Listening/Pronunciation Practice:
/i:/ sheep
-Do you like your tea sweet?
-Yes. Three sugars, please.
1
Target sound /i:/
Open your mouth very little to make
the target sound i:. /i:/ is a long sound.
Listen and repeat: /i:/.
2
Sound /i:/
sheep leak
Look out for that sheep.
Stop it leaking!
cheeks peel
What lovely cheeks!
This peel’s got vitamin C in it
bean leave
Throw out that bean
He’s going to leave
Sound /i:/ words
a Listen and repeat the words.
Sound /i:/ sentences
b Listen to the sentences.
c Sentence stress
Notice that the most important words for the meaning of a sentence are
pronounced more LOUDly and s l o w ly.
The less important words are said more quietly and quickly.
Listen to the sentences again and this time look at the underlined
syllables below. Notice that they are louder and slower.
Look out for that sheep.
What lovely cheeks!
Throw out that bean.
Stop it leaking!
This peel’s got vitamin C in it.
He’s going to leave.
d Listen again and repeat the sentences.
Intensive English Course (IEC) 2021
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3
Dialogue
a First practice the sound /i:/ in some of the words from this unit. Read the
words aloud or visit the website to practise.
One-syllable words: cheese beef tea eat meal
three cheap please me
Two-syllable words: Peter people Edam evening
Eastfield biscuit cheesecake
(The stress is always on the first syllable.)
Two-syllable words: Janine repeat
(The stress is always on the second syllable.)
Note on word stress: bold is used here to show you which part of the word is
strongly stressed, i.e. which syllable is pronounced more LOUDly and s l o w
ly that the other(s). Word stress doesn’t usually change, except in some longer
words with stress near the end. (See 4c and 4d.)
b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-10) with the correct words from the box.
cheese Peter eat please tea beef
three me teas beef
In a café: ‘It’s cheaper to eat at Marguerite’s’
CHRISTINA: What you like to eat, 1_____? The cheese sandwhiches are the
PETER:
CHRISTINA:
JANINE:
PETER:
WAITRESS:
CHRISTINA:
JANINE:
PETER:
WAITRESS:
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2
cheapest
Er... mmm... oh, a 2_____ sandwich, please, Christina.
Cheese... mmm... Janine? Would you like a 3_____ sandwich or a
cheese sandwich?
A cheese sandwich, 4_____.
What about you, Christina> Would you like cheese or 5____?
Are you all ready to order? What would you like to 6____?
Er, we’ll have one beef sandwich, two cheese sandwich and, mmm,
7____ for me.
Tea for 8____ too, please.
Yes, make that three 9____, please.
(writing down the order) One beef sandwich, two cheese sandwiches and 10_____ teas.
Intensive English Course (IEC) 2021
4
Intonation of question with ‘or’
Intonation is the voice going up or down.
This movement up or down begins on the most important word in a phrase or
sentence.
In questions with’or’ the intonation usually goes down at the end.
a
Listen and repeat.
Would you like veal or beef?
Would you like coffee or tea?
Would you like coffee, tea or milk?
b
Role play
Use the menu to practise a conversation in a group of four or five. You are in
a restaurant. Take turns to be the waiter. Ask each other questions, e.g. Would
you like ... or ...? Then one person gives the order to the waiter, who repeats the
order to check it. If possible, also practise using other menus. If it is an expensive
restaurant, the waiter or waitress can be more formal, saying Good evening before asking for the order.
Intensive English Course (IEC) 2021
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3
c Word stress - nationalities ending in ‘ese’
As you listen to the sentences about these nationalities, draw a
line connecting the country and nationality in the two lists below.
Countries
China
Bali
Malta
Portugal
Lebanon
Japan
Nepal
Vietnam
Nationalities (Note the stress on the last syllable.)
Vietnamese
Maltese
Balinese
Japanese
Chinese
Nepalese
Lebanese
Portuguese
d Moving stress
The stress of these ‘ese’ nationalities changes if the next word is strongly stressed.
So we say, This beef is Japanese but, It’s Japanese beef.
Listen and respond, like the example.
EXAMPLE Is this bread from Beirut?
Response: Yes, it’s Lebanese. It’s Lebanese bread.
5
Spelling
Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /i:/.
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Intensive English Course (IEC) 2021
Listening/Pronunciation Practice:
/I/ ship
-What about this f ish? Can I eat it?
-Yes, Eat it.
-What about this cheese? Can I eat it?
-No, don’t eat it. It’s six weeks out of date.
1
Target sound /I/
a
b
c
2
First practise the sound /i:/
(see page 1). Listen and repeat.
Open your mouth a little more to
make the target sound /I/.
Listen and repeat.
Listen and repeat both sounds
together. /i:/ is long. /I/ is short.
Minimal pairs
Sound 1 Sound 2
/i:/ /I/
sheep ship
Look out for that sheep. Look out for that ship.
leak lick
Stop it leaking! Stop it licking!
cheeks chicks
What lovely cheeks. What lovely chicks.
peel pill
This peel’s got vitamin C in it. This pill’s got vitamin C in it.
bean bin
Throw out that bean. Throw out that bin.
leave live
He’s going to leave. He’s going to live.
Intensive English Course (IEC) 2021
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Minimal pair words
a Listen and repeat the words.
b You will hear five words from each minimal pair. For each word, write 1
for /i:/ (sound 1) or 2 for /I/ (sound 2).
EXAMPLE Pair 1: 1, 2, 2, 2, 2
Minimal pair sentences
c Listen to the minimal pair sentences.
d Listen to six of the sentences and write 1 for /i:/ (sound l) or 2 for /I/
(sound 2).
e Sentence stress
The most important words in a sentence are strongly stressed. They are pronounced LOUDer and s I o w e r. Look at these examples from the minimal pair
sentences. (In the brackets on the right, the big circles are the strongly stressed
syllables and the small circles are the weakly stressed syllables.)
Pair 1: OUT ... SHIP
Look OUT for that SHIP! (oOooO)
Pair 2: STOP ... LEAK
STOP it LEAKing. (OoOo)
Pair 3: LOVE ... CHICKS
What LOVEly CHICKS! (oOoO)
Pair 4: PILL’S ... C
This PILL’S got vitamin C in it. (oOooooOoo)
Listen to the minimal pair sentences again and underline the strongly
stressed words in each sentence (on page 6).
f Tick the words a) or b) that you hear in the sentences.
1 a) sheep
b) ship
2 a) bean
b) bin
3 a) cheeks
b) chicks
4 a) cheap
b) chip
5 a) heel
b) hill
6 a) peel
b) pill
3
Dialogue
a First practise the sound /I/ in some of the words from the dialogue. Read
the words aloud or visit the website to practise.
One-syllable words:
film ill miss kids quick Kim Bill
Two-syllable words:
(1st syllable) cricket tickets children
minutes quickly listen pity
(2nd syllable) begins
Three-syllable words:
(Ist syllable) history festival cinema
interesting prize-winning Africa
(2nd syllable) gymnastics olympic excited
beginning terrific gorilla
(3rd syllable) chimpanzee
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Intensive English Course (IEC) 2021
b Listen to the dialogue, paying attention to the target sound. Then read the
dialogue and fill the gaps (1-8) with the correct three-syllable words from the list
in 3a.
Minimal pair words
Bill
Gina
Bill
Mrs Lee
Bill
Gina
Kim
Bill
Mrs Lee
Kim
Gina
Bill
Kim
Bill
Mrs Lee
Gina
Mrs Lee
Bill
Mrs Lee
Kim
: Good evening, Mrs Lee.
: Is Kim in?
: Is he coming to the cinema, Mrs Lee? It’s the Children’s
Film 1_____.
: Kim’s ill.
: Here he is!
: Hi, Kim!
: Hi, Gina! Hi, Bill!
: Kim, we’ve got these three free tickets to see three 2_____
films for children
: Listen, Kim...
: is it 3_____?
: We think it is. First there’s a short film about gorillas and
4_____ in Africa, and...
: ... then it’s the big film - The 6_____ of English Cricket.
: Cricket!
: It’s a 7_____ film.
: If you’re ill, Kim...
: It would be a pitty to miss it.
: Now listen, you kids...
: And it begins in fifty minutes.
: KIM!
: Quick! or we’ll miss the 8_____ of the gorilla film!
c Listen to the dialogue again to check your answers. Practise reading the
dialogue aloud, and record your voice to compare your production of the target
sound with the recording.
d Perform the dialogue in a group of four and, if possible, record your voices. In
your group, first practise speaking with feeling. Mrs Lee is getting more and
more angry. The others are getting more and more excited.
In English, if you get more angry, you usually speak more loudly. if you get more
excited, you usually speak more quickly.
Intensive English Course (IEC) 2021
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7
4
Numbers
a Word stress
Stressed syllables are in bold. Listen and repeat.
three
four
five
six
seven
eight
nine
b
c
d
5
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
thirty
forty
fifty
sixty
seventy
eighty
ninety
3
4
5
6
7
8
9
13
14
15
16
17
18
19
30
40
50
60
70
80
90
Moving stress
The stress in these 'teen' numbers is different when we are counting.
thirteen, fourteen, fifteen, sixteen, seventeen, etc.
Other moving stress
The stress in these 'teen' numbers is also different when there is a strong stress in
the next word.
Tim lives at number fifteen.
Tim Iives at number fifteen Green Street.
Practise giving As reply in the conversations you hear, like the example.
Example
A: The dentist is at seventeen Mill Street.
B: Seventy?
A: No, not seventy - seventeen.
Mini Bingo game
Play in a group of 3-5. One person calls out the numbers from 4a but in a
random order. (Take turns to call the numbers.) The others each choose one of
the boxes A, B, C or D below. Listen to the numbers and if a number is in your
box, cover it with a small piece of paper. When all the numbers in your box are
covered, you are the wirmer and you shout, BINGO!
Spelling
Self study student: first make a recording, saying clearly all the numbers
from 4a but in a random order. Then listen and play as many boxes as you can
simultaneously.
Look back over this unit at words with the target sound, and write what you
noticed about how to spell the sound /I/.
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Intensive English Course (IEC) 2021
Listening/Pronunciation Practice:
/e/ pen
-Is this milk fresh?
-Yes. Everything in this fridge is fresh.
1
Target sound /e/
a
b
c
2
First practise the sound /I/
Listen and repeat.
Open your mouth a little more to
make the target sound /e/.
Listen and repeat.
Listen and repeat both sounds
together. /I/ and /e/.
Minimal pairs
Sound 1 Sound 2
/I/ /e/
pin pen
I need a pin. I need a pen.
bin Ben
That's my bin. That's my Ben.
tin ten
It's a big tin. It's a big ten.
pig peg
Where's the pig? Where's the peg?
bill bell
There's the bill. There's the bell.
chick cheque
Minimal pair words
She's wants a chick. She wants a cheque.
a Listen and repeat the words.
b You will hear five words from each minimal pair. For each word, write 1
for /I/ (sound 1) or 2 for /e/ (sound 2).
EXAMPLE Pair 1: 2, 2, 1, 1, 2
Intensive English Course (IEC) 2021
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Minimal pair sentences
c Listen to the minimal pair sentences.
d Listen to six of the sentences and write 1 for /I/ (sound l) or 2 for /e/
(sound 2).
e Sentence stress
The most important words in a sentence are strongly stressed. If the minimal
pair sentences were spoken with only one strong stress, which word would it
be? Read the sentences and guess which word it might be. Then listen to the
minimal pair sentences again and underline the strongly stressed word in each
sentence
f Tick the words a) or b) that you hear in the sentences.
1 a) pin
2 a) pig
3 a) tins
4 a) sit
5 a) disk
6 a) pick at
3
b) pen
b) peg
b) tens
b) set
b) desk
b) peck at
Dialogue
a First practise the sound /I/ in some of the words from the dialogue. Read the
words aloud or visit the website to practise. In words with two or more
syllables, bold is used to show which syllable is strongly stressed. In the
brackets, write the number of syllables in each word before you practise.
EXAMPLES friend (1) terribly (3) Emma (2) expensive (3)
jealous( ) help( ) everybody( ) any( ) bench( ) Kevin( )
America( ) Mexican( ) Emily( ) Ben( ) very( ) bread ( ) Eddie( )
Notice that many words in English have the strong stress on the first
syllable, but some words have the strong stress on the last syllable.
hello Adele again except yourself lemonade
b Listen to the dialogue, paying attention to the target sound. Then read the
dialogue and fill the gaps (l-7) with the correct questions (a-g) below.
a) Can I get you a drink, Adele?
b) Is that better?
c) Was it expensive?
d) Are you listening to the Red Hot Chili Peppers?
e) How did you spend your holiday, Adele?
f) Are you a friend of Emma's?
g) Have you met my friend Adele yet, Kevin
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Intensive English Course (IEC) 2021
Adele : Hi, Emma! Hi, Ben! Hello, Emily! Hello, Eddie!
Hi, Everybody
Everybody except Kevin
: Hi, Adele!
Emily : Nice to see you again, Adele. Kevin, This is Adele.
Adele, this is Kevin.
Adele : Hi, Kevin. 1_____ ? It's terribly loud.
Kevin : Yes... (turns the music down) 2_____ ? (Adele nods
her head) 3_____ ?
Adele : Yes.
Kevin : Emma said she had a friend called Adele.
Eddie : Help yourself to Mexican food, Adele. It's on the
kitchen bench.
Emily : And there's French bread on the shelf.
Ben: 4_____ ?
Adele : Yes, thanks. Ben. Some lemonade with a bit of ice
in it.
Emma : 5_____ ?
Kevin : Yes, I've just met her. She's very friendly.
Ben : 6_____ ?
Adele : I went to South America with my best friend
Kerrie.
Everybody : Well!
Emma : We're all jealous.
Eddie : 7_____ ?
Adele : Not very. But I spent everything. I haven't any
money left.
a Listen to the dialogue again to check your answers. Then practise reading the
dialogue aloud. Record your voice to compare your production of the target
sound with the recording.
3
Dialogue
Intonation is the voice going up or down the strongest syllable of the most i
mportant word in a phrase or sentence.
Intonation statements usually goes down at the end.
Intonation in WH questions (Who? What? Why? When? Where? How?) usually
goes down at the end.
Intonation inYes/No questions usually goes upat the end.
Intensive English Course (IEC) 2021
Page 11
a Listen and repeat.
WH question:
How did you spend your holiday?
Statement: I went to America.
YeslNo question: Was it expensive?
Statement: Yes. Very.
No. Not very.
b Word stress
Practise the word stress in these place names. In many place names the strong
stress is on the first syllable.
Denmark Venice Edinburgh Mexico
Mecca Melbourne Lebanon
A smaller number of place names have the strong stress on the last syllable.
Japan Mumbai Madrid Beirut New York
In longer place names the strong stress is sometimes in the middle of the word.
the Riviera the Mediterranean Australia America Helsinki
Philadelphia
c Now practise the conversation below using the place names in 4b.
A: How did you spend your holiday?
B: l went to...
A: Was it expensive?
B: Yes. Very. / Not very.
d Dictionary work: word stress
When you meet a new word, you can check which syllable is strongly stressed in a
good dictionary (e.g. Cambridge Advanced Learner's Dictionary). The pronunciation of the word is shown in the International Phonetic Alphabet (IPA), with the
symbol │ in front of the main strong stress of the word, e.g. electric /I│lektrIk/. Your
dictionary will also show the secondary stress (usually in longer words) with the
symbol │ e.g. electricity /I│lek│rtrIsǝtI/.
In Ship or Sheep? only the main strong stress in a word is in bold to show
you where the stressed syllable ends, e.g. electric, electricity.
Look up some of these words in a dictionary and mark which syllable
has the main strong stress.
EXAMPLE except or ex│cept
exceptexercise expect expedition
expelexperiment expenditure expert
expression extend extra extrovert
5
Spelling
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /e/.
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Intensive English Course (IEC) 2021
Pronunciation Practice: /æ/ man
-Let's have a chat about that cat
-May cat?
-Yes... em... it's too fat
-Well, it is a bit fat. But it's... mm... a very happy cat.
1
Target sound /æ/
a
b
c
2
First practise the sound /e/
Listen and repeat.
Open your mouth a little more to
make the target sound /æ/.
Listen and repeat.
Listen and repeat both sounds
together. /e/ and /æ/.
Minimal pairs
Sound 1 Sound 2
/e/ /æ/
x axe
Put the 'X' here. Put the axe here.
pen pan
Can I borrow a pen? Can I borrow a pan?
men man
Look at the men. Look a t the man.
send sand
I'm sending the table. I'm sanding the table.
gem jam
It's a lovely gem. It's a lovely jam.
bread Brad
We had bread for lunch. We had Brad for lunch.
Intensive English Course (IEC) 2021
Page 13
Minimal pair words
a Listen and repeat the words.
b You will hear five words from each minimal pair. For each word, write 1
for /e/ (sound 1) or 2 for /æ/ (sound 2).
EXAMPLE Pair 1: 2, 2, 1, 1, 2
Minimal pair sentences
c Listen to the minimal pair sentences.
d Listen to six of the sentences and write 1 for /e/ (sound l) or 2 for /æ/
(sound 2).
e Sentence stress
Listen to the first two minimal pair sentences again and look at the
circles on the left. The big circles are the strongly stressed syllables, and
the small circles are the weakly stressed syllables.
OoOO
Put the 'x' here./Put the axe here.
ooOooO Can I borrow a pen?/Can I borrow a pan?
Listen to the rest of the sentences and underline the sentence stress (the
strongly stressed syllables in the most important words in the sentence).
OooO
Look at the men./Look at the man.
oOooOo I'm sending the table./I'm sanding the table.
ooOoO
It's a lovely gem./It's a lovely jam.
ooOoO
We had bread for lunch./We had Brad for lunch.
f Tick the words a) or b) that you hear in the sentences.
3
1 a) pen
2 a) men
3 a) end
4 a) feta
5 a) pet
6 a) bed
Dialogue
b) pan
b) man
b) and
b) fatter
b) pat
b) bat
a First practise the sound /æ/ in some of the words from the dialogue. Read
the words aloud or visit the website to practise.
1 Allen salad habit travel Janet absent sandwich contracts cancelled
2 animals Africa antelope Annabelle Anthony passengers anchovy
3 alligator advertising
Which of the list of words (1, 2, 3) above have the word stress patterns below?
The big circles are the strongly stressed syllables and the small circles are the
weakly stressed syllables.
a) Ooo b) Oooo c) Oo
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Intensive English Course (IEC) 2021
Match the sentences (1-3) below with the sentence stress patterns (a-c). The
big circles are the strongly stressed words and the small circles are the weakly
stressed words.
1 He hasn't done the backup. a) ooOooO
2 Aaron doesnt have to come back.
b) oOoooOo
3 The computer has crashed. c) OooooooO
b Aaron's recorded messages
Listen to the recorded messages, paying attention to the target sound.
Now listen again and complete the sentences below. Each missing word
has the sound /æ/. Number 1 has been done as an example.
1 Aaron works at the Ajax Travel Agency.
2 Hes on holiday in ________ .
3 His boss is Mrs _________.
4 Aaron left an _______ and _______ on his desk.
5 He ________ to contact Anthony about the ________ of ________
he ________ on ________.
6 Aaron has a ________ habit of being ________ from work.
7 Aaron booked a ________ to San ________ with three ________ : an
anteater, an ________ , and an ________ .
8 The computer has _______ and Aaron hadn't done the _______ up
for the ________ programmes. Mrs Allen is very _________ .
9 The best advertising ________ have been _________ because of Aaron's
bad ________.
l0 Aaron doesnt ________ to come ________ to the ________ agency
because he's been ________.
Listen to the complete sentences and check your answers then practise
reading the sentences aloud. Record your voice to compare your production of
the target sound with the recording.
4
Sentence stress: the rhythm of English
a Practise first with the names Annabelle and Janet. Notice how the important
words are strongly stressed - we say them LOUDer and s I o w er. Listen and
repeat.
Question: How do you shorten Annabelle and Janet?
Answer:
Ann and Jan.
Listen to seven possible answers to the next question (see page 15).
Notice that when we add more weakly stressed words or syllables to these
sentences, we still say them in about the same length of time. We do this by
saying all the weakly stressed words more quickly and quietly.
Question: Who works with Aaron?
Answers:
1 OO Ann, Jan
2 OoO Ann and Jan
3 OoooOo
Annabelle and Janet
Intensive English Course (IEC) 2021
Page 15
4 oOooooOo There's Annabelle and there's Janet.
5 ooOoooooOo
Well there's Annabelle and then there's Janet.
6 oooOoooooooOo
Well first there's Annabelle and then there's also
Janet
7 oooooOoooooooooOo Well first of all there's Annabelle and then you know
there's also Janet
5
(Note that although sometimes native speakers of English do speak like this
with a lot of weakly stressed words, at other times they may use more
strongly stressed words, e.g. 'Well, first of all there's Annabelle and then you
know there's also Janet.' Both are correct. Both have the same rhythm of strong
and weak stress.)
b Listen to the seven answers in 4a again and try to say them all in the same
length of time. Try a few times. First practise putting your energy into the
strongly stressed words. Next practise saying the weakly stressed words with
less energy, so that you say them more quietly. Then practise saying the weakly
stressed words more and more quickly. Record your voice and compare this
with the recording.
c Match the questions (1-3) with the pairs of answers (a-c) below. (In the
brackets, the big circles are the strongly stressed syllables and the small
circles are the weakly stressed syllables.)
Questions:
1 What kind of animals did Aaron book on the San Salvador flight?
2 What were two of the mistakes Aaron made before he went on holiday?
3 Who else works at the travel agency?
Answers:
a) Anthony, Mrs Allen. (Ooo, ooOo)
Well, there's Anthony, and then there's Mrs Allen. (ooOoo, oooooOo)
b) An anteater, an antelope, and an alligator. (oOoo, oOoo, oooooo)
He booked an anteater, as well as an antelope, and also an alligator.
(oooOoo, ooooOoo, ooooOooo)
c) The map, the backup, (oO, oOo)
He lost the map, and he didn't do the backup. (oooO, ooooooOo)
Practise reading the questions and answers aloud. Try to say the pairs of
answers in the same length of time.
Spelling
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /æ/.
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Intensive English Course (IEC) 2021
reading
A Poster
at Campus
Read an invitation to
a campus event to practise
and improve your reading skills.
Before reading
Do the preparation task first. Then read the text and do the exercises.
Preparation task
Match the phrases (a–h) with the times (1–8).
Times
1. …… 2.30 p.m. 2. …… 6.25 p.m. 3. …… 12.00 p.m. 4. …… 12.30 a.m. 5. …… 7.45 p.m. 6. …… 3.55 p.m. 7. …… 9.15 a.m. 8. …… 1.40 a.m. Phrases
a. Twelve noon
b. Half past two in the afternoon
c. Quarter past nine in the morning
d. Five to four in the afternoon
e. Quarter to eight in the evening
f. Twenty to two in the morning
g. Twenty-five past six in the evening
h. Half past midnight
Reading Text: A Poster at Campus
Time to relax!
Come and join our lunchtime yoga class with experienced yoga teacher Divya
Bridge!
When? Every Tuesday at 1.30 p.m.
Where? Meeting Room 7
How much? £10 for four 30-minute classes.
What to bring? Comfortable clothes. Divya will provide the yoga mats.
How to join? Write to Sam at Sam.Holden@example.com
We can only take a maximum of 20 in the room, so book now!
Task 1 Answer the questions with the words in the box.
An e-mail
Tuesday
2.00 p.m.
Comfortable
Four
Now
1. Which day of the week does the yoga class take place? _______
2. How many classes can you take for £10? ______
3. What time will the class end? ______
4. What kind of clothes do you need to wear to the class? ______ clothes.
5. What do you need to send to Sam if you want to join? ______
6. When should you book if you want to join? ______
Intensive English Course (IEC) 2021
Page 17
Task 2 Are the statements true or false?
1. Sam Holden is the yoga teacher. 2. The yoga class is once a week. 3. The class is at lunchtime in room 7. 4. You need to bring yoga mats to the class. 5. The class can’t take 22 people. 6. You need to call Sam Holden if you want to join the class. True
Answer
True
False
True
False
True
False
True
False
True
False
False
Discussion
Do you take any classes outside of your campus? Tell your friends about the class
that you take outside of your campus and explain about the time, place, cost and
instructor of the class.
Page 18
Intensive English Course (IEC) 2021
A Poster
for Exam
Candidates
Before reading
Do the preparation task first. Then read the text and do the exercises.
Preparation task
Write the correct word below each picture.
Read the poster outside an exam
room to practise and improve
your reading skills.
book
pen
mobile phone
bag
pencil
notes
ID
water bottle
1. ...............................
2. ...............................
3. ...............................
4. ...............................
5. ...............................
6. ...............................
7. ...............................
8. ...............................
Reading text: A Poster for Exam Candidates
Poster 1
FINAL EXAM INSTRUCTIONS
• Doors close 5 minutes before the exam
begins.
• Show your student ID card to examiner
when you enter the room.
• No phones, no books.
Intensive English Course (IEC) 2021
Poster 2
BEFORE THE EXAM
• Have your ID card ready.
• Listen to the instructions.
• Arrive 10 minutes before exam.
IN THE EXAM
• Mobile phones switched off and put away.
• ID card visible on the desk.
• No talking.
• No food or drinks in exam room.
Page 19
Poster 1
Follow the examiner’s instructions.
• If you have a question, raise your hand.
• No mobile phones, books or bags in the
exam.
• Please use a blue or black pen.
Task 1 Circle all the posters that say something about …
1. talking
a. Poster 1
b. Poster 2
c. Poster 3
2. ID cards
a. Poster 1
b. Poster 2
c. Poster 3
3. arriving early
a. Poster 1
b. Poster 2
c. Poster 3
4. phones
a. Poster 1
b. Poster 2
c. Poster 3
5. the type of pen
a. Poster 1
b. Poster 2
c. Poster 3
6. books
a. Poster 1
c. Poster 3
b. Poster 2
Task 2 Circle the sentence that has the same meaning.
1. No talking
a. You can talk.
b. You can’t talk.
2. ID card visible on desk
a. You can see the ID card.
b. You can’t see the ID card.
3. Mobile phones switched off and put away.
a. Don’t have your mobile phone on the table.
b. It’s OK to have your mobile phone on the table.
4. Doors close five minutes before the exam.
a. You must arrive early.
b. You can be five minutes late.
5. If you have a question, raise your hand.
a. You can ask questions.
b. You can’t ask questions
Discussion
Tell your friends about your activities before the exam and in the exam. Tell also
about your equipment that you usually bring during the exam.
Page 20
Intensive English Course (IEC) 2021
reading Strategy: scanning
How to scan?
Ask someone to read this with you if you need to
If you want just one piece of information from a text (e.g. name, an address,
the time of a TV programme or a word you want to spell) you need to scan
for it. This means looking through very quickly without really reading the
words. All you have to do is find the word(s) you want.
Look at the list below. Tick the things you would use scanning for:
reading instructions
finding a telephone number
finding out who a letter is from
reading a book
finding a street on map
looking up the time of a bus
finding a plumber in yellow pages
finding a word in the dictionary
studying an agreement
checking that a cheque has been signed
Steps for scanning
• Think about what you are scanning for.
• Write it down and try to get a picture of it in your mind.
• Keep thinking about what you are looking for and let your eye run over the page.
• Don't read the words. Don't read the sentences. Just look.
• If you don't find it first time, try again.
• Keep thinking about the words you want and keep your eyes moving quickly.
• If you don't do it quickly then you are not really scanning, you're stopping to read the other
words
• You might need a lot of practise before you can scan well, but it will save you time in the end.
It's very useful for looking up all sorts of things.
• If you are not good at reading yet, you can still scan. Try finding words you know well, like
Liverpool or your own name, in a page of writing.
Intensive English Course (IEC) 2021
Page 21
Student's Activity: Scanning Exercises
Exercise A
Before you start, read the 'How to Scan Sheet' sheet.
Have a quick look through the advert below, then answer the questions on the next page.
Page 22
Intensive English Course (IEC) 2021
Grammar: Word recognition
(Noun and Verbs)
Parts of Speech
Intensive English Course (IEC) 2021
Page 23
Word recognition: Noun and Verb
Types of Nouns
Noun
Definitions
Examples
Identifies a particular
person, place, or thing.
Class of persons, places, or
things.
Any physical thing that exist
in the world.
Those nouns that do not
physically exist in the world.
that can be counted.
Proper Noun
Common Noun
Concrete Noun
Abstract Noun
Countable Noun
Uncountable Noun
Collective Noun
Compound Noun
John, Mary, Bob, London,
Australia, Paris, Delhi, Africa.
boy, girl, mobile, man, woman,
toy, bag, city, etc.
Dog, Pen, Paper, Voice, Tears,
Table.
Love, Hate, Pain, Grief, Anger,
Happiness, Sadness, Confusion.
Pen, Pencil, Book, Man, City,
Hair, Stars, Coin.
that cannot be counted
Honesty, Love, Hate, Milk, Water, Money, Furniture.
group of persons, places,
People, Crowd, Team, Army,
things.
Class.
A nou that is made with two Classroom, Seatbelt, Bedroom,
or more than two words.
Post office, Shoelace, Heartbeat.
Types of Verbs
The 3 Main Types of Verbs
Action Verbs
Linking Verbs
Helping Verbs
Tells what action
something or someone
is performing
Connects a noun or a
pronoun with a word
that identifies or
describes it
Added before another
verb to make it a verb
phrase
Page 24
Intensive English Course (IEC) 2021
Task 1 Read the leaflet ‘Frimsborough Country Library’.
Identify the nouns in the leaflet ‘Frimborough Country Library’ and write
them in the table based on their type.
Types of Nouns
Nouns
Proper Noun
Common Noun
Concrete Noun
Abstract Noun
Countable Noun
Uncountable Noun
Collective Noun
Compound Noun
Intensive English Course (IEC) 2021
Page 25
Task 2 Read the poster ‘Protect others from getting sick’.
Page 26
Intensive English Course (IEC) 2021
Identify the verbs in the poster ‘Protect others from getting sick’ based on
the type of the verbs (action verb/linking verb/helping verb)
Type of verbs
Verbs
Action
Linking
Helping
Intensive English Course (IEC) 2021
Page 27
Writing: A poster for exam candidates
How can I design a poster?
Students’
Poster
1.
2.
3.
4.
5.
6.
7.
Identify the goal of your poster.
Consider your target audience.
Decide where you want to share your poster.
Select a pre-made poster template.
Pick a relevant or branded color scheme.
Include a clear call to action.
Use varied fonts to create visual hierarchy.
What makes a good poster?
1.
2.
3.
4.
5.
6.
Important information should be readable
from about 10 feet away.
Title is short and draws interest.
Word count of about 300 to 800 words.
Text is clear and to the point.
Use of bullets, numbering, and headlines
make it easy to read.
Effective use of graphics, color and fonts.
What makes a bad poster?
Background image is distracting (distracts from illustrations). Text box backgrounds are dark, which makes text
really hard to read. Text box backgrounds are all different
colors, for no reason (distracting). Text boxes are different widths (distracting, hard to follow flow of poster).
Task 1 Create a poster that includes nouns and verbs
by choosing one of the following themes:
1.
2.
3.
4.
5.
Page 28
Strategies in reading English books
Learning grammar with fun
Listening strategies
Strategies in learning vocabulary
Strategies in writing an English essay
Intensive English Course (IEC) 2021