Giáo trình Advanced Listening and Speaking

Giáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and SpeakingGiáo trình Advanced Listening and Speaking

Advanced Listening and Speaking Kathy Gude NEW EDITION OXFORD UNIVERSITY PRESS Oxford University Press, Great Clarendon Street, Oxford OX2 6DP Acknowledgements Oxford New York Athens Auckland Bangkok Bogota Buenos Aires Calcutta Cape Town Chennai Dar es Salaam Delhi Florence Hong Kong Istanbul Karachi Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi Pans Sao Paulo Singapore Taipei Tokyo Toronto Warsaw The Publisher and author would like to thank the following for permission to reproduce photographs: and associated companies in Berlin Ibadan OXFORD and OXFORD ENGLISH are trade marks of Oxford University Press ISBN 19 453425 © Oxford University Press 1999 First published 1999 Second impression 2000 No unauthorized photocopying Andes Press Agency/Carlos Reyes Manzo; Ardea/Jean Paul Ferrero, Jean Michel Labat, Joanna Van Gruisen, Tom Willock; Apple Macintosh; Artaud Freres - Editeurs; GIR34422 Dr Paul Gachet by Vincent Van Gogh (1853-90) lvlusoo d'Orsay, Paris/Giraudon/Bridgeman 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written permission of Oxford University Press Anna Brookes p 88,15, Nicki Elson p 58 Neil Gower p 17,29.47, 56 57, 62, 93, 95, Sharon Palent/Maqqie Mundy Agency p 13, 112, Geo Parkin p 19, 22, 27, 59, Tim Slade p 61, 110, Harry vennnq p 23, 24, 24, 30 This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise CIrculated without the publisher's prior consent in any form of binding or cover other than that in which it is published and without a Similar condition including this condition being imposed on the subsequent purchaser The Publisher and author would also like to thank all those who participated in the research and development of the book In particular the following for their valuable advice: Caroline Coate Sara Evans/Cultura Inglesa Copacabana Angela ffrench, Diane Fleming, Rosalie Kerr, Ann Whitfield, Jennifer Whyte, Simon Williams Origination by Blenheim Colour Ltd, Eynsrlam, Oxford Printed in Hong Kong THEEXAM LISTENING: CAE PAPER Format The Listening Test COI1SIStS of listening texts: Parts 1, 2, :3 and These texts differ in lonqth and test listening skills through a variety of question types ego note-taking, sentence completion, multiple matchinq, Identifying statements speakers made, and multiple choice questions Timing Tile Listening Test takes about 45 mmutos and contains between 30 and 40 questions You hear Parts 1, and twice, whereas you hoar Part only once What you have to You have tune to read throuqh each task before you listen to tho recorded text As you liston you must wr.te your answers 011 a q.iostio.: paper thon !) transfer them to an answer sheet You Will have tell minutes for this transferral at the elld of the test What is being tested The Listening Test requires you to lister for both global and specific Information Parts and test your umJerstandlng and application of specific Illformatiorl from the text Part tests your understanding of gist attitude and directly stated information Part tests your understandinq of context op.ruon, speaker Identity etc A note on spelling When writllig aoswers you arc expecteeJ to spell correctly [Jut you are not pcnafzed for the wronq spelllllg of a proper IIOUll If you write an acceptable alternative How this book will help you The book gives you practice III listeninq to each other in class to the teacher and to tile cassette recoroinqs These recordings differ in lellgHl I.e from short sncpcts of conversation to longer talks and conversations and tile speakers have a rallge of accents all of which Will Ilelp to build your conuoeico III illterpretillg what you 110ar III the exam Itself The book gives you useful advice ard practice for writing notes and processmo information willie you listen, ar d it helps you to decide what to listen for ,1I1d to Illterpret meaning doponoont on Intollatlon stress patterns rhvthm Juncture alKJ phonoloqv Thoro am also manv differellt task types wnich prepare yOll for what vou rmoht find III the exam SPEAKING: CAE PAPER Format Tho Speakinq Test is conducted by two examiners one of whom acts as Assessor the other as lnterlocutor iHle speakinq exanuner: You are examined in pairs or occasior-ailv ill a qroup of three, snould there be an odd number of candidates III an examining session The-e are Parts In tile Speaking Test In eacr of these Parts, you respond to Visual or spoken prompts which are desiqned to elicit different spoakinq skills Timing The Test takes 15 minutes for a pair of candidates produce connected speech It refers to 'Illtemal COrH)rellCe', which conveys your ability to orqamze your sontonces usinq, c.q llilk words pronours reterenco devices, to express yourself effectively and communicate your message A note on task achievement HlO attempt to complete the tasks is assesseel not arr.vinq at a 'riqht ' answer Within tne time available A note on pronunciation Examiners not expect you to have a 'perfect' Engllsll accent' However they expect you to speak clearly and unarnbiqr.ouslv so that what you say IS easly LIIlClerstooej What you have to In Part 1, you are given an opportunity to Interact socially Part gives each of you an individual tum of one minute (this is known as a long transactional turn) In Part you take part in a problem-solving task together In Part 4, the discussion related to Part is widened and the examiner Joins in What is being tested Throughout the test you are being assessed on your Grammar and Vocabulary, Discourse Management Pronunciation and Interactive Communication You are given a mark for each category, plus a mark for Global Achievement by the Interlocutor A note on Discourse Management Tnis is your ability to combine your language and ideas to How this book will help you The book covers, in a systematic ano comprchousivo way, HlE) skills you need to listen and speak and also to process allel exchange Information while you are doing so By analvsr.iq tile Function Files you can develop an awareness of what an appropriate comment would be and tlletl use It ill context This book helps you to handle prom.nciation features it.e stress rhythm Juncture and phonoloqy) effectively, thus preventing allY breakdown In ccrnrnurcatio-i Furthermore successful task completion in the exam depends on your beillg able to produce the rrght kind of language III an appropriate way The book helps you to this by fOCUSlllg on register, SOCial Interaction, structure and vocabulary at each successive stage of the Speaking Test CONTENTS iHE BOOK Aims The Modules are designed to help you acquire and practise in a systematic and comprehensive way the skills you need to your best In both the Speaking and tile Listening Tests Contents Advanced Llstenmg and Speaking (CAE) consists of 21 self-contained Modules which you can use either as a supplemmt to a course book or as part of a skills course The 'stand-alone' Modules can be used in any order, depending on your individual needs and interests, apart from Module 1A Getting to know you, which is intended to be used at tile beginning of a course Each Module is designed to take about 30 to 40 minutes, depending on the number of students in your class, and the number of activities you Organization There are six sets of Modules For easy reference, the odd-numbered groups have particular (but not exclusive) focus on Paper 5, while the even-numbered sets focus on Paper Each Module deals with one Part of these Papers For example, Modules 1C/O and 3C/0 concentrate on Paper 5, Parts and 4; Modules 2B and 4B concentrate on Paper Part Exam practice At the end of each Module in the first four sets, there is an exam-type exercise The last two sets provide a bank of tasks for Papers and respectively, recycling the material in the first four sets You can use the tasks in the bank either to supplement the activities in the earlier Modules, or for exam practice Special features The first four sets of Modules (1 A to 40) are Interspersed with exam hints and Function File Cards containing expressions and phrases for you to analyse, then use while you are taking part in the speaking activities The book at a glance Spotlight on Paper Speaking Modules 1A, 1B, 1C/O Modules 3A, 3B, 3C/0 Task Bank Modules 5A, 5B, 5C/0 Spotlight on Paper Listening Modules 2A, 2B, 2C, 20 Modules 4A, 4B, 4C, 40 Task Bank Modules 6A 6B, 6C, 60 FUNCilON FILE INDEX Admitting that you might be mistaken Advising someone (not) to something Agreement Asking if someone agrees Finding out if everyone agrees Arguing against Arguing for Asking someone to repeat something Certainty, possibility and improbability Choosing Commenting on something you know nothing about Comparing Correcting what is not accurate Describing location 20 32 54 21 63 62 52 43 60 21 55 35 13 Describing similarities and differences Disagreeing politely Feelings Explaining how you feel about something Giving yourself time to think Interpreting past ideas Linking contrasting ideas Opinions Asking for the opinion of others Giving your opinion Putting forward another point of view People Finding out about people Finding out if people know each other Introductions 13 19 56 49 44 49 16 16 33 Preferences Saying something is (in)appropriate Saying something is or isn't fashionable Saying you are interested Saying you aren't interested Saying you aren't sure Saying you'd like to Saying you'd rather not Speculating Speculating about what you hear Spelling Summing up Wishes and regrets 17 59 60 58 59 75 75 75 10 23 25 58 47 SPEAKING Module 1A Getting to know you Meeting and finding out about people, introductions, personal questions, vowel sounds, recognizing names Module 1B People and places Speculating, describing, word stress, comparing and contrasting 10 Module 1C/O Jobs and training Exchanging opinions, expressing preferences, personal information, sound discrimination, reaching an agreement, developing the interaction 16 LISTENING Module 2A Sorry, I didn't quite catch that! Coping with accents and background noise, making informed guesses, recognizing words, evaluating differences, spelling 23 Module 2B Leisure activities and holidays 29 Making assumptions, word stress, interpreting and rephrasing information, giving advice, identifying recycled information, putting forward another point of view Module 2C Mind over matter Interpreting unusual information, making notes while listening, listening for key information 34 Module 20 Today's technology Interpreting visual information, interpreting attitudes, identifying speakers, sound discrimination, matching information to speakers, anticipating what you are going to hear 38 Module 4A Achievements Listening for precise information, interpreting in depth, predicting, recognizing words in context, following a line of development 66 Module 4B Survival Relating what you see to what you hear, evaluating arguments, identifying recycled information, spelling, variable word stress, saying how you feel 71 Module 4C A question of gender Evaluating preconceptions, listening for facts and figures, interpreting information, using notes, matching sounds to spellings 76 Module 40 Points of view Understanding different points of View, homophones, identifying speakers, identifying points speakers are making, spelling 81 Module 3A What if ? Past and future: degrees of certainty, predicting, hypothesizing, word stress, expressing wishes and regrets 43 Module 3B Yesterday and today Comparing and contrasting, describing differences in attitude, variable word stress, asking for clarification, asking if someone agrees 48 Module 3C/0 Art and culture Expressing interest and taste, making a choice, arguing for and against, collaborating 58 PAPER TASK BANK Task bank 5A Six activities for Paper 5, Part 86 Task bank 5B Twelve activities for Paper 5, Part 88 Task bank 5C/0 Six activities for Paper 5, Parts and 91 SPEAKING LISTENING PAPER TASK BANK Task bank 6A Four activities for Paper 4, Part 96 Task bank 6B Four activities for Paper 4, Part 98 Task bank 6C Four activities for Paper 4, Part 100 Task bank 60 Four activities for Paper 4, Part 104 SPEAKING Getting to know you People and places Jobs and training Spotlight on Paper Part 1.0 l!J Finding out if people know each other In groups of three or four take it in turns to find out if the other students knew each other before starting this course, If they did, find out how long they have known each other and where they first met Before you start, refer to the Function File card, FINDING OUT IF PEOPLE KNOW EACH OTHER Which expressions sound too formal for this situation? Which expressions you feel are the most appropriate? Questions //1/1'(' 1/011 1I11'llw/(!/'(',~ /)0 1/011 kuou: ('1/c!1 otlu-r: /11/1'(' 1/011 Ill'olw('1I int n ulu cct]? /)id 1/011 kuou: ('1/('/1 01111'1' h('/i)/'(, '/011 ! ('1/111(' 101111' ('II/ss ~ I/I/d 1/011 )11('/ ('(/('11 01111'1' cd th»: (,OIlI'I('!,~ 1/00l' lou!.! I iii 1'1' 1/011 lcuouu ('1/1-{/ otltcr:' h('/i!/'(, 1/011 ist cnt Replies \\ '1' 111('/ cru]! ollll'r/iu'lllI'/il'sl l irnrtothn] '\'1"1'(' kuouu ('1/('11 (1IIII'r/()1' l uo I/I'I/I'I!, situr, 11'1' 11'1'1'1' 1/1 Ic!/ool !, \\ ·I'.fi rs! 11/1'1 /rI/I'1I u: ,\ '1'1/1/1'('11 '11wI'1I iut /'(Id,/('nl Getting to know you 2.0 • Module 1A Introducing yourself to others Informal and formal language Listen to three short conversations once and indicate their level of formality by choosing a number from to 5, where is very informal and very formal Conversation A Conversation B Conversation C Compare your answers with a partner, Did you agree? 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III words of IlIlIn' tl,all 1111" svlIah!,', if III(' !asl svllahlr' "lids ill '""' vow;'lpllls L, ('.g I':L, ,IL, 111('11 till' I, is dllllhl"d Iwl()('(, addilrg all ,,"di"g Ilt'gillllill,g \\'illl a \,()\\"(,L l'.g riud/cd fJ"flrl'l!iJli!, 1I hk"cdJlllIl hknlll;>'delfn/ \lml wllrds (,Ildille;s to l!lahe til(' "lispr~)Jllllll'iati()IL It walling ('Il'i.lr and a\"{)id e.g dYI' - dycilJ,< !" luN'- I/(N'illi! page 26 4.0 IWiO lini,'s -l ow,'d ha('k-ta,,"s ,j /) prop"rtv () its (']oslln' gas li,e;llt S til(' gnllllld lIoor tllnT-store: q illtat'l to \"('n' cross it's Ill1fair Exam practice page 28 LtrllH'r :2 (AI)) :lS:j :j (s"['''rtllarKI'I) plasti" hags -I !tis (lIwlII lalld ili/'lI'Illt'd tilt' alltl,oriti"s () prOSl't'lltiOI\ - rarttl tll"ls S dig IIp D d""lan' t!t"ir disc'ov"ri"s to\\"IIIIOIlSl' 3.2 page 32 i -+ C C :j Ad"ising someone (not) to something Oil I/O accouul should !/Oll "i()llIHls too impersollal [...]... (or three) students: candidates A and B (and C) One student: the 'talking' examiner (Interlocutor) One student: the 'listening' examiner (Assessor) \\'cleonl(' the candidates and introduc-e voursr-lf and vour col1eaglH' Hespond appropriatel\' C]]('ck tlu- ich-ut it , of'the candidates Hcspond appropriateh Ask candidates r-ithr-r to kll von aliont or to find out aliout the othe-r candidates, lkspond as...Module 1B • Speaking lfJ Remember, the second examiner, the Assessor, does not take part in the Speaking Test and is only introduced briefly to the candidates in Part 1 Exam practice: social interaction Divide into groups of four or five (If there is an odd number of candidates for the speaking test it is necessary to have one group of three candidates.) Take the following roles... 98-100 33 Module 2C • Listening Spotlight on Paper 4 Part 3 1.0 n Listening for unusual information Memory mapping Although the listening passage may be about something you are not very familiar with, and the task may look rather complicated at first sight, do not panic I There will always be enough information on the tape and on your answer sheet for you to understand what it is about and do what is expected... of the item, and the strong and weak stresses on the words you use l!J Exam practice: describe, speculate and identify Identity parade On pages 113 and 124 there are two sets of people taking part in an Identity parade to see if members of the public can identify the thieves, a man and a woman, in a robbery they witnessed Student A Look at the set of pictures on page 113 Choose one man and one woman... There are more Paper 5 Part 2 tasks in the Task bank on pages 88-91 15 Module 1C/O • Speaking Spotlight on Paper 5 Parts 3 and 4 1.0 tIJ Exchanging opinions Too young or too old? Work through the Function File cards before doing the activity opposite GIVING YOUR OPINION Which expression sounds rather rude and off-hand and suggests that you have nothing else to say? Which expresses a very strong opinion?... resist mail \'ogue lll'lil -vrdejel'ted persist nail Jobs and training 2.3 Listen carefully to the context A clear idea of the context of what you are listening to and who might be speaking will help you to make a reasoned guess as to any ambiguous words or information 3.0 o • Module 1C/O Sound discrimination Listen to a conversation between a father and his son Each sentence of their conversation contains... these various methods of learning and training and in groups of four discuss which you consider to be the most and the least effective ways of learning or training to do something Two students should put forward arguments for the options on the top and the other two for those on the bottom Refer to the Function File cards on page 16 as well as the one above 19 Module 1C/O • Speaking 3.1 l!J Admitting that... activities and whether they enjoyed them b which of the activities they would really like to try and why c which of the activities they would absolutely detest doing and why 1.1 Inthe exam you will have time to read through the notes for the task before you listen to the tape Use the time to read the instructions and notes carefully so that you are well-prepared for what you are goingto hear and what... Interpreting and rephrasing information Read through the multiple choice questions and the clues which are given to help you focus on the relevant information for the right and wrong answers I \ "hat is the diffen'nce between 'luggns' and 'tuggns"~ A 'Luggers' are caravanur-rx whereas 'tuggers' are motorc.uuv.m I WI'S, B 'Luggers' are motorcaruvanners whereas 'tugg(TS' are caruvuunc-rs C 'Luggers' and 'tuggers'... Interlocutor: , Candidates: In terloci ItOI': Canrlidatc-s: I ntc-rloci ItOI': Candidates: Assessor: , Now reverse roles with the two examiners taking on the roles of candidates There are more Paper 5 Part 1 tasks in the Task bank on pages 86-88 Spotlight on Paper 5 Part 2 1.0 lfJ Speculating SPECULATING Which expression sounds too formal for an exam situation? Which sounds too off-hand and too Informal?