Word Formation: Encourage

  Nouns  encouragement discouragement
  Adjectives   encouraged encouraging discouraging
  Verbs  encourage discourage
  Adverbs  encouragingly

Reported Speech

Introduction
Reported Speech

Introduction You might be tested on your knowledge of reported speech in Part 2 and 4 of Paper 1 Reading and Use of English. You should be aware of the various verb patterns that are used when reporting and note that many verbs can follow more than one pattern. verb + object + infinitive They allowed him to go to bed later so that he could watch the film. She advised me to look for a career in advertising. verb + gerund He admitted being a little late for work. The chairperson proposed bringing the meeting to an end. verb + infinitive He promised to keep the news secret. She asked to be informed of any new developments. verb + object + objectThey promised the children a holiday The manager told us the latest about the expansion plans. verb + object + preposition She's always blaming me for doing things I didn't do! The company threatened him with the sack. verb + preposition I believe in enjoying life while you can. I apologised for forgetting her birthday. verb + that + clause We agreed that the exam would be difficult but signed up for it anyway. The weather forecast warned that the heavy rain would spread from the north across the whole country. N.B. In addition to these patterns you should also be aware of common collocations which are often used with some of these verbs, including the different prepositions which can be used with the same verb which create a different meaning: He accepted responsibility for the car accident. The team agreed on a plan of action. He didn't agree with any of my ideas. Reported speech >> Part 2: Open Cloze Reminder: Part 2 consists of a short text which has 8 gaps. For each gap you have to add the missing word. Example: ..... The customer complimented the chef ..... the wonderful food. Answer: 'on' Reported speech >> Part 4: Key Word Transformation Reminder: You are given a complete sentence followed by a second, incomplete sentence. You have to complete the second sentence so that it has the same meaning as the first using a word given that must not be changed. Example: The builder said the weather was the cause of the delay. PUT The builder .......... for the delay on the weather. Answer: 'put the blame'

Task type: Report

Writing Paper: Part 2
Task type: Report

QuestionThe following comments were made during a discussion by members of the training department at your company about whether or not the department should replace classroom-based training with online training. Your manager has asked you to write a report on implementing online training, including: the benefits, the pitfalls and what your recommendation(s) would be:

Comments "Just-in-time training is great - it can take place anywhere, even in bed!" "The company will save money by getting rid of our traditional way of training." "Will our employees miss the interaction with a real person?"

Write the report for your manager. (around 280 - 320 words)

What you need to include to passClick here for our checklist first to understand what the examiner is looking for in a good answer.

Ideas for writingAsk yourself the following questions to help you get started:

• Make a list of some of the reasons for introducing online training, including the points mentioned in the task:
  - flexibility, can be accessed at any time of day
  - reduces training costs
  - can be customised for individual employees
  
• Now think about some of the reasons for not introducing online training:
  - can very expensive to set up
  - employees could react negatively to learning in this way
  - some skills not suitable for learning online
• Now decide what your recommendation would be, and why:
  - a complete replacement with online training?
  - a 50:50 solution?
  - keep the situation as it is?
• Finally, are there any practical actions that you need to take to ensure the success of your training programme:
  Examples:explain the changes to staff in a meeting
  issue staff with laptops for learning at home

Drafting and proofreading your work
You should look at your first draft of the task and decide:

• Have you answered the question fully?
• Is the layout and organisation appropriate for a report?
• Is the language accurate with a good range of structures?
• Is the style appropriate and consistent for your report?
• Will it be useful and helpful for the manager and other members of the training department?

Content Should discuss all the points mentioned in the task notes, i.e. benefits, pitfalls and recommendation. It should also give practical suggestions about implementing the report.

Communicative achievement Should be on the formal side. (Note: Reports are often given a wide circulation so it is better to keep to a formal style.) The training manager and other members would be informed, and be able to use your report as the basis for further discussion.

OrganisationThe report should be divided into clear paragraphs with appropriate headings for each section. The aim or scope of the report should be clearly stated early on.

Language Language of analysis and recommendation/ evaluation (e.g. "The cost would be outweighed by the benefits...."). Vocabulary for evaluating costs (e.g. 'our annual training budget is...') as well as terms associated with online training (e.g. 'e-learning solution', 'learning management system', etc.) could be used.. Does not have to be completely accurate but any errors should be minimal.

Model answer Proposal to introduce online training{1} The following proposal has been written to consider the implementation by our training department of an online training scheme, which would replace our existing classroom-based programme.{2} Online training - the benefits{3} {4}1. If our employees had access to online training, or a virtual classroom{5}, it would give them far greater flexibility in the way they learn. Training could be delivered in the office, at home or even when our sales force are travelling (e.g. in their hotel during the evening). This might increase their motivation to undertake training. 2. Our company could make huge savings in terms of: a) Staff time - Currently, we bring staff from all our branches around the country to our training centre. An online programme could reduce staff travelling time considerably. b) Expenses - The amount of money claimed by staff for travelling expenses and hotel accommodation for the duration of their training course is in excess of one million pounds per annum.{6} Online training - the pitfalls{7} Against the above points we need to consider the following: 1. Some employees like our present method of training. They value the face-to-face contact and the friendly learning environment created by our team of trainers. The classroom sessions are also a good opportunity to meet colleagues from other parts of the country and to get away from the office for a while. 2. We will need to make a considerable investment in{8} new hardware and software. Whether we opt for an off-the-shelf learning management system (LMS) or develop a system with our own programmers the cost will eat up a large percentage of our training budget. We would need to produce a financial report showing all the costs of implementing a new training system to see if it is economically viable. Recommendations{9} The best way forward would be to begin a trial of online training. We could then evaluate its effectiveness over the next 12 months and gauge staff reaction too.

 

 

Word Formation: Fail

  Nouns fail failure
  Adjectives unfailing
  Verbs fail
  Adverbs unfailingly

Word Formation: Escape

  Nouns escape, escapism

  Adjectives escaped, inescapable

  Verbs escape

  Adverbs inescapably

Collocation: Interest

Collocations for interest ADVANTAGE

Types

business commercial economic financial interest

They want to protect their business interests in the area.

(in) the national public interest

In banning strikes, they believed they were acting in the public interest.

Adjectives

a vested interest

He had a vested interest in the firm's success.

conflicting interests

I tried to balance the conflicting interests of work and family.

Verbs

advance promote represent sb's interests

They appointed him to promote the company's interests in South Africa.

protect safeguard sbs interests

He acted to protect the public interest.

Phrases

in sb's best interests

It was in his best interests to take the job.

have sb's interests at heart

When she gave up working, she had her children's interests at heart.

Prepositions

in the interest of sb/sth

I agreed to go to the party in the interest of family unity.

Nouns

a conflict of interest

There was a conflict of interest between his work as a minister and his role in the company.

Word Formation: law

Nouns law, lawyer, outlaw

Adjectives lawful, unlawful

Verbs outlaw

Adverbs lawfully, unlawfully

Collocations 1

 

Introduction You are most likely to be tested on your knowledge of collocations in Parts 1, 2 and 4 of Paper 1 Reading and Use of English. There are various types of collocation: verb + noun Example: to hold your nerve - remain brave to stand somebody a drink - to buy someone a drink verb + adverbExample: complain bitterly deny vigorously noun + verb Example: a computer crashes - stops working a memory lingers - remains adjective + noun Example: slippery character - suspicious person a gentle reminder - tactful reminder This unit will look at verb + noun collocations. Collocations >> Part 1: Multiple Choice Cloze Reminder: Part 1 consists of a short text which has 8 gaps. For each gap you have to choose the correct word or phrase from a set of 4 options. Example: ... It's surely not beyond the ........ of possibility that one day we will land a man on Mars. a) chances b) dreams c) realms d) scope Answer: c) 'realms' Collocations >> Part 2: Open Cloze Reminder: Part 2 consists of a short text which has 8 gaps. For each gap you have to add the missing word. Example: ..... Traffic jams are ........ up all over the country following the day of action by the train drivers. Answer: 'building' Collocations >> Part 4: Key Word Transformation Reminder: You are given a complete sentence followed by a second, incomplete sentence. You have to complete the second sentence so that it has the same meaning as the first using a word given that must not be changed. Example: I've been trying to stop smoking for years but I just can't give up. break I've been trying to stop smoking for years but I can't ........ . Answer: 'break the habit'

Task type: Book review

Writing Paper: Part 2
Task type: Book review

QuestionYou have been asked to contribute to a local arts magazine on the following topic:

 

"The book I would most like to see made into a film"

 

Write about a book that you have read that you would like to see made into a film. Describe the book and discuss some of the problems or issues that a filmmaker would encounter in making a film from the book.

Write the book review for the editor of the arts magazine. (around 280 - 320 words)

What you need to include to passClick here for our checklist first to understand what the examiner is looking for in a good answer.

Ideas for writingAsk yourself the following questions to help you get started:

• First, decide which book you want to write about. It should be a work of fiction and it does not matter if a film has already been made of your chosen book. Write down one or two sentences to describe the outline of the book and who wrote it.
• Write down some key points about the setting, plot and characters of the book you have chosen.
• Now it is time to think about the issues or problems of turning your book into a film. Some of these general questions might help:
  - is the setting very specific? e.g. in a particular country, or in a particular period in the past?
  - does the storyline unfold over a long period of time?
  - do the characters have any specific physical characteristics? do they change over time? might one character require two different actors?
  - does the book contain a lot of dialogue that would work well in a film?
• Remember that while you are discussing these points you are also giving the reader the details of the story.

Drafting and proofreading your work
You should look at your first draft of the task and decide:

• Have you answered the question fully?
• Is the layout and organisation appropriate for your review?
• Is the language accurate with a good range of structures?
• Is the style appropriate and consistent throughout?
• Will the editor be interested in what you have written?

If the answer is 'no' to any of these questions then you will need to do some more drafting!

Writing Paper: Part 2
Task type: Book review

Content Should include information about a specific book and discuss some of the issues or problems that need to be considered when turning a book into a film.

Communicative achievementCould range from formal to informal, as long as the register is consistent throughout the review. The editor would be informed about your choice of book and how it could be made into a film. The review should be sufficiently well written for the editor to consider publication.

OrganisationThe review should be organised into clear paragraphs. The title of the book should be mentioned in the opening paragraph.

Language Language of narration, description, and evaluation/speculation (e.g. "A problematic area might be...."; "A filmmaker would also have to consider"). Vocabulary connected with books (e.g. 'author', 'setting', 'characters/characterisation', etc.) and films (e.g. 'casting someone in a role', 'director', 'script/screenplay' etc.) could be used. Does not have to be completely accurate but any errors should be minimal.

Writing Paper: Part 2
Task type: Book review

Model answer The book I would most like to see made into a film is Barbara Vine's psychological thriller 'The House of Stairs'. The plot in this accomplished novel begins in the present (the late 1980s) but the storyline is gradually revealed in a series of flashbacks to events in the 1960s, the climax of which involves a tragic death.{1} Creating the setting for the 1960s scenes would not cause the filmmakers tremendous difficulty because the action mainly takes place in a five-storey house in London, which belongs to the wealthy widow, Cosette. Choosing the right actors might present something of a challenge to the casting director, however. Elizabeth, the book's narrator, is described with the sketchiest{2} of detail. (We discover only that she is dark-haired and good-looking.) The roles of Bell and Mark, the secret lovers who are mistaken for brother and sister when they are first sighted together, would need to be played by actors with enough physical similarity for this to be a plausible mistake{3}. Another problem is that the novel spans two decades so the key characters, Elizabeth and Bell, would have to age 'naturally' over 20 years. The role of sixty-year-old Cosette, the other central character, presents the problem in reverse. By a combination of plastic surgery, and the transforming effects of falling in love, she becomes slimmer and more youthful to look at, compared to the dowdy, middle-aged woman we meet at the start of the book. The dialogue in the novel is sharp and well-observed and would translate well to the big screen, although the use of a voiceover or similar device would have to be considered to convey the thoughts and feelings of Elizabeth as she tries to cope with the secret knowledge that she may have inherited a serious neurological illness. For me, the most dramatic scene would undoubtedly occur at the end of the film as it does in the book.{4} This is when the weak-willed Mark is pushed to his death from the top floor window by Bell, in a fit of jealousy and rage that their cynical plot to get Cosette's money has gone wrong . (Mark has actually fallen in love with Cosette.) If the film manages to convey only half of the suspense and horror of the book, it will be a success.{5}

Task type: Essay (2)

Writing Paper: Part 1 Task type: Essay

Read the two texts below.

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.

 

 

Raising the Bar for School Sports The National Sports Academy is running a series of workshops aimed at encouraging more teenagers to get involved in sport. The workshops are for teachers and will look at how to promote the numerous benefits of physical exercise and team sports to school pupils. “Exercise helps to maintain a stable weight, strengthen bones and reduces the risk of stress-related illnesses.” explained Tim Collins, the Academy Director. “Aside from health benefits taking part in competitive sports gives teenagers a chance to experience the highs and lows of a competition, as well as instilling discipline, responsibility and commitment - all valuable life skills.”

Sport seen as Uncool Teenagers are spending less time on physical exercise because they find it deeply "uncool", according to a survey of teachers and pupils. The problem is most prevalent amongst older teenagers. Girls are uncomfortable about sharing sports classes with boys and avoid swimming lessons because of a fear that it will spoil their hairstyles. And both sexes were scathing in the survey about the unfashionable PE uniform that had to be worn. The choice of sports available was also too limited. Teachers said they would like to see codes for sports kits relaxed, single sex physical education classes and a wider range of activities to combat the decline in activity.

Write the essay. (around 240 - 280 words)

What you need to include to passClick here for our checklist first to understand what the examiner is looking for in a good answer.

Ideas for writingAsk yourself the following questions to help you get started:

• What are the key points in each extract?
• How do the points in each text relate to each other?
  - Do both texts have different points of view?
  - Do the texts complement each other in any way?
• Now make some notes about your reaction to the key points in each text:
  E.g. Health: are teenagers concerned about the health benefits of sport?
  Sports: are certain sports likely to be more appealing to teenagers?
• Whilst making notes think about how you might paraphrase the key points to avoid copying sections from the texts.
• Do you have any anecdotal evidence to support your own views?
  E.g. "My own memories of PE classes and sports days are somewhat mixed ..."
• How many paragraphs should your essay have? What will the focus of each paragraph be?

Drafting and proofreading your work
You should look at your first draft of the task and decide:

• Have you answered the question fully?
• Is the layout and organisation appropriate for a proposal?
• Is the language accurate with a good range of structures?
• Is the style appropriate and consistent for your proposal?
• Will it be useful and helpful for the other committee members?

If the answer is 'no' to any of these questions then you will need to do some more drafting!

Writing Paper: Part 1
Task type: Essay

Content Should include a summary of the the key points in each text. The essay should also include an evaluation of these key points including the writer's own views on the subject.

Communicative achievementShould be fairly formal as that is consistent with the requirements of an academic essay. The reader would get a clear summary of the two texts along with the writer's point of view.

OrganisationThe essay must be divided into clear paragraphs and these should be linked appropriately. The format should be that of a standard essay, i.e. without headings in the body of the essay.

Language Language of evaluation, discussion, comparison (between the two texts) narrative (use of a personal anecdote) and speculation (possible results of various schemes). Topic vocabulary relating to sport and teenage attitudes. For example: 'physically active', 'character-building', 'to be self-conscious', 'physical appearance', 'peer group pressure', 'more flattering sports kits' ... ect. Does not have to be completely accurate but any errors should be minimal.

Model answer

It is widely accepted that taking part in sporting activities is highly beneficial, whether it is the character building qualities developed through competitive team sports or simply the health benefits of physical exercise. One of the earliest chances we have of discovering sport comes through the PE classes we have at primary and secondary school. The first text, a promotion for workshops aimed at teachers, acknowledges this. However, there's also an implication that not enough schoolchildren are being offered or taking up the opportunity to participate in sport. Why else would there be a need to run workshops to promote PE in schools{1}?

The answer seems to be provided in the second text, namely that school sports have an image problem with many teenagers leading to low participation levels{2}. This is especially noticeable amongst older teenagers and girls in particular at a point in their lives when self-image is increasingly important. There are several reasons given for this: the embarrassment of taking part in mixed-sex sports, the 'damage' swimming can do to girls' hairstyles, the regimental school uniforms worn by school pupils and a lack of choice of available sports{3}.

Sport is an essential part of the school curriculum. In addition to encouraging good health, the pleasures of team sports only become apparent to those who have had the opportunity to take part. Also, as is mentioned in the text, it instills real-world skills that some might argue are sadly missing in today's society such as discipline and commitment. However, it should also be an enjoyable part of the curriculum, a lesson that youngsters look forward to rather than dread.{4} For this reason schools should make every effort to offer a wide range of single-sex activities and not insist on the wearing of a uniform. If young people are given a taste of the joys of sport there is more chance they will maintain that interest into adult life.

 

Task type: A Report

Writing Paper: Part 2
Task type: A Report
QuestionYou have recently attended a training course and as part of the evaluation of it all participants have been asked to write a report giving their views:

Please give us your feedback to help us monitor the success of our training courses and to help us determine what changes we could make in the future. We would appreciate your views on any aspect of the course which you liked or didn't like, including these points: - suitability of training course objectives - presenter's knowledge and presentation style - recommendations to improve the course

Write the report for the training manager. (around 280 - 320 words)
What you need to include to passClick here for our checklist first to understand what the examiner is looking for in a good answer.
Ideas for writingAsk yourself the following questions to help you get started:

• What type of training course was it? You can write from your own experience, or otherwise invent the details, as in the example below:
  - 2 day course on First Aid; objective: to learn skills for emergency first aid in the workplace
• Think about the 'suitability of the course objectives'. What feedback could you give on them? Here are some ideas:
  - Too ambitious - not enough time to cover all options
  - Just right
  - Not suitable - didn't relate to the needs of the participants
• What comment are you going to make about the presenter? Remember, you will have to be diplomatic if you have some major criticisms:
  Example:
  Although the presenter was very well-informed about the topic I felt his teaching style to be a little abrasive....
• You should finish your report by making one or two recommendations to improve the course. Again, this should be done tactfully!

Drafting and proofreading your work
You should look at your first draft of the task and decide:

• Have you answered the question fully?
• Is the layout and organisation appropriate?
• Is the language accurate with a good range of structures?
• Is the style appropriate and consistent for your report?
• Will it be genuinely informative to the reader as well as not causing offence?

If the answer is 'no' to any of these questions then you will need to do some more drafting!

 

 

Writing Paper: Part 2
Task type: A Report

Content Should include an evaluation of a training course, with reference to the points asked for: i.e. objectives, presenter and suggestions/recommendations.

Communicative achievementShould be on the formal side as there is a danger that colloquial language could be misinterpreted. Great care should be taken (through the use of polite, or 'distancing' forms) not to give offence to the reader. The training manager would be informed about the good and bad points of the course and would seriously consider the writer's suggestions for improving the course.

OrganisationThe report must be divided into clear paragraphs and could possibly have paragraph headings to divide each section. The aim of the report should be clearly stated in the first paragraph.

Language Language of description, evaluation and recommendation. Topic vocabulary relating to training may be included. (e.g. 'syllabus', 'meeting + objectives', 'training manual') Polite forms of language should be used. Does not have to be completely accurate but any errors should be minimal.

 

 

Model answer

Evaluation of First Aid course AP500

{1}Between 1 and 2 July I attended one of your Emergency First Aid courses (course code: AP500). This brief report gives my feedback on the course in question and makes a small number of suggestions about how the course could be improved for future participants.

{2}The objective of the course was to equip us with the skills needed to cope in most emergency situations. The syllabus, with its coverage of adult CPR, choking, the control of bleeding, burns, and dealing with shock, was comprehensive enough for a two-day course.

I enjoyed the learning methods very much. The presenter used ice-breakers at the start of each session to put us rather nervous participants at ease. Another refreshing aspect of the course was the absence of medical jargon. Instead, we used practical involvement and repetition of various emergency procedures, like CPR and bandaging, to help us learn. The use of easy-to-remember acronyms, like ABC (airway, breathing, circulation), will facilitate recall in future situations.

If I had one complaint about {3} the presenter it would be that many of the examples he gave of emergency situations were based on his own experiences of leading expeditions. Whilst these stories were absorbing I would have preferred to hear those that related more closely to my own profession. (I work in the kitchen of a busy restaurant, so many of the situations I am likely to face involve burns and scalds, which were not dealt with very fully on the course. I appreciate that on a two-day course, however, there is much to cover and people are bound to be disappointed.)

My suggestion to improve the course further still would be to include more follow-up reading or recommendations for study. The presenter was kind enough to give us a list of useful websites, but perhaps it would be a good idea to have a training manual for participants to take away. I would also recommend tailor-made courses for specific industries, e.g. First Aid for Catering Staff.

All in all, I would like to thank your training department for a high-quality course. I have come away from this feeling more confident than before that I could deal with an emergency situation.{4}