Pause the CD after each question and give your answer. Now listen to the sample answer and read Track 29 on page Listen again and write the words and phrases that correspond to definitions You will hear the answers in order.

Then complete sentences with the correct form of the phrases. You can keep in touch with people: by phone, by letter, by text message, by email, via social networking sites, like Facebook.

Or you can meet face-to-face. For example, you can: meet up for coffee, go out together e. How do you keep in touch with people you know? Do you keep in touch with different people in different ways? Practise giving your answers and your reasons. This is 5J large Monotony 2 - Nine Days Wonder - Nine Days Wonder / Only The Dancers (CD) to 6J technology advances. Listen to each question and give your answers using some of the vocabulary you have learnt so far in CD1 this unit.

See also Track 31, page Grammar: Making comparisons Imagine the following situation: Mark got a band score of 3. Anna got a band score of 6. Anita got a band score of 7. We can use the comparative and superlative forms to compare their scores: Anna got a higher score than Mark. However, note that we often avoid using less. Instead we use not as Make six sentences comparing the ways of keeping in touch and meeting from Exercise 4.

Use comparative or superlative forms of the adjectives below or other adjectives. We can also use words like significantly, slightly, marginally and far. Which words have a similar meaning to much? Which have a similar meaning to a bit? Modify the sentences you wrote in Exercise 7. The sooner, the better: 1 Which word gives each sentence the correct meaning?

We use as My mum 's English is nearly as good as mine. Hungarian is not as widely spoken as English. One way to do this is with attitude markers.

These are often adverbs, but they can also be phrases and they modify a whole sentence or clause. Their position in a sentence is generally very flexible. They have increased their use of such services in recent years but, interestingly, they spend less money on them because competition between companies has reduced the charges.

I am sure of it. For financial reasons, I may have to stay here instead. I still prefer Italianthough. Here are some more attitude markers you can use in your speaking.

There is an almost unlimited number of attitude markers, so look out for them when you read or listen to English. Exam tip: As you learn new aspects of language, such as attitude markers, th ere are two important things to remember: Learn them properly. It is not enough to memorise lists of words. Look up the wo rds and phrases in your dictionary, study example sentences, look for these words and phrases in context, and practise using the new vocabulary and structures.

Do not overuse them. Using attitude markers in every sentence, for example, will make your English sound unnatural. Again, study the language in context to see how native speakers use them. Think about how you could include some comparative structures as well as some attitude markers. Then record yourself speaking for one to two minutes. Describe a language other than English that you would like to learn.

You should say: what the language is where it is spoken what you think would be difficult and what would be easy about learning the language and expla in why you would like to learn it. Then read Track 32, page and underline the comparative structures and attitude markers. Isolate the consonants you find difficult to pronounce, probably because they do CD1 not exist in your language or are pronounced slightly differently.

Can you fee l t he vibrati on? All the sounds in grey squares are voiced. Remember the only difference is that on e is unvoiced, the other vo iced. Record yourself. If your mother tongue has few final consonants, as in Tha i or Mandarinrecord yourself pronouncing words with consonants at the endboth alone and with in sentences. Then ask a friend to listen as you say one word from each pa ir. Can they identify wh ich word you are saying? Listen and write the words you hear; they all contain consonant clusters.

CD1 Then listen again and repeat. Make sure you do not add vowels before or between the consonant clusters. Answer them, aiming for accurate pronunciation of any difficult consonants or consonant clusters. CD1 Now listen to the sample answers. See also Track 35, page What language does she use to give herself time to think? Now read Track 36 on page and underline the language she uses.

You can also use whole phrases to give yourself time to think: That's a tough question, That's an interesting question. Play Track 36 and listen to the examiner's question again. Respond using one of the phrases above. Listen and underline the language the candidates use to contradict the examiner politely see also Track 37, page To be polite, you must use polite language together with polite intonation.

Listen again and imitate the speakers' intonation. You may want to confirm what the examiner says. Read the exchanges below and underline the language the candidates use to do that. Examiner: Are social networking sites the most popular way for young people to communicate with each other? Candidate: Yes, they certainly are. It's no doubt because it is free and simple. Examiner: Are you saying that more and more people are texting to keep in touch?

Candidate: Precisely. It is fast becoming the most popular means of communication. While technophiles love gadgets and all that is state-of-the-art believing that technology can solve all our problems, there are people who shrink in fear at the prospect of encountering cutting-edge technology.

What is at the root of their panic? Well, technophobes are fixated on what could go wrong and allow their fears to completely dominate their view of any development in AI, genetic engineering or modern medicine.

Which are you? Which do people of your generation tend to be? Are you into gadgets? Find a synonym for cutting-edge in the text. Do you know of any recent developments in AI? What do you think is the future of AI? Why is it important to you or to some people] to have the latest model?

Complete each pair of sentences below with the correct form of one of the phrasal verbs a-f. In the second sentence of each pair, the phrasal verb has a meaning connected with technology or science. It is therefore unlikely an agreement will be reached. Where were you? I'm freezing. You'll make yourself deaf! Can we? Yes, they at the crack of dawn. Match each phrasal verb in the middle column to one meaning in column A and one meaning in column B. Have you experienced any of them? With an English-speaking friend, discuss how you use the Internet and talk about its dangers.

How do your habits, views and experiences differ? Try to use some of the vocabulary you have learnt so far in CD1 this unit. Vocabulary: Phrasal verb particles It can be difficult to guess the meaning of phrasal verbs and difficult to learn them. Learning about some general meanings of the particles will help you. Particle Meaning Examples up increase build up, grow up down decrease calm down, cut down record in writing write down, jot down on start turn on, log on continue carry on, stay on off end ring off, turn off depart set off, blast off in put into plug in, stir in stay inside stay in, lie in out be outside go out, get out away avoid keep away, look away Note that there are more meanings for each particle, and also more particles.

If you find this approach helpful, consult a book on phrasal verbs for more information. Monotony 2 - Nine Days Wonder - Nine Days Wonder / Only The Dancers (CD) li ke to use the co mputer now. It's dangerous. You won 't remember it ot he rwise. I might cook my speci ality! The spe ed lim it's 30mphnot 40m ph. I've forgotten my keys and there 's no one at home. IELTS Speaking Exam: Part 2 Read this example Part 2 question, Give yourself one minute to plan your answer, making notes if you wish, Then talk for one to two minutes and record your answer, Describe a piece of electronic equipment that you find useful.

You should say: what the piece of equipment is when and where you got it what you use it for and explain why you find it useful. Note: equipment is uncountable, so do not say an eqt:Ji1'fflent or eqt:Ji1'fflenis, If you want to count it, use another noun : a piece of equipment.

If you want to refer to it in a general sense, use the zero article : for exampleEquipment like this is indispensable. Listen to the sample answer, What phrase does the candidate use to introduce the talk? When a native speaker speaks English, they do not pronounce all words with equal stress.

Important words are stressed and less important words are unstressed and are fitted in the spaces between the stressed words. Say one, two, three, four as you clap. Then, without slowing down the clappingadd the word and between the claps. Then add and then, and then add and then a.

Try to speed up. Can you say it as quickly as the native speaker? Exam tip: Understanding and correctly using sentence stress will make a significant difference to your speaking. It will improve your fluency - you can speak more quickly and easily if you stress important words and do not stress less important words.

It will also make your pronunciation closer to a native speaker's, and therefore easier for the examiner to understand without effort.

In most neutral sentences, content words, which carry meaning, are stressed and function words, like prepositions, pronouns, and auxiliary verbs are unstressed. Underline the stressed words. Can you? Note that we sometimes stress function words, for example when they are at the end of a sentence, when a contrast is being expressed, or when the word is be in g sa id on its own.

In the four sentences above, only one function word is stressed. What is it and why is it stressed? It is also the most common vowel sound in the English language, occurring in many unstressed syllables. To say it, relax your mouth.

Pay attention to how the function words are pronounced. Which function words contain a schwa? Record yourself saying the sentences. Make sure you stress the content words aod do not stress the 'weak' function words. Keep trying until you feel comfortable using sentence stress. Can you hear the improvement in your pronunciation? Underline all the stressed syllables. Re-record the sentences stressing those syllables without stressing the rest.

Listen and try to hear the rhythms of the language, and the sentence stress. Do the same for every sentence. Put into practice all you have learnt in this unit. Coherence is the logical relationship of parts making up a whole. In other words, the listener should be able to understand if what you are saying begins a new point, adds extra information, offers a contrast with what you have said before or what someone else has said, concludes your point, and so on.

In addition, what you say should be clear and logically ordered. A person who speaks coherently has consideration for their listener. Coherence is especially important in Parts 2 and 3 because you speak for longer. Then reorder the sentences a-g. Do you know any other phrases used for doing this? CD1 3 This speaker gives two opposing ideas: one positive, the other negative. What phrase does she use to introduce the opposing idea? CD1 0 47 4 Answer the question you hear by giving two opposing ideas.

Link them using the phrase you have just learnt. What two phrases, involving the word hand, could you also use to CD1 give two opposing ideas? This allows you to avoid repeating the noun and makes your speaking less repetitive.

Subject pronouns you he she it we they Object pronouns me Possessive pronouns yours x Replace the words in italics in sentences a-d with pronouns.

I th ink scientists enjoy publicising what scientists do because all too often their work is ignored. Will the listener know what or who you are referring to? If it is not absolutely clear, repeat the noun instead. Listen to the recording. Is it clear who 'she' refers to? In spoken English, if you do not know a person's gender or if it is not important, you can use pronouns. Replace the words in italics below with a pronoun. Do not overuse anyone phrase or method. This is worse than using no method at all!.

Ask a friend or teacher to listen to your recorded answers to some of the exam questions. Ask them to answer the following questions. Is your answer clear and easy to follow? If not, is it your ideas or your language that is confusing? Do you use a range of cohesive devices? Do you overuse any devices? Record your answer again, trying to make it clearer. I can take it or c I'm crazy about computer games. There are some more pastimes you could talk about below.

Practise saying your sentences, paying attention to your pronunciation. Words that form collocations are in italics. I just can't put it down. It's [2] in Renaissance Italy and is [3 ] young women who are forced to become nuns because they've brought shame on their families for various reasons.

In the [4] chaptersfor example, a [5] falls in love with her music teacher and the fami ly don 't approve. I had expected it to be really thought-provoking after all the [2] but none of the art was very [3]. It was mostly sculpture, though there were a couple of installations and quite a few paintings. Most of the painters seemed to think they needed to be strictly [4]but I prefer [5] art. It allows you to respond more personally to a [6] of art. It was after a [2] I went to that inspired me because the pianist was so talented.

I went to see my favourite band the other week, actually. What I like about them is their thoughtful [5] and catchy [6]. Of course, the band write their own music unlike the manufactured groups you see so much these days. They always reach the top of the [7] but I think it's more down to marketing than talent. I went to see a [2] last night, and it was so hilarious.

It was well acted - well, it was a [3] cast so that's not surprising. And it was so touching. Last weekend, my friends made me go and see a horror film with them. It was terrible, not scary at all. It was a [41 plot and the ending was so [5]. My friends had wanted to see it for ages because it's getting [61 reviews so they were really disappointed. Remember the correct definition may not be the first one in your dictionary, Note down any useful phrases, such as I just can't put it down and they write their own music.

Search online or in language books for texts describing your pastimes. Note down and learn any useful words, phrases or collocations, and then practise talking abou t your hobbies with a fr iend.

Language: Frequency 4 The phrases below express frequency. Put them in order from the most frequent to the least frequent. You can change some of the phrases above to make them true for you. Examples: I sing karaoke every other Saturday. I go to the theatre about three times a year. Exam tip: Using phrasesrather than just single words, to express frequency will im pre ss the exam iner.

Instead of I occasionally play tennissay I play tennis every now and again. Instead of I often take photos, try using this pres ent continuous structure instead: I'm always tak ing photos. Remember, do not give answers that are CD1 too short: saying just one word or one short sentence is not enough. Notice that the candidate uses a range of language to express likes and dislikes, and a range of frequency phrases. Give yourself one minute to plan your answer, making notes if you wish, then record yourself answering it.

By now, you should be finding it easier to speak for two minutes on a topic. Describe a hobby you enjoy. You should say: how long you have been doing it how often you do it what benefits you get from it and explain why you enjoy it.

Grammar: Present perfect 7 Read the rules and complete the example sentences. We use the present perfect: to talk about something that began in the past and continues now. Complete the gaps with the present perfect and for with a period of time, and since with a point in time. I love it here. She hasn't changed at all. Fill the gaps with already, ever and never. Have you? I've told you. Don't borrow my clothes - you don 't look after them! Note that if we give more details, we usually change tenses.

Wha t's happened to your leg? My leg is broken now. Note that with finished time periods we use past tenses, even if a fin ished time period is implied but not stated, for example if we are talking about somebody no longer alive. I [not have!

I [be! Marilyn Monroe [be! Use the present perfect simple, changing tenses if appropriate. Ma ke sure you know what the differences are. I've done yoga for six years. I've been doing yoga for six years. The present perfect simple may be preferable if the situation is permanent or of long duration. I've lived in Reading for twenty years. I've been living with my mum for the past two weeks because my flat is being refurbished.

I loved it. The focus here is that the person has finished watching the film. What have you been doing? The focus here is on the action of watching the film.

We do not know if they have finished watching the film or not. Don 't they look beautiful? The focus here is on the result of the planting. Why are you covered in mud? The focus here is on the activity that has made the person dirty. We do not know nor are we interested in whether the planting is finished or not. He tried to tell me I didn't understand the rules of the game. I've been playing badminton fo r twenty years. He's only been playing for three months!

Note that state verbs - e. You can have it back now. I'm so lazy! Then, for each quest ion, give a reason why that tense is correct. Pay attention to any difficult sounds, weak formsand word and sentence stress. Listen to each question and give your answers.

Practise what you have learnt in this unit. In writing, any vowel can be used to represent it and it can be l Remember that to pronounce it you just relax your mouth. C02 0 06 14 Listen to the following words being said. For each word, underline the stressed syllable. Monotony 2 - Nine Days Wonder - Nine Days Wonder / Only The Dancers (CD) author yoga today England summer Internet collection suppose person ga rden ing leisure photography famous opinion 2 Listen to the words again.

Underline in a different colour any letters that are pronounced as a schwa. Remember not to stress the schwas. Did you use any of the words from Exercise 14? If so, did you pronounce them using the schwa? Write down ten key content words you used that you want to check the pronunciation of.

Mark the stressed syllables and any schwas. Practise saying the words. Then re-record your answer, focusing on word stress and the schwa.

Remember that schwas also appear in the weak forms of certain function words. Exam tip: In all parts of the exam, you may ask the examiner to repeat the question. Only one sounds polite enough. Why do the other candidates sound impolite?

Think about word choice and intonation. Can you tell which is which? Would you mind repeating the question? To sound polite, your intonation should be high and your voice should sound soft. Impolite intonation tends to be low and flat and the person 's voice sounds hard. Can your friend guess whether you are trying to sound polite or impolite? Could you say that again, please? This is useful as the questions can be complex.

The following statement will signal to the examiner that you want him or her to reformulate. I'm sorry, I'm not sure I understand the question. Listen to Track 09 again and repeat the sentence, paying attention to the intonation. This will show the examiner which word is preventing you from understanding the question so he or she can reformulate it effectively.

Write down the sentence you hear. Check your answer, then practise saying it correctly. Practise using the phrases when you next speak English. The words form part of collocations and phrases connected with remembering - the other words in the C02 collocations and phrases appear in italics. It makes me feel like I'm a teenager again, the memories are so [ So many things from that period of my life left a [31 impression on me, like meeting my first girlfriend and sitting my A levels in sweltering heat.

It's still [4 in my mind. Oh, what was her name? It's on the tip of my [4! Anyway, as I said, I have a bad memory. Things weren 't perfect back then but you often only remember the good times, I love looking at old photos. They remind me of people I'd [2 forgotten about and then it all comes [3 back, like my old friend Alice who passed away ten years ago, Can it really be that long?

Vocabulary: Childhood 3 Complete sentences with the words and collocations a-i derived from the word child. Do they reflect your experience and views? Justify your answer by giving a reason or an example. C02 Example: Most children I know are well brought up. They have bad manners.

If possible, compare your experiences and views with a friend. C02 Now listen to the sample answers. Give yourself one minute to plan your answer, making notes if 14 you wish.

Then talk for one or two minutes. C02 Speaking Exam Part 2 Describe a happy childhood memory. You shou ld say: when and where the incident you rememQer happened who you were with what happened exactly and explain why it is a happy memory. Pronunciation: Past -tense -ed endings 8 Listen to Track How is -ed pronounced in the following regular past-tense verbs?

Say the sound with your fingers on your throat and you will be able to feel the vibration. This is the only time you add an extra syllable. Then listen again and repeat the verbs. Did you pronounce all the reguLar past-tense endings correctly? Write down any verbs you mispronounced and practise saying them correctLy.

Pronunciation: Diphthongs 1 A diphthong is a voweL sound, representing a singLe syllabLe, in which your tongue moves continuousLy from one position to another. Listen and repeat. Check the pronunciation of the words you add in your dictionary because spelling can be misLeading. C02 I remember my granddad often used to take me to school when I was little. I used to live quite far from my school and my granddad let me cycle there, following behind me on foot. I kept stopping to wait for him to catch up.

Then when we had arrived at school, he would push my bike home again. One day, I was cycling along happily. Suddenly I looked back and my granddad was nowhere to be seen. I waited and waited but he didn 't come. I began to get worried so I cycled back the way I had come and, to my horror, found him lying on the ground.

He had tripped on some loose paving. I helped him up and then took him to the doctor's, although he kept insisting he was fine. The doctor examined him and, luckily, he wasn't injured. This will improve the quality of your answers, and using the new language will help you to rem ember it. Record your answers if you can. It will develop your self-awareness: you will be able to hear where your strengths lie and which aspects of your speaking you need to improve.

In addition, hearing how your speaking has improved over time will increase your confidence and motivation. Remember that there are no 'right' or 'wrong' answers to the exam questions: the exam iner is interested in your English, not in testing the validity of your opinions. You can also read the sample answers in the audio scripts section at the back of the book. Write down any useful vocabulary and grammatical structures.

Be aware that 'vocabulary' consists of more than just single words : also pay attention to bigger chunks of language, such as phrases and collocations. It is recommended that you play the sample answers a second time.

This time, read the words as you listen, imitating as closely as possible the native speakers' pronunciation. It is very important that you do not memorise entire sentences or answers. IELTS examiners are trained to spot this and will change the topic if they think you are repeating memorised answers. With its structured approach, wide range of relevant exercises, and exam tips and techniques, Speaking for fELTS should equip you with the skills and language, as well as the confidence, necessary to tackle unfamiliar questions on the day of the exam.

Unit 12 is a complete practice speaking test. This unit should be done under exam conditions including setting yourself the time limits that are suggested. There is also a sample answer for this complete practice test so you can listen to the audio and read the audio script to further learn from the experience of sitting this practice test. General Training is for people who wish to migrate to an English-speaking country.

The Test There are four modules: Listening 30 minutes, plus 10 minutes for transferring answers to the answer sheet NB: the audio is heard only once. They may contain diagramscharts, etc. The interview is recorded. Part 1: introductions and general questions [ mins Part 2: individual long turn [ mins - the candidate is given a task, has one minute to prepare, then talks for minutes, with some questions from the examiner.

Part 3: two-way discussion [ mins : the examiner asks further questions on the topic from Part 2, and gives the candidate the opportunity to discuss more abstract issues or ideas. Timetabling Listening, Reading and Writing must be taken on the same day, and in the order listed above.

Speaking can be taken up to 7 days before or after the other modules. Scoring Each section is given a band score. The average of the four scores produces the Overall Band Score. You do not pass or failiELTS; you receive a score. Misunderstandings may occur in unfamiliar situations.

Handles complex detailed argumentation well. Generally handles complex language well and understands detailed reason ing. Can use and understand fa irly complex language, particularly in familiar situations. Should be able to handle basic communication in own field. Has frequent problems in understanding and expression. Is not able to use complex language.

Has great difficulty understanding spoken and written English. Essentially has no ability to use the language beyond possibly a few isolated words. No assessable information provided. Here are some examples of how marks are translated into band scores : Listening: 16 out of 40 correct answers: band score 5 23 out of 40 correct answers: band score 6 30 out of 40 correct answers: band score 7 Reading 15 out of 40 correct answers: band score 5 23 out of 40 correct answers: band score 6 30 out of 40 correct answers: band score 7 Writing and Speaking are marked according to performance descriptors.

Draw a table like the one below and put the words into the correct column. Positive Negative 3 Which adjectives from Exercise 1 would you use to describe yourself? Example: I take after my dad - we're both quite careless. How do they describe their relatives and their relationships with them? Look up any language you do not know in your dictionary and make a note of it. Complete sentences with the modifying adverbs you hear. CD1 1 She's outgoing and 6 She's nosy. Example : She's really outgoing.

He was so creative. Example : She 's so nosy 3 If we say something negative about someone, e. She is impatient, or He is unreliable, it can sound rude or too direct.

We often 'soften ' negative comments for this reason. Pay particular attention to your pronunciation, Examples : She 's really outgoing and sociable - she's always going out with friends and colleagues. He 's not very reliable, so, for example, if I email him, he won 't respond. She 's terribly blunt, which means she quite often upsets us with the things she says. Remember to modify the adjectives and explain or expand on each characteristic.

Do not write down what you want to say and read it out; you will not be able to do that in the exam. You must not memorize whole sentences or whole answers. You must speak spontaneously. The examiner will then ask you general questions on three familiar topic areas.

The first topic will be StudiesWork or Where you live. In each unit of this book, you will practise answering Part 1 questions on one topic. Part 1 tests your ability to communicate opinions and information on eve ryday topics and common experiences. Listen to each question and give your answer.

Try to use some of the vocabulary and language you have learnt in this unit. Now listen to the sample answers. You do not have to cover all the points and you do not have to talk about them in order.

You will be given one m inute to prepare your talk, and you will be given a pencil and paper to make notes [do not write on the Monotony 2 - Nine Days Wonder - Nine Days Wonder / Only The Dancers (CD) card. You must talk for one to two minutes on the topic. The examiner will then ask you one or two questions on the same topic. Part 2 tests your ability to talk at length, organising your ideas coherently.

Give yourself one minute to plan your answer, making notes if you wish. Then talk for one to two minutes. Remember: you can use. Describe a close friend. Judging from the tenses used in each question, which tenses are you likely to use in your responses? Then read the extracts below. What tenses does the speaker use and why does he use those tenses? Pronunciation: Weak and strong forms 17 Some words have two pronunciations: a strong form and a weak form. In normal speech, we usually use the weak form as in the sentences below.

Look at sentencesand circle the prepositions. Listen and repeat, taking care not to stress the weak forms. Exam tip: If you use weak forms correctly, you will be more fluent and you will sound more like a native speaker. This will get you higher marks in the exam. Listen and repeat the strong and weak prepositions. Note that to and for have different weak forms when they come before vowel sounds.

You will find a full guide to reading phonetic symbols at the back of this book. I'm going to Egypt. This is for Andy. If they are strong, give a reason from the list a-c above. Exam tip: Other function words [or grammatical words] also have weak forms. Practise using weak forms by saying sentences that have prepositions in them. Having a good vocabulary is not just about knowing lots of words and phrases. You have to know how to use them. If you use slang in the exam, it might sound inappropriate.

Equally, some words that are extremely formal or old-fashioned are not often used in speaking, and might also sound inappropriate. Which of the words are informal and which are old-fashioned? For example, what part of speech is folks? What part of speech is formal? For example : formalise. Is it used in all English-speaking countries or just in some countries? For example, is bloke used in the UK or the US? For example, both slim and skinny mean thin, but which can be insulting and which is complimentary?

For example, which syllable is stressed in boyfriend? Which syllable is stressed in acquaintance? Is it an irregular verb [for example, seek-sought-sought] or a noun with an irregular plural [for example, man-men]? Is it followed by a particular preposition?

For example, you know the word friend, but do you know and use all these collocations : a close friend, make friends with somebodya circle of friends. Do you know any other collocations with friend? Use a dictionary to find answers to the questions in points They allow you to discu ss more abstract issues and ideas. Part 3 is a discussion between yo u and the exam iner. In th e units of th is book you will hear typ ical Part 3 questions and practise answering th em. Part 3 tests your ability to express and justify opinions, and to analyse, discuss and speculate.

Record yourself answering the questions. Listen to your responses. Try to judge your use of vocabulary, and ask an English- speaking friend to help you if you like. To enrich your vocabulary, find appropriate synonyms for five or more words or phrases. The best way to find new vocabulary is in context, such as in the sample answers in this unit or in an article or book. Listen to the sample answer. Then answer the Part 3 questions again using these new words. Practise giving your answer.

Then read Track 08 on page and use your dictiona ry to check your answers. Create a simiLar card for your own favourite sport and a second one for the most popuLar sport in your country if this is different from your own favourite sport.

You can find information about the sport s on the Internet, as well as in books, magazines and newspapers. Tennis Where is it pLayed? Oil a tellllir court What equipment is needed to pLay it? It'r 90lle to a tie-break. Wl,at a 9reat rl,ot!

It'r a battle of the milld or mUCh ar the body. I filld it illterertill9 to ree hOW rome playerr may be hi9hly rkilled but dOll't l,ave the melltal rtrell9th to will.

Notice that it has two distinct meanings. Definition a If you are on a diet, you eat special kinds of food or you eat less food than usual because you are trying to lose weight. Definition b Your diet is the type and range of food that you regularly eat. Which definition of diet applies in each sentence? Explain why [not]. What do you [notllike about it? If sowhat kind of diet was it and did it work?

If you haven't been on a diet, explain why not. There is one space per letter. Some letters have been given to help you. Record yourself if you can. See also Track 09, page For example, you might be asked about a time when you won a gameand then : you can use the vocabulary to talk about how you played and won a match.

Or you may be : asked to describe a famous person you admire. Then you could descri be a sporti ng hero : and talk about their skill in their sport and a time when they beat an opponent. It asks about a 'competition or sporting event', so you do not have to talk about sport if you are not interested in it.

You could talk about another kind of competition, perhaps one that is traditional or popular in your country. For example, a chess tournament, a singing competition, a beauty pageant, a dancing competition, a strongest man competition, or a debating contest.

Describe an exciting competition or sporting event you have witnessed, You should say: what the competition or sporting event was when and where it took place who won and explain why it was exciting. Pronunciation: Expressing enthusiasm 2 Listen to four people talking about sport. Fantastic, but they are not enthusiastic.

Why do you think they are using this kind of language? Listen to the people again and imitate their intonation. The crowd went wild! When you are enthusiastic, your body language is more dynamic than usual : you may sit forward in your seat, widen your eyes and use your hands. In an emphatic statement, the intonation tends to rise high and then fall dramatically. Copy the speaker, using body language, too.

This will help you focus on expressing enthusiasm by using COl your voice and body rather than just certain words. Expressing intense emotions may make you feel self-conscious, so practising before the exam with a friend will help you. Repeat the sentences, imitating the speaker's intonation. The syllables with the most stress are in capitaLs. COl 1 It was aMAzing! We use different into nation to express different emotions.

The best way to improve your intonation is to listen to how English-speakers say something, as well as what they say. You could watch a film and listen carefully to how the characters sound when they are.

Pause the film and imitate them. Listen to yourself. How did you express your feelings of enthusiasm? Does your Language express enthusiasm differently from English? Then read Track 13, page and underline the Language used to convey the excitement of the event.

COl Is there anything you couLd have used in your own answer? Try and improve on your first performance by showing enthusiasm and using appropriate intonation.

It will heLp if you try and remember your feelings when you watched the competition, and express how you feLt. Do your best to sound and Look enthusiastic when you are telling the most exciting parts of your story, and when you use expressions Like It was incredible! Think of at least four more phrases. Here are four more ways of giving your opinion. Now express your opinion using phrases a-d above to complete sentences Explain your opinions. Try creating sentences using some of these.

Your government wants to : tax people who are unfit to help pay fo r the ir hea lth care 2 make all children do at least one hou r of sport a day 3 tax smokers because they have more health problems than non-smokers 4 run a campaign informing people what comprises a balanced diet 5 raise the minimum age for alcohol consumpt ion by five years.

Exam tip: Try and use a wide range of phrases for giving your opinion; this will help improve your mark. CD1 Now listen to the sample answer. Note down any useful vocabulary, then answer the Part 3 questions again using that vocabulary.

Vocabulary: Collocations Co llocations are words that are often found together. Using them will make your English sound more natural. You should not just learn isolated words ; you should also look for new collocat ions and make a note of them. Then draw a table like the one below and write the collocations from Exercise 23 in the correct column. You can look for collocations in the other sample answers as well as in newspaper or magazine articles and online.

This time try to use some of the collocations you have learnt. It is usually a good idea, however, because the points help you to organise what you are going to say. Notice that the candidate has not used full sentences. For example, instead of writing It was a final so the atmosphere was electric, he has written final so atmosph.

When we make notes, we often omit less important words such as articles and auxiliary verbs, and we often write only the key words. Develop your own shorthand in English as this will save you time. Describe an exciting competition or sporting event you have witnessed. You should say: what the competition or sporting event was when and where it took place who won and explain why it was exciting.

Paft tenfef! Don't fovnd bored!! Has he written just isolated words? Give yourself one minute to plan your answer to the Part 2 Exam question using the ideas in Exercise 1. Whenever you practise Part 2 questions, always give yourself one minute, but no more, so that you learn how best to use the time. The card contains useful vocabulary for talking about studies and work so look up any words you do not know in a dictionary.

Example : fvlubarak is from the United Arab Emirates. At school, his favourite subject was fvlaths because. He uses some useful vocabulary. I give art classes, mainly to 2J people. I may not 3J a great deal but I get an immense amount of 4J because I see people who have barely held a brush before gain in confidence and learn new skills.

I don't think I could cope with having 5J - the monotony would drive me mad. People in offices seem to work 6Jand there's always the risk of being made 7J or getting 8J. In my current job, I'm 1 OJ for designing flood defence systems and monitoring flood levels. I must admit that I'm a bit of a nJ 11 J. I'm constantly doing 12J - unpaid, I should add - and so I generally 13J.

I would definitely say I live to work, not work to live. Years ago, I did a lot of 14Jadvising people in developing countries on installing water supplies. My wife works 17J but she only went back to work last month. Before that, she was a nJ 18J. I think she enjoyed looking after the kids but she's always been quite 19J so she didn 't want to stay a housewife forever. Education Make sure you can pronounce them correctly.

Practise talking about the jobs and explaining something about them [why the job appeals to you, or why it does not, and so onl. Remember to use an article before a job. Examples : I'm a primary school teacher: I'd like to be a flight attendant. The queues outside the job centre just get longer and longer.

I'm so nervous. And, if I th ink how naughty my friends and I used to be at school, I'm not surprised! She 's only nineteen, after all. Record your answers. CD1 Now listen to the sample answer and note down any useful words and phrases.

Describe your dream job. You should say: what qualifications or experience you would need what the job would involve what you think the most difficult thing about the job would be and explain why it is your dream job. Example: My dream job would be to teach children to sail.

You probably do not know about every aspect of your dream job. For example, you may not kn ow exactly what the job would involve. If this is the case, you will have to speculate. Underline the language the candidate uses to speculate about the job. Example: I imagine the job would involve.

Here is some useful language for speculating: maybe, perhaps: Perhaps the job is more difficult than it seems. It is extremely unlikely that I would ever get such a job. You are guessing, but you are almost certain it is dangerous. You are guessing, but you are almost certain it is not rewarding. Think about work hours how long and what part of the day they workhow much job satisfaction they have, what their job involves, etc.

Examples: Being a politician must be difficult because there:S always somebody who disagrees with you. I'd hazard a guess that a chef works longer hours than a clown. If you had taken that job [in the pastyou would be a manager now. If she were a dentist [in the presentshe would have got a job in the UK [in the past!. Listen to each question and record your answers. Now listen to the sample answer. What additional vocabulary could you use in your own answers?

Pronunciation: Word stress 4 Underline the syllable that is stressed in words Check your answers in a dictionary. The stressed syllable is generally louder and longer. Exam tip: Something the examiner will be thinking about as you talk is, 'Does th is student impose a strain on the listener? If you stress the wrong syllable, the listener may! Always mark the stressed syllable when you note : down a new word. Read the following rules and answer the questions. Rule a: Two-syllable nouns and adjectives are most often stressed on the first syllable.

Can you think of three more? Can you think of any other exceptions? Rule b: There are words that can be either a noun or a verb. If they are spelt the same and have two syllables, the noun [and adjective] is usually stressed on the first syllable, whereas the verb on the second syllable.

Do you know any other words that follow the rule? Try to think of three others. Decide if the words are nouns, adjectives or verbs and underline the stressed syllabLe. Then practise pronouncing them correctly in the sentences. I'm S They can progress steadily. Then put them in the correct column, below, according to their stress pattern.

Use a dictionary if you are still not sure which syllables are stressed. COl Now practise saying the words. Test yourself by writing Monotony 2 - Nine Days Wonder - Nine Days Wonder / Only The Dancers (CD) words on cards and trying to remember the correct pronunciation. Did you use any of the words from Exercise 16 or 17? If so, did you pronounce them correctly? Write down ten words you used in your answer that you want to check the pronunciation of.

Where is the main stress in these words? Practise saying them in isolation. Answer the Part 3 questions again, this time paying attention to the pronunciation of these words. For each question, decide which you think is the best.

Give reasons why the other answers are less satisfactory. Note: the English is correct in all the answers. It's a very rewarding job and I earn good mon ey. We get vast numbers of foreigners coming to get dental treatment in Hunga ry because it's far cheaper here than in many other countries. As well as being cheapwe offer high quality dental care and our patients are always happy with our work.

I had to study for many years to be a dentist but it was worth it. People generally respect you for being a dentist as it's considered to be a good job, although perhaps it isn 't as prestigious as being a doctor. I could have chosen to be a doctor and in fact, th is is what my father wanted me to do.

However, I have some friends who are doctors and they say they work very long hours and can 't spend enough time with the ir families. I think I made the right career choice. I thought interpreting would suit me, therefore, as you have to be a good communicator and of course skilled in foreign languages.

I would say the most difficult thing is that we have tight deadlines, so I'll be given a project and then told it's to be completed in one week, which is nowhere near enough time. That's difficult but it doesn't stop me enjoying my work. It's often very boring and the meetings last too long. Then answer the questions yourself but this time, try to make sure your answers are relevant and of an appropriate length.

The sentences are all about ways to help the environment. Do you do anything else to help the environment? Practise talking about what you do for the environment and give details. If you do not do any of the thingssay which ideas you think sound the most effective and why. Here are some useful phrases: In our household, we. I try to reduce my carbon footprint by. Which country is each speaker talking about? Write Wales, Saudi Arabia or Iceland.

If you need to, read Tr ack 21 on page Hot climate Cold climate Wet climate Dry climate Complete the texts below with words a-j, which collocate with the words in italics. During this t imethere is really [2J humidity so it gets awfully [3J and sticky, and we often get [4J torrentialwhich can cause [5J severe.

In the early summer, before the rains come, it tends to be [6J hot. In the winter, it gets [8J cold. We get [9J windsso cold th at I have hea rd of people's ears freezing and then snapping off! Not only that but we get such [lOJ snow that some people's houses get completely cove red by snowdrifts and they have to be dug out. It has many meanings. Examples : We often get thick fog. Example : In the summer, it tends to be hot. Examples : In the spring, we sometimes get quite mild weather.

In the rainy season, it tends to be very hot and sticky. Listen to each question and give your answer using language from Exercise 5. Simple sentence : TorrentiaL rain is the main cause of flooding. Simple sentence: We Like to spend our summers by the Lake. Rewrite the simple sentence below as an it-cleft sentence.

Cleft sentence : 2 Rewrite the simple sentence below as a what-cleft sentence. Simple sentence: I want to go to the beach. Cleft sentence : o Listen to the sample answers to the Part 1 questions in Exercise 7. Then read the Track 23, page and underline three cleft sentences.

Complete sentences so they are true for you. Then rewrite them as cleft sentences using the structures given. Exam tip: You can use cleft sentences to answer questions the examiner asks you.

For example : Examiner: What do you do when it's cold outside? Candidate: What we tend to do is stay in and watch our favourite films. Examiner: Which season is your favourite?

Candidate: Well, what I like best are the transitions between the seasonswhen you first feel the weather begin to change. Describe your favourite season. You should say: what the season is and when it occurs what the weather is like during this season what your typical activities are during this season and explain why it is your favourite season.

It would be easy to answer this question using only simple sentences. For example: Most people prefer the summer. My favourite season is spring. It is not too hot. I often go for long walks. Skip to main content. Customers also bought. Best sellers See more. F9: The Fast Saga [Blu-ray]. Black Widow Feature [Blu-ray] Bilingual. F9: The Fast Saga. Black Widow Feature Bilingual. The Breakfast Club [Blu-ray]. Blob Collector's Edition [Blu-ray]. Chicago Fire: Season 5. Top rated See more.

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