Ex. 1 p. 86 1) Your English teacher 2) Yes 3) No, it is not necessary 4) Yes

Ex. 2 p. 87 The two points are covered. Where? Paragraphs 1, 2 and 4 deal with point 1 (what is more useful) Paragraph 3 talks about point 2 (what is easier to learn) What is the candidate’s opinion? He/She says that science subjects are only useful for certain jobs, whereas languages are useful for everyone, and that science subjects are very difficult for many people.

Ex. 2 p. 87 There is a clear third point. Where? In paragraph 3 What does the candidate say? He/She says that people should study both sciences and languages if possible.

Ex. 2 p. 87 The candidate has come to a definite conclusion. What is it? The conclusion is that everyone should study foreign languages.

Ex. 2 p. 87 It is well organised into paragraphs. How? Write the candidate’s plan. Paragraph 1: ‘what is more useful’ depends on your job / science is not useful for everyone Paragraph 2: learning languages is useful for everyone Paragraph 3: good to study both sciences and languages if possible but sciences are more difficult Paragraph 4: everyone should study languages

Ex. 2 p. 87 It is easy to read and well-linked. Underline the linking phrases. I would like to start my essay by saying that whether languages or sciences are more useful depends very much on what job you would like to do. If you want to be a doctor, or a great inventor, of course you will need to study science subjects. However, I would argue that there really isn't much point in studying science subjects if you are going to be a history teacher, or work in a shop.

On the other hand, learning languages is always useful, whatever career you want to have in the future. Of course, English is very useful because so many people speak it, but other languages, like Spanish and Chinese, are also very important. I think that it is good to study both sciences and languages if you can, but not many people will become expert in science. That is because for most people, science beyond a certain level is far too difficult, although it's good to have a basic knowledge.

Therefore, I would like to conclude by saying that, ideally, everyone should study several foreign languages, simply because they are useful in every job.

Great Expectations by Charles Dickens (Oxford Bookworms Edition) WRITING – PART 2 140-190 words Part 2 will have three different options. You will have to choose one. Tasks may be: a story an article a review a letter / email You should choose the task you feel more confident with. There is also a fourth option you can choose from. It is based on a set reading text. Great Expectations by Charles Dickens (Oxford Bookworms Edition)  a letter an article a review an essay

You have received this email from your English-speaking friend David: WRITING – PART 2 a letter / email to a friend to a school principal Example to a newspaper editor You have received this email from your English-speaking friend David: From: David Subject: touring holiday Some college friends of mine are visiting your area soon for a week’s touring holiday. They would like to travel around and learn about your local area and its history. Can you tell me about some of the places they could visit? What’s the best way to travel around – car, bike or coach? Thanks, David Write your email. 140-190 words

Hi David, That’s great that your friends are coming here! And they’ve picked the right time of year, too. The weather’s pretty awesome right now. If they’re into history, they should head straight to the town centre – a lot of it dates back to medieval times. They can wander around having a look at the old buildings or just hang out in a local café in the main square – you can see everything from there! Tell them to pack a camera because the architecture is really impressive. One of the things they absolutely have to do is go to the night market that’s on every Wednesday. It’s a tradition that goes back centuries. There’s loads of locally produced food they can try – cheeses, cured meat, pastries, etc. – and there are usually musicians and artists to entertain you. If your friends want to see a bit of the countryside around here, I’d say get a car for a couple of days. If not, they can just walk everywhere they need to in town. It’s not that big.   Let me know when they’re coming – I can show them around if they like. See you, Anna

WRITING – PART 2 LETTER or E-MAIL In this task you are often asked to give ADVICE. How about taking up volleyball? What about taking up…? Why not take up volleyball? Why don’t you take up volleyball? I think you should take up volleyball. If I were you, I would take up volleyball. I suggest (that) you (should) take up volleyball. I suggest taking up volleyball. I recommend (that) you (should) take up volleyball. I recommend taking up volleyball. I recommend you to take up volleyball.

SPEAKING – PART 3 Collaborative task In this part of the test the examiner will give candidates a topic to discuss. Candidates are given a discussion question, together with five written prompts to help candidates by providing ideas for their discussion.

SPEAKING – PART 3 Collaborative task Candidates are expected to discuss some or all of the prompts in the time available and should continue their discussion until asked to stop by the examiner. 2 minutes Then, the examiner will ask candidates a second question to encourage them to summarise their discussion and to reach a negotiated decision. However, candidates are not penalised if they do not reach a negotiated decision. 1 minute

Icebreakers OK, where shall we start? Shall I start? Would you like to start or shall I? Why don’t we talk about …... first?

Expressing an opinion I (really) think ... I reckon ... Well, in my opinion ... If you ask me, I think ... Well, for me....... I’d rather… I’d sooner…. I’d prefer to….

Asking for your partner’s opinion What do you think about …….. ? What do you reckon? Do/don’t you agree? How about you? What would you choose?

Agreeing (Yes), I (completely / totally) agree (with you). That’s what I think too. (I think) you’re right. (Yes), absolutely! (Yes), exactly! (Yes), that’s true. (Yes), that’s a good idea. It’s the same for me. (That’s a very) good point!

Disagreeing I don’t (really) agree (with you). (I’m sorry but) I (completely / totally) disagree. I don’t think that’s a good idea. I’m not sure about that. It’s not the same for me. Well, it is true that......., but......... I can’t agree with you there. I suppose so, but ... I think it would be better to…. I know what you mean, but ……

Keeping the discussion going Let’s move on to….. Shall we go on to …….? So, what about ……? So, how about……..? Why don’t we ……... ? Perhaps we could .........

Hesitating Well, mmm, I’m not sure... Let me see... Let me think…

Concluding So, which one do you think is the most important? So, let’s come to a decision. So, do we agree on that? We’ve got very different opinions, so let’s agree to disagree.

Icebreakers OK, where _______________ we start? _______________ I start? _______________ you like to start or shall I? Why don’t we talk about …... first? shall Shall Would

Expressing an opinion I (really) think ... I __________ ... Well, in my opinion ... _______ you ask me, I think ... Well, _______ me....... I’d rather… I’d _________ …. I’d prefer to…. reckon If for sooner

Asking for your partner’s opinion What do you think about ……? What do you ________? Do/don’t you agree? How about you? What would you _________? reckon choose

Agreeing (Yes), I (completely / totally) agree (with you). That’s ________ I think too. (I think) you’re ________. (Yes), absolutely! (Yes), exactly! (Yes), that’s ________. (Yes), that’s a good idea. It’s the ___________ for me. (That’s a very) good ___________! what right true same point

Disagreeing I don’t (_______) agree (with you). (I’m sorry but) I (completely / totally) disagree. I don’t think that’s a good idea. I’m not __________ about that. It’s not the __________ for me. Well, it is __________ that......., but......... I can’t agree with you there. I ________________ so, but ... I think it would be better to…. I ______________ what you mean, but …… really sure same true suppose know

Keeping the discussion going ___________ move on to….. Shall we go on to …….? So, _________ about ……? So, _________ about……..? __________ don’t we ……... ? Perhaps we could ......... Let’s what how Why

Hesitating Well, mmm, I’m not sure... Let me _________ ... Let me _________… see think

Concluding So, which one do you think is the most important? So, let’s ____________ to a decision. So, do we agree ________ that? We’ve got very different opinions, so let’s ___________ to _____________ . come on agree disagree

SPEAKING – PART 4 Discussion The examiner asks questions which encourage the candidates to broaden and discuss further the topics introduced in Part 3. Spoken questions 4 minutes

HOMEWORK Ex. 2-3 p. 36 Ex. 5-6-7 p. 36