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Canan oo hdd alele o nrr d le r FFoorr eexxaamm pprreeppaarraattiioonn wwee aallssoo rreeccoommmmeenndd:: For exam preparation we also recommend: ll l IISSBBNN:: 997788--8833--77660000--004433--55 ISBN: 978-83-7600-043-5 99 778888337766 000000443355 9 788376 000435 99778888337766000000443355__CCoovveerr..iinndddd 11 1111--1100--0033 0099::0000 9788376000435_Cover.indd 1 11-10-03 09:00 Contents 4 Introduction 6 Exam information Reference part Thematic part Written exam Listening comprehension General hints 8 . 1 PeoPle 58. True/False/No information 8 . Matching 9 . 2 Home 66. Multiple choice – short recordings 9 . Multiple choice 10. 3 ScHool 74. One or two correct answers 11. Short answers to questions 11. Reading comprehension 4 Work 82. General hints 12. Matching 12. 5 Family and Social liFe 90. Multiple choice 14. Short texts with multiple choice questions 16. 6 Food / SHoPPing True/False/No information 18. and ServiceS 98. Gap-filling 19. Use of English 7 Travelling and TouriSm 106. Multiple choice 20. Open cloze 21. Word building 22. 8 culTure 114. Sentence transformations 22. Error correction 23. 9 HealTH / SPorT 122. Writing General hints 24. 10 Science and TecHnology 130. Story 25. Description (of a place, person or event) 26. 11 naTure and environmenT 138. Review 27. Essay – for and against 28. Essay – giving your opinion 29. 12 STaTe and SocieTy 146. Formal and semi-formal letter 30. Informal letter 31. engliSH and THe arTS Article 32. QuoTing SHakeSPeare 154. Useful words and phrases 33. engliSH and THe arTS Oral exam FamouS Film QuoTeS 156. Speaking engliSH and THe arTS General hints 34. FicTional liTerary cHaracTerS 158. Discussion 34. Extra materials Talking about photos 35. Roleplay 36. Extra materials for the Thematic Part 160. Speaking on a set topic – presenting your opinion 36. Tapescript 164. Speaking on a set topic – narrating or describing 37. Answer Key – Reference Part 172. Useful phrases 37. Answer Key – Lexical-grammatical Part 174. Lexical-grammatical part Multiple choice 40. Sentence transformations 44 Open cloze 48 Word building 52. 2 LEA_Contents_one.indd 2 11-10-05 11:01 W63Description of a personexamA description of a person is more than a list of features 71Description of a place examDescription of a place is more than just a list of objects 79Essay – for and against examIntroduction to a for and against essay 87Essay – giving your opinionexamIntroduction and conclusion for an essay where you give your opinion95Informal letterexamStructuring your letter 103Essay – giving your opinionexamFormal style 111StoryexamNarrative tenses 119ReviewexamBook review: content, structure, linguistic variety 127Description of an eventexamTh e diff erence between a description of an event and a story 135StoryexamDetails add variety to a story 143Description of a placeexamChecking if the text is correct 151ArticleexamDeveloping your article 3 0 9 6 4 2 0 8 6 5 3 0 S6Speaking on a set topicexamPlanning your talk 7Role playexamRefer to all the items required in the taskSpeaking on a set topicexamInclude all the points required in the task7DiscussionexamPreparing arguments for and against 8Talking about photosexamDeveloping your description 9DiscussionexamDisagreeing politely 10Role playexamUseful phrasesSpeaking on a set topicexamSaying more11Talking about photos 11Role playexamPersuading 12Talking about photos 13Speaking on a set topicexamSupporting ideas with examples 14Speaking on a set topic examPreparing vocabulary for the exam task 15Talking about photosexamAssessing each other U E62Word buildingexamWhat part of speech? 71Sentence transformationsexamTh e passive and the structure have something done 78Multiple choiceexamStructures with the infi nitive and the gerund 87Error correctionexamRelative clauses 93Open cloze examIdioms with take 103Word buildingexamWord family sharing a common root 111Sentence transformationsexamConditionals and sentences with wish 118Multiple choiceexamVocabulary used in fi lm reviews 127Sentence transformationsexamIndirect speech 134Multiple choiceexamTh e correct word or phrase in a given context 141Open clozeexamWhat part of speech is missing? 151Sentence transformationsexamInversion L62Interview Multiple choice 69Radio news itemTrue/False/No Information 76Radio programme Matching 85LectureOne or two correct answers 94SurveyMatchingexamTh e main theme of the recording 101Radio phone-in show Multiple choice 109Recorded messageTrue/False/No InformationexamPredicting the content of the recording 117InterviewMultiple choice 125ConversationTrue/False/No Information 133MonologuesMatching 142InterviewMultiple choice examTh e correct answer: the same meaning conveyed in diff erent words; ruling out wrong answers 149Radio messagesMatching R61Article from a magazine MatchingexamGrammar connections: pronouns68Excerpt from a novelMutliple choice examEliminating wrong answers 77Article from a magazineMatching 84Article from a magazineTrue/False/No Information 92Book reviewMatching 100Excerpt from a novelMatching 108Article from a magazine Multiple choice 116Article from a magazine Matching 124Article from a magazine MatchingexamGrammar linkers: linking words and relative pronouns 132Article from a magazineMatching 140Article from a magazine MatchingexamContent and grammar linkers: linking words 148Article from a magazine Multiple choice 8 4 6 2 4 0 2 80 6 8 4 6 2 4 0 2 8 0 6 8 4 6 2 5 6 6 7 7 8 8 89 9 9 0 0 1 1 2 2 2 3 3 3 4 4 5 W Body, body language, clothes and fashion, personality, feelings and emotions, the mind, attitudes and beliefs, phrasal verbsW Types of houses and fl ats, outside the house, furniture and furnishings, interior, neighbourhoods, redecoration, real estate, house and home, phrasal verbsW Types of schools, the education system, school objects, school subjects and school work, assessment and examinations, at university, problems and solutions, learning, phrasal verbsW Jobs, departments in a company, functions in a company, work and money, adjectives to describe jobs, skills and qualities, employment and the job market, working conditionsW Relatives, family arrangements, family and money, family celebrations, births and funerals, other celebrations, friends and acquaintances, relationships, leisure time, phrasal verbsW Food: food, nutrients, preparing food; Shopping and services: shopping, types of shops, at the checkout, bargains, paying, banking, complainingW 1 1Travelling by road/driving, cycling, rail travel, air travel, sea travel, journeys and trips, holidays, accommodation, public transport, phrasal verbsW 1 1Art, people’s reactions to art, literature, fi lm, music, visual arts, theatre, the mediaW 1 1Health: the human body, sickness and health, injuries, diseases/illnesses, disabilities, health care professionals; Sport: sport-general, sports, football, basketball, tennis, sports equipment, people in sport, sporting events1W 1Areas of science, scientists at work, technology, computers1W 1Landscape features, the weather, natural disasters, trees, fl owers, birds, animals/things animals do, the environment, threats to the environment, protecting the environment, action for environmental sustainabilityW 1 1Th e three branches of government, civil rights and liberties, politics, the economy, religion, crime, foreign aff airsW 1 t L Y matic par PEOPLE HOME SCHOOL WORK FAMILY AND SOCIALIFE FOOD/SHOPPING AND SERVICES TRAVELLING AND TOURISM CULTURE HEALTH/SPORT SCIENCE AND TECHNOLOGY NATURE AND ENVIRONMENT STATE AND SOCIET e 15 23 31 49 57 65 73 81 99 07 15 23 Th 58–6 66–7 74–8 82–8 90–9 8–10 6–11 4–12 2–12 10–13 18–14 16–15 9 10 11 12 13 13 14 C 3 LEA_Contents_one.indd 3 11-10-05 11:01 I THE STRUCTURE OF THE BOOK Reference Part Lexical-grammatical Part Th is part follows the structure of a typical school-leaving exam Th e Lexical-Grammatical Part off ers extensive practice of the at B2 level and includes: Use of English part of the exam. It covers structures that are • information about typical exam task types, typically tested in this part of the exam. • exam tips and strategies for each type of exam task, Th ematic Part • exercises giving students an opportunity to put the exam tips Th e Th ematic Part consists of twelve units focusing on typical into practice, exam topics. It enables learners to: • lists of useful phrases for the written and spoken parts of the • revise and review key vocabulary from each exam topic exam, (the vocabulary section at the beginning of each unit, the • model texts of the most typical tasks used in the written part lead-in exercises in each lesson, the exercises accompanying of the exam. the reading and listening texts, the word banks), A distinguishing feature of the Reference Part is its active • apply and activate exam strategies to complete various types approach to the exam tips: linking them to typical exam tasks of exam tasks (exam exercises), allows students to see how the tips work in practice. Th e Task • practise various types of exam tasks in an authentic exam-like Analysis exercises allow for an in-depth analysis of the exam context (exam exercises), task, which will help students avoid making mistakes in the • prepare well for the exam as well as take part in interesting future. and diverse lessons, Th e Reference Part is closely linked to the Th ematic Part, • learn interesting facts about various cultural aspects of life in which makes it easy for the teacher and students to refer English-speaking countries (the English and the Arts section to it at any point when discussing particular topics from and the L C boxes). the Th ematic Part. THE STRUCTURE OF THE BOOK VERSUS THE STRUCTURE OF THE EXAM EXAM LONGMAN EXAM ACCELERATOR LEXICALGRAMMATICAL REFERENCE PART THEMATIC PART PART Listening LISTENING Most of the lexical and L I S T E N I N G COMPREHENSION grammar revision exercises are presented in the form P – of typical exam tasks. M Th is part of the book XA Reading READING also includes the lists of R E A D I N G E COMPREHENSION structures most commonly N E P – tested in the exam. T T RI Use of English U S E O F E N G L I S H U S E O F E N G L I S H W P – Writing W R I T I N G W R I T I N G P – Discussion O R A L E X A M A wide variety of lexical S P E A K I N G DISCUSSION and grammar exercises aim DISCUSSION P to increase the students' knowledge of English Talking about photos O R A L E X A M structures, collocations, S P E A K I N G M TALKING ABOUT PHOTOS phrasal verbs and other TALKING ABOUT PHOTOS A phrases which they might X P E fi nd useful during the oral AL Role play O R A L E X A M exam. S P E A K I N G R ROLE PLAY ROLE PLAY O P Speaking on a set topic O R A L E X A M S P E A K I N G SPEAKING ON A SET TOPIC SPEAKING ON A SET TOPIC P – 4 LEA_Intro.indd 4 11-09-28 11:54 HOW PARTICULAR PARTS OF THE BOOK ARE RELATED TO EACH OTHER · UNIT 1 PEOPLE LEXICALGRAMMATICAL REFERENCE PART THEMATIC PART UNIT 1 PEOPLE PART U S E O F E N G L I S H V . 10 11 W B CC 52 exam . 1 2 3 4 W B CC 22 exam . 5 R E A D I N G exam . 3 C O M P R E H E N S I O N M CC 12 exam . 4 L I S T E N I N G C O M P R E H E N S I O N exam . 2 M CC 10 O R A L E X A M exam . 1 2 3 S CC 36 exam . 4 W R I T I N G Th e vocabulary reviewed in the exam . 1 2 3 Word Building section (adjectives D CC 26 of personality) is useful for exam . 4 writing a description of person. WORKING WITH THE BOOK THE NUMBER OF CONTACT HOURS Th e way the book can be used depends on the needs of Th e number of contact hours provided by the book depends a particular group of students. It is the teacher’s decision as to on the way the material is used. If you would like to discuss all which parts of the book should be taught from in class and the contents of the book in class, you would need 90+ contact which should be assigned as homework. Th is decision should hours. If you would like to cover only the Th ematic Part in class, be made on the basis of the students’ familiarity with the exam that would take about 60+ contact hours. strategies and the format of the exam. Th e students’ ability to complete various types of writing tasks and their knowledge However, if you do not have so much time at your disposal but of grammar should also be taken into account. Undoubtedly, would still like your students to revise all the available material the core of the book is the Th ematic Part, as its coursebook before the exam, you could treat large parts of the book as feel enables teachers to use it in class. Th e Reference Part self-learning material and assign the Reference Part as well as introduces exam strategies and language functions which are Writing and Vocabulary sections as homework. then linked to the exam and exam exercises in the Th ematic Part. Th is enables both the teacher and students CHECKING STUDENTS’ PROGRESS to focus on the practical aspects of the language as well as to work on developing exam strategies. Short vocabulary and grammar tests (provided as photocopiable material in the Teacher’s Book) could be given On the other hand, whenever there is a need to refer to the to students after each unit has been covered. part of the book containing theory, it can be easily done due to each section being marked with specifi c colour and reference markers. Th e references to the Lexical-grammatical Part allow for quick revision of exam task types as well as lexical and grammar structures typically tested in the Use of English part of the exam. 5 LEA_Intro.indd 5 11-09-28 11:54 STATE SCHOOL-LEAVING EXAMS IN ENGLISH AT B2 LEVEL Most state school-leaving exams in a modern foreign ORAL EXAM language are compulsory for all the students wishing to The oral exam might include some or all of the following graduate from high school. They are typically provided components: at two levels of proficiency: the ‘lower’ level, which corresponds to the A2/B1 levels of the Common European Discussion Framework of Reference scale, and the ‘higher’ level, whose In this task, the candidate is supposed to have level is usually described as B2. a conversation with another candidate or with the examiner. The ‘higher’ level of the exam typically comprises two parts: Usually, the candidates are required to discuss their views on the written and the oral exam. a statement supplied by the exam task. Proper turn-taking is important, so the candidates should respond appropriately to what their partner says and speak in a polite and WRITTEN EXAM respectful manner. The typical set-up of the written exam includes: Talking about photos Listening Comprehension In this part of the exam the candidates are supposed to talk In this part of the exam, students will usually listen to about a set of pictures. Quite often, they will be asked to 3–4 authentic or semi-authentic recordings. Each of start by describing one of the pictures, and then compare the recordings will be played twice. The recorded text and contrast it with the other one(s). However, the task types might include conversations, lectures, discussions, itself is not so much a detailed description of the pictures, narratives, announcements, instructions or media broadcast. but more a reflection on the problem that is shown in There will usually be one task for the candidates to do them. Thus, the candidates should not limit themselves to for each of the recordings. The typical task types include: describing the picture(s) in great detail, but should try and true/false/no information, various types of matching and develop their speech by speculating about the scenes shown multiple choice tasks and short answers to questions. in them. Reading Comprehension Role play In this part of the exam, students will usually read 3-4 In this task, the students (or the student and the examiner) authentic or adapted texts. The text types might include are supposed to assume roles outlined by the exam task newspaper articles, short stories, letters, emails or and have a guided conversation together. The task will give informative texts of various kinds. There will be one task the context for the conversation, and will often include for each of the texts for the candidates to do. The typical a list of issues that the speakers should talk about in their task types include: various types of matching and multiple conversation. The speakers must say things consistent with choice tasks, true/false/no information and gap filling. the role they are playing, as well as use correct grammar structures, language register and vocabulary. Use of English This part usually requires reading 1–4 adapted texts. The Speaking on a Set Topic text types are similar to the ones found in the Reading During this part of the oral exam, the candidates are asked Comprehension paper but they are usually shorter. Typical to give a short speech about a topic or to present their tasks include: multiple choice, open cloze, word building opinion in response to a statement. They might also be and error correction. There is also one more type of task that asked to narrate an event or to describe something. It is is often found in the Use of English part of the exam that is important that the candidate’s speech has a clear and not based on a continuous text: sentence transformations. logical structure, and it must also include all the information This task focuses on rewriting single sentences according to required in the exam task. the instructions given by the exam task. Various factors are taken into account when evaluating the Writing student’s performance in the spoken exam. It is useful to In this part of the exam, the candidates are usually supposed remember that achieving the communicative aim of the to produce one or two texts. The exam rubrics will state the task is as important as the range of vocabulary, fluency and communicative aim and the context of the writing task as language accuracy. Additional points are often awarded for well as the word limit that the candidates should adhere to. correct pronunciation and intonation. Depending on the task type, the candidates might also be given the title that they should use for their composition, or the beginning or finishing sentence. Apart from using correct grammar structures, appropriate language register and a wide range of vocabulary, the candidates will need to make sure that their text is logical and coherent and that it achieves the communicative aim outlined by the exam task. Typical task types include various types of formal and informal letters, various types of essays, a story, a description, a review and an article. 6 LEA_Info.indd 6 11-09-28 11:55 REFERENCE PART WRITTEN EXAM • LISTENING COMPREHENSION • READING COMPREHENSION • USE OF ENGLISH • WRITING ORAL EXAM • DISCUSSION • TALKING ABOUT PHOTOS • ROLE PLAY • SPEAKING ON A SET TOPIC • Presenting your opinion • SPEAKING ON A SET TOPIC • Narrating or describing LEA_Title_Page_007.indd 7 11-09-28 12:02 EW EP L R Th e types of tasks used in this section of school-leaving T / / exams usually include: a true/false/no information exercise, a matching exercise, a multiple-choice test, Th e recording in this exercise is usually a short, a task which requires giving one or two correct answers informative text and the questions are generally about and a task in which you give short answers to questions. the facts given in the recording. Recordings can include: announcements, instructions, radio programmes, interviews, reports. Th e recordings are E usually played twice. 1 Th e questions come in the same order as the relevant information in the recording. G 2 A statement is false when the statement and the recording contradict each other: they cannot both 1 Take advantage of the time before the recording be true at the same time. We can say there is no starts. information when the statement could be true, but • Read the instructions carefully. You will fi nd out the recording does not say so. what kind of text you are going to hear and who is going to speak and about what. Try to imagine what they might say. • Read the questions and available answers in order exam to fi nd out what kind of information you need to get from the text. 1 CD1·02 You are going to hear a short radio programme about a cultural event. Are the • Th ink about which words might be in the statements true (T), false (F) or is there no recording, e.g. synonyms of the phrases used in information (NI)? the questions. 2 Th e same content will be expressed in the 1 Th e Multicultural Festival is the town’s main y recording and in the question using diff erent attraction. words. Th is may be through the use of synonyms, 2 University students came up with the idea y e.g.: of the festival because they felt enriched by He works for the army. = He’s employed by the contact with foreign students. military. 3 Steve mentions an event at which participants y I managed to persuade her. = I succeeded in will be able to learn to make traditional convincing her. costumes. or through the use of antonyms, e.g.: 4 Th ere will be a lecture on multiculturalism in y Th ey were narrow-minded. = Th ey were not very England during the festival. tolerant. 5 Th e festival is partly fi nanced by the local y Grammatical paraphrases may also appear, e.g.: government. Th ey haven’t met for ten years. = Th e last time they 6 Steve asks people to contact him with ideas y met was ten years ago. because he’s worried there won’t be enough 3 If precisely the same word or phrase is in both the events. recording and the question, it could be a trap. In these situations, ask yourself, ‘Is the content of T the sentence or statement really the same in the question and the recording?’ 2 Read the tapescript on page 164. In the statements 4 Th e questions are always about the content of you marked false, underline the words which also the recording. If a statement makes sense to you appear in the recording. Change the statements because of your own knowledge or experience, so that they would be true according to the that doesn’t mean it’s the correct answer in the recording. exam exercise. Remember that the correct answer 3 Read the tapescript on page 164. Next to the is the one which agrees with the content of the statements you marked true, write down the recording. words which are used to communicate the same information in the recording. 4 Look at the statements you marked no information. Match them to the following explanations. a His motives are not explained. y b Th e exact topics are not given. y 8 01_LEA_Listening.indd 8 11-09-28 11:56 EW EP L R W M M – Th e audio material in this type of task is usually made up of four or fi ve separate recordings on a similar topic. In this type of task, you will hear several short recordings E Th e exam task may require you to match the recordings (conversations or monologues). For each recording, there to sentences summarising their content or to headings. will be one question about specifi c information, usually Thd oeersen ’wt mill abtec ha ta lneya srte coonred einxgtr.a heading or sentence which with three options to choose from. L. E E Th e recording may contain words which appear in 1 Th emost important aspect of this task is the incorrect options. Hearing an individual word is determining the gist of the recording or not enough to choose the correct answer. Listen for component which makes it diff erent to the others. words and phrases associated with the answer you 2 Always listen to each recording to the end before choose, and think about why the remaining options you match it to an answer. are wrong. 3 When you listen for the fi rst time, note down the answers you’re relatively sure of. When you listen for the second time, check those answers and fi ll in the others. exam 1 CD1·04 You are going to hear people talking in fi ve diff erent situations. Choose the correct answers. exam 1 You are going to hear a couple discussing their travel arrangements. How are they going to 1 CD1·03 You are going to hear four students travel? talking about living abroad as part of the Erasmus programme. Match speakers 1–4 to statements A by car E A–E. Th ere is one extra statement that you do B by plane not need. C by train 1 y 2 You are going to hear a man talking about how P 2 y he accepted a job in a distant country. Why did 3 y he do it? 4 y A He was off ered a higher salary. A I’ve found it diffi cult to adapt to certain cultural B He preferred to live in a warm climate. R. diff erences. C He wanted a change. B I’ve managed to turn one disadvantage into an 3 You are going to hear a woman who works in the advantage. fi lm industry talking about her friend’s job. What C I’ve made many lifelong friends. does he do? D I’ve only encountered one diffi culty, and I’ve A He is a make-up artist. received help with it. B He is a cameraman. E I disagree with the stereotyped view of the C He is an actor. Erasmus experience. 4 You are going to hear a man leaving a message on voice mail. What is the purpose of his call? T A to confi rm a meeting B to cancel a meeting 2 Answer the following questions on individual C to change the date of a meeting sentences in the exam task. A What cultural diff erences does the speaker mention? 5 You are going to hear a conversation between B What was the disadvantage? How was it turned two friends. Where are they? into an advantage? A in a museum C Who are the friends? How does the speaker express B in a library the belief that they’ll be lifelong friends? C in a bookshop D What was the diffi culty? What help was available? E What’s the stereotype? In what way does the T speaker disagree with it? 2 Read the tapescript on page 164. Underline the words and phrases that helped you choose the correct answers. 3 Find words in the tapescript which appear in the incorrect options. Identify the diff erence between the incorrect option and what the speaker says. 9 01_LEA_Listening.indd 9 11-09-28 11:56 EW EP R R Th is part of the exam is usually made up of two or three M reading texts followed by comprehension questions. Th e types of texts usually include magazine articles and literary works. E 1 First read the whole text and the removed sentences. G 2 Th e removed sentences will be connected in 1 First of all, always read the whole text to get meaning and grammar to the section of the text a general idea of its content and structure. If you they were removed from. Read the sentences for do this you’ll avoid errors caused by concentrating insertion along with the sentences directly before on individual words or sentences and skipping the and after the gaps carefully. It’s worth paying broader context. attention to the following solutions which could lead you towards the correct answer: 2 Th ere may be words in the text that you don’t know. When this happens think about whether a the sentence is usually on the same aspect of the unknown word is necessary to understand the the topic as the paragraph it’s taken from. text. If not, you can ignore it. If you see that the b if there is information in the sentence about meaning of the word is necessary to get the right causes then before or after it will probably be answer, try to fi gure out what it means. Sometimes a sentence about an eff ect, e.g.: the context or structure of the statement can help with this, e.g.: To the dismay of oil companies and the delight of environmentalists, petrol sales in Britain Matt came in, wearing a perfectly cut taupe fell by as much as twenty per cent in 2008. suit and displaying his usual brilliant smile. Analysts agree this was mainly due to a sharp Shelley knew he was as unscrupulous as he increase in price. was charming. He was out to get what he wanted, and to hell with everyone else. c personal pronouns, possessives and 1 Matt was demonstrative pronouns: she, his, this, etc. A well-dressed and sociable. probably refer to people or things mentioned B attractive but immoral. earlier in the text, e.g.: C good-looking and friendly. Th e discovery might prove sensational, says Patricia Hancock, leader of the team of You probably don’t know the word taupe (which archeologists. In her opinion, the artefacts may is a greyish-brown colour) and you don’t need be more than eight thousand years old. to know it to answer the question. However, it’s possible to fi gure out the meaning of the key word d sentences next to each other may refer to the unscrupulous by noticing that it’s a description of same person, thing or event but defi ne them the same person as in the sentence He was out to using diff erent words, e.g.: get what he wanted, and to hell with everyone else. 3 Never leave a question with no answer. Even if New pieces of wreckage from the Titanic were you’re not sure, mark the answer that seems the recovered from the sea bed in 2005. Th e study most likely to you. of those fragments suggests the luxury liner sank much faster than previously believed. e words and phrases for connections in time, such as: after that, eventually, fi nally, give information on the order events happen in. 3 When you fi nish an exercise read the whole text with the inserted sentences to be sure that it sounds coherent and logical. 4 Read the sentence you didn’t use one more time. Th ink whether it doesn’t fi t in one of the gaps. 12 02_LEA_Reading.indd 12 11-09-28 11:58
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