Global ELT
Transcript of Global ELT
8
Global ELT
Global ELTBrighton, East Sussex, UK
tel: (0044) 01273251906 fax: (0044) 01273688232email: [email protected] website: www.globalelt.co.uk
Dear Teacher,
Global ELT is an independent publishing house that specialises in the
production of Exam Preparation books for the main international ELT exams.
We have tried to provide teachers and ELT exam candidates with books
of Practice Tests and Exam Preparation materials for all the international
ELT Examination boards.
More specifically, we publish Practice Tests and Exam Preparation materials for:
● Cambridge English: FCE - First, CAE - Advanced (NEW 2015 Format),
CPE - Proficiency, PET - Preliminary, KET - Key, YLE (Starters, Movers, Flyers)
● Cambridge/Michigan (CAMLA): ECCE (B2), ECPE (C2)
● BULATS: BULATS Practice Tests
● IELTS: Academic as well as General Training (Practice Tests & separate Skills books:
Reading, Listening, Speaking, Writing etc)
● Trinity College London’s Exams: GESE & ISE (NEW 2015 Format)
● ETS: TOEIC, TOEFL and TOEFL Junior
● PEARSON TESTS OF ENGLISH - PTE General: B1 - B2 - C1 - C2
● EDI / LCCI: Level B1, Level B2, Level C1, Level C2
● Ascentis-Anglia: Level B2
● ESB: B1 - B2 - C1 - C2
● TIE: (Test of Interactive English) B2 - C2
● MSU: (Michigan State University): CELC B2, CELP C2
● City & Guilds: A1, A2, B1, B2, C1, C2.
● NOCN - National Open College Network Exams
These books can help teachers tackle the difficult task of having to prepare their students for
these exams and can be used along with other Coursebooks, Skills or Grammar books.
Besides exam preparation materials, we also publish a wide variety of other ELT books such as
COURSEBOOKS, GRAMMAR books, SKILLS books, ELT DICTIONARIES, books for
VOCABULARY building, IDIOMS and PHRASAL VERBS, as well as GRADED ELT
READERS.
You can go through our ELT catalogue or visit our website: www.globalelt.co.uk
Like us on Facebook http://www.facebook.com/GlobalELTPublishing?ref=hl
Follow us on Twitter @GlobalELT
Global ELT
Available September
2016
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Contents
Upgrade your EnglishC
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Coursebooks Levels: A2 - B1 - B2 - C1
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A brand new series of coursebooks CEFR Levels:
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IELTS LIFE SKILLS
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Succeed in IELTS LIFE SKILLS CEFR A1Speaking & Listening
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Making decisions
Interlocutor: Now, I’d like you to talk about something together for about two minutes.
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Here are some resources that people use when studying history and a question for you to
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Look at the box below. (You have15 seconds to look at the task)
Now, talk to each other about what resources are the best to use in order to learn about
history.
Candidates 2 minutes (3 minutes for groups of three) .....................................................................
Interlocutor: Thank you. Now you have about a minute (2 minutes for groups of three) to decide
which resource is the most useful for you.
Candidates 1 minute (2 minutes for groups of three) .....................................................................
Interlocutor: Thank you.
Part 3 4 minutes (6 minutes for groups of three)
the Internet
the library
historical documentaries
older people
What resources are the best
to use in order to learn
about history?
old newspapers
Interlocutor: Use the following questions, in order, as appropriate:
• How could learning history be made more appealing
to young people?
• What can we learn from history? ... (Why?)
• Should it be compulsory to study history at school?
... (Why? / Why not?)
• Should history focus more on the lives of ordinary people?
... (Why? / Why not?)
• Does history ever apply to our everyday lives?
• Which person from history would you most like to meet?
Thank you. That is the end of the test.
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Select any of the following
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• What do you think?
• Do you agree?• How about you?
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Covering the Lexis, the Grammar and the Language functions for all the Trinity GESE exams
AVAILABLEJULY 2016
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Key Features
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� Section B: 6 complete Practice Tests for all 4 tasks� Section C: Preparation and practice for the Listening� Section D: Preparation for Trinity ISE III (C1) Speaking � Self-study edition available (with answers and audio CD).
Key Features
6
Task 1 Long reading
What do I have to do? Read 1 long text and answer 15 questions.
What kind of text?
The text will be factual. It will be about one of the following subject areas:
• Holidays• Shopping• School and work• Hobbies and sports• Food• Weekend and seasonal activities
• Jobs• Places in the local area
• Place of study• Home life• Weather• Free time• Times and dates• The natural world
How long and hard will the text be?The text will be about 300 words. There will always be 5 paragraphs.
There may be some words you don’t know but the text will be at level
A2, which means you will know most of the words.
What about the 15 questions?
The 15 questions are in three sections.
Section 1Questions 1-5 (Title matching)
You must choose the best title for each of the 5 paragraphs. There are
6 titles to choose from, so there is an extra one you don’t need.
Section 2Questions 6-10 (Selecting the true statements)
You read 8 statements and you must pick the 5 statements that are
true. You can choose your answers in any order. Because 5 statements
are true, the other 3 are false.
Section 3Questions 11-15 (Completing sentences)
You must write a word, phrase or number (up to 3 words) from the
text in a gap to complete each sentence. You must use an exact word
or phrase from the original text – you can’t use your own words.
How many marks is each question worth? Each question is worth 1 mark.
How long should I spend on this task? Spend about 20 minutes on Task 1.
TRINITY ISE FoundationPreparation for Task 1 Long reading
7
Section 1: Questions 1-5 (Title matching)
A When holidays will change
B Why travel agents know everything
C Where people will travel
Soon we’re going to look at our first long reading text. The text is about holidays in the future. This text is on the exam subject
area of Holidays. First let’s think about what we already know about holidays. Look at the pictures and answer the questions (1-5).
Write notes for your answers. Then talk with a classmate if you can.
Exercise 11. A. Now let’s read the text. When you are reading a text, always try to understand what each paragraph talks about.
So, read the text about holidays in the future and choose the correct title, A, B or C, for each paragraph.
1. Do you like going on holiday? Why? Why not?
2. Where do you usually go on holiday?
3. How do you usually travel?
4. Do you like summer or winter holidays more? Why?
5. What do you think holidays will be like in the future?
Holidays of the Future
Paragraph 1 We asked travel agent John Holmes what he thinks holidays in the future will be like. He told us: “People will
want to go on holiday to more unusual places. Maybe they would like to visit Dracula’s Castle in Romania or the Hobbit
Village in New Zealand.” Well, if you ask me these travel destinations do sound strange.
A The importance of local sports
B Learning something new on holiday
C What tourists want: relaxing on holiday
Paragraph 2 And when people get to the place they want to visit, they
won’t simply want to relax all day. They will be interested in doing all kinds
of sports and other activities too. They may learn to play a local sport, such
as hurling in Ireland. Some will even want to learn new skills, like cooking
or painting.
TRINITY ISE FoundationPreparation for Task 1 Long reading
Don’t worry if you don’t know some words. You don’t have to understand everything.
Try to understand what the text talks about in general.
6
TRINITY ISE III Preparation for the Reading Test - Task 1
Section 1: Title Matching
Pre-reading 1
Reading for gist
1. Give 3 examples of how modern life benefits from technology.
2. When can technology become intrusive and what can be done about it?
3. Are there any modern technologies that we would be better without? Why?
4. In general, do you believe technology has improved our quality of life? How?
5. How do you think technology will change our lives over the next 50 years?
Write down as many ideas as you can think of for your answers to these questions.
Then, if possible, discuss your notes with a partner.
Exercise 1This is NOT an exam task, but it will help you practise reading for gist. Think about how texts are structured and how the
different ideas/topics are usually linked together in a logical order. When you have finished this task, you should find the actual
exam task which follows easier. Why? Because Exercise 1 will help you get a general understanding of what each paragraph is
about. Read the following text about Smart toys. The paragraphs are not in the correct order. Put the paragraphs in order from
1-5. Write the correct paragraph number on the answer line.
Smart toys
Paragraph ...............
Possibly, Carr is worrying unduly as there is no guarantee that Google’s concept will ever become reality, as is the fate of
many ideas published in patents; but then again, she may not. Qualcomm has already floated the idea of a smart teddy
bear in its ‘house of the future’ at Mobile World Congress, in Barcelona. A concept bear was able to say ‘good morning’ or
‘good night’ to a child in synchrony with lights being turned on or off. Indeed, as if to confirm Carr’s worst fears, Mattel
has already debuted Hello Barbie; a doll that taps into a Wi-Fi connection to chat with young girls and record conversa-
tions with children. The concept understandably has come under fire from critics who claim the doll’s ability to record
potentially sensitive information could place children at harm. Despite the maker’s insistence that recorded information
will remain secure and settings will be in place to permit parental control over information stored by the company’s
servers, many might be unwilling to buy into the idea of ‘smart toys’.
5
7
TRINITY ISE III Preparation for the Reading Test - Task 1
Paragraph ...............Until now, voice-controlled toys capable of operating household appliances were a mere flight of fancy. Now, it seems, toys,
modelled on animated cartoon characters, Buzz Lightyear and Woody, may soon become reality if Google’s recent patent
for voice-responsive Teddy and rabbit-shaped machines is approved. However, Google’s voice-sensitive toys will not
merely flip light switches and drive remote controlled cars, like their cartoon counterparts. In addition to controlling domes-
tic devices like TVs, music systems and lights, they will potentially be capable of interacting with humans; not merely
responding to requests, but additionally, displaying rudimentary emotions, reflecting those of the speaker.
Paragraph ...............Google’s new toy has been trumpeted by its designers as a ‘cute’ home accessory and accordingly marketed in child-friend-
ly forms which may extend to dragons, robots or even aliens to make them more compatible playmates for young chil-
dren. Google suggests that by looking cute, “young children might find these forms to be attractive” and adults would be
more likely to interact more naturally with them than a traditional computer interface. Homes, it suggests, could use one
or a number of such toys spread around the home to facilitate family members and enable them to effortlessly perform
tasks around the house. An added bonus of these toys, claims Google, is that such devices can also store conversations on
the internet and would be permanently listening for instructions from homeowners to which they would respond.
Paragraph ...............It is envisaged that these anthropomorphic devices will be connected to the internet, responding to commands given by
homeowners. Embedded in the devices will be microphones, speakers and cameras, enabling the ‘toys’ to respond to and
execute commands relayed to them upon a simple voice command. In addition, these sophisticated gadgets will feature
motors to change the toys’ facial expressions. Google’s patent suggests that the toy will listen for a trigger word and upon
hearing it will turn to face the speaker. Using cameras, the gadget will then scan the emotional expressions of the person
making eye contact with the toy. It will then respond vocally or adopt a new facial expression to exhibit surprise, for example,
before carrying out domestic chores remotely, such as switching on a washing machine. According to the blurb on the
patent, the device will be able “to express interest, may open its eyes, lift its head and/or focus its gaze on the user”.
Paragraph ...............There is a fine line, however, between anthropomorphic wizardry and downright creepiness. Whilst Google might like to
portray the toys as the cute toys in Disney’s Toy Story, some believe that these anthropomorphic devices are more remi-
niscent of the human-like toys featured in horror and science fiction films such as Stephen Spielberg’s film, ‘Al’. In the lat-
ter instance, the intelligent, ‘super toy’ teddy bear, capable of turning its head, talking and changing facial expressions is
more beast than bear in its manipulative machinations. In fact, the unnerving capability of Google’s toys to eavesdrop on
conversations, store information and connect to the internet seems just one step too far for some. Emma Carr, director of
surveillance monitoring group Big Brother Watch, voices her concern over privacy issues regarding such devices that
record conversations and log activity. She states, “When those devices are aimed specifically at children, then for many
this will step over the creep line. Children should be able to play in private and shouldn’t have to fear this sort of passive
invasion of their privacy. It is simply unnecessary.”
1
3
2
4
Did you get the questions right? Check below. The answers are given upside down. Turn your book around to see what they are.
Correct any answers you got wrong.
Paragraph: 5 - 1 - 3 - 2 - 4
Exercise 2Now that you have completed Exercise 1, you should have a good idea what each paragraph is about. Write a short summary
note of the paragraph topics in your own words on the answer lines below. Write no more than 8 words for each answer.
Paragraph 1:
..................................................................................................................
....................................................................................
Paragraph 2:
..................................................................................................................
....................................................................................
Paragraph 3:
..................................................................................................................
....................................................................................
Paragraph 4:
..................................................................................................................
....................................................................................
Paragraph 5:
..................................................................................................................
....................................................................................
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Key Features
60
Test
1
Task 1 – Long reading
Test 1
Read the following text about a method of foreign language learning and answer the 15 questions on the next page.
Learning a foreign language
Paragraph 1Tandem language learning is a new and exciting method of language learning. It involves two part-
ners who are, most preferably, native speakers of different languages. Both speakers want to learn a for-
eign language and will do so by helping each other. The word ‘tandem’ itself means a bicycle with
two bicycle seats for two people to sit on, one behind the other. Therefore, one can easily under-
stand how the method got its name.
Paragraph 2Tandem learning can vary. The language-partners can meet either in person or learn by e-mail, phone
or other media. Learning can be supported by various materials and methods: worksheets, textbooks
or simply informal conversation. The classic style in Tandem learning, though, is that half the time is
given to one partner, the other half to the other partner. For example, a Greek and an English speaker
usually can talk half an hour in Greek and afterwards half an hour in English.
Paragraph 3The "language learning by exchange" approach first appeared in 19th century England, in what was
called the "mutual system", where pupils were helping each other in order to help the teacher with his
or her work. The Tandem method, though, appeared much later on, in 1971, in connection with the
"audio-visual method" and since then has developed up to the present day, taking different forms as
time went by.
Paragraph 4Tandem learning is an approach suitable for every age group, from children to senior citizens. It can
be used at all levels of education; that is to say, preschool, elementary school, secondary school and
even university. Research has also shown that it is one of the most successful methods of language
learning for adults, particularly in companies.
Paragraph 5At first, many people questioned this method’s success when compared to traditional language
learning methods. However, research over the years has shown that this method greatly helps to
improve listening and speaking skills. The reason why, is that the two language partners speak, as
well as listen to each other much more than they would in a traditional class. Another benefit gained
through the Tandem method is cultural understanding, as speakers get to learn about the culture of
other countries through conversation. Some speakers have even noticed that they seem to under-
stand their native language more after Tandem sessions, as they start to think more about it.
61
Test 1
Preparing for TRINITY ISE ITEST 1 - Task 1
1. Paragraph 1 …………………………
2. Paragraph 2 …………………………
3. Paragraph 3 …………………………
4. Paragraph 4 …………………………
5. Paragraph 5 …………………………
A Definition of the method
B Suitable candidates for the method
C Origins and history of the method
D Advantages of the method
E Disadvantages of the method
F General background information on the method
6. …………………………
7. …………………………
8. …………………………
9. …………………………
10. …………………………
A Tandem learning was first used in the 19th century.
B Tandem learning was immediately accepted when first used.
C The two partners don’t need to be face to face in order to learn.
D The two partners can practise languages in which they are not
native speakers.
E It is possible to gain more inside knowledge of how one’s own
language works though Tandem language learning.
F Employees may successfully use Tandem language learning.
G Tandem language learning can also help with reading and writing.
H Partners should participate in equal turns when learning.
Questions 1-5 (one mark per question)
The text on the previous page has five paragraphs (1-5). Choose the best title for each paragraph from A-F below and
write the letter (A-F) on the lines below. There is one title you don’t need.
Questions 6-10 (one mark per question)
Choose the five statements from A-H below that are TRUE according to the information given in the text on the
previous page. Write the letters of the TRUE statements on the lines below (in any order).
11. The main idea behind Tandem language learning is that two speakers are ……………………………………………........…...…… to
learn a foreign language.
12. Speakers may choose to simply have a talk, or this may ……………………………………………….....…… by extra work.
13. Tandem language learning has not remained the same over years; it …….....……………………………………………… .
14. Learning by Tandem is ….....………………………………………………… anyone; there are no age restrictions.
15. By getting to know the other speaker and where he/she comes from, one gains …………………………………………….....……… .
helping each other
cultural understandingsuitable for
has developed
be supported
C/D/E/F/H
C/D/E/F/H
C/D/E/F/H
C/D/E/F/H
C/D/E/F/H
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Unit 1Illustrated Phrasal Verbs
1. If you're not sure when the plane is leaving,
why don't you ask someone and ................ ?4. Before leaving, Tom .............. his new bicycle carefully.
2. It can be a challenge to ................. your glasses
if you cannot see without them.
3. John .................... the number of a plumber in the tele-
phone book because the kitchen tap would not stop dripping.6. I think you should call the police. They will ................. why
the baby was abandoned.
5. Anna .................. the shop quickly and then decided on a
pair of light blue shoes.
7. Amy certainly ............... her mother, doesn't she!
They look just alike!
10. Can you believe that Maria is turning 18 next week?
It seems like she ................ so fast!
8. Mrs. Smith ................... her children to be kind,
considerate adults.
11. They wanted to find an old cottage in the country
that they could buy cheaply, and then .......... .
9. Jessica ........................ her grandmother so well; she always
has time to help her with her shopping, or even just
take her out for excursions.
12. My grandfather always likes to ................... when
my mother and uncle were my age.
A. Fill in the gaps in the sentences below with the correct Phrasal Verb.
Common European Framework
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Common European Framework
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Student’s BookStudent’s Book
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CEFR
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your GRAMMAR
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Global ELT - Dictionary of Business:� ISBN: 9781781641156
Global ELT - Learner’s Dictionary:� ISBN: 9781781641040
Dictionaries
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Global ELT - Dictionary of Economics:� ISBN: 9781781641163
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Dictionaries
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Common European Framework
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Student’s Book
Communicator
Maria Evangelidou Lawrence Mamas - Andrew Betsis
NNEW 2015
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New 2015 Format Edition
including ALL the recent changes
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Level B2 Communicator
Student’s Book
Andrew Betsis Lawrence Mamas
NNEW 2015
Format
New 2015 Format Editionincluding ALL the recent changes
CA
TALO
GU
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2016
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ELT Graded ReadersELT Graded Readers
Carefully designed to retell the stories using vocabulary and sentence structure appropriate for oneof six different grade levels, each reader will help English language learners enjoy developing theirvocabulary and fluency as they read about the stories.
All books come with MP3 Audio CD.
Level 3: Average number of family words per reader: 950Number of family words for level 3: 2500
Level 4: Average number of family words per reader: 1150Number of family words for level 4: 3000
Level 5: Average number of family words per reader: 1350Number of family words for level 5: 3500
Level 6:Average number of family words per reader: 1550Number of family words for level 6: 4000
Classic ELT Readers
Available September
2016
LEVEL 3 LEVEL 4
LEVEL 5 LEVEL 6
37
tel: (0044) 01273251906 fax: (0044) 01273688232 email: [email protected]
8
Student’s BookStudent’s Book
your GRAMMAR
Intermediate
CEFR
B1
Student’s BookStudent’s Book
Upper Intermediate
CEFR
B2
your GRAMMAR