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Watch the grammar videos, play the grammar games and print the grammar worksheets. An invisible force that guides us as we put words together into sentences. 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. I'd 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 30mph , not 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 example , Equipment 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 clapping , add 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] chapters , for 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 phrases , rather than just single words, to express frequency will im pre ss the exam iner. Instead of I occasionally play tennis , say 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 forms , and 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.
C02 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. I was so relieved and always cycled more slowly after that. Read it again and notice the different structures and te nses. The negative form is didn't use to.
How is used to pronounced? Repeat the sentences with used to. Note that you cannot use a present form of used to to talk about present habits, e. C02 I use to travel to university by car. Just use the present simple : I travel to university by car.
However, we cannot use it to describe extended past states. The negative form is rarely used. The past simple has other uses: to describe single completed actions in the past, or a series of actions in the order they took place. Find what is wrong, say why, and correct the mistakes.
I loved riding her but she was expensive to keep so I had to sell her. He didn't say 'hello ' to me, probably because he felt awkward as he was with his new girlfriend. Below are some ideas for topics.
Record yourself and pay attention to your pronunciation. We can use the past simple for an act ion that interrupted or happened during the past continuous action. The past cont inu ous is also used to give the background to a story. Which main action does it give the background to? Notice that the speaker uses the weak form of was. Practise saying these sentences using the weak forms. Note that the past continuous is not generally used with state verbs, e.
It does not normally describe repeated actions or habits in the past, e. Suddenly a dog [3J [runJ up to us. It [4J [barkJ aggressively and we 5J [beJ terrified. My dad [6J tryJ to scare it off but it [7J biteJ him. Notice the difference between the following two sentences : When I arrived, my friend opened her presents. The actions are described chronologically. J When I arrived, my friend had opened her presents.
OR My friend had opened her presents when I arrived. J 1 Find an example in the text in Exercise 12 of the past simple used to describe a single action in the past and the past perfect used to describe something 'more past' than that action.
You can also use the contraction 'd. One day my sister, Madoka, [lJ [playJ out in the garden, throwing a tennis ball against the wall of the house. Just at that moment, our mum [7J [arriveJ home from work. I [15J [beJ so angry with Madoka! How accurate were you in your use of tenses past simple, past continuous and past perfect and structures [would, used to? Did you use a range of language or, for example, did you just use the past simple? Exam tip: To do well in the exam it is vital for you to be a se lf-aware learner.
C02 Listen to your recording, assessing your use of the vocabulary, grammar and pronunciation you have studied in this unit. Re-record your answers, trying to improve your performance in the areas where you were weaker. Improving fluency takes time. The most important thing is to speak as much as possible. Doing all the speaking activit ies in this book will certainly make you more fluent. The pronunciation of single sounds and single words, word and sentence stress, and connected speech are all crucia l.
Study the pronunciation points in this book carefully. Having good grammar has a similar effect. If your grammar and vocabulary are good, you can focus more on your ideas. If one exists, join it. Speaking English regularly, and in front of other people, will improve your confidence as well as your grammar, vocabulary, pronunciation and : of course, your fluency. In addition, agree that for one hour every week you will speak only in English.
Be strict with yourselves: do not speak even one word of your mother tongue or any other language , and do not consult your dictionaries. This will force you to express yourself in English even if it is sometimes difficult. This will give you extra practice in thinking in English, and will make speaking it less of an effort. The examiner will also judge how much effort it takes you to speak in English. If you seem to be unpractised at using English to express yourself, you will not score well for fluency.
Fluency is largely a matter of confidence. A confident speaker is more fluent because they are less self-conscious. Practising speaking English will make you more confident. Do not look down.
Do they think you appear confident and relaxed? Why or why not? S Where my auntie lives is idyllic and the pace of life is very slow.
It's all high-rise flats. You can meet people from all over the world. I wish it was bigger. After each sentence add extra details that explain what you have said. Example : My city is very cosmopolitan.
We have people from all over the world living here. You can eat lots of different types of food. In addition, you can use this vocabulary to talk about your home.
Practise once, then practise again without looking at the vocabulary. Vocabulary: Comparing now and then 4 1 Listen and complete the texts about changes to the speakers' hometowns, 1 [1] , this was a nice place to live.
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