 Put students into groups of 3 or 4. They should compare

their opinions and discuss whether they agree with others’
opinions.
6 Elicit feedback and discuss students’ views.
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7C Taboo 8A Ordering sentences

Aims Aim
To practise vocabulary from Modules 7a and 7b; To practise To practise the passive voice; To practise using sequencers
paraphrasing as a speaking communication strategy
Test link
Test link Writing Task 1: Describing stages in a process
Activity type
Activity type Ordering sentences in a process
A word-guessing game
Classroom dynamics
Classroom dynamics Pairs, then groups of 4
Groups of 3 or 4
Time taken
Time taken 20–25 minutes
20 minutes
When to use
When to use After 8a, Writing, Exercise 3b, Page 126
After 7b, Reading, Exercise 4, Page 114
Preparation
Preparation Make one copy of the activity sheet for each pair or group and
Make one copy of the activity for each group. Cut up the 16 cut up into sentences.
cards.
Procedure
Procedure 1 Divide the class into pairs or groups and write the heading
1 Divide the class into groups of three or four. Give each on the board: From cacao to cocoa.
group one set of cards face down. 2 Give each pair a set of sentences. Explain that the
2 Explain to students that they have to describe the word sentences describe the process of producing cocoa from
on the card without saying the word itself. They can define cacao beans.
the word, describe it, explain its concept or use examples 3 In pairs, students reorder the sentences to complete the
or synonyms. They can also mention the part of speech process of producing cocoa. Remind them to look for
the word is, e.g. noun, verb, adjective. Explain that this is a sequencers to help them, e.g. first, then, finally. When they
good skill to learn in case they can’t recall a specific word have finished, pairs could then join another pair to agree
in the Speaking Paper. on a final order.
3 Students take it in turns to pick up a word card. Tell them 4 Elicit ideas from the different groups. The actual correct
that they should not show their card to the others in the order isn’t of paramount importance. However, the
group. Their partners have to try to guess the word. The students should be able to justify why they have chosen
first student to guess the word correctly, gets to keep the a particular order. You could write the sentences on the
card. If no one can guess the card, it should go back in the board as you elicit them. Alternatively, make a copy of the
middle face up. answer key to hand out to students.
4 The winner is the student with the most cards.
From Cacao to Cocoa
First the cacao pods are harvested by hand. The pods are then
carefully broken open to release the cacao beans, which are
embedded in a moist pulp. The beans and pulp are scooped out
quickly and placed in a pile on mats or banana leaves and placed in
a box. The contents of the box are heated slightly.
Fermentation occurs when the pulp surrounding the cacao bean
is converted into alcohol by the yeast in the air. The beans are
mixed gently during this process to introduce oxygen into the box.
Holes in the box allow the liquid that is produced to slowly leak
out, leaving just the beans. The beans gather moisture from the
environment and the pulp.
Their flavour begins to change from mainly bitter to the complex
flavour called chocolate. This fermentation process can take up
to eight days depending on the species of cacao beans. In the
final stage, the cocoa beans (as they are called after fermentation)
are dried, shipped and stored.
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8B Synonym race 8C Test tips 3

Aim Aim
To revise synonyms from Modules 8a and 8b To revise useful Writing test tips
Activity type Test link
Matching task Writing
Classroom dynamics Activity type
Pairs and groups of 4 Gapped sentences
Time taken Classroom dynamics
15–20 minutes Pairs
When to use Time taken
After 8b, Language development and vocabulary, Exercise 4d, 15 minutes
Page 128
When to use
Preparation After 8b, Writing, Exercise 8d, Page 133
Preparation
Procedure Make one copy of the activity for each student or pair.
1 Divide students into pairs. Hand out a copy of the activity
to each pair. Procedure
2 Tell students that they are going to have a race to form 1 Divide students into pairs and give each student or pair a
as many synonym pairs as they can in five minutes by copy of the activity.
matching a word or phrase in the top group with its 2 Explain that the activity contains a list of writing test
synonym in the bottom group. One student should write tips. In pairs, students complete the tips with a suitable
down the synonyms on the lines provided at the bottom word. Remind them that the word not only has to fit the
of the page. sentence in meaning and grammar but also has to give
3 Start the race and time them. When five minutes is up, ask the best advice for the writing paper. Give pairs at least 5
each pair how many they matched. minutes to do the task.
4 Ask each pair to join another pair. Ask the groups to form 3 When they have finished, ask them to compare their
21 synonym pairs. They should compare their lists and answers with another pair. In their groups, they should
agree on a new, definitive list. Give them another five decide whether each tip is general in nature or refers to
minutes for this. before, while or after they write. Ask them to write the
5 Elicit the synonyms and write them on the board. numbers of the sentences in the correct part of the table.
6 If there’s time, ask each group to choose five words/ 4 Get feedback from the class. Discuss the different answers
phrases to put into sentences. They can read out their students come up with and decide on the best answer for
sentences when they have finished. each gap as a class.
5 If there is time, ask students, in their pairs or groups, to
involves – is about; complex – difficult; considerably – much; come up with two more useful writing tips. Give them a
consume – eat; generate – create; occur – happen; health – couple of minutes to brainstorm ideas. Elicit ideas from
well-being; vary – change; be concerned – worry; benefit of – the class.
good thing about; deliver – bring; prepare – cook; relax –
1 Always read the question carefully and keep your answers
sit back; remove – take away; as a result – so; collect – take;
relevant to the topic.
place – put; display – show; locate – find; select – choose;
2 Try to develop an academic writing style.
view – look at
3 Make sure your writing is clearly organised into paragraphs.
4 Write clearly so that the examiner can read your handwriting.
5 Leave enough time to check your work carefully.
6 Use connectors to show the relationship between ideas.
7 Spend no more than five minutes planning your answer.
8 Get as much practice answering the different IELTS Writing task
types as possible.
9 For Academic Task 1, include facts and numbers/figures from
the charts to illustrate your main points.
10 Do not write less than the word limit specified.
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General 4 Ask students, in their pairs, to come up with two more

2, 8 useful listening tips, e.g. You should read the instructions
Before to find out how many words or numbers you can write in
1, 7 each gap. Tell them to include modals and to make their
While sentences into a word choice task (like the one they’ve
3, 6, 9, 10 just done). Give them a few minutes to brainstorm ideas
and to write their tips in the space provided. If they
After
are struggling, they could look at the Coursebook or a
5
practice paper for inspiration. Students should then swap
tips with another pair to complete and return. Pairs can
then mark each other’s work.
9A Test tips 4 5 Elicit the tips the students have come up with.
Aim 1 should 2 shouldn’t 3 should 4 can 5 mustn’t, should

6 should 7 must 8 must
To practise modals of obligation; To revise useful Listening
Paper tips
Test link 9B Active to passive
Listening
Aim
Activity type
To practise transforming sentences from an active to a passive
Word-choice task voice
Classroom dynamics Activity type
Pairs and whole class Sentence transformation
Time taken Classroom dynamics
15 minutes Groups of 3
When to use Time taken
After 9a, Language development, Exercise 4b, Page 141 20 minutes
Preparation When to use
Make one copy of the activity for every two pairs. Cut into After 9b, Language development and vocabulary, Exercise 2,
two cards, one for each pair. Page 144
Procedure Preparation
1 Divide students into pairs and give one copy of the Make one copy of the activity for each group. Cut up the
activity to each student or pair. sentence strips, keeping them in order with 12 at the bottom
2 Explain that the activity contains a list of listening test of the pile (as the sentences become more challenging).
tips. Explain that both modal options in each sentence
are structurally possible so they need to think about the Procedure
meaning of the sentence and choose the option which gives 1 Divide the class into groups of 3. Tell them that they will
the correct advice. In pairs, students complete the tips with need their notebooks or a blank piece of paper for this
the correct modal. Give them 5 minutes to do this. activity.
3 When they have finished, elicit answers and, as a class, 2 Give each group a complete set of sentence strips, face
discuss the rationale behind each tip. down on the table.
3 Explain that each sentence on the paper is in the active
voice. Students have to convert it into the passive voice.
4 Students appoint a member of the group to keep score.
All three students pick up a sentence strip. They should
write down their new, passive sentence in their notebook
or on a piece of paper. When they have finished, they
take it in turns to read out the active sentence and then
the passive one they’ve written. Their team members
must decide if the passive sentence is acceptable. If it is,
the student gets one point. They then pick up another
sentence strip and play on.
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5 Demonstrate with a sentence on the board, e.g. Scientists Procedure

consider good health to be of utmost important: Good health
is considered to be of utmost importance. Ask students 1 Divide students into pairs. Give each pair a copy of the
to decide themselves if the agent is necessary for each first activity but not the Speaking test prompt.
sentence. 2 Students read through adjectives describing people and
6 Monitor the activity and help out if needed. When the brainstorm a synonym for each adjective. Tell them that
students have finished, elicit answers and ask students these adjectives together with their synonyms all appeared
if the agent was important enough to be included. You in Modules 9b and 2a of their Coursebook. They should
could also give them a copy of the answer key to check try to recall the synonyms without looking in their
their answers. Coursebooks. Set a time limit of three minutes for this.
3 When students finish, elicit feedback.
1 Penicillin was discovered by Alexander Fleming in 1928.
4 Then students put the words into the correct column and,
2 Antibiotics are known to be under threat. if they can, add two new words to each column. Elicit
3 New medicines are tested on animals. answers.
4 The bacterium H. Pylori has been found to cause stomach
5 Hand out a copy of the Speaking Paper prompt to each
ulcers in people. pair. Explain that each student should prepare a talk on
5 Genetics is said to account for 20% of our well-being. the topic using some words from the vocabulary task.
6 Good friendships are formed when we’re teenagers. Give students one minute to prepare. Encourage them to
7 Physical appearance is not considered important by everyone. make notes.
8 Having a family is considered to be important (by many people). 6 In pairs, students take turns to be the candidate and speak
9 Teenagers can be influenced by their peers. for one to two minutes on the topic. Encourage them
10 We know that fitness was promoted by the Ancient Greeks. to aim for two minutes. As their partner is speaking, the
11 In recent years, more attention has been paid to diet as a way other student should be listening to them. Write the
to stay healthy. following criteria on the board: Did they follow the prompts?
12 A gym has been set up for our employees to use. Did they speak clearly? Did they use a variety of language for
describing people? Ask students to listen for these things
as their partner is speaking. Students should stop their
partner after two minutes and give them feedback on
9C Describing people these points.
7 Students swap roles.
Aims
To practise adjectives describing people; To practise speaking Possible answers
on a given topic for 1–2 minutes motivated – ambitious; grumpy – bad tempered; athletic – fit;
elegant – stylish; talented – gifted; slim – thin; gorgeous –
Test link good-looking; intelligent – smart/clever; dull – boring;
Speaking Part 2 fascinating – interesting; attractive – good-looking/pretty/beautiful
Activity type Physical appearance Personal qualities

athletic – fit motivated – ambitious
Brainstorming synonyms, categorising adjectives and speaking
about a topic elegant – stylish grumpy – bad tempered
slim – thin talented – gifted
Classroom dynamics gorgeous – good-looking intelligent – smart/clever
Pairs attractive – good-looking/ dull – boring
pretty/beautiful fascinating – interesting
Time taken
15–20 minutes
When to use
Page 144
Preparation
Make one copy of the activity sheet for each pair. Cut it into
two (a vocabulary activity and a prompt card).
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10A Word associations 10B Quantifiers

Aim Aim
To practise crime vocabulary To practise using quantifiers
Activity type Activity type
Word-association card game Sorting activity and sentence writing
Classroom dynamics Classroom dynamics
Groups of 3 or 4 Groups of 4 or more
Time taken Time taken
10–15 or 20–25 minutes 20 minutes
When to use When to use
After 10a, Vocabulary, Exercise 5b, Page 154 After 10a, Language development, Exercise 4b, Page 157
Preparation Preparation
Make one copy for each group. Cut into 24 cards for each Make one copy of the activity for each group.
group. (For a shorter activity, use half the cards.)
Procedure
Procedure 1 Divide the class into groups of at least four students and
1 Divide the class into groups of 3 or 4. Give each group a give each group a copy of the activity.
complete set of cards, face down. 2 In their groups, students brainstorm as many quantifiers
2 Students take it in turns to pick up two cards and make as they can think of in two minutes. They should write
a sentence incorporating both words/phrases. They can the quantifiers in the blank box. After two minutes, ask
change the form of a word (e.g. simple to continuous students to swap their activity sheets with another group
or present to past) but not the word class (e.g. noun to and to add any quantifiers that are missing. Give them a
verb). The rest of the group should decide if the sentence minute to do this. Elicit the quantifiers and write them up
is correct. If it is, the student keeps the cards. If it isn’t on the board. Add any they have not come up with.
correct, another member of the group can correct the 3 Ask students to sort the quantifiers into the table on the
sentence and, if they are successful, they can keep the activity sheet. Point out that some can go into more than
cards. If no one can make a sentence, the cards go back one column. Get feedback when they have finished. Ask
in the pack and the pack is shuffled. The winner is the students which two quantifiers mean not enough (few and
person with the most cards at the end. little).
3 Demonstrate with two of the cards, e.g. murderer and 4 For the last activity, students will need to ask the other
robber: He is a convicted murderer and robber and will stay in members in their group questions about their family,
prison for a very long time. possessions and what they’ve got in their bags or pockets,
4 Monitor students and help out if necessary. e.g. Do you have any money in your pocket? (Yes): Zoe has
5 When the groups have finished, ask individual students to got some money in her pocket. Students write one sentence
say some of their sentences. for each quantifier.
5 When they have finished, ask students to tell the class
about their group by reading out some of their sentences.
Quantifiers
many, a lot of, a little, some, any, a few, little, a large number of,
few, plenty of, much, a large amount of
Countable Uncountable
Positive many, a lot of, some, much, a little, some,
a few, a large number a lot of, little, a large
of, few, plenty of amount of, plenty of
Question any any
and Negative
113
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10C If I could …
Aim
To practise the second conditional for talking about
hypothetical situations
Activity type
Completing sentences and a guessing game
Classroom dynamics
Class, or two large groups
Time taken
15 minutes
When to use
Page 160
Preparation
Make enough copies of the activity so that each student gets
at least three sentence strips. Bring one bag for each group to
class to put the folded sentence strips in.
Procedure
1 Depending on the size of your class, you can play this
game as a class or in groups of four. Hand out at least
three different strips to each student.
2 Individually, students should complete the sentences with
their own opinions using the second conditional. Allow
about five minutes for this. Monitor students and check
that they are writing grammatically correct sentences
(focus on the structure of second conditional sentences).
3 Ask students to fold their sentences and to put one of
them in the bag then jumble the sentences in the bag.
Students then pull out a sentence and read it out loud.
If it is their sentence they should put it back into the bag
and pull out another. Group members have to guess who
wrote the sentence. If they guess right, they get a point.
Continue until all the sentences have been read out.
4 The student with the most points when all the sentences
have been read out is the winner.
114
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Photocopiable activities Module 1
1A Word to sentence
✂
point account area argue
difference discussion understanding agreement
communication get across bring up sum up
point out leave out spell out pick (something) up
back (somebody) up pick up on physical appearance become aware
technological
share information social media clear relationship
development
© Pearson Education Limited 2017 Photocopiable 115
Z04_EXP_TB_01GLB_5060_Z04.indd 115 31/03/2017 08:27

1B Talk about …
something you what you

something you
enjoy doing FREE like or dislike the languages
START HERE are learning at
after school/ QUESTION about learning you can speak
the moment
work English
what you something

how you like the people how you
FREE enjoy most new you’d like
to study, alone you work/ prefer to get
QUESTION about your to learn in the
or in a group study with your news
work/studies future
an interesting
news story you FREE FREE your favourite
Talk about . . .
read or heard QUESTION QUESTION mobile app
about
social media a newspaper a photo you

a website you FREE FREE
sites you like or magazine like on your
find useful QUESTION QUESTION
and why you like mobile phone
when it is OK what you like

the things
to use your how useful or don’t like how you like
you use your FREE
mobile phone mobile phones about taking to spend your
mobile phone QUESTION
and when it are for people selfies with free time
for
isn’t your mobile
when you
usually see when it’s the people you
your favourite
FREE your friends better to talk communicate
END form of
QUESTION face-to-face than to write with through
communication
and what you to someone social media
do together
116 © Pearson Education Limited 2017 Photocopiable
Z04_EXP_TB_01GLB_5060_Z04.indd 116 31/03/2017 08:27

1C Describing data
The table below shows the percentage of people aged 18 years and over who
attended the cinema in three different countries in 2006 and 2016.
Cinema attendance (18 years and over)

2006 2016
Country A 32% 15%
Country B 48% 40%
Country C 25% 35%
1 In 2006, in Country A, 32% of adults went to the cinema.
2 In 2016, 15% of adults went to the cinema.
3 In 2006, in Country B, 48% of adults went to the cinema.
5 In 2006, in Country C, 25% of adults went to the cinema.
A at / almost a third
B cinema attendance / accounted for / almost half
C this percentage / fell / just under half
D fell slightly / to
E the percentage / rose / by / to
F a quarter / adult population
Z04_EXP_TB_01GLB_5060_Z04.indd 117 31/03/2017 08:27

2A Bingo!
✂
1 Students daydream spend a lot of time

1 Places there are a lot of people can be
looking out of windows.
frightening for some people.
2 Activities cause stress should be avoided.
3 I like people listen to me when I’m talking.
4 There are at least 20 things I’d like to do
before I get old.
5 Is that the place I need to go?
before I get old.
1 I find it irritating my classmates talk very

loudly. 1 Activities cause stress should be avoided.
2 Students daydream spend a lot of time 2 I like people listen to me when I’m talking.
3 I like people who listen to me I’m talking. before I get old.
4 Is that the place I need to go? 4 Is that the place I need to go?
5 There was a time having professional 5 I find it irritating my classmates talk very
qualifications was more important than being loudly.
creative.
1 I find it irritating my classmates talk very

1 Students daydream spend a lot of time
loudly.
4 There was a time having professional
qualifications was more important than being
before I get old.
creative.
5 There was a time having professional
qualifications was more important than being
before I get old.
creative.
Z04_EXP_TB_01GLB_5060_Z04.indd 118 31/03/2017 08:27

2B Find the words

✂
amazing dull
depressing enjoyable
frightening fascinating
powerful private
intelligent negative
attractive excellent
awful nasty
embarrassing pleasant
interesting personal
temporary professional
amazing dull
depressing enjoyable
frightening fascinating
powerful private
intelligent negative
attractive excellent
awful nasty
embarrassing pleasant
interesting personal
temporary professional
Z04_EXP_TB_01GLB_5060_Z04.indd 119 31/03/2017 08:27

2C When have you felt … ?

✂
(very) anxious (very) worried (really) confused (very) nervous
(absolutely) terrified relaxed (really) shocked (very) stressed
(really) proud (very) surprised furious (absolutely) terrible
(extremely) guilty confident calm (extremely) happy
Z04_EXP_TB_01GLB_5060_Z04.indd 120 31/03/2017 08:27

3A Error correction
✂
I need a Band 6 in IELTS but I’m not sure that’s achieved.
The most annoyed thing about schools is all the tests.
I’ve tried to organize the new vocabulary in alphabet order but it doesn’t help.
My mark in my last assignment was very disappoint.
I’m very carefree when I write. I always check what I’ve written at the end.
Jemima has always been a very creating person.
I found the lecture very information.
Stressing too much about exams can be harm.
Education research has shown that practice really does make perfect.
After careless consideration I’ve decided not to take the exam at this stage.
Tradition methods of teaching are often found to be boring by students.
Stress has been found to have a direct effect on the academy success of students.
We had a very interesting converse about the aims of education.
What’s the differ between a test and an exam?
Some people value popular more than honesty.
Z04_EXP_TB_01GLB_5060_Z04.indd 121 31/03/2017 08:27

3B Priorities
With a partner
Why go to school? Me (1–10)
(1–10)
1 to learn to read and write
2 to find out what you’re really interested in
3 to learn how to study and work independently
4 to improve your language skills
5 to learn discipline and order
6 to have a good time
7 to meet other young people
8 to acquire general knowledge
9 to acquire specialised knowledge
10 to get a qualification
11 to learn how to behave with other people
12 to pass exams
13 to prepare for the world of work
14 to develop creativity
15 to learn to think
Z04_EXP_TB_01GLB_5060_Z04.indd 122 31/03/2017 08:27

3C Verb patterns
✂
difficult need interested in stop
like dislike worry about impossible
possible tell (somebody) enjoy ask (somebody)
help (somebody) good at would like begin
likely love hate regret
do talk make get
learn go watch take
play study write buy
spend read work move
feel predict change walk
Z04_EXP_TB_01GLB_5060_Z04.indd 123 31/03/2017 08:27

Module 4
4A Collocation race
Verbs/Adjectives Nouns
physical treatment
medical characteristics
significant an impact
achieve achievement
traditional theme
equal methods
conduct opportunities
similar research
carry out a goal
make effect
common an investigation
social appearance
become information
share aware
technological media
negative development
Z04_EXP_TB_01GLB_5060_Z04.indd 124 31/03/2017 08:27

4B Futurist predictions
What do you think will definitely/probably/possibly happen in the following areas a hundred years from now?
Choose two areas and make three predictions for each.
transport medicine
fashion cities
work travel
communication
lifestyle
education
Z04_EXP_TB_01GLB_5060_Z04.indd 125 31/03/2017 08:27

4C Speaking fluently
Describe a goal you have for the future.

You should say:
• what it is
• why you would like to achieve it
• how long it has been important to you
and explain what you need to do to achieve your goal.
✂
First turn Second turn
Has your partner:
✓/✗ ✓/✗
1 started well?
2 followed the prompts on the card?
3 used a variety of language?
4 used phrases to give her/himself time to think?
5 spoken at an appropriate speed (not too slowly and not too quickly)?
6 looked at the notes she/he has made?
7 spoken for 1–2 minutes?
8 spoken clearly?
9 used the correct language for talking about the future?
First turn Second turn

Has your partner:
✓/✗ ✓/✗
1 started well?
2 followed the prompts on the card?
3 used a variety of language?
4 used phrases to give her/himself time to think?
5 spoken at an appropriate speed (not too slowly and not too quickly)?
6 looked at the notes she/he has made?
7 spoken for 1–2 minutes?
8 spoken clearly?
9 used the correct language for talking about the future?
Z04_EXP_TB_01GLB_5060_Z04.indd 126 31/03/2017 08:27

5A Pelmanism
✂
1 People often say they can’t paint or draw but in fact they .
2 Why has the art of some artists become an investment? We’ll be discussing in our next programme.
3 High-tech displays make museums much more attractive places to visit. a development has increased the
number of visitors to museums tenfold in the past 20 years.
4 I’d really like to know what the source inspiration was for Picasso’s cubist works.
5 The material used to manufacture coins was often a symbol power in the ancient world.
6 Is it true that Rembrandt painted nearly 100 versions his own portrait?
7 The Parthenon in Athens was designed three people: the sculptor Phidias and the architects Ictinus and
Callicrates.
8 Robert Hughes was a renowned expert the modernist art movement.
9 The famous painting, The Last Supper by Leonardo da Vinci, has been linked a number of wild theories.
10 It is always newsworthy a famous painting is exposed as a fake.
11 In the future, original paintings may only be available the wealthy few who can afford to buy them.
12 During the Renaissance, artists, were not only painters but sculptors and architects as well, were highly
prized for their skills.
13 Sometimes skilled artists decide to become forgers because as they can earn a lot more money.
14 For with a lot of money, art is a good investment.
✂
can Such of by to to such
this of of on when who those
Z04_EXP_TB_01GLB_5060_Z04.indd 127 31/03/2017 08:27

5B Q & A
✂
Do you enjoy visiting art galleries or museums? (Why/Why not?)
Should museums and art galleries be free? (Why/Why not?)
Is it important for countries to invest money in building art galleries and

museums? (Why/why not?)
Did you enjoy painting and drawing at school? (Why/Why not?)
Is it important for children to learn to draw and paint at school?

(Why/Why not?)
Do you have a favourite artist? (Who?/Why do you like them?)
Are cities in your country traditional or cosmopolitan places?

(Why do you say that?)
What are some of the benefits of living in a multicultural society? (Why?)
What are the advantages and disadvantages of living in a big city?
Do sportspeople play an important role in your country? (Why/Why not?)
What kinds of people become celebrities in your country? (Why?)
Which famous people from your country do people in your country admire?
(Why?)
What was your favourite toy or game when you were a child? (Why?)
Can children learn anything from playing with toys or games?

(What can they learn?)
Do you agree that online games are always bad for people? (Why/Why not?)
Z04_EXP_TB_01GLB_5060_Z04.indd 128 31/03/2017 08:27

5C Test tips 1
tips
1 It’s important that you understand the questions.
2 If you want to improve your reading skills, you should read as much as possible in English.
3 Looking up every new word you come across in the dictionary is time consuming and not
at all helpful.
4 Start by reading the questions.
5 Read the title and the first paragraph carefully. Reading other section headings and the first
line of each paragraph is also a quick way to get the general idea of a text.
6 There is not enough time in the exam to read a text very thoroughly.
7 The questions usually follow the same order as the text.
8 Be very careful with your answers.
9 Often the words that appear in the questions will not be repeated in the text.
A Try reading books, newspapers, websites, magazines and advertisements.
B That’s why it is a good idea to scan a reading text for synonyms, antonyms or paraphrase
when looking for the relevant part of the text that contains the answer.
C These are often written in easier language, and you can get a feel for the main ideas in the
text from the questions.
D Guessing the meaning of unknown vocabulary from the context is an important skill to
develop.
E Read it quickly to locate the section containing an answer and then read that section
carefully to find it.
F These are some techniques that will help you understand what the text is about.
G So answer them in order. If you can’t find one don’t waste time, leave it until the end. If you
still can’t find it, guess. You will get no marks for blank answers.
H Write them in pencil and make sure they’re spelt correctly.
I Underlining key words can help you know what to look for before you read a text.
Z04_EXP_TB_01GLB_5060_Z04.indd 129 31/03/2017 08:27

6A The natural world quiz
How much do you know about the natural world?

Complete the quiz and find out.
1 A change in global or regional climate patterns is often referred to as change.
2 H O, CO and CH are all examples of

2 2 4
gasses.
3 warming is an increase in the Earth’s temperature.
4 Nuclear energy is a way of generating electricity without the use of fuels.
5 In the 1990s, Australia suffered a severe drought, which led to a serious water in
its major cities.
6 The greenhouse effect is causing the Earth’s temperature to .
7 It is a fact that air increases as cities get bigger.
8 Lowering our usage will definitely have a positive effect on the environment.
9 According to the CIA World Factbook, at 13,676 kilometres, Greece’s is the

longest in the Mediterranean Basin.
10 is a flash of light in the sky caused by an electrical discharge between a cloud

and the Earth’s surface. When this flash of light in the sky heats the air, it makes a loud
noise known as .
11 Mauna Loa, on Hawaii’s Big Island, is the largest on Earth. From the base to
the top it measures more than 17,000 metres.
12 Daintree and Kinabalu National Parks are two of the world’s largest . They
contain some of the world’s most unique animal and plant species.
13 The world’s highest

.
is Salto Ángel in Venezuela. In English it’s called Angel
14 The is the largest ocean in the world.
15 At more than 200 metres high, 150 metres wide and 5 kilometres long, Hang Son Doong
in Vietnam is the world’s largest . It is so big it has its own river, jungle and
climate!
16 An increase of two degrees centigrade in the Earth’s would submerge land

currently occupied by 280 million people!
Z04_EXP_TB_01GLB_5060_Z04.indd 130 31/03/2017 08:27

6B Find someone who …
Find someone who . . . Name Details
has been abroad recently.
has made a long journey by

train.
has been learning English for

longer than five years.
has learnt a second foreign

language.
has lived in their current home

for a long time.
has just passed an exam.
hasn’t watched television for a

week.
hasn’t been to the cinema for a

year.
has been clothes shopping in

the past week.
has checked a social media

page in the last couple of hours.
Z04_EXP_TB_01GLB_5060_Z04.indd 131 31/03/2017 08:27

6C Expanding headlines
Headlines Full sentences
New Great Barrier Reef fish species
1 Park ranger receives bravery medal
2 Animals escape zoo
3 Tiger attacks boy
4 Safari accident kills two
5 Lion seen in street
6 Mayor opens new shopping centre
7 Animal groups complain about new laws
8 Popular wildlife park closes
9 Lack of accommodation blamed

for low tourist numbers
10 Budget cuts hit animal research
Z04_EXP_TB_01GLB_5060_Z04.indd 132 31/03/2017 08:27

7A The fact is …
1 If you cheat in an exam, .

2 Unless you study, .
3 If you are dishonest, .
4 If you stay calm during an exam, .
5 When I travel by plane, .
6 Even if flights get more expensive, .
7 When it’s possible for people to travel into space, .
8 Unless people become more responsible travellers, .
9 We’ll get more tourists if .
10 If we ban air travel, .
1 If you cheat in an exam, .

2 Unless you study, .
3 If you are dishonest, .
4 If you stay calm during an exam, .
5 When I travel by plane, .
6 Even if flights get more expensive, .
7 When it’s possible for people to travel into space, .
8 Unless people become more responsible travellers, .
9 We’ll get more tourists if .
10 If we ban air travel, .
Z04_EXP_TB_01GLB_5060_Z04.indd 133 31/03/2017 08:27

7B Test tips 2
tips
1 Be polite, friendly and relaxed.

2 If you (do not) hear something, ask the examiner to repeat it.
3 If you really (do not) understand something, say so or ask for
clarification. For example, ‘Sorry, I don’t understand’, or ‘Do you mean . . . ?’
4 Make sure what you say is clear.
5 Practice makes perfect, so if you practise, you (get better).
6 Try to expand your answers into questions in Parts 1 and 2. In Part 2, aim for
two minutes rather than one.
A It’s better to be honest than to give incorrect information or an irrelevant answer.

B Remember the aim is to communicate, so if the examiner can’t understand you, it
(count) against you.
C Make the most of opportunities to speak in English in the classroom and outside it.
D You are being assessed on the language you produce. If you say very little, you
(not produce) much language for the examiner to assess.
E You are more likely to sound natural and do well if you (be).
F For example, you can say, ‘Sorry, could you repeat that please?’.
✂
tips
1 Be polite, friendly and relaxed.

2 If you (do not) hear something, ask the examiner to repeat it.
3 If you really (do not) understand something, say so or ask for
clarification. For example, ‘Sorry, I don’t understand’, or ‘Do you mean . . . ?’
4 Make sure what you say is clear.
5 Practice makes perfect, so if you practise, you (get better).
6 Try to expand your answers into questions in Parts 1 and 2. In Part 2, aim for
two minutes rather than one.
A It’s better to be honest than to give incorrect information or an irrelevant answer.

B Remember the aim is to communicate, so if the examiner can’t understand you, it
(count) against you.
C Make the most of opportunities to speak in English in the classroom and outside it.
D You are being assessed on the language you produce. If you say very little, you
(not produce) much language for the examiner to assess.
E You are more likely to sound natural and do well if you (be).
F For example, you can say, ‘Sorry, could you repeat that please?’.
Z04_EXP_TB_01GLB_5060_Z04.indd 134 31/03/2017 08:27

7C Taboo
✂
a tight budget sustainable

corrupt (adj) debate (v)
(n) (adj)
security (n) resources (n) abroad (n) rural area (n)
culture shock
explosion (n) destination (n) poverty (n)
(n)
homesickness (holiday) resort

starve (v) equality (n)
(n) (n)
Z04_EXP_TB_01GLB_5060_Z04.indd 135 31/03/2017 08:27

Module 8
8A Ordering sentences
✂
First the cacao pods are harvested by hand.
The pods are then carefully broken open to release the cacao beans,
which are embedded in a moist pulp.
The beans and pulp are scooped out quickly and placed in a pile on
mats or banana leaves and placed in a box.
The contents of the box are heated slightly.
Fermentation occurs when the pulp surrounding the cacao bean is

converted into alcohol by the yeast in the air.
The beans are mixed gently during this process to introduce oxygen
into the box.
Holes in the box allow the liquid that is produced to slowly leak out,
leaving just the beans.
The beans gather moisture from the environment and the pulp.
Their flavour begins to change from mainly bitter to the complex

flavour called chocolate.
This fermentation process can take up to eight days depending on the

species of cacao beans.
In the final stage, the cocoa beans (as they are called after
fermentation) are dried, shipped and stored.
Z04_EXP_TB_01GLB_5060_Z04.indd 136 31/03/2017 08:27

8B Synonym race
involves complex
considerably consume generate occur
health vary be concerned benefit of deliver
prepare relax remove as a result collect
place display locate
select view
much change
so show look at choose create
good thing about sit back worry cook
take eat find difficult is about
bring happen take away
put well-being
Z04_EXP_TB_01GLB_5060_Z04.indd 137 31/03/2017 08:27

8C Test tips 3
Writing tips
1 Always read the question carefully and keep your answers to the topic.
2 Try to develop an writing style.
3 Make sure your writing is clearly organised into .
4 Write so that the examiner can read your handwriting.
5 Leave time to check your work carefully.
6 Use to show the relationship between ideas.
7 Spend no more than minutes planning your answer.
8 Get as practice answering the different IELTS Writing task types as possible.
9 For Writing Task 1, include facts and / from the charts to illustrate your
main points.
10 Do not write than the word limit specified.
General, before, while or after?
General While
Before After
Z04_EXP_TB_01GLB_5060_Z04.indd 138 31/03/2017 08:27

9A Test tips 4
Listening tips
1 You should / have to use the time given to read the next set of questions.
2 You should / shouldn’t spend time checking answers you have already written down.
3 You should / must use the questions to help you predict what the recording will be about.
4 You can / can’t predict what the answers might be before you listen.
5 You don’t have to / mustn’t panic if you miss an answer. You should / shouldn’t leave that
one and move onto the next one.
6 You should / can transfer your words to the answer sheet carefully so you don’t lose points
by writing an incorrect number, letter or word.
7 You must / mustn’t spell words correctly or you will lose marks.
8 You can / must use capital letters where necessary.
10
Listening tips
1 You should / have to use the time given to read the next set of questions.
2 You should / shouldn’t spend time checking answers you have already written down.
3 You should / must use the questions to help you predict what the recording will be about.
4 You can / can’t predict what the answers might be before you listen.
5 You don’t have to / mustn’t panic if you miss an answer. You should / shouldn’t leave that
one and move onto the next one.
6 You should / can transfer your words to the answer sheet carefully so you don’t lose points
by writing an incorrect number, letter or word.
7 You must / mustn’t spell words correctly or you will lose marks.
8 You can / must use capital letters where necessary.
10
Z04_EXP_TB_01GLB_5060_Z04.indd 139 31/03/2017 08:27

9B Active to passive
✂
1 Alexander Fleming discovered penicillin in 1928.
2 Scientists know antibiotics are under threat.
3 Scientists test new medicines on animals.
4 Scientists have found that the bacterium H. Pylori causes stomach ulcers in people.
5 People say that genetics accounts for 20% of our well-being.
6 We form good friendships when we’re teenagers.
7 Not everyone considers physical appearance to be important.
8 Many people consider having a family to be important.
9 Their peers can influence teenagers.
10 We know that the Ancient Greeks promoted fitness.
11 In recent years, people have paid more attention to diet as a way to stay healthy.
12 We have set up a gym for our employees to use.
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9C Describing people
motivated gorgeous
grumpy intelligent
athletic dull
elegant fascinating
talented attractive
slim
Physical appearance Personal qualities
Describe a person that you enjoy spending time with, e.g. a family member,
friend, colleague, classmate.
You should say:
• what this person is like
• what their personal qualities are
• why you enjoy spending time with them
and describe some things you enjoy doing with this person.
Z04_EXP_TB_01GLB_5060_Z04.indd 141 31/03/2017 08:27

10A Word associations

✂
arrest catch victim rob
vast majority court punish guilty
considerable
carry out murder burglar
amount
robber investigate crime thief
prison evidence criminal police
fine commit attacker murderer
Z04_EXP_TB_01GLB_5060_Z04.indd 142 31/03/2017 08:27

10B Quantifiers
Quantifiers
Countable Uncountable
Positive
Question and Negative
Z04_EXP_TB_01GLB_5060_Z04.indd 143 31/03/2017 08:27

10C If I could …
✂
If I could change one thing about my home, .
My city/town/village would be improved if .
If I lived in a city/the countryside, .
If I could travel anywhere in the world, .
I would be very excited if .
If I could live in any city in the world, I .
If my neighbourhood was .
If I had a lot of money, .
The air would be cleaner if .
I would be very happy if .
Z04_EXP_TB_01GLB_5060_Z04.indd 144 31/03/2017 08:27

Coursebook audio scripts
SR: That’s great, and we have your contact phone number. Now, how
Module 1 much data do you want? What kind of things do you use your
phone for?
1.1 C: Oh, I don’t know. The usual I guess.
SR: We have a five-gigabyte plan, which we recommend for people
A: I think they’re quite different. The benefit of being with family is that
who store games on their phone. It’s also good for people with a lot
you can relax completely, whereas with friends, sometimes you have
photos. Or we have a three-gigabyte plan for more normal use. Do
to try and act cool around them.
you use your phone for games regularly?
B: It’s really tough, almost impossible. I’m living away from home now,
C: Well, I don’t game much, but I always have a lot of videos on there.
and the downside of being away is that I don’t see my old friends as
I need to record things for my media course, so I think I’ll go for the
much as I’d like.
larger option.
C: It depends on the problem. Take schoolwork, for instance, I suppose
SR: Sure, that’s a good idea. And how would you prefer to pay?
I would ask my friends because they know the subject, but for
C: What are the options?
something more personal, I’d go to my family.
SR: We prefer our customers to send the money by automatic bank
D: Of course! I’m sure that everyone enjoys spending time with people
transfer.
they know and trust. It’s better than sitting alone all day.
C: I’d prefer to do it by cash to start. I’ve just started at university and I
E: You can’t give a definite answer to this question. That’s because
haven’t opened a bank account here yet.
different people like different things, but I guess as long as you’re
SR: That’s no problem, just send us your bank account details when you
thoughtful, people will always want you as a friend.
have them. Or you can always do a monthly top-up at any shop if
F: I don’t know, the usual stuff, I guess. Most of the time, we just like
you prefer.
hanging out together, round each other’s houses, and we go out at
C: And where can I collect the card to get started?
the weekend together.
SR: All you need to do is sign here and you can pick up your card at the
1.2–1.4 reception desk, which you passed next to the entrance to the store.
SR = Sales representative C = Customer But first you need to pay at the cash desk.
SR: Hi, how can I help you today? C: Thanks, that’s great.
C: My phone plan’s going to finish next month and I’m looking for a 1.5
new contract. N = Narrator A = Agent S = Student
SR: What kind do you want?
N: You will hear a student enquiring about a job. Read questions one to
C: Oh, I don’t know. What are the options?
five.
SR: Well, would you like just mobile, or do you want one of our deals
on mobile and home broadband services too?
A: Good morning, can I help you?
C: Just the mobile one, please.
S: Yes, I hope so. Is this the Job Centre?
SR: OK sure. Well, we have some great mobile deals. We’ve got two
A: Yes, it is, are you looking for part-time work?
offers at the moment. Are you a student?
S: Yes, I called earlier about a part-time job.
C: Yes, I am.
A: Oh, right. We’ve got quite a lot of work available at the moment. Can
SR: Then you probably want our Student Plan.
I ask what you’re studying? We try and match students to jobs that
C: OK, what does that include?
will give them some experience in a field that they’ll be working in in
SR: Well, you get a new Sun Nineteen phone with the student plan. It’s
the future, where possible.
better than our other plans, which only give new customers a Sun
S: Yes, I’m doing a degree in Advertising. I want to work for one of the
Seventeen phone. We’re offering that for a short period of time.
large technology companies when I finish.
C: Really? What’s the minimum contract on that? Is that six or twelve
A: Well, I doubt we have anything like that, but we should have
months?
something for you. What year are you in?
SR: Oh it’s twelve. We never do six months.
S: Well, I’m doing a four-year degree and I’m in the second year. I didn’t
C: OK, sounds good. What else is in the plan?
want to take on any extra work in my first year, while I was settling in,
SR: You probably get more minutes for calls than you need. There
but I think I’m ready now.
are limits on the number of calls you can make – let me see, that’s
A: OK, well, let’s see. We have a position working as a food assistant.
six hundred. But with that you also get unlimited texts, and most
S: I don’t think I’d be any good working as a cook in a restaurant.
people use those more than calls these days.
A: Oh no, it’s at the cinema, which is kind of media-related, but perhaps
C: And how much is that a month?
not enough. You’d need to be available evenings and weekends for
SR It’s twenty-five pounds. That’s cheaper than the normal price to
that.
non-students.
S: Maybe, do you have any other positions?
C: I’ll have to think about it, I think. What about if I keep my old
A: Yes, a couple of other jobs came in yesterday. The local newspaper
phone? Do you have a call-only plan?
is looking for a bright young undergraduate to work as a salesperson
SR: Yes, of course.
in the advertising department. You’d be phoning up local companies
C: And how much is that?
and trying to persuade them to take out adverts in the paper.
SR: Let’s see. We’ll need you to put down a deposit before you start the
S: That sounds perfect. It’d be great experience for work, too. What
plan, so it’s normally ten pounds after the second month, although
hours do they want?
that depends on the amount of calls and data you use. For the first
A: It’s Wednesday and Friday afternoons, every week.
month it’s fifteen pounds, and you’ll get the extra five pounds back
S: Oh, that’s a shame. I’m free on Wednesdays, but I have lectures on
when the contract comes to an end.
Fridays, and I can’t miss those.
C: And how many minutes do I get with that?
A: OK, how about this last one? They’re looking for an early morning
SR: You can make four hundred minutes of calls a month on the basic
receptionist, six until nine, but it’s right next to the Marketing
call-only plan, but most of our customers only use about 200 of
Department where you’re based, so you’d have no problems getting
that limit.
to class. The position is available in the University’s Media Centre.
C: The basic one sounds perfect!
You’ll get some useful experience there, too, I would imagine.
S: Perfect! I’m always up early, anyway.
SR:Right, let me just take some details from you.
A: OK, great. You’ll need to go for an interview for this one, but I can set
C: Sure.
you up with that right now.
SR What’s your full name?
S: Oh great!
C: David White.
SR:Like the colour?
A: So, I just need to take a few personal details from you, if that’s OK?
C: Yes, that’s right.
S: Sure.
SR:OK, and I need to take an email address, just so we can contact you
A: So, what’s your name?
if there’s a problem.
S: Ruby Desai – that’s D-E-S-A-I.
C: Sure, it’s Stegboy, that’s S-T-E-G-B-O-Y, at student uni dot A-C dot U-K.
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A: Can I have your student number? I can get details like your address
from there. Module 2
S: Sure, here’s my ID card, the student number’s on the corner.
A: OK, that’s great, I’ve got you on our computer system, now. It says 2.1
here that you’re staying at the High Field Halls, here on the university
1: I’m going to talk about camping because this is something that
campus.
always makes me happy.
S: Actually, I was there last year, they haven’t updated it yet. I’ve just
2: The thing that makes me happy is having a lie-in.
moved into the Green Park Halls, it’s in the city centre, next to the
3: Chocolate is something that makes me feel good, especially if I’ve
station, and I’m in room six-double-oh-three.
had a bad day.
A: OK, I’ll just change that here, so we have your correct address if we
4: I love going for a walk on a cold, sunny day.
need to contact you. Now, what shall I put down as your main skills?
5: Spending time with my friends always makes me feel happy.
S: Erm, what kind of thing do you mean?
6: I love clothes so I really enjoy shopping for a bargain.
A: Well, did you do any graphic design on your course last year? That
might be helpful for the media centre. 2.2
S: Yes, I did that in my first year. I don’t know, I mean the usual stuff Rafael: I’m going to talk about camping because this is something that
like language skills aren’t really my thing, but I took a course on always makes me happy. By camping, I um mean er taking a tent into a
computer programming, and I did pretty well at that in my exams. quiet area and sleeping there for a couple of nights. I usually go out to
A: Great, I’ll put that down. That kind of thing always comes in handy. I the mountains about two hours from where I live. There’s a large lake
expect that’s enough, they’re not really expecting anyone very highly- there where people go to do freshwater fishing, and they put up their
qualified. Now, I have a note here saying that you need to go for an tents next to the water. I usually go there every other weekend in the
interview with the head of the department. summer for a couple of nights. I also spend a week there at the end of
S: Would that be in the main marketing building? the summer, before I go back to university. Unfortunately, it’s too cold
A: Actually, she’s based in the business services building, which is, let me to go in winter because it snows up there. I love camping for a few
see, on the other side of the campus. That’s quite annoying. It’s next different reasons. Firstly, you can escape from the worries of everyday
to the administration building. Do you know where that is? life. There is no stress in the mountains so you can really relax. All you
S: Yes, I pass it on the way in every day. When would the interview be? need to think about is starting a fire, catching a fish and cooking it. As
A: Actually, there was an appointment on Wednesday morning, at nine well as that, you can look at the beautiful scenery around you – I don’t
o’clock, but the student that was going to go then cancelled. Does think we do this when we’re busy studying or working and I’m usually
that suit you? surrounded by buildings so it’s not as pretty. Another reason is that you
S: I have a lecture then, but I finish at ten o’clock. can breathe in fresh air and the smell of the fish when you cook it. Life is
A: OK, I’ll put you in for half past ten, and that will just give thirty slower when you go camping and er ... so I think it’s really good for your
minutes to get there after your class. physical and er ... mental health.
S: That’s perfect. Thank you for your help. 2.3
A: You’re welcome, and good luck! I hope you get it, but if not, come Hana: The thing that makes me happy is having a lie-in. Sometimes
back and see me, I’m sure we have something else. I wake up early on a Sunday. I think it’s time to get up and then I
1.6 remember that it’s the weekend and I don’t have to! So I get back in
E = Examiner D = Daniella my warm bed and go back to sleep. It doesn’t happen on a Saturday
E: Now, let’s talk about learning about the news. Do you read though, because I work part-time in a supermarket which means I get
newspapers? up early on those days. And when I have lots of homework, I have to get
D: No, I don’t read newspapers. up early on a Sunday too. But on Sundays when I don’t have homework
E: Why not? and in school holidays, I like to sleep in. [pause] It makes me happy
D: I think that you have to buy the paper. I don’t have money and I because I have more time to sleep. Plus I have some thinking time. I
think that I can get the news another place. think it’s good to lie in bed and daydream. I think about what happened
E: How do you prefer to learn about news events? the week before. I also think about the things that are going to happen
D: How do I prefer to learn about the news? [Pause] I like to see the the following week. I can make plans in my head. Sometimes I make up
news online … I see the website. stories too. I enjoy being creative. And I can do this in my bed, where it’s
E: How do you share personal news with friends? peaceful and no one can disturb me.
D: I like to go to social media. I go to social media because I can put 2.4
photos there and because I can see what they are doing. [Pause] Rafael: I love camping for a few different reasons. Firstly, you can
Because they are in another country, I can still see them. escape from the worries of everyday life. There’s no stress in the
E: Do you like hearing your friends’ news? mountains so you can really relax. All you need to think about is starting
D: Yes, I like hearing my friends’ news. a fire, catching a fish and cooking it. As well as that, you can look at the
E: Why? beautiful scenery around you – I don’t think we do this when we’re busy
D: Because I can see that they have had a baby, or they have got studying or working and I’m usually surrounded by buildings so it’s not
married. I like to know these things because they are important. as pretty. Another reason is that you can breathe in fresh air and the
1.7 smell of the fish when you cook it. Life’s slower when you go camping
E = Examiner N = Nicholas and er ... so I think it’s really good for your physical and mental health.
E: Now, let’s talk about learning about the news. Do you read Hana: It makes me happy because I have more time to sleep. Plus I
newspapers? have some thinking time. I think it’s good to lie in bed and daydream.
N: No, I don’t like reading newspapers. They have a lot of stories that I think about what happened the week before. I also think about the
are not interesting for me, for example stories about politics and things that are going to happen the following week. I can make plans in
sport. my head. Sometimes I make up stories too. I enjoy being creative. And I
E: How do you prefer to learn about news events? can do this in my bed, where it’s peaceful and no-one can disturb me.
N: I like to watch the news on television because you can see the things 2.5
that happened that day, not the day before. I don’t really like the Beauty’s all around. One thing really enjoy looking [pause] rainbow.
internet, because I think there is some rubbish there, and sometimes Lovely just had rain suddenly rainbow appears horizon. Don’t need
you have to pay to read a story. gold end rainbow – rainbow is gold! Rainbows important reminder
E: How do you share personal news with friends? something bad happens, something good come soon.
N: I use social media, like everyone else, I guess. Sometimes I go to a 2.6
café and catch up on their news, or talk things through with them.
Beauty’s all around us but there’s one thing I really enjoy looking at and
E: Do you like hearing your friends’ news?
that’s a rainbow. It’s lovely when you’ve just had rain and suddenly a
N: Well, not always.
rainbow appears on the horizon. We don’t need gold at the end of the
E: Why not?
rainbow – the rainbow is the gold! Rainbows are an important reminder
N: You know, sometimes it’s not very good content. Sometimes they
that when something bad happens, something good will come soon.
want to tell you about the thing they ate for breakfast and I don’t
really think that’s interesting.
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2.7 about forms of communication we tend to think primarily about

1: This morning I saw a lovely sunrise. oral communication like face-to-face conversations, or written
2: My theory is that everyone loves nature. communication like emails. People don’t immediately think about
3: For me, the view of Earth from space is beautiful. non-verbal communication like our facial expression or how
4: We know that people see beauty differently. we’re sitting. But it’s actually one of the most significant forms of
5: It’s worrying that people don’t spend enough time outside. communication, and it has a huge impact on how we feel and how
we act. Let’s take the feeling of power as an example. Our body
2.8–2.10 language tells other people if we’re feeling powerful or powerless.
N = Narrator L = Lecturer I’m sure everyone here in the audience knows that in many social
N: You will hear a talk about beauty in our everyday lives. First you have situations they’ve been in, one person is in a more powerful
some time to look at questions one to six. position than others. A job interview is a good example of this. The
L: I’m going to talk today about the importance of beauty in our interviewer can choose to hire the interviewee or not. So they’re
everyday lives. Not long ago, an interesting study showed how likely to feel more powerful than the interviewee. This means they
beauty can change our everyday experiences as human beings. stand tall, look up and generally have what we’d describe as open
Two researchers in Japan conducted a study to test the relationship body language. I’m sure everyone here has watched an animal
between the aesthetics of an object – that’s how pretty or nice documentary where apes displayed this kind of open body language.
something looks – and how easy it is to use that object. For When an ape wants to show a higher position of power, it stands tall,
example, the researchers asked people to use an ATM – you know, pushes its chest forward and holds its head up high. The other apes
the machine which lets you take money out of the bank – and immediately recognise that this ape has more power than them.
then asked them how easy or difficult it was to use that machine. Well, humans do this too, all the time.
The results showed that research participants gave the nicer- From my own personal experience of job interviews, I can tell
looking machines a higher usability score, even though there was you that most interviewees – the person who wants the job – feel
no difference in how the machine actually functioned. The only powerless and this makes them want to sit low in their chair and
difference was its design. drop their heads. They look down at the floor. Basically they want
Author Don Norman has written a lot about the design of everyday to avoid looking big and make themselves as tiny as possible. But
objects and he has a theory about the results of the research in research tells us that if that person sits tall in the chair and opens
Japan. He believes beautiful things change a person’s emotions in up their body, they can actually start to feel more powerful. This is
a positive way, making you feel happy and less stressed. Of course, because open body language produces power as well as reflects
most things do seem easier when you’re happier and less stressed. it, and this can help the interviewee to give a good impression and
Machines seem clearer and simpler, for example. So, the conclusion get the job. Open body language can result in a feeling of power, a
is that things are easier to use when they are beautiful. Ugly things feeling of dominance and more risk-taking due to a higher level of
are less pleasing and annoy you more, they raise your stress levels the chemical testosterone in our body.
and generally make your day more difficult. Cortisol is another important chemical that the body naturally
Now, since most of us will not design ATMs in the future, you might produces. In fact it’s produced in times of stress, to help us deal
wonder why I’m talking about this. Well, it’s simple. We can all reduce with a challenging situation. This could be a dangerous situation,
our stress levels and ability to do things by having beauty around us. an unhappy situation or a situation where we need to succeed, like
You don’t have to purchase a new home or a new car. No, there are a job interview. When we use open body language, the feelings of
many ways to notice and include more beauty in everyday life that power that result can physically lower our cortisol levels. And less
costs very little and I’d like to share some of these ideas with you. cortisol means less stress.
Firstly, it’s a good idea to pay attention to beauty. It’s all around us, So, what does all this mean? Well, we know that if we change our
every day. The fields are incredibly green right now. This morning body language we can also change the way we feel. And if we
I noticed white snow on the nearby hills and the plum and cherry feel confident then we can perform better. So I’d like to make a
trees which are starting to blossom on some streets. The air was clear suggestion. I’d like you to all spend a few minutes at the beginning
and the light was pretty and the clouds were constantly changing as of every day standing tall with your chests forward and your heads
they moved across the hills. high so that you can feel confident for the day ahead and become
We shouldn’t only look far away to experience beauty, though. Look better able to work towards your goals. It will work and I’ve got some
at things up close, too. Look carefully at the wood on your table, or evidence to support this.
the smile of someone you’re close to, for example. There was an interesting study carried out with University of Columbia
Another thing we can do is add beauty to our personal spaces. We students that supports this idea. Sixty-six students were invited to
can buy flowers once a week or buy a plant like an orchid which take part in a study to test the effects of power posing – that means
flowers for several months a year. We can print images that we like showing open body language. Five of the sixty-six students were not
and put them up around our house. And we can keep our homes included in the results. While they finished the task, they didn’t do it
looking tidy. But remember that beauty isn’t just a visual thing. exactly as they were supposed to. Four of them had misunderstood
Playing beautiful music can also make you feel good. Touching silk. the instructions and one hadn’t followed them correctly, so in the end
Smelling freshly cut grass. Or tasting a lovely piece of fruit. They’re all sixty-one students were included in the results.
examples of beauty. So what did the students have to do? Well, they were asked to be
Now, most of us go online daily, so we should think about making interviewed for their dream job. They were given about six minutes
our computer more beautiful. Change the wallpaper to a picture you before the interview, to write a speech that told the interviewers all
took of your favourite place, for example, or a slideshow of pretty about their strengths and skills and why they should get the job.
images. Visit websites where you can see amazing photos of nature. While they were doing this some students were asked to adopt a
And try to take a mental vacation at least once a day. By this I mean high-power pose – so in other words, show open body language.
closing your eyes and visiting a place you choose which looks and The others were asked to sit and display a low-power pose, that’s
feels beautiful and relaxing to you. Even if you’re sitting somewhere more closed body language. These preparation stages were filmed
that’s ugly, you can enjoy beauty anytime by using your imagination. to make sure that the students kept the correct body language
As writer Evelyn Underhill said, because we don’t pay attention, we throughout the six minutes. When they’d finished, they delivered
miss a thousand lovely things each day. I think it’s great that research their speeches to a group of judges who listened and then made an
now tells us that beautiful things are important to our everyday lives evaluation of the participant’s performance. They considered how
because people who hear about the research might start to make an the person presented themselves – by that I mean their ability to
effort to see them. So, let’s try to add a little beauty to our lives and look confident when speaking. They also evaluated how clever the
the lives of those around us, so we feel good and less stressed. person sounded and how organised their ideas were. This is because
2.11 we know from other research that interviewers look for all of these
N = Narrator L = Lecturer things when choosing someone to employ.
N: You will hear a talk about body language and the effect it has on our So, what were the results? Well, they showed that the judges rated
confidence and feelings of power. Before you listen, you have thirty the candidates who had stood in a high-power pose more. The
seconds to read questions one to ten. judges thought those candidates were more enthusiastic when
L: Look at how you’re sitting now. Are your arms folded? Or your describing their skills, although interestingly, their body language
legs crossed? Or are your hands by your side? When we talk did not affect their speech quality. This research doesn’t just tell us
that body language can make us feel more powerful and therefore
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perform better. It also tells us that certain body language before we 3.4
do a task can have the same result. And as I said earlier, this can help W = Woman M = Man
us all. So, next time you have a big task, stand in a power pose to W: OK, so I don’t really understand our presentation. We have to talk
gain confidence. about whether or not jobs are going to disappear in the future. Isn’t
2.12–2.13 that kind of an old argument? Lots of jobs have gone in the last few
Aimée: I’d like to tell you about my graduation ceremony. Two years decades.
ago, after I finished university, there was a graduation ceremony for M: Well, the disappearance of jobs is nothing new, we’ve seen that
the students and their families where we got our certificates. So, I went happening for years now, but they’ve always been low-skilled jobs,
there with my parents and my sister. It was in a huge er ... conference like car factory workers, or basic administration work. Computers
centre just outside the city, maybe there were over two thousand are changing so fast and this time, careers that people have
students there. Anyway, we all wore those clothes, you know, a black spent thousands of pounds training for at university might start
square hat and the black dress – I don’t know the name – but you put disappearing. Simply put, some university subjects are going to
it on top of your clothes. It was very funny to see my friends with those become less common and we need to predict which university
clothes. At first the head of the university gave an um er speech and courses are likely to disappear. I mean, some universities are still
then other people talked too. Next, I went up and I er talked, I talked for preparing students for jobs that won’t exist in ten or so years’ time.
a long time and er I er I gave a speech for the students. I was absolutely W: Well, take building design and planning, for example. It’s obviously
terrified. I didn’t want to fall on the stairs or make a mistake. My mouth not going to be taken off the curriculum any time soon. We’ve
was very dry but luckily I could speak and I said everything OK. After, we always needed safe homes to live in and offices to work in, and
went – er my family – we went to a restaurant and they gave me some always will.
gifts. My parents gave me some car keys – they’d bought me a car – I M: You’re right. That’s one of the courses that’s least likely to go, but it’s not
didn’t know so I was very surprised. They er … And so I was very happy. so much because of the safety side, but more because it’s a creative
My parents were very proud because I’m the first person in my family to subject. It’s exactly the same with interior design. We’re still decades
graduate from university so it was an important day for everyone. away from programming a computer to do anything artistic, so that
Huan: Last year, I took an important exam so I could go to a good subject’s not likely to lose popularity in the next twenty years or so.
university. Er ... er ... um ... the entrance exam was at the university near W: There must be some safe practical subjects, like medicine. We’ll
Shanghai. Um ... it was a difficult exam because the questions were always need doctors.
difficult. And it was long. Er ... um ... Many students were there in the M: Well, actually, it’s true that both are practical, but the main difference
er ... big room. Um ... and ... and I felt er ... sma ... small. I felt um ... bad between architecture and medicine is that there’s perhaps a more
... because ... I wanted to um ... um ... er ... pass the exam. After, I felt creative side to architecture …
good because I could answer the questions. Er ... the exam were ... was W: … whereas medicine is more about remembering facts, I guess.
important because only good people can go to the university. Um ... M: Exactly, there are certain signs that indicate illness, and computers are
I could pass the exam and I er ... started the university in March. I was able to identify routine illness much more accurately than a human,
happy. who just relies on memory.
W: OK, so it says in your article that we’ll probably only need eighty
percent of the doctors that we have today.
M: That’s what some reports have suggested. Human doctors excel
Module 3 when someone has an illness that’s quite rare but the rest of the time,
a computer might actually do the job better.
3.1 W: Hmm, that’s an interesting thought. We’ll just have to become
1: In my opinion, I think that it’s a waste of time including sports on the computer programmers instead of doctors if we want to make a
curriculum. Schools are a place to learn academic subjects. difference to people’s health and well-being.
2: As far as I know, there are a lot of playing fields around schools, M: Ah, well, neither career is safe, to be honest. A lot of computer
and they all have things like a basketball court and a football pitch. programming is also very routine. At the moment you need specialist
They’re all outdoor facilities, though, so when it rains, it’s a real engineers to fix things that go wrong with computers, but a lot of
problem. computer experts are working to make it easier for people without
3: Well, you know, most research suggests that competition is an a lot of training to program computers and so, while we’ll still
important lesson to learn. So I think every school curriculum should need programmers, there won’t be anything like the number of
include sports lessons. opportunities that there are today.
W: Actually, I can look forward to that day.
3.2 M: It’s really just the creative careers that are absolutely safe. Neither art
I think that schools should encourage every child to be active because nor fashion design are going to disappear for many years to come.
there are so many problems with weight among adults these days, and W: I’m not sure I agree with that. Take a look at creative writing courses.
also children’s free-time activities tend to be very passive, sitting down They’ve become more and more popular over the last few years, but
all the time. I think that schools can help change this, so they should with so much creative writing now freely available on the internet,
teach sport. people are going to have to think more carefully about studying at
3.3 university. They won’t be able to spend as much money on a creative
S1 = Student 1 S2 = Student 2 writing course as they did in the past. Soon enough, there’ll be
S1: I have to finish my application for university and I just can’t decide enough creative writing courses available online that nobody will be
which of these two universities to choose. willing to attend university for it anymore.
S2: Well, you must have some idea of which is better? M: Right – you do know that a lot of this is not going to go down well
S1: That’s the problem – I think that both universities have a great with our audience, don’t you?
course programme. I’d be happy on either one. W: Hmm, well, we’ll have to deal with that once we’re presenting.
S2: OK, well, Rugby’s got a good reputation. Why not go with that one? 3.5
S1: Well, yes, but unlike Rugby, where there’s no work experience, at N = Narrator T = Tutor M = Megan
Bartlett you can spend a year in a company getting on the job N: You will hear an architecture student discussing a project on office
experience. I think that could be really important when you graduate. design with her tutor. Read questions one to five.
S2: What about the optional subjects? T: Right, Megan, I’ve looked at your notes for the end of year project.
S1: Actually, I was surprised to see that there are the same options on You’ve got some good ideas here.
both these courses, and there’s plenty to choose from. M: Thanks.
S2: So whichever you choose will be good. How about the teaching T: The diagrams are excellent and this is a really imaginative design.
staff? M: It took me ages.
S1: Well, both have good reputations but when I went to visit last T: For the end-of-year project, you need to include a description of the
month, the teachers at Bartlett spent more time with us, and I got project and an explanation of why you wanted to design it this way.
more out of their introduction talks. Now I can see that your description is around one thousand three
S2: And weren’t you interested in joining a rowing team? hundred words long, but the maximum we allow is eight hundred,
S1: Yes, but neither university has a rowing team, so that’s not a factor. for the display at the end, so you’re going to need to cut another five
S2: I give up – why don’t you just toss a coin? hundred words from this before you hand it in.
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M: OK, sure, I forgot to check the word limit. M: That’s why I put the sofa area away from the windows in my design,
T: Do you think you have enough time to make the changes? and put smaller lamps on tables around it. It allows a lot of different
M: Well, I was hoping to have everything built by the twenty-first of kinds of work to happen.
June, but it was difficult to get an appointment to use the university’s T: Right. Well, it looks like you have all the information you need. You
3D printer. In fact, I can’t get on it until two days before the deadline, just have to start reducing that description.
which is on the twenty-sixth of June. I’ve got it booked on the M: Sure.
twenty-fourth, so as long as there are no technical problems, I 3.6
should be OK. E = Examiner R = Reham
T: OK, that sounds fine to me. Now, let’s have a look at some of your
design ideas. You haven’t mentioned in your description why you E: What kind of things do visitors to your country buy?
chose the different features you’ve drawn on the plan. R: Clothes are very cheap in my country. And the shops are very
M: Well, I did a lot of research on the perfect office. Most people said beautiful and attractive. Nice shops make you want to buy things. I
the biggest problem was that they notice sounds from printers and think that most visitors go to the shops and buy clothes.
other distractions more when there are no walls in the office. Even E: You said that the shops are nice. In what way are they pleasant?
if they don’t go all the way up to the ceiling, they still help to reduce R: The shops have good lights, and good decoration. The shops have
sounds. I included a lot of them in the design because studies show places where you can sit with your friends and have a coffee and
that open plan desks just aren’t very good for encouraging quality. chat. You see some clothes and you feel good, and you buy them.
T: Good point. What about this seating area over here? E: How can shops make shopping more pleasant for their customers?
M: I chose that because another study said that the most important Do you think they could do more to make it pleasant?
thing was to have a lot of different spaces. That opens up more R: Yes. Well, sometimes I like to go shopping, and I don’t go because
opportunity for different kinds of work, both traditional desks and there are no places in the car park. I wait a long time, maybe one
big boardroom tables can discourage small-team work. The sofas hour. It is not good.
allow people to sit and discuss or work problems in a more relaxed 3.7
way, with a few coffee tables to put papers and things on. People do E = Examiner Z = Zhuang
different jobs during the day, and the furniture should reflect their E: So, Zhuang, you mentioned that older people don’t enjoy going to
different needs. shopping malls as much as younger people. Generally speaking, how
T: Mmm, that’s a very clear section. Good. do you think shopping habits have changed in recent years? Do you
M: Thanks. What we’re aiming for is to give people better control. By think that generally, the way we shop has changed in recent years?
creating smaller spaces like this we’re giving people more freedom Z: Well, in China in the past people used to go to the market to buy
to work the way they want. They can change the temperature at their food, or even in the countryside, I mean in the places where
their desks by opening a window or turning up individual heaters. there are a lot of farms, people used to grow or make a lot of the
This can be really important, because some people need a warmer things they needed, or they shared with their neighbours. So they
or cooler office environment. It’s all about getting the most out of didn’t really go shopping the way we do today. But a lot of people
people. have moved to the city these days, and as a result, people prefer to
go to a nice shops, have a coffee, you know, meet friends. It’s almost
N: Now read questions six to ten. like a hobby.
E: So, do you agree that buying things makes people happier?
T: OK, so what are some of the functions of offices that you addressed Z: Oh, definitely. For example, when you buy something new, you feel
with your design? a little bit excited and if it’s clothes, you want to go home and try
M: Well, there’s a lot written on the colour of working environments, on your new trousers or try a new piece of technology. But I don’t
and yellow, green and blue come out tops. Green helps people to think that feeling lasts very long. In my opinion, people need to find
feel calm, and to a lesser extent, blue can help people to understand another way to feel happy.
difficult ideas, which make a more relaxing environment. However,
I used yellow because I was more interested in making a space for
a very specific kind of person, particularly people who work in jobs
where they need to have lots of new ideas. It’s very good for that. So Module 4
that’s why I mostly used yellow around the office.
T: I see you’ve also considered the artwork around the space. 4.1–4.2
M: That’s right. Although there wasn’t much written on the effects of Carla: I’ve ... er ... got ... er ... got ... an amazing pram that I use all the
pictures on office workers. time. It’s a ...er...um...a pram and a scooter together. Er ... the scooter has
T: I’m not sure that’s true. Their use has been found to have a very four wheels and the ... er ... platform ... er platform where I put my foot.
calming effect on staff in hospitals. There was a study that showed The pram’s in ... at the front of the scooter, um ... above my foot and just
that people in demanding jobs, such as finance or sales, had fewer in front of the er ... handle where ... where I put my hands. I use it to go
problems with depression or generally just feeling down when there shopping or ... or ... when I ... I sometimes take my daughter out for a
were images of natural scenes around the building. walk. I like it ... because ... er ... I can get to the shops much faster when
M: Can you give me the reference for that later? I use the scooter and I don’t ... don’t have a lot of time. Er ... um ... the
T: Sure. movement also helps to send my daughter to sleep when she’s er ... she’s
M: Another important thing to help people feel satisfied in their job er ... crying. But probably the main benefit is that it’s ... um ... fun for me!
and working environment is the objects around the room. The main Tom: Well, my favourite invention’s a ping pong door. Er, I don’t have
difference between homes and offices is that homes often contain one myself but my friend James does. How can I describe what it looks
personal objects such as plants. Unlike homes, many offices can like? Er, it’s a special kind of door made of, I guess, green plastic. You
be very impersonal, and a lot of people dislike working in that kind can pull down the top part of the door so it becomes a pingpong table
of environment. A study in the UK found that allowing people to with half the table on one side of the door and the other half on the
bring their own plants into their workplace made people feel more other side of the door. We use it for table tennis matches – we’re very
like they belonged to the company, and they worked around thirty competitive with each other. I stand in one room and James stands
percent more efficiently because of that. That’s why I’ve put those in. in the other and we hit the ball through the opening in the door. It’s
T: Hmm, and you’ve got a lot in your report on about the windows in really useful for I guess one main reason. Because well, most people
this office. don’t have space for a pingpong table in their room but with this one,
M: Well, I was really interested in understanding this area better. There’s you can, because it’s also the door! It’s not perfect, of course, but it’s a
been a lot written about natural and artificial light, but neither is good solution to the problem of space and that’s why I think it’s a useful
perfect. A lot of studies show that working in ambient light, that’s invention.
light from the sun or daylight, helped people to get more and better
rest at night than those who were working in an office without 4.3
windows. So, that’s obviously a good thing. That’s why the windows E = Examiner C = Carla T = Tom
take up most of that side of the building. E: Carla, do other people agree with you that the pram is useful?
T: But not everyone can sit near the windows. And it’s not always a C: Er, I’ve never really thought about it before. Um, I’m not sure, actually,
good thing. Soft lighting has been found to encourage people to because I don’t know anyone else who has one. Most of my friends
come up with more solutions to problems. That’s also a useful skill. with babies have said how fantastic it is but they haven’t bought one.
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Er ... so ... um ... perhaps the majority of people tend to think it’s fun between computers, resulting in a superfast internet. Information will
but not really necessary. be able to go from one place to another so quickly that no-one will
E: Tom, do other people agree with you that the table tennis door is be able to access it or steal it before it gets to its destination. So it’ll
useful? be much more secure than the web we use today.
T: Hmm, that’s a difficult question. I know my friend James agrees with So, we hope you enjoy finding out about teleportation here today.
me because it’s his door and he loves it but I’m not sure about his It really is a fascinating subject. It might not be safe for human travel
family – or his neighbours. Generally speaking, I think they find it a but it’ll probably result in other fantastic inventions that may change
bit annoying because of the noise it makes! our lives. Now I’ll leave you to find out more about this topic at your
4.4 leisure.
Examiner: Do your friends also find this invention difficult to live 4.10
without? N = Narrator S = Speaker
4.5 N: You will hear a radio programme about virtual reality technology.
Narrator: You will hear a man giving information about an exhibition First read questions one to five.
on teleportation. S: Welcome to Consumer Weekly. Today, we’re going to look at a
number of virtual reality headsets on the market and think about
4.6 different ways they might be used in future. Virtual reality first got
Speaker: Welcome to our exhibition on teleportation here at the its name in the 1980s. When companies started to create virtual
science museum which we proudly opened for the first reality products, much of it was basic and people were disappointed
time at ten this morning. I’d like to explain a little bit about with the experience. It also sold at such a high cost that the average
what you can find here at the exhibition before leaving you customer was unable to afford it. For this reason, consumer virtual
to look around on your own. reality disappeared until recently, although commercial technology
4.7 continued to be developed for the car, medical and aviation
The next step in teleportation is just a few years away. industries.
Today the technology is smaller and cheaper so there are several
4.8
headsets available. We’re going to look at four of them today. Let’s
1: I should explain exactly what teleportation is. start with Vision Next. A student first came up with the idea of this
2: Scientists have already sent atoms across a room. virtual reality headset while at school. He started building his device
3: It could happen before the end of the century. after obtaining investment online from over eight thousand investors.
4: They can start looking at sending bigger objects. His company was later bought by another company for over $100m.
5: We could use it to move information from one place to another. The device is coming onto the market next month. It works with
6: It’ll probably result in other fantastic inventions. a PC and there’s no need to install software as the headset will
4.9 automatically run when connected to the computer. It charges the
N = Narrator S = Speaker headset then too.
N: You will hear a man giving information about an exhibition on Our second headset – Virtual Vista – uses the screen of a
teleportation. smartphone which you attach to the headset. This is different to
S: Welcome to our exhibition on teleportation here at the science our first headset which has its own screen, making Virtual Vista
museum which we proudly opened for the first time at ten this cheaper to make and buy. The phone software creates two images,
morning. I’d like to explain a little bit about what you can find here at one for each eye, which makes it look three dimensional. Users use
the exhibition before leaving you to look around on your own. You’ll a touchpad to move around the virtual world and will probably be
have plenty of time to see everything as the exhibition is open until able to use the device with apps in future.
4.15 and the gift shop doesn’t close until five o’clock. Let’s move onto Far Vu. This was an unexpected addition to the
I think I should explain exactly what teleportation is for those of you market. Instead of making a new smartwatch as experts predicted,
who are a bit unsure. It happens when one an object travels from the manufacturers announced this virtual reality headset instead.
one place to another place in the form of energy. We’ve all seen The headset comes with a handheld controller and sensors that you
teleportation in science-fiction films, when someone’s in New York, place around the walls so it can read your body movement. This
they press a button on their watch, they disappear and suddenly means it’s going to be more expensive than other devices but it’s also
appear in Beijing seconds later. going to be more powerful.
Did you know that it is possible to use teleportation now? Scientists Finally, we have Iris 3D. This has the same screen resolution as Vision
have already sent atoms across a room and Gallery 1 provides all Next but it also has a fast frame rate. This means the image you
the details. In fact you’ll be able to see exactly what they did with see moves smoothly. This is important because if it isn’t smooth,
a working model. It won’t perform exactly the same task but it will your brain knows that the image isn’t real and your experience is
show you how it was done. Amazing! You can also see images of the negatively affected. Slow frame rates can also cause motion sickness,
scientists and atoms in action. as if you’re travelling on a boat on stormy waters.
Of course atoms are incredibly small and twenty-five kilometres isn’t
very far so the technology isn’t advanced enough to move humans N: Now read questions six to ten.
from one side of the planet to the other just yet. It could happen
before the end of the century though. And this is the main focus of S: That brings me onto the subject of how exactly virtual reality headsets
Gallery 2 – the future of teleporting. You can find information there can be used. Well, at first they’ll be used primarily for gaming. As
about how the next step is just a few years away – possibly sending I mentioned they’re being used with mobile technology, games
an atom to the moon. Then scientists can start looking at sending consoles and personal computers. However, there are other uses
bigger objects, followed by animals and then humans to different for it too. These devices will be able to take us away to a number
places. You’ll be able to watch a recorded interview with Professor of different places and allow us to explore them. This could be in a
Michio Kaku who says that there’s a strong possibility humans will be game but it might also be to a real place like a Caribbean island or
able to travel across the universe in future but we will possibly not the top of a mountain. I recently experienced what it’s like to be a
want to use it because of the potential dangers involved. I’m sure stunt pilot using virtual reality. The ride was as exciting as a real one
you’ll want to find out more about this and what could go wrong. I once had with a slightly crazy pilot friend of mine. You could have
Finally, the topic of Gallery 3 is teleportation technology and that experience from the comfort of your own home which means
alternative ways we might use it. Humans might not use it to travel you’re not actually putting yourself in any danger. Virtual reality offers
from one place to another but we could use it to move information. people a chance to experience things they may not have the chance
In the gallery you will find details of a quantum computer that to experience in person. Imagine giving an ill person in a hospital the
scientists are creating today using teleportation technology. A chance to go for a walk in their favourite park and listen to the sounds
quantum computer processes information using individual atoms, of birds singing. That’s likely to help them in their recovery. People
so it can potentially make calculations and solve problems extremely with disabilities will have freedom of movement and will be able to
quickly. Much faster than now. In the gallery you’ll be able to see a visit places that, in reality, they cannot reach.
timeline of the history of processing to compare speeds in the past Another important possibility is the chance for us to really
with those that could be possible in the future. You can also find out understand situations we don’t normally experience. Virtual reality
about how the same technology could be used to send information will allow us to understand what it means to suffer from a disease
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or experience war. We see images on TV or online these days, but 5.5

actually feeling what it’s like to be someone else in this situation Professor: Many people believe that they can’t understand art, that’s
will be a much more powerful experience. And this experience it’s something wildly complicated, but with a few simple lessons, they
could lead to greater understanding between people from different can. The best place to start to understand art is with the two most basic
backgrounds and us helping each other much more. elements – lines and shapes. Of course, colour is also essential, but we’ll
4.11 be looking at that in next week’s talk.
E = Examiner N = Nada 5.6
E: OK, can you start speaking now? I’ll tell you when the time is up. Professor: Let’s start by looking at lines. Can you all see this picture?
N: I can type quickly. This means that I type without looking at the … er OK, well, we’ll start with vertical lines. There are very obvious vertical
... keyboard. I look at the ... the screen and see what I type. At school, lines in the houses, the lamp posts and this very tall building at the
it took me a long time to type my homework and I decided to teach back. The artist is using these in order to give a sense of great height
myself how to type. I found a program online and I used it to learn. to objects. It’s a method that emphasises that this is an urban scene,
I practised for about twenty um no, maybe thirty minutes every day and the humans are really very small, perhaps even unimportant in this
for, I guess, three months, and then I could type. I’m not perfect world.
but I’m ... I’m quite good. How might it be useful in future? Well, I What makes this painting rather special is the feeling that, despite the
guess it will be a useful skill in my job. I want to work at bus ... er in setting this is actually a very relaxing image. What is the source of this
business so I’ll have to use a computer a lot. If I type quickly, work contrast? Well, we have this horizontal line going across the sky towards
will be easier. Also, when I look at the screen, I can see my mistakes the middle of the picture. This is a key source of calm. It’s also echoed in
and correct it ... er them. Before, I looked at the keyboard when I the wider lines of cloud above. These shapes help to relax the image.
typed and then later saw all my mistakes on the screen. It was very Of course, we don’t want it to be too relaxing, and there’s still a small
annoying! So, this skill will save me time in future. place for nature in this scene. The curved lines of the clouds and sun
E: Do you think other people should learn this skill? are in contrast to the straight lines of the man-made city below, and
N: Hmm, I’m not sure. If you use a computer a lot then I guess, yes, it’ll this gives a sense of movement to the picture. Without the clouds, you
be very useful for you. And most people do use a computer at work might feel disappointed in the painting, it would feel very still, as though
or university. But if you only use a smartphone or tablet computer nothing was happening.
than you probably don’t need it because you tend to use just your er It’s not just the clouds that liven the scene up. The lines that really
... er ... thumbs to type. You don’t need to type with all your fingers dominate the picture are the diagonal train tracks coming up from the
like on a PC. bottom towards the middle. They’re very dramatic. It’s very important
4.12 to have these lines because otherwise, without them, you might lose
Examiner: Do you think other people should learn this skill? the feeling of energy in this picture. Perhaps there would be too little
happening.
And it’s not just the railway tracks that are important. The buildings in
the foreground in this picture look a little irregular, they’re not quite
Module 5 right. Supposing we focus just on the form of these roofs, and ignore
the walls. If we follow the top lines of those into an imaginary distance.
Many of these shapes are also going in the same direction as the tracks.
5.1 and 5.2
The shapes stress a point that the artist wants to make, making us look in
1: I suppose that some paintings are well known, almost like a celebrity. a certain direction.
To begin with, when a painting sells for a lot of money, they feel like Now, what happens if we follow all these lines to the point where they
they should like the painting. Also, a lot of the people who go to art meet? It’s always natural to follow lines and see where they go, and
galleries are tourists, not art lovers, and they go for the same reasons the artist is clearly using this technique to direct our attention. In this
that they go and see the buildings. They want to take a photo, or case, we can see that there’s a city in the distance. That is where the
be able to tell their friends that they were there. So that’s why these excitement is. That is where this rather lonely man is going.
paintings are really popular.
2: I think that art was easier to understand in the past. Firstly, you could 5.7
see the faces and scenes and they made you feel happy or scared. Professor: OK, so a lot of artists as well as engineers are looking into
These days a painting of a potato sells for a million pounds, and the possibilities of 3D printing these days. Before we look at some
you need an expert to tell you why it’s special. And secondly, a lot of examples of artwork printed in 3D, I want to give you an idea of how
the time they don’t even make things. They just put things from the these machines work. Now, we have a picture of a basic machine here.
house in an art gallery and call it art. Those are the two main reasons You start by making a computer image of what you want to print out. In
why I think the quality of art has gone a bit downhill lately. order to do this, you’ll need 3D design software. There are a lot of digital
3: No, I think it’s wrong to make people pay to go to art galleries or modelling tools out there, depending on how complex you want your
museums for the same reasons that we don’t make people pay to model to be.
go to school or to use public libraries. These places are educational. If you’re not confident programming computers, you can actually buy a
They don’t exist for entertainment and parents shouldn’t need to programme that will give you ready-made shapes. You simply can cut
think twice before taking their child to learn about their country’s and paste them onto the screen to build your design, and it can be an
past. That’s why I believe that they should offer free entry to galleries. efficient way of making a computer image. In this case, it’s important to
4: I’ve never really thought about this before, but I guess that the price make sure that the software you use allows you to see the final object
of paintings keeps going up, so the owner feels more confident that before you send it to the printer.
they can sell the painting for more than they paid. Then I suppose it’s One of the most exciting things, I think, about 3D printing is that there
also much nicer to own a beautiful piece of art than just having the is such a large variety of different objects that you can build. As well as
money in a bank account. You can look at the painting and enjoy many different shapes, there are a range of materials you can use to
it in your home every day. For those reasons, I think a lot of people print from. The most obvious is polyurethane materials such as plastic,
think it’s a really good thing to buy art. but the machines also let you print with rubber, paper and many more.
Printer processes vary, but one method is common in 3D printers for
5.3
home use. When the printer is told to print something, a filament –
I think it’s OK / that we spend a lot of money / on art galleries. / I mean, which is just a small string of the material – is squeezed through the
/ there are some objects / in a country’s history / that are so important, / print nozzle. As it goes through, materials like plastics or metals need to
we need to keep them in that country. be melted bit by bit in the nozzle itself. Then the hot material is sprayed
5.4 onto a platform beneath the nozzle.
1: Experts generally agree / that if national treasures / are in the hands / To build an object, the printer makes a pass, much like a document
of the governments and museums, / everyone can go and see them. printer does, leaving behind either a small amount of the material in
2: A lot of people have suggested / that these national treasures / are little dots or a gap. However, in contrast to regular printers, it adds more
essential for our culture. layers on top of the first, and these are joined together to create the
3: Few people really want these objects / to end up decorating the finished product.
homes / of the rich. You also need to plan ahead. Don’t leave your printing to the
4: So, / I think it’s important / that we use public money / to protect last minute, as it’s a slow process. The average printer nozzle is
these objects for future generations. approximately nought point nought one millimetres thick, so supposing
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you want to print even a fairly simple design, you’ll actually need to give M: OK – I think we should mention that things have changed. Vending
the machine a few days to complete its job. That’s going to take a bit of machines are still mostly found in public buildings, like schools or
planning! sports centres, but it’s interesting that you mention Japan because
5.8 they seem to sell everything by vending machine these days.
M = Man W = Woman W: You’re right, they even sell hot meals there. And there’s a vending
machine for every twenty-three people in the country, in contrast to
M: OK, so we need to talk about how vending machines have the United States, which is more typical, with around one for every
developed over time for this presentation. eighty-three people.
W: I know! I found a great website belonging to a guy who actually M: Can you imagine if we get to the state when it’s one machine per
collects vending machines as a hobby. person?
M: Where does he keep them?
W: He’s made a kind of museum in his back yard where he displays them. 5.9
M: I suppose the first vending machines were those old newspaper E = Examiner A = Aisha
boxes that you see on the sidewalk in New York in old movies. E: What are some of the differences between physical toys and online
W: Actually, the earliest source of a vending-style design is much older games?
than that. There was a machine created in the first century by a A: I think that online games are very good for young people. They learn
Greek engineer. It sold pure water. When you put a coin in, a kind to play together … to co-operate. But they can be bad … bad for the
of platform became unbalanced and released the drink into a pan health, especially if children sit down all the time. In a physical game
below. they can move and play and that’s better when they’re very young.
M: Wow. I thought they were about a hundred years old or so. Actually, E: How do toys and games develop children’s social skills?
I’ve got a website here about the first modern vending machine, A: I think that toys can be very good for young children’s social skills.
a mechanical model, which is what we think of these days. In this Very young children play with their toys and they talk about what
case, it dispensed stamps at a time when the postal service was really they are doing. Older children always want to play with another
important, and was popular in England. It was invented in 1867, person, so it is only natural they will talk with those children. They
and the company that made it went on to include postcards and also play in teams.
envelopes, but that wasn’t until much later, once a system had been E: Why do some toys become more popular than others?
set up to install and re-fill the machines. A: I think the popularity of toys comes from the films. They see a film
W: Going back to this guy who collects vending machines, he’s got like Frozen, and they want the doll, or they want the … the puzzle.
some nice illustrations of how a gumball machine works. I mean, You see a lot of books in the bookshop that are not interesting, but
it’s actually a very simple design. When the company that put the they have the character of the film on the front and so children want
machine in place needs to fill it, there’s a key that they need to open it.
the lid at the top, and then they can pour the gumballs in. E: In what ways can toys become educational?
M: Huh! It says here that the first gumball machine invented by the A: I think any toy can be educational. Sometimes if you just give
Thomas Adams Gum Company came shortly after the British design, children a box, they play with it and use their imagination. Even
but it was probably more important and more famous because it animals play when they are young. It’s how they learn to do things
added game elements to the machine, giving people more of an for real when they’re older. Most toys can be educational, but of
incentive to buy. I think we should include that, because it’s fairly course there are some that are specifically designed to help children
easy to see how it works. learn, like science sets.
W: OK – go on. How does it work? 5.10
M: Well, the customer puts in a coin, activating this crank system inside Aisha: Well, in my opinion, online games are very good for young
the gumball machine. In contrast to the popular view that the correct people. The main reason I believe this is because with online games,
coin is judged by size, actually, all of those early machines judged they can learn to play together and cooperate with their friends.
the coin by its weight. Those early gumball machines are a good However, it’s not all good, and they can be bad for the health, especially
example of this. The coin pushes down a small lever, which allows if children sit down all the time. In a physical game they can move and
the person to turn the crank manually. Without the coin, the lever play and that’s better when they’re very young, so I think they’re both
blocks the crank. good, but for different reasons.
W: Right, I can see that on the diagram. Often those early models also
had small figures that moved every time someone bought gum from 5.11
the machines, and of course kids loved that. I do think that toys and games can develop social skills. When they play
M: Hmm, we don’t have that on this image. But we do have the way with cars, or dolls, young children usually talk about what’s happening. If
that the gum was dispensed. The hopper let the gumball drop, but they play games, they have to establish rules, and decide how to judge
in order to get to the gum the customer had to turn this handle, the winners. So I think that these games are very useful.
unlocking the candy door at the bottom, which was also kind of fun.
W: Yeah, you know the best thing about those old machines, though?
It says here, that the manufacturing process wasn’t that accurate on
the early models, and if you were lucky, multiple gum balls, rather Module 6
than a single gumball used to drop down. That sounds like the best
thing to me! 6.1
M: OK, so do we have any other types of vending machines, as well as Marta: Because I wanted to visit a culture that’s very different to my
the mechanical vending systems? own, I went to India – New Delhi and the Taj Mahal, actually. I’d seen a
W: Not really, but I think that those old newspaper vending machines documentary on TV about the Taj Mahal a few years before and so I did
are worth a mention. They were easy to cheat because the some research about it. The whole area looked interesting – that’s why
customer paid, then opened the door, giving them access to all I chose to go there. I went with one of my friends from school because
the newspapers inside. In other words, they could take all the we’re close and we like the same things so I knew we’d have fun. The
newspapers out, leave them on the side, and block the locking first thing we did was go to the Taj Mahal. The Taj Mahal is an interesting
mechanism so that the door stayed unlocked. That’s why they were building and its history is interesting too. In New Delhi itself, there were
known as honour systems, because people were trusted to do the some interesting places where we spent our time, for example there are
right thing and just take one paper, and put the rest back. a lot of markets in the city which sell a lot of different things – clothes
M: In a lot of ways, the majority of vending machines today sell the and food for example. We bought a dress each because people in India
same kinds of products as gumballs. For example, products needed wear interesting clothes. Um … er … We ... We bought some spices to
to be cheap, and something that wouldn’t go off quickly, so that take home, and we tried some of the, er, interesting food. I wanted to
the company wouldn’t have to worry about re-filling the machines know if it’s the same as Indian food in my country. It’s not! It’s much
regularly. hotter! One of the things I didn’t enjoy was the crowds. There were
W: Mm … I don’t know about that. I mean, one company in Atlanta set people everywhere – more than in my capital city. I didn’t like walking
up the world’s first car vending machine in 2013, and I know that in around much – but it was still an interesting experience. We certainly
Japan, they sell artwork by machine in the galleries. Neither of those had to be careful crossing the road! All in all, we had an interesting time
products is cheap. Other companies sell products with short shelf and I would recommend it.
lives, like fresh milk.
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6.2 children go to school but of course everyone stays inside when it’s
Marta: I’d like to tell you about my trip to India. I wanted to go particularly cold to keep warm. They don’t go out for more than five
somewhere very different to my country so I could learn about a or ten minutes. And when they do go outside, they wear layers of
different culture. I’d seen a documentary about it on TV. The whole area very warm clothing. In fact it can take them quarter of an hour just to
looked spectacular so I decided I wanted to go there. I went with one get dressed! The Yakutsk people have lived in that region for around
of my friends from school. We’re good friends so I knew we’d have a eight hundred years so they know how to prepare for and survive life
good time together. The first thing we did was go to the Taj Mahal. The in the cold.
Taj Mahal is a gorgeous building and its history is fascinating too. After But what about those of us who don’t live in extreme places like
the Taj Mahal, we went to the capital city of India. In New Delhi there Siberia? Well, if the temperature drops to zero, we won’t be in
were some exciting places, for example there were a lot of markets in any immediate danger, even if we’re wearing only light clothing.
the city which sell a lot of different things, like clothes and food. We However, for this to be true, it has to be a very still day with no
both decided to buy a new dress because people in India wear pretty, moving air whatsoever, because there’s something that can have a
colourful clothes. We also bought some spices to take home and we significant impact on our survival, and that’s wind. The thermometer
tried some of the tasty food. It’s not the same as Indian food in my might say minus twenty-five but if the air is moving, then it’ll feel far
country. It’s much hotter or ... or ... spicier in India! chillier. In fact, a twenty-five-mile-an-hour wind would make the
Unfortunately I didn’t like the crowds very much. Wherever you went, temperature feel more like minus sixty-six and you’d be in danger
there were people everywhere. The population is much higher than in in just seconds. So the right clothes and shelter are incredibly
my city. I didn’t like walking around because of this but I guess it was still important, especially if a gale has just started blowing.
an interesting experience. We had to be very careful crossing the road 6.6
though! All in all, we had an amazing time and I would recommend it. N = Narrator Z = Zoo worker
6.3 N: You will hear a zoo manager giving a talk about zoos. First, you have
Mubarak: I went to New Delhi last year with my parents. Cities in some time to look at questions one to ten.
India are more crowded than cities in Al-Alain where I live. Some Z: I’ve been invited here today to tell you a little bit about the
people say they’re overcrowded but I think they’re very lively and conservation work that we do at Milton Zoo. The zoo was started
colourful. In New Delhi we went sightseeing. We saw some historic by a family who first had animals in their garden, where they also
buildings. For example there was a really pretty old fort. We saw some grew and sold plants. The family’s friends would visit just to see
modern buildings too, such as new shopping malls, so it was a ... a very the animals so they decided to open a zoo to the public. The
convenient place to be. I preferred to visit the old markets there though, development of the zoo since then has been huge. Altogether it’s
to see some history. I’d heard that real Indian food was amazing so I around one hundred acres in size, making it one of the largest zoos
wanted to try it. Of course, I don’t think that Delhi is a perfect city. Some in the country. We have almost ten thousand animals living here,
of the buildings were old and a little unattractive. And the facilities there with a total of three hundred and twenty-three different animal
were sometimes quite basic. The city was full of cars, bikes and people species. Last year we had around one million visitors in total during
too – which was exciting! Two or three people were on the bikes at one the year which was a record.
time – it didn’t look terribly safe to me but it was OK for them. Some Our latest addition is a new baby elephant which was born just over
of the streets were narrow so it was a bit stressful to walk around with two weeks ago. He’s part of our very special breeding programme
so many people. But it was an absolutely amazing place to visit and I’d which was started at the zoo to help ensure endangered species
quite like to go back again, maybe to a different city next time. are protected from extinction. You may have heard in the news that
6.4 we were trying to breed giant pandas. Unfortunately, we weren’t
successful so we took them out of the programme but we are
Lecturer: 1When we’re cold, the first thing we do is shiver which
expecting a new tiger cub in the next few weeks. As tigers are dying
causes us to produce a greater amount of heat. 2Our blood withdraws
out in the wild, this is really great news. We also donate money
from the skin areas to the central part of the body because it needs to
to a breeding centre in Kenya to help the locals try to save the
concentrate on keeping the really important parts of our body warm,
black rhino. We help to protect the mountain gorilla in its natural
like our heart, our kidneys, our liver, etc. This means our skin starts to
environment too although you wouldn’t see those animals if you
feel cold. It also goes red as our blood vessels expand to try to keep it
visited Milton Zoo today.
warm. 3When it feels very icy, we begin to lose the cells in our fingers,
I’m really proud of the work that we do at our zoo and some of
toes, nose, ears and cheeks. 4These can soon be replaced if you find
the work that goes on in animal organisations around the world
warmth, but if you don’t then they quickly die. This is called frost bite.
is incredible. Zoos are a fantastic source of family entertainment
Not everyone feels temperature in the same way. 5The difference
which also seek to educate visitors about different species. For many
between a woman’s core body temperature and her skin temperature is
visitors, it’s the only opportunity they’ll get to see such animals in
bigger than the difference between a man’s, which means a woman is
real life. Of course, the good zoos take animal welfare very seriously
more likely to have cold hands and her feet are more likely to get cold.
and the majority are charities so any profits they make are spent on
Of course it isn’t just an issue of gender, it can also be an issue of age.
conservation in the wild. As well as this, zoos can teach us about
6
Recognising differences between warm and cold weather is also more
different types of wildlife through research. This would not be
challenging for the elderly which can put them in danger.
possible in the wild and zoos are the only place it can happen. Over
6.5 the last few years we’ve discovered so much about these animals and
N = Narrator L = Lecturer now we can really provide the kind of medical assistance they need
N: You will hear a woman give a talk about humans adapting to cold to live longer.
temperatures. First, you have some time to look at questions one to Having said this, zoos have been controversial since they first
six. started. Animals which should be able to run free are stopped from
L: We humans are tropical animals. We aren’t particularly built for the doing this so I think it’s important for us to, every now and then, ask
cold but we have managed to adapt so we can live in very cold ourselves if zoos are doing the right thing and whether their role is
areas. We survive freezing temperatures by eating the right kind of the right one. There was a study done recently that made me wonder
food so we have enough energy to burn and keep us warm. We about this. The researchers looked at the total number of animals
also make sure we wear the right clothes. When I was young, my in zoos around the world – which was around 2.6 million animals.
grandmother used to say, ‘There’s no such thing as bad weather, only A lot, right? It said that only a quarter of bird species are kept in
bad clothing’ and to a large degree that’s true. We adapt to colder zoos which means a large majority are not being protected. And
environments by covering our bodies in layers of the right material more worryingly, just twenty to twenty-five percent of endangered
that will keep us warm such as wool. The final thing we do to survive animals are kept in zoos. Now, there may be plenty of reasons for
cold temperatures is to build the right kinds of homes that we can that. An endangered animal often has difficulty breeding so it could
heat and that protect us from the cold outside air. be that zoos are unable to breed them. But we do have to be careful
There are people in Siberia in Russia, for example, who regularly that we’re not just keeping and protecting those species that are
cope with outside winter temperatures of around minus 25 degrees particularly attractive for visitors, whether that means physically cute
this way. And there are towns in that area that have recorded or just of special interest in some way. Of course, we need people to
below minus 60 degrees in the past. I’ve recently been to Yakutsk come to our zoo so we can afford to keep it going, but we also have
and believe me, life there goes on as normal for the most part, a responsibility to protect as many animal species as possible. And I
even though it’s freezing. Parents go to work and to the shops, and do believe at Milton Zoo we are going in the right direction.
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6.7 where you get spectacular views of the city. We’ll be stopping there so
Jorge: I’m going to talk about a kind of monkey in my country. I’m er ... you can take photos or just sit and enjoy the incredible sights. OK, so
not sure of the name in English, maybe a er ... spider monkey. Anyway, it’s we’ll get started now, unless anyone has any questions.
quite large for a monkey and it has a very long tail. It also has long arms 7.3
and legs. It’s brown and er ... it has … um … hair, you know, animal hair, I Tour guide: So, welcome to our tour of the old Customs House and
don’t know the word. It lives in the rainforest in South America. It usually Immigration Centre. As you can see, it’s not used now, but immigration
lives high in the trees. I think it’s a um social animal because it usually lives played an important part in this country’s history in the eighteenth and
with other monkeys. Unfortunately the rainforest has go ... er disappeared nineteenth centuries, and so the building has been kept for historical
in some areas and so sometimes the monkeys have to move. Sometimes reasons.
the monkeys live in people’s homes. That’s not typical but some people Let’s get started. Can you all see the map? Well, as you know from
think it’s good to have a pet like a monkey. They’re not easy to have your boat trip this morning, the old Customs House was located in the
because they live for a long time – over thirty-five years I think – and middle of the harbour, surrounded by the sea. You arrived here today
you have to spend a lot of time looking after them. I like these monkeys pretty much the same way people did back then. As you can see, it’s a
because they’re lively and move around a lot. The rainforest is a beautiful kind of horseshoe shape, and we’re on the pier, which leads us to the
area of my country and a lot of wildlife lives there. The monkeys can eastern half of the island and through the entrance that people once
enjoy life there too and live together with others. Actually, I like monkeys used.
because they’re similar to humans. They live with family and friends and If you look at the map on the wall here, you’ll see that there’s an eastern
have fun together. I think this is a good way to live. half and a western half of the immigration centre. Originally, there was
just this smaller part of the island here in the east. However, it quickly
became too small to cope with the increasing numbers of people who
Module 7 were arriving. So they increased its size by building a second extension
here on the west. Our tour starts today here in the eastern section.
So, people had to get off the boat, and leave all their luggage behind.
7.1 They were given a ticket with a number on it, and they had to collect
1: There was one time when I went on a journey with my friends. I was their suitcases later. This was because as we move into this building
in high school at the time. It was actually not that far away, but we here to the east, you can see that it’s marked out so that people have
had to go by road and by boat, rather than flying, and it took forever. to queue along a zigzag path to get to the desks at the front. This was
It was worse on the way back because the coach broke down and the arrivals hall, and is possibly the most famous building on the island.
we had to wait by the side of the road for two hours for another one. Here, people had to go through legal checks, answering questions,
2: I think something has to change with the railways in my country. The such as their names, whether they were married or not, and where they
trains have become busier and busier and I get the impression that planned to go in the country. It was often a long wait.
it’ll soon be too much trouble to travel by rail, because they’re always Then from there they had to go into a smaller room behind this hall,
too full, or they’re delayed. I suppose they’ll have to make bigger which arrivals used to refer to as the baggage room. This is where their
trains, or faster trains – that would be great, actually. suitcases were delivered from the boats, and so they could exchange their
3: I definitely think that travelling by plane has become more difficult tickets for their luggage. Most people only had one or two bags, anyway.
and takes longer these days. I can’t say for certain, but I think the After they collected their suitcases, they moved to the northern part of
main reason is that security is so much tighter, and airports are the island. As you can see, there’s a long hallway here which functioned
so much busier, so you have to get to the airport a long time in as the old ticket office. People were divided into groups depending
advance. on whether they were going north or south after they left the island,
4: I think that the current situation with road travel in the city centre is with different boats waiting to take them in different directions. If you
not sustainable, I mean, you can’t get anywhere, and it’s difficult for wanted to go north you had to make your way around the outside of
shops and businesses to receive deliveries of things. this building, and so everyone had to come down these magnificent
5: Hmm, things haven’t changed so much, but I think the main stairs, where the lucky ones had loved ones waiting to meet them. This
difference between then and now is that long journeys are easier – I area just south of the stairs became known as the kissing post, because
mean, there are usually nice restaurants along the way on very long so many people were happy to be reunited with family. From there, it
roads, and you have computers in your car that tell you where to go was a short walk to either dock to catch the boat off the island and onto
when you’re lost. the mainland.
6: Hmm, I haven’t really thought about that because I’ve been so Of course, as more people started arriving, more staff were needed to
busy studying, but I suppose I’d probably go to Australia. It’s a really work in the Customs House and that’s why this second half of the island
expensive trip, you know, but I think it’d be so cool to see all the was built onto the west, with the work completed in 1906. This was
animals there. the administration block, where the lawyers and other officials worked,
7.2 although much later it became used as a hospital wing. So we’re going
Tour guide: You can see that like many cities, it’s built around this to go over there now and I know that some of you want to look through
beautiful harbour. If you look at the map on the wall here, you’ll see all our records of your family members arriving here.
the main tourist spots are clearly marked. We’re currently here in the 7.4
north west of the harbour, in the Central Business District, and this is N = Narrator T = Tour guide
a very modern area, but a lot of the city around the harbour is much N: You will hear a tour guide giving a talk on Te Papa, a museum in
older. Wellington, New Zealand. Read questions one to six.
You can see on this map that to the east of here is the Old Hall. That’s
just behind the main government office, which is still in use today and it T: The Te Papa Museum is New Zealand’s celebration of old and new
has spectacular views of the harbour to the south. culture. The building itself took four years to complete. One of
To the right of the Old Hall is the Market, which used to sell goods that the first exhibits you probably saw were the three spheres which
had just arrived from abroad. These days it’s used as an arts centre, and you passed to the right of the entrance of the museum before you
is still very popular. We’re going to get on a boat once we pass the Old came in. They’re made out of rock from a volcanic eruption around
Hall so that we have enough time to get round the whole harbour. seventy-five thousand years ago, and they represent New Zealand’s
Of course, today people arrive by air, but in the past, shipping was the commitment to respect our land.
main route into the country. Here at the mouth of the harbour to the You’ll find lots of things here that show the values of New Zealand,
west, there’s a pier that was used as a docking point for boats going but before we make our way around the museum, can I ask you to
out to this small island to the south east, which was used as a prison leave any big coats or any large bags here in the cloakroom on the
in the past. These days you can take a boat from the pier and cross left of the main entrance hall opposite the information desk before
the harbour much more quickly than driving round, and that’s what it’s you go on to the rest of the museum.
mainly used for today. Now, to get from the south side to the north face of the building you
The main island is here in the centre, but many larger ships had to travel need to walk through our temporary exhibition room. This is to the
around the waters north of the island because the water on the other left of three equal-sized rooms. I can see a lot of you brought kids
side was too shallow, and was the fishing area. with you today, and you might want to turn right as you leave that
We’ll be taking our tour today around the southern side of the harbour room, because the visitor centre is just next door. If you’re here with
because to the southwest of the central island, there’s a viewpoint, kids, you might want to go and have a look at the activities we have
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on for the little ones today. There’s also a gift shop just the other side E: What language would you like to learn in future?
as you walk towards the east of the building. C: What language would I like to learn in future? I think I will learn
It’s a beautiful day and I recommend our outdoor facilities to you, Arabic. Unlike Italian, a lot of people speak this language. If I learn
too. If you go out the north-east exit, there’s a beautiful wall that side to understand it, I can travel and learn more about art, and the um
of the building which is decorated with images of the sea. They’re … ancient … the ancient peoples of that region. I think that’s a good
really quite spectacular and shouldn’t be missed. reason to um … pick up this language.
To the south-west, as we look towards the city, we have our beautiful
gardens. Here you’ll find a traditional Maori cave, which is located E: Do you like learning different languages?
just north of the centre of the gardens and it’s well worth a visit Z: Yes. I like learning languages very much. I learnt English. It was very
before you leave. There’s also some action going on in our fossil dig hard. I think I spent about ten years studying. Yes, I studied for ten
towards the south-west end of the gardens. If you find it hard to get years. I still don’t speak English very well. I think you can hear.
around the gardens, though, you can always enjoy the incredible E: Do you think it’s easier to learn a foreign language if you live in the
views of the gardens from our café located at the far western end country where it is spoken?
of the northern building. They do a great lunch with locally cooked Z: I don’t think so. I think it’s very difficult. In China, we had a lot of help
food. And if you have any more questions, you can find me here at from teachers. In England I don’t have help. I have friends, but all of
the information desk all day. my friends are from China. I don’t practise so much.
E: What language would you like to learn in future?
N: Now read questions seven to ten. Z: I think maybe Spanish is a good language. A lot of people speak
T: So, we have a fantastic range of exhibitions here at Te Papa, but English and Chinese and Spanish. I think I can speak to a large
the building itself was carefully planned to reflect the history of population around the world. First I need to study English. I want to
our nation. There’s a good reason why the building is divided into study computer programming and I need to be very fluent.
the two halves, both with a very different feel to them. The north
face of the building is covered in light brown walls. It embraces
the environment around us: The sea, hills and the sky. That’s
because it represents the beauty of the island, and celebrates the Module 8
rich geography and traditions. The south side of the building faces
the modern city and is covered with walls painted in strong, lively 8.1
colours. It celebrates what we call Pakeha, or a European focus, 1: educate, education, educative
and the square spaces are similar to the order European settlers 2: responsibility, responsible, responsibly
followed and the laws they introduced. In the centre, between the 3: microwave, microwave, microwaveable
two buildings on the next floor up, is the Treaty of Waitangi. It’s the 4: inform, information, informative
nation’s founding document after we became independent. A special 5: govern, government, governmental
exhibition there explores what this process has meant to the people
both old and new who live here.
8.2
The Marea is located on the top floor. This is the name of the special Well, it’s true that food labels can help to educate people. They tell us
gateway, where visitors wait to be welcomed by the home people. what kinds of things are in the food we buy, like the number of calories
The Marea is unique because it is controlled by different local groups or the amount of salt so we can act more responsibly and eat a more
at different times. Every few years, we invite a different group to balanced diet. Having said that, I’m not sure labels do actually result
take charge of our Marea here in Te Papa. The Marea is a gateway in healthier eating because most people are just too busy to look at
between the different cultures of New Zealand, and it’s also a place them – I know I rarely do. For example, microwaveable meals have a lot
where we New Zealanders can welcome visitors from overseas, too. of salt in them. While the label’s there to help me choose the healthiest
So don’t leave the museum without. option, I never read it. So, although food labels can be informative,
they don’t actually work and I think we should look more closely at the
7.5 manufacturing process. We should ask the government to create new
E = Examiner C = Camille laws about quantities of salt, sugar and fat in food products.
E: Do you like learning different languages? 8.3
C: Yes, I like learning different languages.
They tell us what kinds of things are in the food we buy, like the number
E: Why?
of calories or the amount of salt.
C: I like different languages. I think you can talk to other people. It’s
8.4
interesting.
1: It’s true that food labels can help to educate people. / Having said
E: How did you learn to speak English?
that, / I’m not sure labels do actually result in healthier eating.
C: I learnt to speak English at school.
2: While the label’s there to help me choose the healthiest option, / I
E: What are the benefits of learning a language in the country where it
never read it.
is spoken?
3: So, / although food labels can be very informative, / they don’t
C: I think you can learn better in the country where a language is
actually work / and I think we should look more closely / at the
spoken.
manufacturing process.
E: Why?
C: I think that if you go to the country, you will speak to the people. You 8.5
will learn very fast. But it is very expensive to go to another country. 1: Dr Givens. G-I-V-E-N-S.
E: What language would you like to learn in future? 2: Khloe. K-H-L-O-E.
C: I would like to learn Chinese. 3: Berkeley Road. B-E-R-K-E-L-E-Y.
E: Why? 4: Stephen. S-T-E-P-H-E-N.
C: I will learn Chinese. It is a very useful language. I think it is difficult 5: Mr Mathews. M-A-T-H-E-W-S.
but I think it is a very important language in the world today. 6: Lilli Park. L-I-double L-I.
7.6 8.6
E = Examiner C = Chiara Z = Zhiang 1: Mr Freight. That’s F-R-E-I-G-H-T.
E: Do you like learning different languages? 2: Harringdon Road. That’s H-A-double R-I-N-G-D-O-N.
C: Yes, I enjoy learning another language. Er, … because … um because … 3: Alexander Reis. That’s R-E-I-S.
is … useful for me and also it’s very interesting for me. 4: Warvick Street. That’s spelt W-A-R-V-I-C-K.
E: Do you think it’s easier to learn a foreign language if you live in the 5: Luggen Surgery. That’s L-U-double G-E-N.
country where it is spoken? 6: Jardine Pharmacy. You spell it J-A-R-D-I-N-E.
C: Yes and no. I suppose I have to say that it’s very difficult … um to 8.7
live in another country, even though I chose to live abroad. … When 1: My first name’s Emily and my surname’s Jamieson. That’s J-A-M-I-E-
I came to England to learn English, it was … very complicated to S-O-N.
understand people. … In England they talk very fast in the streets, 2: I used to live in Munson Lane but now I live at 21 Croker Park. That’s
compared to the teachers, and I still have problems. But I hope that C-R-O-K-E-R Park.
in the future … I will um … overcome this and be able to speak better
than now. I hope. If I study hard.
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3: I was born in a place called Gifford but moved from there when I M: Well, it says here that they need staff for Saturday and Sunday, so that
was ten. You spell it G-I-double F-O-R-D. would be OK for you, wouldn’t it?
4: My first job was at Utterwich Dairy. You spell that U-double T-E-R- W: Yes, it would. I guess the job involves washing the dishes.
W-I-C-H. M: That’s right. It says here they have a dishwasher though, so you’d
5: I’ve recently moved to Flat 3, Binnington Drive. That’s B-I-double load the dishes and take them out. Oh, but before you do that, you
N-I-N-G-T-O-N. Before that I was living with my parents. first have to clear the tables in the café and take the dishes into the
6: The golf course is on Fairbrice drive, just off Brightling Avenue. That’s kitchen for washing.
F-A-I-R-B-R-I-C-E Drive. W: Fine. Is there anything else?
8.8 and 8.9 M: Bellamy’s Restaurant is looking for waiting staff. That’s not for the
N = Narrator W = Woman M = Man weekends though, that would be two evenings a week – Thursday
and Friday. You do the things normally associated with that kind
N: You will hear a conversation between two neighbours about local of job – taking orders and serving the food. There are also some
shops. First, you have some time to look at questions one to seven. cleaning duties too.
W: Hi Max, I wonder if you can help me. W: That sounds reasonable.
M: Hi Olivia, sure what do you need? M: The final job we’ve got that might suit you is for a barista.
W: Well, I’ve invited some classmates over for dinner tomorrow night W: A what?
and I need to get some food. I don’t really know the area that well M: A barista, you know someone who serves coffee. This job is at a
yet. Where’s the best place to get good, fresh groceries? department store all day on a Saturday.
M: Ah, right, OK. Well there aren’t that many options within walking W: Oh, in Tanner’s?
distance but actually you should be able to find what you need. M: No, well, yes. Tanner’s has a new owner and so the name recently
Firstly, there’s the big supermarket – Price U Save. That’s probably the changed to Millerby’s. It’s spelt M-I-double L-E-R-B-Y-apostrophe-S.
biggest and most popular shop in town. W: Great, thanks. What would I have to do there?
W: Right, where’s that? M: You’d need to make and serve hot drinks. They also sell cakes there
M: It’s on Thompson Road, just off Red Lane. so you’d need to bake them first thing in the morning. They’re pre-
W: Is that with a P? prepared so you wouldn’t need to be an expert – just put them into
M: Yes. It’s T-H-O-M-P-S-O-N. the oven.
W: OK, great. Would you recommend it? I mean I know it’s popular but
that doesn’t always mean the quality’s the best, does it? N: Now read questions six to ten.
M: No, that’s true but actually it’s not bad. They sell everything there M: Now, the summer holidays are coming up and there are some
and every day they have a number of different offers so it’s very temporary jobs available at a local ice cream factory. Would you be
reasonable. I usually do my weekly shop there and I have no interested in those?
complaints. W: Oh yes, definitely. I don’t have any plans. What kind of jobs?
W: OK, I’ll go and have a look. M: Well, they’re full-time jobs Monday to Friday but they’re also
M: There’s also Daisy’s Delicatessen. It’s named after the owner, Daisy. temporary – for about six weeks. The first position is an unusual one.
It’s a specialty shop so it’s not particularly cheap but the food’s high It’s for a food taster. That’s the person who checks that the ice cream
quality. It’s on Bridge Street, opposite the bank. She used to sell the has been produced correctly by the machines. It’s a quality control
best cold meats in town but not anymore as her customers tend to job really. The salary’s good for this kind of job at £15.30 but you’d
be vegetarian. I have to say that her salad is particularly fantastic and need to take a test to make sure you have good tasting skills.
I’d highly recommend it but she sells other stuff too. W: That sounds really interesting. I’m definitely interested in that one.
W: Well, two of my classmates are non-meat eaters apparently so I’ll M: One of the best things about that job, I think, is the fact you can get
definitely check that out. Is there anywhere else? involved in their creation programme. That’s where staff experiment
M: Yes, there are a couple more places you could try. The first one is with different flavours to create new ice cream recipes. Wouldn’t it be
Eccles Corner Shop. great if you could create a new ice cream flavour?!
W: Eccles? How do you spell that? W: Yes, absolutely!
M: E-double C – L – E – S. It’s about a twenty-minute walk from here, M: Er ... the second job they’re offering is food packer where you have
through the park, down past the school and then right onto Rose to put packets of biscuits into boxes and then label each one. You
Lane. It’s recently been sold and the new owner’s now selling locally need to be conscientious to do this kind of job. It pays £8.45 an hour
grown fruit and vegetables. I think this is great because you can help which is obviously less than the food taster job, but if you stay for the
local farmers to make a living. The vegetables are fresh and organic. whole six weeks, until the end of the summer, you receive extra pay.
The only problem is that the shop closes at 5p.m. so you’ll have to go It’s about one week’s wages.
during the day. W: Hmm. That might be OK.
The final place you can try is the food market. It’s called the Bishops M: Finally, there’s one more job and that’s an office assistant. You’d need
Street Food Market because that’s where it was for a long time to be good with computers and a fast typist as you’d have to prepare
but actually it was relocated last year to the High Street – towards reports. You’d also have to manage the customer database. It pays
the bottom. The owners decided to keep the name because that’s £12.50 an hour. As part of the job, you’d attend a course in health
what everyone called it. It’s confusing but hopefully it won’t be and safety. This training would be good to put on your CV and might
moved again for some time! You can find more food there from help you find other work after the summer.
local suppliers. You can also buy ingredients that aren’t common W: OK, well thank you very much. I will give it some thought.
anywhere else. I’d definitely recommend it if you’re going to cook M: Good. You can apply for the jobs directly on our website.
something exotic.
8.11
8.10
Yohei: I don’t think they’ve changed a lot but there are some differences
N = Narrator M = Manager W = Wei Liu to when I was young. One thing is the TV. We have the TV on when we
N: You will hear a student called Wei Liu, talking to a restaurant eat now and I don’t think ... don’t remember this when I was er ... little. I
manager about a part-time job. First, you have some time to look at think we communicated more while we were eating, but now we often
questions one to five. sit in silence and watch the TV! It’s a bad habit really. Er ... another new
change is cooking. When I was young, mothers stayed at home and
M: Hello, Jobs 4 You, how can I help you? cooked dinner but nowadays more women work so ... er ... people eat
W: Yes, I’m looking for some part-time work. Something in a restaurant, more convenience food. It’s quite good in Japan as it’s freshly made every
maybe. day. It’s not unhealthy but it’s not as good as my mother’s cooking.
M: Are you a student?
W: Yes, I’m in my second year at college so I’m only available in the Fatima: I think meal times will be the same as now because er ... um
evenings and at weekends at the moment. they don’t cha ... they … they haven’t changed in the past. Er ... people
M: OK, let’s have a look at what we’ve got. Right, well, there’s a position eat together today and maybe they will eat together ... also in the future.
as a kitchen assistant available. It’s at the Carousel Café down on It’s important for our relationships. Maybe food we eat will change
Swann Street. because ... er ... we eat … er … some food is different now. These days
W: Sorry, could you spell the name? we’re lazy sometimes and we eat easy food and this food isn’t healthy.
M: Yes, it’s C-A-R-O-U-S-E-L. Some people are getting bigger now and maybe in the future we’ll all
W: Thanks. So, when would I have to work? get bigger. Or maybe healthy eating will be more important.
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M: Can we try them ourselves then?

Module 9 W: No, they’ll just be to look at.
M: Shame. OK, then I think we need to go into more recent studies
9.1 from neuroscience. Did you find anything on that?
W: Yes, I did. Apparently, by analysing the brain, they’ve found that
Giuliana: I think it’s important to be healthy. I try to eat a lot of fruit and
the placebo helps the brain to release natural chemicals, and this
vegetables. I like fruit and vegetables and it’s not a problem for me. I also
changes our brain activity. So it’s not all in the mind, there’s actually
go running. I like to have fresh air. I prefer to exercise outside.
a physical response there. That brain activity is similar to what you
9.2 would observe from the effects of the real drug.
David: Of course, it’s really important to be healthy. Well, you know, M: Interesting. I found something similar. The brain activity that you
no one’s perfect, but I started swimming a month ago, in order to get fit, usually associate with pain just shuts down. We should try and get
and I feel better than I did before. It’s making a huge difference. Finding samples of those brain scans.
the time has been hard, but if it’s important enough, you’ll make time. W: I can look on the internet to see if I can find anything. There must be
9.3 some research published somewhere.
1: Ancient medical practitioners depended on observation of patients M: OK – the last thing I wanted to include was something on Parkinson’s
alone to tell them if a herb or drug had worked to make them better. disease. One of the main signs of Parkinson’s is very low levels of the
2: Things changed little throughout the centuries until 1900. Around chemical, dopamine. But if you give a Parkinson’s sufferer a placebo,
that time, the idea of testing in laboratories became common. the brain starts producing more dopamine in the body, and that
3: These early reformers were enthusiastic but lacked skill, as medical helps to ease some of the symptoms.
historians have pointed out, and their work was largely unregulated. W: Wow! Do you have any statistics on that? It’d make a really strong
4: In 1938, all new drugs had to go through medical trials before they argument.
were given to patients. M: No, but I reckon I can get that on the internet, too.
5: Officials didn’t state in the law exactly what tests chemists needed W: Brilliant. I think this is going to work!
to do, but they had the power to stop any drug coming onto the 9.6
market if they were unhappy. W = Woman M = Man
6: A worldwide drug disaster in 1961 saw the introduction of new laws W: OK, so I think last time we met, we forgot to talk about the moral
in 1962 bringing in much tighter controls on new medicines from issues around placebos. The first key issue is the question of
that time onwards. dishonesty. This is quite a shady side of medicine and a lot of doctors
9.4 disapprove for that reason.
Man: OK, so do we have a definition of what a placebo is? M: Yeah. The majority of doctors in one survey I read said that the
Woman: We have more information on one pill than any other and whole job is about trust, and using placebos would just threaten
that’s placebos. Placebos are substances that are made to that, so they would never use them.
look like medicines but they don’t contain an active drug. W: And some doctors disagree that these drugs do anything physically. I
Instead, a placebo is made of an inactive substance, such as found someone who said he found no evidence that placebos have
starch or sugar. These have no medical effects, but the patient any effect at all, unless you look at patients’ reports. Then you start to
thinks they’re real. Placebos are now only applied in research see benefits showing up.
studies, but they’re used in almost every drug test, and have M: Hmm, that’s a good point, but I think a lot of healthcare is all about
proved to be very effective. Researchers have observed that making people feel better. As long as you’re not ignoring a problem
in tests comparing placebos with active medicines, a placebo that’s going to get worse, that’s OK.
drug often performs almost as well as a real one, with W: Well, the medical community doesn’t agree with you. They’ve
patients reporting improvement in health. In fact, as many as completely prohibited the use of placebos as a treatment for illness,
one in three say that they feel better after taking the placebo. no matter how trivial, and I think we need to mention that.
9.5 9.7
N = Narrator W = Woman M = Man N = Narrator D = David M = Maria
N: You will hear two biology students talking about a presentation that N: You will hear a man named David and a woman named Maria
they will need to give on placebos. discussing how friendships are formed in children. Read questions
W: OK, so we have to do our presentation on placebos next Monday one to four.
and we’re still missing a lot of things. I think we should try and make D: I’ve just been reading an article on why we become friends with
it as visual as possible. certain people and not others.
M: Definitely. It’ll be more interesting that way. I’ve got some presentation M: Was it any good for that project we have?
slides sorted, but we need a laptop. Mine’s broken at the moment. D: I think so. It’s mostly about very young children at school, and says
W: That’s fine. I can bring mine in from home, and we can connect it that there are common patterns observed in the way that friendships
to the projector in the presentation room. What about handouts? I are formed. The main factor is close surroundings, in other words
have some nice graphs that I think it’d be helpful to share, and I need people who happen to be around. We’re most likely to become
to get them photocopied, but the machine in the library’s broken. friends with our neighbours, either in the sense that we live near
M: Again? You’d think they’d get it fixed. I need to go to the department them, or we sit near them in class or share an office. It’s got little to
office tomorrow. If you can give me a copy before then, I can get do with pastimes or stuff like that which might come in later in life.
them done on the machine there. M: I don’t know that’s true anymore. I mean, even young kids are on the
W: Great. OK, and we mustn’t forget to include some photos in the internet these days and make friends that way.
presentation slides. I wanted to talk about Henry Beecher. He D: Apparently that makes little difference, at least while friendships are
became the first to notice that placebos worked as a painkiller, after developing. If people hang out enough, they’re able to decide if it’s
giving a mixture of salt and water to soldiers when he ran out of the worth investing more there, and having a ‘getting to know you’ phase
real thing. is still crucial.
M: I heard about him last year. I expect there might be a photo online, M: But if that’s true, if it’s just about proximity, that’s a bit weird. In most
but I know that there’s a really good collection of photos in the cases that kind of thing is decided by people in authority over you,
science library. I’m sure I saw one of him in an exhibition last year. like teachers. That’s not really a basis for becoming best friends
That’d be nice to include, too. forever.
W: Definitely. I think that’d be brilliant to include in the presentation. Do D: Well, no! But it’s a bit more complicated than that.
you think you can get it? M: I think there are other factors that predict how likely it is that a
M: Sure. friendship will form. I met my best friend in my art class, and we
W: It’d also be really nice to actually have some placebos for the talk, both loved the teacher there. I read an article that suggested that we
and perhaps pass them around for people to look at. I’ve spoken to tend to relate how we feel with the people around us. So, if you’re
the administrator in the medical centre. They have a large store of in a good mood when you’re first introduced to a new person, you
placebos there. I thought it’d be nice to bring some in and, seeing as tend to connect that feeling with the other person you’re with, and
they’re not actual medication, we don’t need to get anyone to sign you have a much better chance of getting on together.
them out. They look very convincing. D: Hmm, that makes sense.
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M: But that’s not all, whether it’s positive or negative, if you have
something that unites you, you’ll probably get on. The theory of Module 10
‘homophily’ suggests that a shared hate gives you both something to
complain about and that can bring people together too. 10.1–10.4
D: Great. Have you got some notes on that?
E = Examiner C1 = Candidate 1 C2 = Candidate 2
N: Now read questions five to ten. E: What kind of rules do most people follow in their lives?
D: OK, so the task also requires us to compare children and teenagers’ C1: Sorry, can you say that again?
friendships. E: What kind of rules do most people follow in their lives?
M: I found something on children’s friendships. They go through three C1: What do you mean by follow?
key phases depending on their age. E: I mean that you do what the rules say.
D: That’s interesting. I don’t really remember that much about my C1: Oh right, yes, well, good question. Er, well, we follow a lot of rules.
friends from the very early days. Drivers have to remember and follow a lot of rules on the road.
M: Level one is the first stage. That’s when kids are four to seven years There are some rules in the areas where we live. For example, in my
old, and is just about doing things together. They want a handy apartment block we have to park in only one place in the car park
playmate at that age – someone who’ll do things with them. and we have to put our rubbish in special areas – we can get into a
D: It must get a bit deeper after that. lot of trouble if we don’t. Family has ... families have rules, so in my
M: It does. Around the age of eight to ten, kids start identifying a best home you have to take your shoes off before you come into the
friend. That’s the second level, and at that age, it’s all about trust and flat and we have to tidy up any mess that we make. My mum gets
helping each other. Kids know they’ll be the first to be invited to a annoyed if we don’t. I know some families has ... have strict rules for
sleepover, or they know their friend will come round their house, teenagers about coming home in the evening and doing homework
and that’s an important phase. and so on. My parents were always quite relaxed with me but then I
D: I guess after that it’s all about loyalty. never really came home late or anything. Erm, what else? Er ... There
M: Absolutely. That’s the level three stage, from about eleven years to are lots of rules at school and at work. For example, when I was
fifteen. They want to know that if there’s any trouble at school they’ve growing up, I had to wear a school uniform. It had to be a certain
got someone they can count on to support them. colour and the girls weren’t allowed to wear trousers – just skirts.
D: That also explains why people often change friends in the teenage And of course you could not wear trainers or anything like that. At
years, I guess, they’re testing out different people. work, I have to look smart now too and wear a suit. And no trainers.
M: So we’ve been friends since we were teenagers. I’m not sure I see any So, we follow a lot of rules every day but we don’t really think about
of the patterns we’ve talked about in our friendship. it very much.
D: Well, we kind of look similar!
M: What? E: Why are rules in our society important?
D: I mean, neither of us is super trendy. When people meet, the way we C2: Could you repeat the question, please?
look does come into it. For example, if I consider myself a bit geeky, E: Yes, why are rules in our society important?
and I see another person who seems similar, well, certain judgements C2: Sorry, could you say it more slowly?
are made on their appearance, and even if we don’t realise it, the E: [Slower] Why are rules in our society important?
early phases of friendships are more likely to be initiated. C2: Roles?
M: That makes it sound really shallow! E: Rules.
D: Yes and no. I mean that’s how it is at the beginning, but then C2: Oh OK, now I understand. Um … Well, we all have different roles in
after that automatic rating phase, we start thinking, and we make society and each person has more than one role. For example, I’m an
decisions. We also adapt our behaviour a little bit to match what we engineer in my job and so that is one role. I have to work hard and
think the other person expects of us. do my job well. I also need to earn money to live. Life is expensive
M: So it’s not all about looks? I’ve always thought we look for the these days and I need money to pay for accommodation and food.
qualities that matter to us in other people. If you value education, Another role for me is parent. I have a small daughter so I must take
then you’ll hang around with smart people. If it’s about sense of care for her and teach her to be a good person. I need to teach
humour, you’ll look for someone who’s funny. her about the world and about society. This is probably my most
D: That’s also true. OK, let’s start getting some of this typed up. important role. Er ... I’m also a sister and I help my brother when he
needs advice. We’re both children and we take care of our parents
9.8 who are getting older now. So, we call them and visit them a lot.
E = Examiner P = Pablo
10.5
E: You may start now.
Typically when people enter a large ticketed event, like a festival or
P: An old person that I would like to describe is a lady who is a
sports event, the process is the same. It’s a simple process but one that
neighbour of mine. She lives in the same village, and she is really
needs to be done well and efficiently to ensure that large numbers of
very old. I think she is … erm, how do you say? Well, she doesn’t work
people can enter the venue safely. The first step for staff working at the
anymore but she used to be a teacher. She’s about ninety years old
entrance gate is to encourage visitors to queue in the right place and
actually. She has a lot of lines on her face, and she has grey hair.
in an orderly way. So this might mean having rows of queues or those
I know her because everyone in the village knows her. She helps
queues which go in a kind of zigzag like those you see at airports. The
people, and when I was young, she used to cook for me, little things,
next thing they do is take the visitor’s ticket and make sure it’s not a fake.
like cakes, or biscuits. The best thing about her is that she’s very
Then, they return the ticket or stamp each person’s hand so they can
kind, and she always says hello to the people as they walk past. Her
re-enter the event if they later have to leave for any reason. The next
memory is excellent. She remembers everybody’s birthday in the
step is to check the visitor’s bags for any glass bottles or other items not
village and sends a biscuit to celebrate. That’s why I like spending
allowed in the venue. They should do this firmly but also politely. Once
time with her.
that’s done, staff then move onto the final stage in the process which is
E: Do you have a lot of old friends?
to hand the visitor’s belongings back, send them into the venue and start
P: No, I don’t know so many, but I have a lot of aunts and uncles.
the process again with the next person.
E: Do other people you know like to spend time with this person?
P: Oh yes, she’s so popular. I think she’s the most popular person in the 10.6
village. Narrator: You will hear a lecture on the topic of crowd control and risk
assessment. First you have some time to look at questions one to eight.
10.7
Lecturer: You’ve all heard the phrase ‘safety in numbers’, right? But
crowds pose risks too. All it takes is a few people to move in the wrong
direction or run and people can quickly find themselves in danger. That’s
why event organisers need to plan their crowd control and have safety
measures in place for anything that might go wrong. And that’s where a
risk assessor would come in.
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The first thing an assessor should do is get lots of background The next step of the process is to get the views of local people. They’re
information about the place where the event will be. It’s really important invited to attend a consultation event where the plans are laid out.
that they know where boundaries lie, where buildings are and where People can ask questions and give suggestions too. Or challenge the
exactly people will be. They should think about which areas are mostly proposal if they want to. The planner then incorporates their points of
likely to have the largest crowds too. view into the plan.
After that, the assessor needs to consider the crowd size. It’s a good idea The last stage is for the planner to write the fourth and final draft and
to plan for all eventualities so predict both few visitors and very large hand this over to the local city council where key decision-makers read
crowds. It’s not just the size of the crowd that’s important though. It’s it, debate it and decide whether or not it should be implemented or
their actions too. Will they be standing, sitting or moving about? The rejected.
more information the assessor has, the better the decisions they can Now, this all sounds fairly straightforward but, believe me, the process
make so they need to leave plenty of time for this stage of the process. is not at all simple. There are many elements to planning that make it
Now the assessors can move onto analysing the large amount of extremely challenging. One of these is the fact that a large amount of
information they have. They need to think about what might go wrong the town is not owned by local government. They own the streets and
– by that I mean potential problems – and then the possible negative public buildings but the rest is owned by individuals. So what would you
impact each one could have. Assessors should make a list of these. It’s do if you needed to build a new road through the city to reduce traffic
important here that the assessor doesn’t underestimate the situation – problems? How would you feel if you had to destroy fifty homes in
they should make sure they consider all possibilities, because it’s better order to do this? Planners do their best to keep everyone happy but few
to be prepared than not. plans achieve this and difficult decisions have to be made.
That brings me nicely onto the next step which is the evaluation stage. Another issue is past planning. Urban planning isn’t a new phenomenon.
Each risk should be analysed carefully and then put into a category Most towns have grown from small villages over the last few hundred
according to how serious it is – is it a high risk or a low risk, or years, with thousands of people making decisions about how they
somewhere in the middle? The assessor will then know which areas they should change. All of those decisions were made at a time when needs,
need to worry about the most. architecture and technology were all very different. The current planner
Next, the assessor needs to look at the risks and come up with a solution has to live with the effects of those decisions. For example, they might
for dealing with each one and it needs to be as effective as possible so have to work with streets that are too narrow for large vehicles.
the risk is minimised. For example, if the event’s organisers are expecting A final challenge is the fact that the planner has to see into the future
a large number of people to attend an event in a building, the assessor and predict what people will want and need twenty or more years from
should make sure the organisers don’t go over the maximum number now. For instance, what a smart home might look like. How would
allowed by counting each person as they arrive. you do this, if you were a planner? After all, no one can really see into
Risk assessors record their findings and make them available to all staff the future. I’m sure planners of the 1960s had no idea just what city life
working at the event. It’s usually in the form of a Risk Assessment Report. would be like for people today but they had to guess.
Staff need to become familiar with it before the event and use it as a So, to sum up, urban planning is potentially very exciting – you get to
point of reference during the event, in case of an accident or some kind change the way people live – but you also have to make, and live with,
of illness or emergency. some difficult decisions.
Organisers can’t rely on employees reading it before the event so they 10.9
need to make sure that employees are ready to deal with any problem E = Examiner M = Mariana
that comes up. This is usually in the form of training which is given in
person or online. The purpose is to help staff develop skills, knowledge E: Now I’d like to ask you some questions about family and friends.
and confidence they can apply on event day. Why do some young people choose to move out of the family
And that brings me to the final stage of the process. The previous stages home and live with friends?
can take several weeks if not months but during that time things can M: Sorry, could you say that again?
change. So a few days before the event you need to go back to the E: Of course. Why do some young people choose to move out of the
venue and give it one final check. family home and live with friends?
You can never get rid of risk completely when working with crowds M: You mean live with friends in an apartment?
but you can reduce it. It sounds like a lot of work, but remember that E: Yes.
a little planning can go a long way. Following these stages can help risk M: Actually, in my country it’s not usual. I mean, most young people
assessors keep crowds as safe as possible. don’t live with friends because very ... it’s very expensive. But I know
people do, in some other countries. Maybe ... Maybe some young
10.8 people want to be more free and er ... um ... er ... er ... er … be on
Narrator: You will hear a professor giving a lecture on urban planning. your own and decide things on your own. When you live with
First, you have some time to look at questions one to ten. friends, you can go out when you want. Also you don’t have to call
Lecturer: If you were able to make changes to your city, what would someone if you want to be late home. Also, you can be tidy ... er ...
they be? Who would benefit from them? Who would suffer? Being untidy and you can be er ... free. On the other hand, it’s expensive to
an urban planner isn’t an easy job. For example, you have to deal with move away from home. You have to pay the er ... er ... for electricity
inhabitants who disagree with your plans and fight for financial support, and er ... gas and things. Also, another problem is that arguments
all of which takes time and patience. But essentially there are two key with your friend and this can be a problem. It doesn’t matter if you
things that an urban planner does: firstly, make sure that new structures argue with your family, because they always love you. But ... it’s
do what they’re designed to do. A new block of flats should have the different with a friend. Maybe you’ll stop speaking to each other.
facilities to provide good, comfortable and safe living accommodation Actually, I doesn’t ... don’t want to live with my friends. It’s not good
for instance. The second thing is to be sure that the structures are to see each other all the time ... Also, my mum washes my clothes
visually appealing and fit into the local surroundings. and my friends can’t ... maybe they don’t want to ... do that.
Well, in order to make sure this happens effectively, there’s a procedure
that planners across the country generally follow and I’d like to talk
you through that process. At first, they think about their vision – what
exactly they want from this plan. And from this vision, they choose the
goals that they want to achieve. These could be, for example, to reduce
traffic on the inner city road network during rush hour or to build a new
apartment block to provide more housing for an overcrowded area.
The next step is to collect data and then put together draft 1 of the plan.
They don’t actually show the first draft to anyone at this stage. Instead,
the planner reads it and the content is revised. Remember that this stage
of the process can take a lot of time and requires a lot of very detailed
work but it’s better to get things right at the beginning.
So now the planner has the second draft. Unlike draft one, this draft is
given to a planning team who read it and pose a lot of questions. They
also make recommendations and help the planner to get the plan just
right. The plan is rewritten and the third draft is produced.
159
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Pearson Education Limited

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pearsonelt.com/expertielts
© Pearson Education Limited 2017
The right of Jo Tomlinson, Fiona Aish and Rose Aravanis to be identified

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All rights reserved. No part of this publication may be reproduced, stored in

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those pages marked ‘photocopiable’ according to the following conditions.
Individual purchasers may make copies for their own use or for use by the
classes they teach. Institutional purchasers may make copies for use by
their staff and students, but this permissions does not extend to additional
institutions of branches. Under no circumstances may any part of this book
be photocopied for resale.
First published 2017

ISBN 978-1-292-12506-0 (Teacher’s Resource Book)
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Expert Speaking: Test 1 (Part 1) Test 1 (Part 2)

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Expert speaking

Test 1 (Part 1) Test 1 (Part 2)

Z01_EXP_TB_01GLB_5060_Z01.indd 95 31/03/2017 08:20

Warm-up Test 2 (Part 1)

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Teacher’s notes for Photocopiable activities

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2B Find the words 2C When have you felt …?

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3A Error correction 3B Priorities

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3C Verb patterns 4A Collocation race

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4B Futurist predictions 4C Speaking fluently

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5C Test tips 1 6A The natural world quiz

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6B Find someone who … 6C Expanding headlines

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5 Put students into groups of 3 or 4. They should compare

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7C Taboo 8A Ordering sentences

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8B Synonym race 8C Test tips 3

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General 4 Ask students, in their pairs, to come up with two more

Aim 1 should 2 shouldn’t 3 should 4 can 5 mustn’t, should

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5 Demonstrate with a sentence on the board, e.g. Scientists Procedure

Activity type Physical appearance Personal qualities

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10A Word associations 10B Quantifiers

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point account area argue

difference discussion understanding agreement

communication get across bring up sum up

point out leave out spell out pick (something) up

back (somebody) up pick up on physical appearance become aware

© Pearson Education Limited 2017 Photocopiable 115

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something you what you

what you something

social media a newspaper a photo you

when it is OK what you like

116 © Pearson Education Limited 2017 Photocopiable

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Cinema attendance (18 years and over)

1 In 2006, in Country A, 32% of adults went to the cinema.

2 In 2016, 15% of adults went to the cinema.

3 In 2006, in Country B, 48% of adults went to the cinema.

4 In 2016, 40% of adults went to the cinema.

5 In 2006, in Country C, 25% of adults went to the cinema.

6 In 2016, 35% of adults went to the cinema.

B cinema attendance / accounted for / almost half