11.

I really disappointed my friend when I forgot

to help him study.
(A) let down
(B) coached
(C) differed
(D) blindfolded
12. I feel very relaxed when I am with my family.
(A) organized
{B) generous
(C) comfortable
(D) talented
13. We wanted to buy a new printer, but we
didn't have enough money left.
(A) illustration
(B) section
(C) funds
(D) program
14. I found today's discussion on marine life
,;very interesting.
;lii(A) stimulating
(B) constructive
(C) courageous
(D) organized
15. I was the first to arrive, so the room was
completely filllQ.!y.
(A) available
(B) sleek
(C) bulky
(D) vacant

Instructions: Write the missing words. Use the

words below to fill in the blanks.
;,), ~~9e[, ..... significant .
animation
.draw
,_ii.'.L
'" . - . brand .i
<~>>,...,-

There are many ways that businesses attempt

to 16.
the eyes of customers
using their advertisements. Since the computer
has made17.
easier, many
advertisers are 18.
to use it
on television. Television has a number of
advantages for advertising. First, it allows a
company to show why its 19. _ _ _ _ __
is the best product available. Second, since
many people spend a 20. _ _ _ _ __
amount of time watching television, companies
know that their messages will reach many people.

3z
Gl

Instructions: Choose one word that does not

belong in each group.

21. reputation
responsibility

opinion
attitude

22. stimulating
interesting

fascinating
upcoming

23. independent
automatic

unconscious
unaware

24. definitive
reproduction

perfection
best

25. concentrate
devote

expand
focus

---.1

'

Vocabulary Review_1 359

;~_: ''
.

Instructions: Choose the best word or phrase

to complete each sentence.

6. The company also

especially
repeatedly
moreover
none too soon

2. I was given a(n)

ten poirits for

answering the bonus question.

(A)
(B)
(C)
(D)

upcoming
additional
core
advanced

3. I learned to ____ the poem from

memory.

(A)
(B)
(C)
(D)

recite
last
struggle
consult

4. The instructions confused me because they

were so _ _ __
(A)
(B)
(C)
(D)

'I
I

utilitarian
patient
available
advanced

5. We consider our dishwasher a(n)

____ because we couldn't live
without it.
(A)
(B)
(C)
(D)

budget
luxury
necessity
accomplishment

free

technical support.
(A)
(B)
(C)
(D)

1. The party is about to begin, so you arrived

(A)
(B)
(C)
(D)

'

regret$
sneezes
offers
transmits

7.

t:
'';

to study tonight,
to a movie.
(A)
(B)
(C)
(D)

intend
encourage
hold
last

'<

;--_;(

'

8. Many people choose to---- e~en>::.

though they don't get paid.
(A)
(B)
(C)
1(0)

:.

concentrate
volunteer
hire
admire

Instructions: Choose the word or phrase

in meaning to the underlined word or ghrase..

"
.i.

9. The store didn't have the shirt Iwanted, sq

I got one that was almost the sarn(;l.
' .
(A)
(B)
(C)
(D)

central
similar
oral
time-consuming
).,

10. This weekend, I'm going with some friends

to walk in the mountains.
(A)
(B)
(C)
(D)

hike
expand
struggle
let go

'.-:.: -

il

r-1---

360 Vocabulary Review 2

'in;:_.-

. .- .'

11. One of the pool's rules is that you can't

play loud music.
(A) echoes
(B) luxuries
(C) surveys
(D) policies
12. I spent last weekend fixing a hole in our
roof.
(A) leak
{B) term
(C) condition
(D) major

,-i

13. I can't carry the TV alone because it is so

large.
(A) definitive
{B) unconscious
(C) bulky
i (D) auditory
14;:The university offers many basic classes
;Y,like Introduction to Chemistry.
(A)
(B)
(C)
(D)

core
sleek
automatic
literary

15. I trained her for three weeks, and now she

is a better volleyball player.
(A) differed
(B) achieved
(C) coached
(D) attached

Instructions: Write the missing words. Use the

words below to fill in the blanks.
. : competence .conver9ely latter
experience ... firefighter

I~-

Many scholars suggest that there are two

different kinds of knowledge: wisdom and
16.
. While the former
requires information gained from books, the
17.
can only be gained by
practicing. In most situations, both kinds of
knowledge are very important. For example,
consider the career of a 18. _ _ _ _ __
The 19.
necessary to
perform his or her duties can be developed by
reading books describing relevant procedures.
20.
, some qualities, such as
bravery, can not be learned in books and must
be developed through practice.

Instructions: Match the words that have

opposite meanings.

21. packed

(A) unimportant

22. advanced

(B) simple

23. reproduction

(C) let go

24. significant

(D) empty

25. hire

(E) original

1.

-1

Vocabulary Review i

361

Independent Speaking: .
Test Questions 1and 2 .
. .Integrated Speaking:
,,- .. ,

Test Questions 3 and 4

1a1.oc:1

Integrated Speaking:
Test Questions 5 and 6

Vocabulary Review 3
, Vocabulary Review 4

A response to the independent speaking question generally

includes the following:
An introduction to the general topic of the essay-usually one sentence
A statement of your opinion-usually one sentence
Your reasons + examples/details to support them-one or two sentences each
Within 60 seconds, the time given for your response, you should be able to say about
eight sentences. These sentences should be similar in length to the following: "I often
take my guitar to parties and play music for my friends there."

Before speaking:
Choose an opinion that is easily supported.
Organize the flow of your response in your mind .
. Make sure that you have adequate reasons and examples.

When speaking:

Make a clear statement of your opinion on the given topic.

State clear reasons for your opinion.
Use concrete examples.
Use transitions to improve the flow of your speech;

Independent Speaking: Test Questions 1 and 2

365 - - , ,

Practice 1 - Personal Experience

~Step

Read and think about the prompt below.

'

~;

(r-.. --.
l]

What is a skill you have always wanted to learn? Why do you want to learn it? Include
specific reasons and examples to support your answer.

\
\,"

-"~,-.-,-;- U

'>> '"'"'"'"

'

"'-"

'>'<

,~o'>J >e~>< m_." <> F~--- r""-'"'""""~'""'""K~--~'"'' ,>.-.'~"''V>-""~~... ~ ,~. ' .,~-~ ''"~""""'~"'~.-"""'.,,..,",'"''''~"' WJ,""" T<oo~-~ <>O"><~-'=?<VO~~'>

The sentences below make up a response to the prompt above. Read the sentences and underline
any transitions you find.
(A) This is because once, when I was little, my grandfather took me

(8)
(C)
(D)
(E)

(F)

sailing.
I also want to learn how to sail because I love the ocean.
However, I cannot do that unless I know how to sail.
I love the ocean so much that someday, I would like to travel the
world in my own sailboat.
Since that day, I have wanted to understand how he steered the
vessel through the wind just by manipulating ropes.
I have always wanted to learn how to sail a boat.

little:
very young
sail:
to control the movement of
a boat through the water

steer:
to control the direction that
something moves
vessel:
a boat

manipulate:
to control something
skillfully

Look at the sentences again. Think about the role of each sentence in the response. Then list the
sentences in the correct order.
A

, ,.J--- 366 Chapte" 4

.t

' t
~-

~Step

Do NOT look at the sentences in Step 1. Answer the following questions in complete sentences.
1. What does this person want to learn?

2. What did she do as a child with her grandfather?

3. What does she want to do in the future?

Using the answers you wrote above, try to speak for 60 seconds explaining this person's
response. Use the words and phrases below while you are speaking. Record your time.
once

h:. Response 1:

~Step

when

because

someday

unless

Speaking time: _ _ _ _ _ seconds

n Now listen to the sample response. How is it different from yours? What parts of the
response can you use in your own? Write down any helpful expressions you hear. MSl:ii

l--

=---------------------=~-------1
I
n

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. lijdjt:@i

Independent Speaking: Test Questions 1 arid 2

367 - - .

~Step

Now write your own answers to the following questions in complete sentences.

1. What is a skill that you have always wanted to learn?

2. What experience have you had that makes you want to learn this skill?
3.

How would you like to use this skill in the future?

Using the answers you wrote above, give a spoken response to the prompt below. Try to
incorporate useful expressions from Step 3, while also paying attention to your pronunciation
and intonation. Record your time.

f"-"'--;~:~~~::~~~~:=-h~~::~ay:~~n~::-;~~:~;-;~;-~:..~:: ::~~~:~:::;;~nclude--~1
i

specific reasons and examples to support your answer. .

\.,~~",'<<="'"',..."'-~~-u'-'",-~'~""'""'v.~~'''"-'~~"'~q"''v;_,.;~.,,..,._,~, "n="'""'-"''''"~''-">c~.__,>n,"~'~---"""'"'<'"-''-"~k-.<--<>,""'-''"'~~- '"""'~-~OoO"~=-,;.<"~~~"~~'""~=~-=-"'"'~

Response 2:

Speaking time: ______ seconds

I
,
I

1---:-. 368 Chapter 4_

. '

j'

Practice 2 - Personal Experience

~Step

Read and think about the prompt below.

--- ..
[

-~::cri~:~:~::;~t you ~:Id lov~ to take, and explain why you want to take it. ~:Jlude
specific reasons and examples to support your answer.

,.,,..,.~......,m......,...,.

__ , _ _ _ _ ............._,_,,_,

_...,.__

....._...._......,

The sentences below make up a response to the question above. Read the sentences and
underline any transitions you find.
(A} So I would like to learn techniques for taking quality photographs.
(8) I recently got one for my birthday, but I do not know how to use all
the features.
(C) Someday, I would love to take a class in photography.
(D} They never come out very well, though.
(E} For one, I would like to take this class because I find cameras
intriguing.
I would also like to take photography because I love taking pictures
of nature and animals.

technique:
.. a w.ay of doing so(Tlethiog;
askill

. le~ture;
an important part of
so(Tlething
. photography:
the process of taking
pictures
come out:
to be revealed

intriguing:
interesting and exciting

Look at the sentences again. Think the role of each sentence in the response. Then list the
sentences in the correct order.
A

Independent Speaking: Test Questions 1 and 2 369

~Step

Do NOT look at the sentences in Step 1. Answer the following questions in complete sentences.
1. What class does this person want to take?

2. What did he receive for his birthday?

3. What does he take that never come out very well?

Using the answers you wrote above, try to speak for 60 seconds explaining this person's
response. Use the words and phrases below while you are speaking. Record your time.
so

for one

Response 1:

~Step

recently

because

but

Speaking time: _ _ _ _ _ seconds

(I Now listen to the sample response. How is it different from yours? What parts of the
response can you use in your own? Write down any helpful expressions you hear. mE'Jll

(I Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. @il:fi

~Step

Now write your own answers to the following questions in complete sentences.
1. What class do you want to take?

2. What experience makes you want to take this class?

~
3z

Gl

3. What do you want to learn from this class?

Using the short answers you wrote above, give a spoken response to the prompt below. Try to
incorporate useful expressions .from Step 3, while also paying attention to your pronunciation
and intonation. Record your time.

-........................-...................

- .-"~~"'"'"""----.

.......... ,,,,,,,,,,,... _,,,,,,.,........

_.~_,,,.,,

____ ........
_.

~.]

Describe a class that you would love to take, and explain why you want to take it. Include
specific reasons and examples to support your answer.

,,_...,,:~....,,,i~~~--"'"~~'-""--''"~,~~h~<m"""-''.,_,~~~~.,.-....,. .., ..,,,,,,,,~,.-.,,.,,.,.~.,~"'-~"'<''u"-''"~~"'=~~"'""'~"'"<-'-~i""',,-~_,,_.,.,,_,~.,,.~~'-'~"..w~.~<>==~"~<r~~~~

Response 2:

Speaking time: _ _ _ _ _ seconds

Independent Speaking: Test Questions 1 and 2 '371

-.

Practice 3 - Personal Experience

~Step

Read and think about the prompt below.

---.----"--"-------------

-----

Describe an activity that you like to do in your free time, and explain why you like to do
it. Include specific reasons and examples to support your answer.

.....

~"""""'""

_______

._~,,--,--.....

....,...._ _ _ .,,.,..,.,

...

--]

--~='"'"""""'

A sample outline of a response is given below. Write down transition words or phrases that
can be used to link the ideas.
Activity: Ride bike in mountains

Transition words/phrases:

Reason 1: being in nature

'--'-----

Reason 2: relaxing

Using the above outline, give a spoken response to the prompt above. Record your time.
Response 1:

~Step

Speaking time: _ _ _ _ _ seconds

n Now listen to the sample response. How is is different from yours? What parts of the
response can you use in your own? Write down any helpful expressions you hear.

mm

lengthy:
long
wildlife:
animals in nature

unwind:
to relax

demanding:
requiring a lot of time and effort
hectic:
very busy and often confusing

n listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. @Ml:tl

f_

~Step

. Without listening to the sample again, give another spoken response to the prompt. Try to
incorporate useful expressions from Step 2, while also paying attention to your pronunciation
and intonation. Record your time.
Speaking time: _ _ _ _ _ seconds

Response 2:
~Step

Make your own outline for the prompt. Try to incorporate transition words and useful phrases
introduced in Steps 1 and 2.
Transitio~ wbrcis/phrases:

Activity: - - - - - - - - - - - - - -

Reason 1: - - - - - - - - - - - - -

I
Reason 2: - - - - - - - - - - - - -

Usirlg your outline, respond to the prompt. Record your time.

--------------------

. ,....

-----~-----------------]

Describe an activity that you like to do in your free. time, and e.xplain why you like to. do
it. Include specific reasons and examples to support your answer.
_.....~~

...

----~=-~...,,,~= ~-~-....-~

Response 3:

------~----...--~--..--"""--

.........- . .

Speaking time: _ _ _ _ _ seconds

I
I

Independent Speaking: Te~t Questions 1 and 2

373 - - .

Practice 4 - Personal Experience

~Step

Read and think about the prompt below.

A sample outline of a response is given below. Write down transition words or phrases that
can be used to link the ideas.
Day: Sister was born

Transition words/phrases:

Reason 1: I met my best friend

Reason 2: My family spent the day together

Using the above outline, give a spoken response to the prompt. Record your time.
Response 1:

Speaking time: _ _ _ _ _ seconds

,,'
I

~Step

n Now listen to the sample response. How is it different from yours? What parts of the

response can you use in your own? Write down any helpful expressions you hear. l!tfl!!l:l:I

lonely:
unhappy because you feel alone

companion:
a friend or partner
wonderful:
very good
delighted:
happy or excited
get along:
to be friendly to someone

n Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. llftlhP'
i1

~'i....---

i'I

ii!

374 Chapter 4

~Step

Without listening to the sample again, give another spoken response to the prompt. Try to
incorporate useful expressions from Step 2, while also paying attention to your pronunciation
and intonation. Record your time.
Speaking time: _ _ _ _ _ seconds

Response 2:

~Step

~z

c:>

Make your own outline for the prompt. 1iy to incorporate transition words and useful phrases
introduced in Steps 1 and 2.
Day: ________________

Transition words/phrases:

Reason 1: - - - - - - - - - - - - -

Reason 2: - - - - - - - - - - - - -

U$Jng your outline, respond to the prompt. Record your time .

............... ............ . . -.,...,.

~.--

---"''"''"-~

......,..............,..............,............... ............... . ;.... . . ..,_...............l

~

Describe a day that you believe was the best day of your life, and explain why it was so
memorable. Include specific reasons and examples to support your answer.

.
1
\...,,,.................................. ..... ........................~............................................. ' '"""''""'"""'""''"~~..."'..'''""'""""'' ...../ .

Response 3:

Speaking time: _ _ _ _ _ seconds

Independent Speaking: Test Questions 1 and 2

375

Practice 1 - Personal Preference

~Step'

Read and think about the prompt below.

----.,.----~-------------

---~

..

Should teachers give unannounced tests in class? Why or why not? Include specific
reasons and examples to support your answer.

_ _ _,,,__, _ _
.

..

~~=

--------~-~~~-- ,_,,.~,.,..,_,_,_...,....____

.J

__,,_....,..,

The sentences below make up a response to the prompt above. Read the sentences and underline
any transitions you find.
(A) I think that teachers should give unannounced tests in class.
(B) I know I stay on top of my studying if I suspect there might be a
surprise test at any time.
(C) However, with short, unannounced tests, you can get more points.
(D) Some teachers only give one or two tests, and if you do poorly on
one, your grade suffers severely,
(E) Secondly, unannounced tests are a great way to ,increase your
grade.
(F) For one thing, giving surprise tests makes sure that students keep
up with the material.

unarinounced:
unexpected; surprise
stay on top of:
to be in control of
something
suspect:
to think that something .
might happen
suffer:
to-become Worse
material:
the information studied in a
class

Look at the sentences again. Think about the role of each sentence in the response. Then list the
sentences in the correct order.
B

:i-.":.\",'- 376 Chapter 4

~Step

Do NOT look at the sentences in Step 1. Answer the following questions in complete sentences.
1. What does this person think about unannounced tests?

2. How do unannounced tests affect how he studies?

~
3z

G'l

3. How can unannounced tests affect his grade in a class?

..

Using the short answers you wrote above, try to speak for 60 seconds explaining this person's
response. Use the words and phrases below while you are speaking. Record your time.

[.:-:.
.

J think

:w

Response 1:

for one thing

secondly

however

if

Speaking time: _ _ _ _ _ seconds

~Step 3

n Now listen to the sample response. How is it different from yours? What parts of the
response can you use in your own? Write down any helpful expressions you hear. @SM

. ,,.........................,dl!-it.
1!

I
I n Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. @pii
I
I
w~
---1.

!r'!,.!u'~:~'lt!~f!i'! !'l l..l

Independent Speaking: Test Questions I and 2

377

l l.l l .11111.11111.l l .11111111111111111111111111111111111111111111111111111111..llll.. 1111...1111..llll...llllc.lllllll!l.llll... llll.!llll!llllllllllllllllllllllllll!llll!l!!!llllllllllllll---j ..-

lllll._lllll
.. 11111.-11111.11111.llll.111
....

~Step

Now write your own answers to these questions.

1. How do you feel about unannounced tests?

2. How do unannounced tests affect how you study?

3. Do you think unannounced tests affect your grade in a class? Why or why not?

Using the short answers you wrote above, give a spoken response to the prompt. Try to
incorporate useful expressions from Step 3, while also paying attention to your pronunciation
and intonation. Record your time.

(
;

,,,,.,,,_,_,~

---~-----~"-""'''----~- --~--------~--~----"''\

Should teachers give unannounced tests in class? Why or why not? Include specific
reasons and examples to support your answer.

J
\

..

"<.,,,~O<">-~--,>-,,,_,_.,.,_c~i->""'~.<-_,.,,..,..,~,.-,,.,~,"'~~-'~"''""',.. ..,.~~.-. ~k-~~-~-,..._,_._,,_.,"d,. .. ,..~.,._.....,,._..,,,.,.~""',,.. _ _ _ _,......,,_...._,*''''""'""'-"'~"~""""~'N""'_,.~,_-.-,~-

Response 2:

I
j

'

"/

Speaking time: _ _ _ _ _ seconds

)_,

--t

-!

"

~-

!.

~ t;

;.1 ;-----

378

Chapter 4

l~~.::::-,' .-~ : ~e_~~y., -;--c,~-==.~ =~-lC

-;cc,.:-;__-;cc._

-cc-,...--:c'~~"-~--.~-~-~---.._~-

!Practice 2 - Personal Preference

~Step

Read and think about the prompt below.

r. ~. ,. . ~~~~~:~i:fi:~::~~~~~~~:~t~~:~~~;~~~i~i~i~~~~f~~~~~~~:~~:~~~:::i~~~;:~i .
l
examples to support your answer.

~'~"'-'~'"'"'"~,,..,,,~~-""''~'~-"'>.,>...-.~-~-"'""~"'"-''x~"""'~''""'"'"~~~-,,,_,.,,.,.,,,..,,~~-"'~~'-'"'-"=..._,.~.-..m~.,-,,...,_._=~...,.,,_,_,~~c_,,.;,,~,'-'~'"'"-'"'""~~~~-~~~~'M'-

~
3z

__ ,,,

G>

The sentences below make up a response to the prompt above. Read the sentences and underline
any transitions you find.
(A) That way, you can get your degree and find the career that you
really want

r.
{;'

(8) First of all, it is much more difficult to go back to school once you
have entered the work world.
(C) However, they lose the motivation after working for a while.
;i (D) Also, I think it is important to finish your education as soon as you
"'
can.
"{E) I think it is better to go immediately to university rather than work
for a year or two.
(F) Many people may be determined to go back to school.

"

degree:
a document proving the
completion of an academic
program
career:
the type of work a person
does over a lifetime
motivation:
a feeling that makes you
want to do something
immediately:
right now
determined:
very eager to do something

Look at the sentences again. Think about the role of each sentence in the response. Then list the
sentences in the correct order.
E

lndependf.nt Speaking: Test Questions 1 and 2

379

''I
.: :1
~

IfI

~Step

[:r!

Do NOT look at the sentences in Step 1. Answer the following questions in complete sentences.

'illff

1. When would this person prefer to go to university?

'ii'

2. What does she say happens to people who work before going to university?

I
,]i

't:

1-i'
'll1

3. How does she suggest your career is affected by going immediately to university?

"''_\i'I{.
;j'}:
:-i!

'

Using the short answers you wrote above, try to speak for 60 seconds explaining this person's
response. Use the words and phrases below while you are speaking. Record your time.
I think

.;

for one thing

Response 1:

secondly

but

if

Speaking time: _ _ _ _ _ seconds

~Step

n Now listen to the sample response. How is it different from yours? What parts of the

response can you use in your own? Write down any helpful expressions you hear. li!!\!!iii

n Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. S@IPi

~Step

c:

zG'l

Now write your own answers to the following questions in complete sentences.
1. When would you prefer to go to university?

2. What do you think happens to people who work before going to university?

~z

G'l

3. How would going straight to university affect your job or career?

Using the short answers you wrote above, give a spoken response to the prompt. Try to
incorporate useful expressions from Step 3, while also paying attention to your pronunciation
and intonation. Record your time.
Some students think it is-b-ett:: work for a ;ar or
~(.'

t:::;:~~;~;::~~ive~~~~~-th-e~~---1

would rather go straight to university. Which do you prefer? Include specific reasons and
examples to support your answer.

-......---

- ""

Response 2:

........ _ _ _ _ _ _ _......_ .. _ _ , ... _. _________.-

.......,,-...---'""'"''"""'-"'"

Speaking time: _ _ _ _ _ seconds

tndepPndent Speaking: Test Questions 1 and 7..

381 - -

Practice 3 - Personal Preference

''

~Step

Read and think about the prompt below.

('"'" ""'"'""' ''"'" '"''''''"''"''"'" '""'"'''''''""'''-'"''""' '''""'''"""''""''""''"'"''"'""'

. I'

~'""'""""""'''" "'''"~"''"'''''M""'''

'"""'"'"" '

"1

Should people be allowed to use cell phones while they drive? Why or why not? Include
specific reasons and examples to support your answer.

\,,,_ __;o-' ""'"'"'"'" . ,.,_,,,,

!
i

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A sample outline of a response is given below.. Write down transition words or phrases that
can be used to link the ideas.
Cell phones while driving: Yes

Transition words/phrases:

Reason 1: It is not distracting.

Reason 2: They are useful in emergencies.

Using the above outline, give a spoken response to the prompt. Record your time.
Response 1:

IP

Speaking time: _ _ _ _ _ seconds

Step 2

(I

Now listen to the sample response. How is it different from yours? What parts of the
response can you use in your own? Write down any helpful expressions you hear. m@m
~Ef~~~
distracting:

stopping you h'om concentrating

attentive:
carefully watching or listening to
something
colllslon:
an accident where a vehicle hits
something
lost:
!:Jnable _t9 figure out where you are
guide:
to show or tell someone where to
go

n Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress.
~\~.\-----

382 Chapter 4

@iA~i

[
~Step

Without listening to the sample again, give another spoken response to the prompt. Try to
incorporate useful expressions from Step 2, while also paying attention to your pronunciation
and intonation. Record your time.
Response 2:

~Step

Speaking time: _ _ _ _ _ seconds

~
3z

Cl

Make your own outline for the prompt. Try to incorporate transition words and useful phrases
introduced in Steps 1 and 2.
Cell phones while driving: - - - - - - -

Reason 1: _ _ _ _ _ _ _ _ _ _ _ __

I
I
. .
!
I

(:-,

Reason 2: - - - - - - - - - - - - -

Usipg your outline, respond to the prompt. Record your time.

l [
l

Transition words/phrases:

--------.,-----~--~--<".-----~-------------------- ~---1

Should people be allowed to use cell phones while they drive? Why or why not? Include
specific reasons and examples _to support your answer.

..........--......-=,..."<'-'~u~~~~..._.,=_,..,..~,~~,~=~-""-'""""'-'~ '''if'-;>,,m.._"'""''v~~.,.=>=>"~_,,,.=.,._=<""T''u,,-,.,"'H~>~~-..,.,.,~~"'~"~'"-"'~"""-~w~"''~'Q""""-'"'''~~"

Response 3:

Speaking time: _ _ _ _ _ seconds

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Independent Speaking: Test Questions 1 and 2 383

-~-

Practice 4 - Personal Preference

~Step

Read and think about the prompt below.

................. ,., ....................

~'"''----"""'"~'""""'""'''"""''"""''--"'""""''"--~~

..-..

Should music players be banned in schools? Why or why not? Include specific reasons
and examples to support your answer.

\"-. ~-------'"""''''-~--------~--'"--~--- ........ )

r. :

A sample outline of a response is given below. Write down transition words or phrases that
can be used to link the ideas.
Ban music players in schools: No

Transition words/phrases:

Reason 1: They are used outside of class.

Reason 2: They are not dangerous.
;:::,

Using this outline, give a spoken response to the prompt. Record your time.
Response 1:

~Step

Speaking time: _ _ _ _ _ seconds

n Now listen to the sample response. How is it different from yours? What parts of the

response can you use in your own? Write down any helpful expressions you hear. mE

ban:
to prohibit: to forbid
utilize:
to use something
refrain:
to stop yourself from doing
something
hazardous:
dangerous or harmful
mischief:
behavior that causes trouble

n Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. @tml@ii

I[

>Step 3
Without listening to the sample again, give another spoken response to the prompt. Try to
incorporate useful expressions from Step 2, while also paying attention to your pronunciation
and intonation. Record your time.
Response 2:

I~-

Speaking time: _ _ _ _ _ seconds

>Step 4
Make your own outline for the prompt. Try to incorporate transition words and useful phrases
introduced in Steps 1 and 2.
Ban music players in schools:

Transition words/phrases:

Reason 1: - - - - - - - - - - - - -

,,,-

__________________

Reason 2:

-------------

Using your outline, respond to the prompt. Record your time.

Response 3:

Speaking time: _ _ _ _ _ seconds

Independent Speaking: Test Questions I and 2

385 - - " ,

A response to the integrated speaking questions generally

includes the following:
Question 3
A statement of the problem or situation, as expressed in the reading
A statement of the speaker's opinion, as introduced in the conversation
His or her reasons + additional information, as taken from the conversation

Question 4
A statement of the main idea or topic of the reading and lecture
Key points that are similar
Key points that contrast

Identify the topic and supporting details.

Organize the flow of your response in your mind.
Make sure that you have adequate reasons and examples.

Begin your response by clearly stating the opinion I main idea of the reading and the
conversation/lecture.
Give reasons or details from the conversation or lecture to support your opinion.
a Make sure statements are clearly connected so that the scorer will more easily
understand your points.

Integrated Speaking: Test Que"stions 3 and 4

387 ---.,

Practice 1 - Reading and Conversation

~Step

Read the passage below and underline important information.

Announcement from the Department of Student Life

We wish to inform you that access to television will no longer be

available in the student union building. Maintenance will remove the
building's current television set by the end of this week. We have
received several complaints from students who wish to use the building
to study and find the television disruptive. In addition, most students
have televisions in their dorm rooms. We, therefore, find it excessive to
provide a television set in this common area.

student union:

a university building used

for student activities
maintenance:
a group of people who
keep a building in good
condition
complaint:

a statement saying that

someone is unhappy with
something
disruptive:

distracting
excessive:
more than is necessary

Write down the main idea and any key points.

'

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------------------------

...... --

--.------------

Now listen to a related conversation. Take notes on the woman's

opinion. @MW=D

Opinion:--------------------Reason 1:

---------------------~

unreasonable:

unfair
keep from:
to stop someone from
doing something
social:
being with other people
common area:

a place that everyone can

use
constantly:
very often

~Step

-----]

Read and think about the prompt below.

----------------------

[
[

The woman expresses her opinion of the department's decision. State her. opinion and
explain the reasons she gives for holding that opinion.
'""""'"......

~--~..._..

________

......,.,,_~-

WITHOUT looking at the original reading passage, review your notes from the reading and
listening passages. Select the information you think is important. Fill in the blanks of the sample
response below.

- - - - - - - - - - - She says students that want to study could _ _ _ _ _ __

- - - - - - - - - - - S h e also _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
"i

with the announcement's statement that

-------------------

She sayi she would have t o - - - - - - - - - - - - - - - - - - - - - - ii she wanted to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

After you have filled in the blanks, read the response out loud. Pay attention to your pronunciation,
intonation, and word stress.

Integrated Speaking: Test Questions 3 and 4

389 _ ; ,

~Step

n differences
Now listen to a sample response. How does it differ from your response? Write down any
in information or phrasing. ltl!llQii

n and
Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
word stress.
i@tJm+

~Step

Now give your own spoken response to the prompt.' Try to incorporate useful expressions
from ~teps 2 and 3, while also paying attention to your pronunciation and ie,_1~n,ation. Record
- your time.
Response:

Speaking time: _ _ _ _ _ seconds

I
I

I
I

Practice 2 - Reading and Conversation

~Step

.
I
I
.

Read the passage below and underline important information .

..

Announcement from the Office of Student Housing

If;

This is a notification that students will no longer be allowed to stay

in the dorms over the summer. We require all dorms to have a dorm
supervisor. However, we were unable to recruit enough student volunteers
to supervise the dorms during the summer. In addition, too few students
have applied for on-campus housing this summer to make it cost-effective
for the university. Please visit our office for information on alternatives for
summer housing.

!.-.'

notification:

an announcement
supervisor:
a person who is in charge
recruit

~
3z

to persuade someone to
join you

cost-effective:

GI

gMng profit
alternative:
in place of something else

Write down the main idea and any key points.

r
~~-~'

------

- --

)
(I Now listen to a related conversation. Take notes on the man's
opinion.

@!Jilt

Opinion:-------------------Reason 1: ------------------~

excuse:
a reason tor doing
something
filer:
a paper-based
announcement or
advertisement
insignificant:
not large enough to be
important
fault:
the responsibility for a bad
thing happening

look into:
to research something

Integrated Speaking: Test Questions 3 and 4

391 - - :

. _-,;~

~Step

Read and think about the prompt below.

r'"''"'"'~~e ~:~ ex~~es~:-~:~~~~~;:~co~~er~~~h~anno:~ce~ent~~~~ice ~;~~~de~;"-'''J''

l
-

.......

______

Housing. State his opinion and explain the reasons he gives for holding that opinion.
...
.....
....,___ _,. .... ....

...,,..-~-~

-------

-----..~~--~

.......,".

WITHOUT looking at the original reading passage, review your notes from the reading and
listening passages. Select the information you think is important. Fill in the blanks of the sample
response below.
The man _____________________ with the decision to
- - - - - - - - - - - - - - - - - - - - - - - H e thinks they should have
- - - - - - - - - - - - - - - - - - - - - - - - H e says they could have
- - - - - - - - - - - - - - - - - - - - - - - - - H e also thinks that
_______________________ because the university did not .
- - - - - - - - - - - - - - - - - - - - - Most students do not know that
- - - - - - - - - - - - - - - - - - - - - - - - - - - H e thinks the
university should h a v e - - - - - - - - - - - - - - - - - - - - - - - - After you have filled in the blanks, read the response out loud. Pay attention to your pronunciation,
intonation, and word stress.

,.1

'
l'

[[
~Step

n Now listen to a sample response. How does it differ from your response? Write down any
differences in information or phrasing.

"ilfHj

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l[

f..
t' .

I.

n and word stress.

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
iifif11iji

.,.,

rL

~Step

Now give your own spoken response to the prompt. Try to incorporate useful expressions
from Steps 2 and 3, while also paying attention to your pronunciation and intonation. Record
your time.
Response:

Speaking time: _ _ _ _ _ seconds

I
I

I
Integrated Speaking: Test-Questions 3 and 4

393 _ _..,

Practice 1 - Reading and lecture

~Step

Read the passage below and underline important information.

Reward Systems

Many child psychologists recommend that parents use reward systems

because they encourage children to behave properly. Reward systems
are advantageous because they provide positive outcomes for both the
parent and child. The parents witness good behavior in their child, and
the child gets something he or she wants. Reward systems are also
effective because they teach children that good behavior is rewarded.
Children learn to associate good behavior with positive consequences.
As a result, they are more likely to behave well in the future.

reward:
something given or received
in recognition of a job well
done
psychologist:
a person who studies how
the mind works

outcome:
the result of something
witness:
to see something happen

associate:
to connect one thing with
another

).

Write down the main idea and any key points.

n Now listen to a related lecture. Fill in the missing information.

rm11m

Main t o p i c : - - - - - - - - - - - - - - - - - - Key point 1:

~
caregiver:
a person who takes care of
others
preferred:
wanted instead of other
things
liable:
likely
correlate:

to make a connection

Key point 2:

i-J

394 Chapter 5

between two things

bring about:
to make something happen

: {

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~Step

-'" '. . "'. "" . . . . . . . '. " -. . . . . . . . ., " . . . .,. '" . . . .. . . " ' l

Read and think about the prompt below.

Using details and examples from the lecture, explain the advantages of using reward
systems.

[
,_.,.

.....~-~~~~ _,..,

..

~~-~~"'""~-""' ~~--"---'.~ ~==~

.....-= .... ~

>D W>...,q;< ~""=

~~ '>>.O'<~~r.>~<B

...,,u,

-<>>~

>

'""'' > =~c

,_.,,

> m=~"'"-~L~;."M

,;~

,.,.,.,_,..

WITHOUT looking at the original reading passage, review your notes from the reading and
listening passages. Select the information you think is important. Fill in the blanks of the sample
response below.

-:f-1
"O

I'

"... I

The professor uses the example of ___________________

~ .i:i

t o - - - - - - - - - - - - - - - - - - - He explains that reward systems are

- - - - - - - - - - - - - - - - - - - T h e professor says that _ _ _ __

- - - - - - - - - - - - - - - - is effective because - - - - - - - - - -~------------The

professor also says that _________

-~,..._________

So they are more likely t o - - - - - - - - - - - - - - - - - - - - - - - -

I
I

After you have filled in the blanks, read the response out loud. Pay attention to your pronunciation,
intonation, and word stress.

,-~

'

''

is effective b e c a u s e - - - - - - - - - - - - - - -

tnteg1a:ed $peaking: Test Quest1011S 3 and 4

__

.__

--;~

395

~,-.~,.

I' ~

~Step

Now listen to a sample response. How does it differ from your response? Write down any
differences in information or phrasing. @ilofi

!"i'i',.
."ii.'
; I~ .

'

'(.;-,,

1' :

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,

and word stress. @fl1lf

~Step

Now give your own spoken response to the prompt. Try to incorporate useful expressions
from Steps 2 and 3, while also paying attention to your pronunciation and intonation. Record
your time.
Response:

Speaking time: _ _ _ _ _ seconds

Practice 2 - Reading and Lecture

~Step

Read the passage below and underline important information.

Teaching by Demonstration

Educators employ many different methods for teaching. The best

way to teach a skill, however, is to demonstrate it. Teaching by example
is effective because it provides all the information necessary to learn a
new skill. By demonstrating that skill, an educator conveys every step
students need to know. Teaching by example also shows students how
to apply the information they learn to a real life situation. Students will
not only be able to relay the information but will also understand how to
use it.

employ:
to make use of

demonstrate:
to show how something is
done
convey:
to communicate feelings or
information
apply:
to put into service
relay:
to communicate information

3z

"

Write down the main idea and any key points.

Now listen to a related lecture. Fill in the missing information.

M1ifi

Main topic:

Key point 1:

abstract:
existing in the mind; not of
the physical world
step:
one action in a series
leave out:
to not include something
literally:
used to say that something
is real
series:
a set of similar things

Key point 2:

Integrated Speaking: Test Questions 3 and 4 397 -....,...-

'

------"-~--

- -

.-.-- '".~

~Step

Read and think about the prompt below.

#'~,,,,.,,,,...~_.._,,~.,"-'''''"'''"''''~~=,,>m~=7"'~,-,,.,.,,...,_.."'~=~rn~"'"-~'"=<'~--~~""'~'"''""'""""'~=~~.o->eXo"Y',~,,,,_,,n.-rn~~"~""'"'"'-~,M''""''~~~"-''''""'<~,,._,"_,-'<

..

,,,.,

The professor discusses teaching by demonstration. Using the professor's example,

explain why this teaching method is effective.
,,,_,,,_,.,,,,,_,,.,,,,,.,,.,,,._,.,,,,,,,.,,.,,.,,,

..... ...............................,..,,,..,_,,,,,;,.,,,_.. ....,,........-......,,.,,.,,,,,,,.,,,,,,,,.,.,,.,.,,,.,,,... , ....

~

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,.,.'

WITHOUT looking at the original reading passage, review your notes from the reading and
listening passages. Select the information you think is important. Fill in the blanks cif the sample
response below.
The professor discusses the best way t o - - - - - - - - - - - - - - - - in order to s h o w - - - - - - - - - - - - - - - - - - - - - According to the
professor, you should _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

--~

rather t h a n - - - - - - - - - - - - - - - - - - - - - The professor says that

- - - - - - - - - - - - - - - - - - - - - i s effective because _ _ __
-i

------------~----------The professor says it is also

effective b e c a u s e - - - - - - - - - - - - - - - - - - - - - - - - - After you have filled in the blanks, read the response out loud. Pay attention to your pronunciation,
intonation, and word stress .

. ,._,._'