READING AND USE OF ENGLISH
WHAT COULD BE SOME GOOD STRATEGIES BEFORE ANSWERING PART 1?
Look at the title and the example, then
quickly read the text without filling in any
gaps.
Look before and after each gap for words
that collocate with the missing word.
For each gap, decide what part of speech the four options are.
Before you look at the options, think of a word that might fit the gap.
• Remember that every gap must be filled in.
• Pencil in your answers on the question paper so you can easily check the completed text makes sense.
• Never write two answers.
• Check your spelling
WHAT MAIN RECOMMENDATIONS CAN WE DO BEFORE DOING THE LISTENING TEST?
-Read the instructions before the recording does (save time)
-Listen carefully and don't panic if you don't listen to the answers
-Make sure all questions have an answer before you turn your exam in
-If you can't listen properly, rise your hand when the examiner tells you to do so
ESSAY: READ THE SAMPLE ESSAY AND ANSWER THE QUESTION.
1. Which two of the notes does she use? In
which paragraphs?
2. Which approach does she prefer? Where
does she state this? What reasons does
she give?
1 increased media coverage, 2nd paragraph; education, 3rd
paragraph
2 increased media coverage, 4th paragraph. She thinks education would be too slow and not affect older people; also, everyone takes notice of the media.
AUDIO 1.9: Listen to students Leona and Mia practising this task. Answer these questions.
1 Do they spend about the same amount of time on each of the five factors?
2 Do they take turns and speak to each other politely?
3 Do they reach agreement on which factor has the most positive effect?
1 Yes - 2 Yes - 3 No
Decide what part of speech the key word is,
and what can go with it.
Write no more than six words and no fewer than three
WHAT IS DIFFERENT IN PART 6 FROM THE REST OF THE PARTS OF THE TEST?WHAT STRATEGIES CAN WE APPLY?
You can use the same option for more than one answer.Underline the key words in the items.
If you’re unsure of any answers, eliminate any that are clearly wrong and then guess.
Part 1: This part tests the candidate’s ability to listen to short dialogues and show understanding of gist, detail, function, agreement and course of action, as
well as the speakers’ purpose, feelings, attitudes and opinions
WHAT STRATEGIES CAN WE APPLY?
• Read each introduction and imagine the situation.
• Underline the key words in the first line of each question.
• The first time you listen, answer those questions you can.
• Listen a second time to check. Answer any you missed
• Think about who will be speaking, why, and about what.
• Don’t choose an answer before hearing the whole extract
FORMAL LETTER: Read the model letter below and answer the questions:
Which formal expressions in the letter mean the following?
TELL - BIG - BEGINS - VERY PLEASED - TRAINING - STAFF
AUDIO 2.15:
Listen to Alina and Ivan practising the second section of Part 3. Answer these questions.
1 Which method are they discussing?
2 Do they agree in the end?
1 taking regular breaks from work or study 2 yes
WHAT IS THE PURPOSE AND WHAT ARE SOME STRATEGIES WE CAN APPLY IN PART 7 OF THE READING AND USE OF ENGLISH TEST?
In this part, there is an emphasis on understanding how texts are structured and the ability to follow text development
Look at the introduction to find out the text type and the topic.
Look for the development of an argument or narrative in the main text.
Quickly read the title, the main text and then options A–G, noting any topic links.
For each gap, look for grammar links, e.g. reference words, linking expressions and matching verb tenses.
When you choose one of A–G, make sure it fits the overall structure of the text.
Check it for language links in the paragraphs both before and/or after the gap.
Read the completed text to check it makes sense.
WHAT IS THE PURPOSE OF PART 3?WHAT STRATEGIES CAN WE FOLLOW?
Try adding different prefixes and/or suffixes to the word in capitals, or forming compounds.Check your spelling, especially when adding a suffix.Make sure your completed text makes sense and is grammatically correct.
PART 2: This part tests the candidate’s ability to follow the main points of a text
and retrieve specifc information and stated opinion.
WHAT STRATEGIES CAN WE APPLY?
• Read the introduction, the title and the
question to get an idea of the context.
• The first time you listen, pencil in your
answers on the question paper.
• The second time you listen, check your
answers and make necessary changes
• Be sure you know how numbers, including ordinals (1st, 2nd, etc.) and
fractions, are pronounced.
• Take care with words or numbers that appear to fit a gap, but are not
the right answer.
• Write up to three words.
REPORT: READ THE SAMPLE REPORT AND ANSWER THE QUESTIONS:
What expressions does the writer use to:
a) state the purpose of the report?
b) make comparisons?
c) conclude the report?
d) make a recommendation and a suggestion?
a) The aim of this report is to …
b) rather fewer … than; a little more generous
c) In conclusion,
d) … consequently, I would recommend + noun + infnitive without to; I would also suggest they consider + -ing
AUDIO 2.10: Listen to this extract from Maxim and Dariya practising Part 4 and answer the questions.
1 What question does the teacher ask them?
2 Which speaker considers arguments on both sides before giving their opinion?
3 Does the other speaker completely agree?
1 Do you think people should choose a career when they are very young? 2 Maxim 3 No, only partly
In this part, there is an emphasis on locating specifc information, detail, opinion and attitude in a text or a group of short texts.
Underline the key words in each question.
Scan each part of the text for words or phrases that express the same ideas as the key words.
Underline the parts of the text that provide the answers.
When you have found an answer, read the question again and study the evidence in the text carefully.
Cross out questions as you answer them.
If you can’t decide, eliminate the obviously incorrect letters and guess.
PART 3: This part tests the candidate’s ability to listen to longer interviews and discussions, and primarily show understanding of the speakers’ attitudes and opinions. Agreement, gist, feeling, purpose, function and detail may also be tested
WHAT STRATEGIES CAN WE APPLY?
• Decide what kind of information, e.g. a regret, is needed.
• The first time you listen, don’t worry if you miss a question. Leave it and go on to the next one.
• On the second listening, answer questions you missed
LETTER: WRITE THE SAMPLE LETTER AND ANSWER THE QUESTIONS:
1What examples are there of:
a) informal language?
b) neutral language?
2 Which reported speech forms does the
writer use?
1. Use of frst name after Dear; informal words e.g. thanks, great; punctuation: use of dashes, exclamation marks; contracted forms; short sentences, e.g. I got the impression
2.
he’s a bit down; phrasal verbs, e.g. get back to, move in,
informal linkers, e.g. and, so; shortened forms, e.g., sorry,
hope to; informal ending Best wishes plus frst name only.
b) Longer, more complex sentences, e.g. Ever since…, He clearly didn’t want...; longer words, e.g. unfortunately, impression; addition links, e.g. fIrstly, fInally
2. He admitted he’d done almost no housework
said he was sorry
...explained he’d been suffering from a long-term injury.
he promised he’d make more of an effort
1 What expression does Reza use to ask the examiner to repeat the question?
2 Who does he think has put the most effort into acquiring their skills?
3 What reason does he give for his answer?
3 He had to train for speed and handover technique.
Look for evidence that your answer is right, and also that the other options are wrong
WHAT COULD BE SOME GOOD STRATEGIES WHEN WE START AND WHEN WE DON'T KNOW THE ANSWERS IN PART 2?
Read the title and the text quickly for overall meaning.
Fill in any words you’re sure of. For the remaining gaps, look at the context and words around each gap.
PART 4: This part tests the candidate’s ability to identify the gist of a number of short texts on a theme, e.g. by identifying main points, gist, attitude and opinion.
There are two parallel multiplematching tasks, each with a different focus. In each case, the correct option has to be chosen from a list of eight.
WHAT STRATEGIES CAN WE APPLY TO ANSWER THIS PART OF THE TEST?
• Quickly read the instructions and the options in Tasks One and Two, identifying the key words in both.
• Think of other words you might hear used to express those key words.
• Listen for the answers to the questions in both tasks. Or, if you prefer, do one task on each listening.
• At the end, check that you have chosen an
answer for all the questions.
PROPOSAL: Look at the model proposal and answer the questions.
1 Where and how does the writer
a) state the purpose of the proposal?
b) make a recommendation?
3 Find examples of the following:
a) purpose links
b) compound adjectives
c) addition links
1. a) frst paragraph: The aim of this proposal is to …,
b) last paragraph: I would strongly recommend that … be …
2. a) to (suggest); to (do this); so that (matches)
b) Olympic-size, top-class, increasingly-popular, costeffective
c) as well as; moreover; also
1 You have a conversation with the other
candidate.
2 You must use formal language and call the
examiner ‘Madam’ or ‘Sir’.
3 You can learn your answers by heart and
give a prepared speech.
4 You can invent information about yourself
if it makes it easier for you to answer.
1 False, questions are asked of each individual.
2 False, though candidates should be polite at all times.
3 False. It would sound unnatural and the examiners would not
allow it.
4 True. If candidates don’t know the exact words – or remember the exact details – to give completely honest answers, they can make them up.