a X 1 LE RT jue Elaine Boyd ELIS @ Pearson Suitable for students starting at band 4 Contents A Smart learners Reading Find specific information; Short answer questions (pp. 8-9) Module 2 Cor A Family and Reading Understand peneral meaning; Matching headings (pp, 24-25) Language development Present simple (p. 10) CS super! Module 3 Earning a living (p A Jobs Reading Identify specific detail; True/False/ Not given (pp. 40-41) A Health Reading Understand connections; Matching sentence endings (pp.
56-57) Module 5 The world around us (p Module 4 Well-being (p.55) Language development Present continuous: Present continuous and present simple; Stative verbs (p. 42) Language development Past simple; Past continuous, Past simple and past continuous (p. 58) Vocabulary Listening Studying; Predict answers, Collocations; Skills Section 1: Notes (p. 11) completion (p, 12) Vocabulary Listening Family; Other Understand relationships, important nrasal verbs, information; ing about ships (p.27) completion (p, 28) Listening Activities a (p.
44) Vocabulary lIInesses and symptoms; Accidents and injuries; Getting better; Staying healthy (p, 59) Listening Listen for de Section 4; Mate (p. 60) Section 2; Sentence nderstand detailed mformation; Section Speaking Introductions; Use a range of vocabulary Part 1 (p. 13) Speaking Talk about friends and family; Explain and justify answers, Part 1 (p, 29) Speaking Give your opinion adjectives, Part 2 (p.45) disagree; Writing Introduce advantages and disadvantages; Task 2: Advantages disadvantages essay (p. 4) Writing Interpret visual data; Task |; Bar charts (p, 30) Writing Paragraphing; Express cause and effect; Task 2 Problem-solution essay (p, 46) Writing Write an introduction; Paraphrase; Task 2 Opinion essay (p.
62) A Journeys Reading Understand detailed information; Matching information (pp, 72-73) Language development ing forms and infinitives (p. 74) Vocabulary Travel and transport; Tourism: compound nouns, phrasal verbs, dependent prepositions (p, 75) Listening Understand main points; Section 2 Table completion (p. 76) Speaking Structure your answer; Part 2 (p.77) Writing Organise information Describe changes and trends; Task 1 Line graphs (p, 78) www.frenglis Contents B Studying at university Listening Language Vocabulary Reading Writing Speaking Section 1: Notes development Higher education, Short-answer Add supporting Use a range completion (p. 15) Present simple Subjects; questions points; Task 2 of vocabulary with adverbs of Collocations (p.
18-19) Advantages- adjectives; Give frequency; can for disadvantages essay Opinions; Part ] ability, possibility and (pp. 16) B Events and cele Listening Vocabulary Reading Writing Speaking Section 2: Sentence -ountries, Matching headings Identify key features; Expand answers; completion (p. 34-35) Task 1; Barand pie Part] (p. 38) se charts (pp.
32) B Atwork Listening Language Reading Writing Speaking Section 3: Multiple development Try@igalse/Not given Introduce solutions; Prepare your choice (p. 47) have ta and must; 0-51) Task 2: Problem- answer; Use need to; should solution essay grammar accurately (p. 48) Job benefits and (pp. 54) rewards; Phrasal verbs (p, 49) B Nature Listening Language Vocabulary Reading Speaking Section 4: Matching development The animal Matching sentenc Give examples (p.
63) Countable and kingdom; endings (pp. 66-67 Speak fluently uncountable nouns; Geographical sent Part 3 (p. 64) features; Verbs Opfffn c' (p. 68-69) B Our environment Listening Language Vocabulary Reading Writing Speaking Section 2; Table development Weather; Matching Describe changes Structure your completion (p.
79) Prepositions of Climate change; information and trends: answer: use time place, time and Environmental (pp. 82-83) adjectives and phrases; Part 2 movement (p. 81) adverbs; Task 1: Line (p.ru Contents Module 6 Buyi A The food we eat Reading Language Vocabulary Listening Speaking Writing Understand development Food groups; Followa Say you are not sure; Structure a paraphrasing; be going to (p. 90) Flavours; Types of conversation; Part 3 (p.
93) paragraph; Give Summary food; Diet (p. 91) Section 1: Matching examples; Task 2 completion (p. 92) Opinion essay (pp. 94) Module 7 City life (p.103) Reading Understand sequencing; Flow chart completion (pp.
104-105) Vocabulary Listening Speaking Writing Communities; Identify different Express opposing Write an Adjectives, Crime; types of ideas; Part 3(p. 109) introduction and Verbs (p. 107) information; Section overview; Describe 3: Short-answer numbers; Task 1 questions (p. 108) Tables (p, 110) A Sport Reading Language Listening Speaking Writing Understand the development Follow a talk Balance information; Generate ideas difference between Present perfect ction 4: Summary Link ideas; Part 2 and vocabulary; detail and general (p.
125) Introduce reasons information; Phrasal ve Multiple choice (p.135) A The news and solutions; Task 2: Problem-solution essay (p. 126) Reading Language Vocabulary p Writing Understand development Media; Adjectives; Locate inform Compare and connections; Present perfect and Social media: Section 1: For contrast data; Task 7 Matching features past simple (p. 138) Phrasal verbs completion (p.151) A Being understood Reading Language Vocabulary Listening Speaking Writing Identify ideas and development Communicating; Connect Emphasise a point; Write a conclusion; opinions; Yes/No/ Relative clauses Spoken information to a Part 2 (p. 157) Concluding phrases; Not given (p.
154) communication; visual; Section 4 Task 2: Opinion (pp. 152-153) Non-verbal Label a diagram essay (p. 6) Expert speaking: useful language (p.frenglis Contents B How we buy Listening Language Vocabulary Reading Writing Speaking Section 1; Matching development Types of shops; Summary Link ideas; Task 2 Degrees of (p. 95) will, willand be going Shopping; Verbs completion Opinion essay certainty; Use a to (p.
96) and verb phrases; (pp. 100-101) range of vocabulary; Dependent Part 3 (p. 97) B Public services Listening Vocabulary Reading Writing Speaking Section 3: Multiple Public buildings; Flow chart Introduce Give yourself time to choice; Short- First c ublic services completion; and describe think; Part 3 (p.11 113) Multiple choice information; Task 1 (p. 116-117) B Work and play Listening Language Reading Writing Speaking Section 4: Multiple development Notes completion; — Add information; Develop a topic; choice; Summary Articles (p.
128) Sports af OF ` yiiole choice Task 2: Problem- Make yourself clear; completion (p. 127) Compound nog, 30-131) solution essay Part 2 (p. 132-133) B Technology Listening Language Vocabulary Reading Speaking Section 1; Matching; development Technology; Word Matching similarities; Ask for clarification/ Form completion Possessives; formation; Phrasal _ features; Sentence’ repetition; Speak Íp. 145) completion fluently; Part 3 Quantiflers (p.
150) B Understanding others Listening Language Vocabulary Reading Writing Speaking Section 4: Label development Intercultural Short-answer Express certainty; Express manner, a diagram; Notes may/might for communication; questions; Yes/Nof Check your work means and purpose completion (p. 159) possibility and Attitudes (p. 161) Not given Task 2; Opinion Use correct stress permission; could (pp. 164-165) —_and intonation, for ability, possibility Part 2 (p.
160) s transfer time) | Discourse types | Section 1: a conversation between two | people in an everyday context | Section 2: a monologue in an everyday context Section 3: 4 conversation between up to four people in an educational | Section 4: a monologue on an aca } subject Question types including: e 40 question: + Multiple + Short-answer questions /Table/Form/Flow chart completion + Note + Diagram labelling + Sentence completion * Flow chart summary * Plan/Map/Diagram labelling Skills * Listening for gist + Listening for main ideas + Listening for specific information + Understanding opinions Skills Question types rnals 40 questions, including + Multiple choice + Short-answer questions /Table/Form/Flow chart completion Diagram labelling newsp, These fequirements for undergraduate postgraduate stude Total of 2,000-2,750 words arapraph headings ching lists pall + True/Fals taken from books magazines, newspapers, notices, and guidelines that you would encounter ona daily basis | advertisements, company handbook Academic Writing (60 minutes) Task 1 cribe, surmmarise or information from a graph, table Task 2: Respond to a point of view argument or problem. Formal register Task 1: a minimum of 150 words, A summarising description of graphic or pictorial input | Task 2: 2 minimum of 250 words. An | extended piece of discursive writing required General Training Writing (60 minut Task 1; Write a letter or email to someone explaining a situation or requesting information Task 2: Write an essay in response toa point of view, argument or problem | Task 1; a minimum of 150 words. Writing a | letter or email | Task 2: minimum of 250 words.
An | extended piece of discursive writing Can be personal in style Speaking (I1-14 minutes) + Reading for gist + Skimming + Reading for main ideas + Reading for detail + Understanding logical argument + Recognising opinions, attitudes and Purpose sing ihe appropriate writing conventions ster ng processes | Format Nature of interaction | Skills L | Part 1: Introduction and interview Part 1: Speaking on familiar topies like + Giving personal information (44 minutes) home, family, work, studies, interests, et * Talking about everyday habits ard issues Part 2: Individual long turn Part 2: You will be given acard which asks | * Expressing opinions | (3-4 minutes) you to talk about a topic. You have one + Organising ideas discussion minute to prepare before you speak for two minutes. You will then be asked one or twa questions on the same topic | Part 3: Exploring a topic/< -5 minutes) (4 Part 3: You will be asked more questions about the topic in Part 2 so you can discuss more abstract ideas + Understanding the rules of conversation | Total test time: 2 hours and 45 minutes (+10 minutes transfer time for Listening) ï [Ế27210/11/153 LÀN i 1b Testing * Reading: Find specific information (Short-answer + Listening: Section 1: Notes completion questions) + Language development: Present simple with adverbs of * Language development: Present simple frequency; can for ability, possibility and permission + Vocabulary: Studying *_Vocabulary: Higher education + Listening: Predict answers (Section 1; Notes completion) *_Reading: Short-answer questions * Speaking; Introductions; Use a range of vocabulary *_Writing: Task 2: Advantages-disadvantages essay (Part 1: Introduction and interview) + Speaking: Part 1: Introduction and interview + Writing: Introduce ~dvantages and disadvantages (Task 2: Advanta“. +dvantages essay) We asked 100 peopic, ‘At what time of day do you feel most productive? Most creative?’ fi Most prod I8 Most creative Percentage of people who feel most productive in the morning 16% 16% Perc of people w most creative in the morning 800-1200 1200-]800 1800-2200 Dontknow productive = making things in large quantities or producing a good result creative = using imagination to produce new ideas or things Lead-in Discuss the questions.
1 Look at the infographic. At what time of day are people: * most productive? + least productive? + mostcreative? »* least creative? 2 At what time of day are you most/least productive? Most/Least creative? 1a Smart learners Reading (Short-answer questions) Before you read c Match each question in Exercise 3b with the kind of information you need to find. 1 Work in pairs and discuss the questions. 1 Do you think you are a good learner? Why/ ; & Persad ar people i an activity or a thing TH A C a feeling 2 Do you think good learners share particular : characteristics? If so, what characteristics are d Work in pairs.
Look at question 1 in Exercise 3b typical of good learners? and follow these steps to answer it, Use no more than three words in your answer. Find specific infg 1 Which pan of the passage contains the answer? 2 Read the paấế be quitkly and choose the correct 2 What is the correct answer? answers. Which words in the passage reflect the words in } What ist he pastage? the question (never stop trying to do)? 4 Check the number of words. If there are more A to give instru 5 than three words, what can you leave out? B to give an opi C to give advice sö3 2 Who wrote the passa Test training A a student 4 Answer questions 2-5 in Exercise 3b.
Follow B a psychologist the steps in Exercise 3d for each question. C a teacher Remember that you should: 3a Read the passage again, Match these key j * use no more than three Words in each answer, (1-5) with the paragraphs (A-E).
