1 Ê.Ð.Ã. Succeed in ÊÑÁÔÉÊÏ ÐÉÓÔÏÐÏÉÇÔÉÊÏ ÃËÙÓÓÏÌÁÈÅÉÁÓ ENGLISH LANGUAGE CERTIFICATION LEVEL B1& B2 on the scale set by the Council of Europe PRACTICE TESTS 1 6 Mark your answers on your answer sheet. Respond to all activities and answer all test items. Provide only one answer for each item. ATTENTION Module 1 - Reading Comprehension & Language Awareness Module 2 - Writing and mediation Module 3 - Listening Comprehension Module 4 - Oral production and mediation 85 minutes 80 minutes 25 minutes 25 minutes 47
2 ΚΠΓ Module 1 Test 1 Do not open this booklet until the exam begins. Mark your answers on Answer Sheet 1 Provide a single answer for each item. You have 85 minutes to complete this exam paper 1.1 ACTIVITY 1 Read the text about Scott of the Antarctic and for each gap (1-5) choose the best option (A-H). Use each option only once. There are three (3) options you do not need. 48 A cadet B camp C agent D survival E ambition F conditions G situations H victory Scott of the Antarctic Robert Falcon Scott, or Scott of the Antarctic as he is known, was a British naval officer and explorer, who died attempting to become the first person to reach the South Pole. Born in June 1868, Scott became a naval (1)... A aged just 13 and served on a number of Royal Navy ships throughout the 1880s and 90s. He rose to fame in 1904 following a three-year long expedition into Antarctica, sponsored by the Royal Geographic Society, in which he took part. The expedition reached further south than any had ever done before. This experience had given Scott a taste for exploration and adventure and he made it his life s (2)... E to return to Antarctica one day in an effort to become part of the first team of explorers to reach the pole. Indeed, he spent years trying to raise money for his new expedition, but wasn t until June 1910 that he and his team were ready for their assault. Setting sail from Cardiff on the whaling ship Terra Nova, the expedition left its base (3)... B to begin the journey south the following October. Scott had come well-prepared, taking with him teams of ponies and dogs, as well as some mechanical sledges. However, he hadn t reckoned with the difficult conditions, and neither the sledges nor the ponies could cope in the freezing cold. Nonetheless, the expedition carried on without them. Eventually, in mid-december, even the dog teams were forced to turn back due to appalling weather and increasingly tough (4)... F By January 1912, only five members of the expedition remained; Scott and his teammates Wilson, Oates, Bowers and Evans. On the 17th of the month, the five finally reached the pole, only to find that a Norwegian team led by Roald Amundsen had beaten them there. The men now faced a 1,500km journey back, knowing they had failed. By now the five teammates were in a battle for (5)... D Evans succumbed first, in mid-february. In March, Oates, who had been suffering from severe frostbite, walked out into a snowstorm never to return; he did so, knowing he was holding back his friends. Sadly, his sacrifice was to no avail; the remaining 3 members of the expedition died in their tent on the 29th March They were only 20km from making it to safety when they met their cruel faith. Scott s epic adventure, although a failure, immortalised him and turned him and his team of explorers into heroes and legends.
3 Test Read the text about Scott of the Antarctic again and choose the best answer (A, B, or C) for items Robert Scott is best remembered as A. the first person to B. a brave expedition leader. C. a naval officer reach the South Pole. 7. In 1904 he A. began an expedition. B. reached the South Pole. C. became very well-known. 8. Scott s efforts to raise money for his South Pole expedition could be described as A. lengthy. B. ineffective. C. easy. 9. The team member who deliberately put himself in grave danger on the return journey was A. Scott himself. B. Evans. C. Oates. 10. Scott s expedition could best be described as a A. valiant failure. B. a total disaster. C. a shameful mistake. ACTIVITY 2 Match utterances with items A-G and find out about Mount Everest. There is one option you do not need. Mount Everest 11. At 8,848m high, 12. Tenzing Norgay and Edmund Hillary, 13. In all, 14. In May 2002, 15. At the fine old age of 76, 16. By staying on the summit for a marathon 21 hours 30 minutes, A: Mount Everest is the tallest peak on the planet. B: both hugely experienced climbers, were the first to make a successful ascent. C: a group of 50 climbers - the largest ever - reached the summit together. D: some 1,500 or so men and women have now made the ascent. E: Babu Sherpa clinched the record for the longest stay at the top. F: met an untimely death on the descent of the east side. G: Min Sherchan became the oldest person to reach the top. 49
4 ΚΠΓ Module 1 ACTIVITY Read the text below and choose the best answer (A, B, or C) for items This text is taken from A a scientific journal. B a report. C a magazine annual. 18 The title of the text is incomplete. The best option is: A winter turns into B winter showers. C forecast fails to materialise. nightmare. 19 This text was written for A the general public. B educators. C weather experts. Dreamy white... The winter of was one of the most extreme in recent history, bringing with it record low temperatures and snowfalls, travel chaos, and disruption to schools around the British Isles. It was the coldest December in the UK since 1890, and the coldest in Ireland since official records began. During the night of the 1st-2nd of December, a belt of precipitation brought extremely heavy snow to many parts of Southern England, with snow depths of well over three foot being recorded in parts of Kent and Surrey. On the 3rd of December an all-time record low of degrees Celsius was registered at RAF Leeming and the cold snap continued to take hold of the islands for weeks to come. Milder north-westerly winds brought a brief respite around December the 9th, but the thaw didn t last very long and the cold weather returned with a vengeance days later with Ireland bearing the brunt of the snowfall this time. On the 17th and 18th of December, more than 30cm of snow was dumped on many parts of Northern Ireland, bringing much of the transport network to a halt. On the 21st, it was the turn of Ireland s east coast to be hit as a metre of snow fell in parts of coastal counties Wicklow and Wexford in barely 24 hours. Dublin airport was also forced to close on several occasions. Indeed, many travellers looking to return to the British Isles for Christmas were left stranded abroad as airport after airport announced flight cancellations and closures. The situation reached crisis point when supplies of grit, used to make the roads safe for driving on, started to run dangerously low across Britain and Ireland. Authorities faced much criticism for their handling of the event, but defended themselves by claiming that it was such a freak incident that they could not have been predicted and that the cost of adequately preparing for such an event annually simply could not be justified based on the frequency with which it is likely to occur. 3.2 Read the same text again and choose the best answer (A, B, or C) for items December 2010 was the coldest A month on record in Ireland. B month in the UK since C December in the British Isles in over a century. 23 Parts of the east coast of Ireland registered falls of more than a metre of snow A in under 24 hours. B on the 17th and 18th of December. C within 21 days. 21 On the night of December 1 st - 2 nd three foot A of snow accumulated in parts of England. B of snow fell in all of Kent and Surrey. C of snow melted in all of England. 24 The snow had a very serious impact on A domestic flights. B people s travel plans. C campaigns for road safety Around December the 9th, fresh winds A made it feel colder. B brought the cold weather to Ireland. C allowed some of the snow to melt. 25 Why did local authorities not prepare as well as they could have for the freezing conditions? A this type of weather is too frequent B because of the expense involved C because a warm winter had been predicted
5 Back in 1960s and 70s Britain, the keeping of exotic pets in one s home was considered high fashion. Animals such as leopards, pumas, panthers and cheetahs, the mere sight of which would probably induce fainting today, were once rather more commonplace and, indeed, perfectly legal domestic pets. That all changed in 1976 however, when the government introduced the Dangerous Wild Animals Act, and, when the Bill came into force, exotic-pet owners were faced with some stark choices. They could either apply for a licence for their animals and provide safe and proper living quarters for them at great personal expense, or alternatively donate them to a zoo or authorised exotic-animal keeper. There was, of course, also the option of putting the animal to sleep. But such was the number of owners wanting to surrender their pets that local zoos and wildlife parks simply couldn t cope. Eventually, many owners were turned away and told their only option was to put the animals down. Many, of course, did just that, but there were some who couldn t bear the thought of killing such precious beasts. It is thought that these owners chose to set their exotic pets free. This gave rise to a belief that dangerous wildcats roamed the wilds of Britain, left to fend for themselves. Several reported sightings of pumas and panthers fuelled the public s suspicion that this was indeed the case. But is it fact or fiction? Myth or legend? Were some of these wildcats released into the wild? And, if so, could they possibly have survived? Of course, having lived with their owners for some time, most of the wildcats would have been accustomed to British weather, so this, in itself, would not have been a ACTIVITY 4 Read the text below and choose the best answer (A, B, or C) for items Hunters of the night Test 1 major barrier to their survival. More problematic, perhaps, would have been the task of finding a reliable food source. After all, these animals had been domesticated and had never had to learn to hunt for themselves. But, assuming their natural instincts returned to them quickly, there would have been several easy options on which to prey; sheep and other livestock, for example, not to mention the abundant deer and rabbit populations. Indeed, reports of attacks on livestock seem to lend credibility to the claims. And though reports of attacks on people were less frequent, there were a number of high-profile cases, most notably the incident where 11-year-old Josh Hopkins was clawed across the face in South Wales by what some claim was a Lynx, or other big cat. There was also some video evidence of what the filmers claimed were big cats, but most experts dismissed these recordings as mere hoaxes. And further doubt was cast on the claims by way of the fact that big-cat sightings were so rare. Surely, wildlife experts argued, if these beasts did roam the British countryside, close encounters with humans would be far more common. The evidence clearly contradicts the idea that there are huge numbers of wildcats out there. But, as for there being a few; is it possible? Certainly. Is it probable? No. Still, I d be keeping a close eye next time I m out on the moors if I were you... (just in case, of course!). 26 The Wild Animals Act made it illegal A for exotic animals to be privately owned. B to keep unlicenced exotic pets. C for organizations to own exotic animals. 27 The animals that zoos and parks could not accept A were going to be killed. B were going to be set free. C were going to be kept by their owners. 28 If wildcats were set free, they would probably not have found it very difficult to A deal with the climate. B find sources of food in the initial few days. C rediscover their wild instincts. 29 Cases of livestock being attacked seemed to A contradict people s suspicions about the wildcats existence. B then lead to attacks on people, too. C confirm the wildcats existence. 30 Most professionals thought that video footage of the cats was A fake. B genuine. C proof of their existence. 31 One of the key reasons why many people do not believe the wildcats exist is due to A a total lack of recorded evidence. B close encounters with humans. C a lack of many sightings. 51
6 ΚΠΓ Module 1 ACTIVITY 5 Use expressions A-F to complete utterances so that they make sense. Use each option only once. There is one option you do not need. A have a crush B have eyes C break up D go out E have blazing rows F cheat 32 Speaker A What happened to you Sarah? You look like you ve been crying. Speaker B Oh, I m just sick of it; Jake and I can t seem to get on anymore; we... E all the time. 33 Speaker A I don t think Alison loves me anymore, Paul. Speaker B You talk as if the two of you might... C. 34 Speaker A Well, I must say that speaker at the conference today was stunning though, wasn t she? Speaker B I wouldn t know Mike; I only... B for one woman - my lovely wife. 35 Speaker A Why are you acting so funny Dermot? What is wrong with you all of a sudden? Speaker B Fine, I ll just say it; Jane, I really, really like you, so I was wondering; will you... D with me? 36 Speaker A John, I think I... A on my Maths lecturer, Miss Davenport - you know, the one with the blond hair. Speaker B James! She s probably twice your age for goodness sake; don t be silly! ACTIVITY 6 Read items below and decide what groups of people these notices might be aimed at. Use each of the options (A-F) below only once. There is one option you do not need. A employees B cleaners C healthcare workers D diners E pet owners F voters GIVE ME YOUR NUMBER 1 AND I PROMISE TO FREE THIS TOWN OF CRIME. PLEASE CLEAN UP AFTER YOUR ANIMALS; THIS IS A PUBLIC PLACE AND RESPECT AND COURTESY SHOULD BE SHOWN TO OTHER WALKERS. WE REGRET TO INFORM CUSTOMERS THAT THE BUFFET SECTION IS TEMPORARILY SHUT. DO NOT ENTER THIS ROOM UNLESS WEARING A SURGICAL MASK. WE ARE OFFERING AN ATTRACTIVE VOLUNTARY REDUNDANCY SCHEME AS PART OF OUR COST-CUTTING MEASURES. F E D C A 52
7 Test ACTIVITY 7 Read the text below and for each gap (42-45) choose the best option (A-E). Use each option only once. There is ONE option you do not need. A means B holds C puts D shows E plays Kevin O Brien Born in March 1984 in Dublin, Ireland, Kevin O Brien is an international cricketer who (42)... E his club cricket for Railway Union Cricket Club. He (43)... B the record for the fastest ever century scored in a World Cup match; a record he set during Ireland s defeat of England on the 2nd of March O Brien s record-breaking performance (44)... C him up amongst the legends of the game, and (45)... A that he is likely to go down in cricket history, not only as the man who scored a record number of runs, but also as the player who led Ireland to a historic victory. O Brien is one of only six full-time players under contract with Cricket Ireland. 7.2 Read the transcript of an old interview with Kevin O Brien on the next page, and decide which of the statements below (46-50) are True (A), False (B), or Not stated in the text (C). No. Statements A True B False C Not Given 46 Kevin scored 100 runs in total. 47 Kevin scored the winning run at the end of the game Ireland s victory over England was quite a shock to the cricketing world. Kevin doesn t expect Ireland to qualify for the next round. 50 Kevin will probably sign for a big club after the World Cup. 53
8 ΚΠΓ Module 1 Mark Williams interviews cricket s latest superstar. A legend is born MW: First question Kevin; where did that come from? KOB: Well, you know, power-hitting has always been one of my strengths - ask the boys; I can be very dangerous when I get a rhythm going! MW: But surely you must have surprised even yourself with yesterday s record-breaking run rate? KOB: Yeah, I have to admit that was awesome. I couldn t possibly have set out expecting to set that sort of pace with the bat. I mean, I scored 100 off only 50 balls - unbelievable stuff! And to put on that partnership with Alex runs - just made it all the more sweet. MW: Were you disappointed in the end to be got out? KOB: Not really; I think it would be pretty greedy of me to have wanted more. I mean, by the time I found myself walking off the field having been run out, I d scored 113 runs. What more could you ask for? Besides, I knew the boys following me would be able to see the game through to victory and score the winning runs. MW: Which means more to you Keven; victory over England or your own personal record? KOB: Ah, it s nearly impossible to say! I am so proud of what I ve done, but I suppose, if I had to choose, then I d say the win was more important than the record - it meant so much to all the lads; after all, we re only a tiny cricketing nation, so to beat England is just a phenomenal achievement. MW: Is qualification from the group now possible? KOB: I mean, we ve still got to be realistic. This group is full of professional sides and while victory over the English has been really sweet, I think it s a lot to ask for us to do it again and again. We re an amateur outfit remember; it s hard for us Irish to compete with all the dedicated professional teams, especially given the wealth of resources they have at hand designed to help them perform at the highest level day-in day-out. MW: Have you had time to celebrate your big win? KOB: Hasn t anyone told you there s a tournament going on?! No; much as I d like to have gone out celebrating, we re taking this competition seriously and want to give a good account of ourselves in the remaining matches. Maybe, once the event is over, I ll find a little time to share a drink with some friends and reflect on what we ve achieved, but, for the moment, all the focus is on our next match. MW: There are some rumours circulating that you have been offered a contract with one of the big club teams; is there any truth to this at all? KOB: Yeah, there have been a few enquiries, but look, I ve said it before and I ll say it again, I m proud to be part of this Irish team and to be inspiring young Irish boys and girls to pick up the ball and bat. That s what it s all about in the end of the day; not Kevin O Brien, but the next generation. I think I can best serve the growth of the game in my country by staying at home and promoting it. So, while it is very flattering to receive the kinds of offers you spoke of, I m afraid that it s very probable I ll be turning them down. Cricket has given me a lot and I have to think about how I can best give back to the game. 54
9 Test 1 ACTIVITY 8 Insert the correct form of the words which are on the left, to complete sentences below, as in the example. generate Ex. The young generation is disrespectful towards the old. construct 51 Thanks; I really appreciate your constructive criticism; it will help me to become a better player. express 52 Your face is very expressive ; especially when you smile. arrive 53 Let s wait for her in the arrival(s) hall. devote 54 Her devotion to those children is admirable. sleep 55 Are we going to fall asleep soon? I m wrecked. ACTIVITY 9 Fill in the gaps in items with ONE word so that each rule makes sense, as in the example. World Cup Memories This week, we take you back to the 2003 Rugby World Cup final between England and Australia. Ex. It was a really tight game, but the score finished to England Johnny Wilkinson made a memorable drop goal to clinch the victory / result for his team in the final minutes of extra time. But the real hero of the day was the England captain, Martin Johnson. He played / performed very well throughout the tournament, and had a great game again in the final. On the way to winning the trophy, England beat all the big names of rugby; the likes of South Africa and France, not to mention, of course, Australia in the final. When the winning team returned to England, a national day of celebration was held in their honour. Captain fantastic Martin Johnson was awarded a knighthood by the queen. 55
10 ΚΠΓ MODULE 2 ACTIVITY B1.1 Module 2 WRITING PRODUCTION & MEDIATION Do not open this booklet until the exam begins. Respond to both activities. Write your texts in your notebook. Use a pen, not a pencil. Do not write your name in or under either of your texts. You have 80 minutes to complete this part of the exam. Imagine you are Ellen Haye and that you visited an exhibition of landscape art with your friend, Sarah Mills. Below is what Sarah wrote in the exhibition s guest book about the painting she liked most (painting No.1). Now, write your own ORIGINAL comment (80 words), describing your favourite painting, which is No. 2; Moret-sur-Loing by Alfred Sisley. Painting 1 COMMENTS Absolutely fantastic exhibition! Very well dome. I was particularly impressed by one painting; The Moret Bridge in the Sun by Alfred Sisley. It shows a beautiful riverside scene. People are walking on the bridge over the river into and out of town, and there is a horse and cart making its way across the bridge, too. Painting 2 The colours of this painting are so bright and beautiful; I love the clear blue sky and it reminds me of a perfect summer s day. I hope I get the chance to come back to your exhibition again - brilliant! Sarah Mills 56
11 Test 1 ACTIVITY B2.1 Your community is organizing a landscape art exhibition. Write a text (100 words) for the promotional leaflet below, to advertise the event and urge people to come. The suggestions that follow will help you. LANDSCAPE ART EXHIBITION in the town of Millford Downs The community of Millford Downs invites you all to... At the Church Hall Weekdays and Saturdays a.m. to 7.00 p.m. Tel.: Helpful suggestions Tell people: To bring friends and family along. How many and what type of paintings they will see. About the highlights of the exhibition (imagine what the paintings look like and who painted them). Why they should visit the exhibition. 57
12 ΚΠΓ Module 2 ACTIVITY B1.2 Imagine that you are a student and your school has recently bought interactive whiteboards for each classroom. Write an to your friend Sheila (about 80 words) to tell her about it and explain to her what they are and how they are used in the classroom. Διαδραστικός πίνακας Ένας διαδραστικός πίνακας (Interactive whiteboard) είναι μια ψηφιακή συσκευή αφής που συνδέεται με έναν υπολογιστή και ένα προβολέα (προτζέκτορα). Ο προβολέας προβάλλει το οπτικό σήμα εξόδου του υπολογιστή στην επιφάνεια του πίνακα. Ο χρήστης μπορεί να αλληλεπιδράσει με τα εικονιζόμενα αντικείμενα, χρησιμοποιώντας την αφή. Ο διαδραστικός πίνακας πρέπει να είναι συνδεδεμένος με έναν υπολογιστή που δημιουργεί τις πραγματικές εικόνες ή δεδομένα. Τα εξελιγμένα μοντέλα των διαδραστικών πινάκων έχουν ψηφιακό πληκτρολόγιο και ποντίκι. Οι διαδραστικοί πίνακες βρίσκουν εφαρμογή σε διάφορες περιπτώσεις: Αποθήκευση σημειώσεων που δημιουργούνται επάνω στην επιφάνεια του διαδραστικού πίνακα Χρήση του περιβάλλοντος του Ηλεκτρονικού Υπολογιστή - επιλογή με αφή, σύρσιμο ώστε να κάνει ο χρήστης ασκήσεις (π.χ. πολλαπλής επίλογής ) ή να μεταφερθεί σε άλλη σελίδα πατώντας με το χέρι στην οθόνη. Με αυτό τον τρόπο το μάθημα γίνεται πιο ενδιαφέρον και ευχάριστο για τους μαθητές που τους γοητεύει η εικόνα, τα χρώματα, και ξεφεύγουν από τον παραδοσιακό τρόπο διδασκαλίας. Οι διαδραστικοί πίνακες στην εκπαίδευση Οι διαδραστικοί πίνακες έκαναν την πρώτη εμφάνιση τους στον χώρο της εκπαίδευσης της Αγγλίας μόλις το 2007 με κάλυψη 98% στα σχολεία Δευτεροβάθμιας εκπαίδευσης και 100% στα σχολεία Πρωτοβάθμιας εκπαίδευσης. Σήμερα χρησιμοποιούνται σε αρκετά εκπαιδευτικά ιδρύματα όλων των βαθμίδων κυρίως στη Βόρεια Αμερική, την Ευρώπη και την Αυστραλία. Στην Ελλάδα έχει ξεκινήσει συζήτηση σχετικά με την αξία του νέου αυτού μέσου στην εκπαίδευση και χρησιμοποιείται από πολλά ιδιωτικά, κυρίως, εκπαιδευτήρια, όπως εργαστήρια ελευθέρων σπουδών, φροντιστήρια, σχολεία, αλλά πρόσφατα έχει ξεκινήσει η χρήση και σε δημόσια ιδρύματα και σχολεία. Παιδαγωγική επίδραση των διαδραστικών πινάκων Έρευνα που πραγματοποιήθηκε στην Αγγλία από εκπαιδευτικό & τεχνολογικό οργανισμό έδωσε τα ακόλουθα στοιχεία : Αύξηση ενθουσιασμού και ενδιαφέροντος Περισσότερες ευκαιρίες για συμμετοχή και συνεργασία Ανάπτυξη κοινωνικών και προσωπικών δεξιοτήτων Λιγότερες σημειώσεις μέσα στην τάξη Αυξημένη ανταπόκριση και δυνατότητα αφομοίωσης σύνθετων εννοιών Καλύτερη εκμάθηση για παιδιά με διαφορετικά στυλ μάθησης (Ακουστικό, Οπτικό, Κιναισθητικό) Αύξηση αυτοπεποίθησης ACTIVITY B2.2 You have been asked to write an article on the use of interactice whiteboards in primary and secondary education. Using the information above, write your own article of about 100 words, explaining why more schools should start using them. 58
13 Module 3 Test 1 MODULE 3 LISTENING COMPREHENSION ACTIVITY 1 Listen to a local person giving directions to tourists (items 1-4) and decide which point on the map (A-F) she s talking about. There are two letters you do not need. 1. The Orchards Farm E 2. Stapleton s Vineyards B 3. Dwarves Mill D 4. Reynard s Brewery A Listen again and check your answers. 59
14 ΚΠΓ Module 3 ACTIVITY 2 Listen to a folk tale from Africa, and choose the best answer (A, B, or C) for each item. 5. What does the stag complain about at the start of the story? A. the waterhole B. his horns C. his feet 6. What is the lion doing at the waterhole? A. drinking B. looking for food C. resting in the grass 7. One of the messages of this tale is that often we don t appreciate A. being alive. B. the things we really should. C. the speed of some animals. Listen again and check your answers. ACTIVITY 3 Read items 8-10, listen to three telephone calls, and choose the best answer (A, B, or C) for each item. Read item 8. Listen and respond. FIRST TELEPHONE CALL 8. The person on the other end of the line tells the man A. he is not allowed to have a refund. B. there was a mistake in his booking. C. the penthouse suite is not available. Read item 9. Listen and respond. SECOND TELEPHONE CALL 9. The person on the other end of the line wants the woman A. to collect him. B. to let him borrow her car. C. to take the train home. Read item 10. Listen and respond. THIRD TELEPHONE CALL 10. The person on the other end of the line A. is a client of the solicitor s company. B. is arranging a casual meeting. C. is informing the man about when a court case will begin. Listen again and check your answers. 60
15 ACTIVITY 4 Test 1 Read items Listen and choose the best answer (A, B, or C) for each item. 11. What we are listening to is A. a formal discussion. B. a conversation between strangers. C. a chat between work colleagues. 12. The woman is worried because A. her friend Maeve Jenkins lost her job. B. she has a very important meeting at 3 p.m. the next day. C. she has lost her job. 13. The man is A. an office administrator. B. in charge of the technology department. C. an accountant. 14. The woman is definitely not expecting A. to receive a bonus for her work this year. B. to receive a new job offer. C. to keep her job. 15. The woman feels that Brian has acted A. without thinking about other people s situations. B. honestly and spoken the truth. C. bravely and taken a difficult decision. Listen again and check your answers. ACTIVITY 5 Listen and write down where each speaker (16-20) is. Where do you think the speakers are? 16. at the train station 17. at the zoo 18. in/at a hospital 19. on a football field 20. in a hotel Listen again and check your answers. ACTIVITY 6 Read questions Listen and answer the questions in the Answers Column. A. QUESTIONS B. ANSWERS 21. What s the speaker talking about switching off? the television / T.V 22. What animal did the shark attack? a turtle / tortoise 23. What sport is the speaker referring to? basketball 24. What is the gift that the speaker received? a necklace 25. What kind of event is the speaker describing? a concert Listen again and check your answers. 61
16 ΚΠΓ Module 4 MODULE 4 SPEAKING PRODUCTION & MEDIATION ACTIVITY 1 GENERAL QUESTIONS B1 LEVEL QUESTIONS Personal questions 1. Do you have a large extended family (aunts and uncles etc)? 2. Do you think it is important for families to do things together? Why? 3. What characteristics do you look for in a friend? Questions about school, studies, work 4. How do you get to school / university every day? 5. Why is it important to get a good education? 6. Do you think you would make a good doctor? Why / why not? Questions about preferences 7. Do you prefer eating out or dining in at home? 8. Do you like food from other countries? Why / Wwhy not? 9. Would you prefer to go on a beach holiday or a city break? Why? Questions about hobbies and interests 10. Do you have enough free time or does school and homework take up too many hours? 11. What would you do if you had more free time to enjoy? 12. How often do you play sports? What s your favourite sport? B2 LEVEL QUESTIONS Personal questions 13. What makes you proud to be from your country? 14. Is your neighbourhood a safe and pleasant area for children? 15. What is the most important thing your parents have taught you? Questions about school, studies, work 16. What would you change about your country s education system if you were the Minister for Education? 17. Why do you think some jobs pay better than others? 18. What jobs do you think are the most important? Questions about preferences 19. What types of music do you like and what types do not interest you at all? 20. Are you interested in nature? Do you think it is important to take care of the world? Why? 21. Would you prefer to go on holiday with family or friends on your next vacation? Why? Questions about hobbies and interests 22. What are some of the benefits of taking part in sports? 23. Do you like listening to music? Do you play any musical instruments? 24. What would you describe as your most relaxing hobby? 62
17 Module 4 ACTIVITY 2 ONE SIDED TALK 1 3 Test 1 The best days of our lives B1 B2 The Best Days of Our Lives... Task 1 Look at photos 1 and 4. Which image do you think is the best example of a happy childhood? Why? Task 2 Imagine you are the little girl in photo 3. Tell us what you are doing, who you are doing it with and how you feel. Task 3 Which of these pictures reminds you most of your childhood memories? Why? Task 4 Imagine you were the parent of one of the children playing football in photo 6. What would you be thinking and feeling as you watched your child play? 63
18 ΚΠΓ Module 4 The technological age B1 B2 The Technological Age... Task 1 Imagine that you have won a prize and you may select any of the items shown in the pictures to take home. Which one would you choose and why? Task 2 Look at photos 9 and 10. Which product do you think is more important and more useful to people in their daily lives? Task 3 Imagine that you have to write an essay for your teacher about great inventions. Which two of these inventions do you think are the most important to include? Task 4 Look at photos 9, 10, 11 and 12. Which item is the most useful in your opinion? Why?
19 ACTIVITY 3 ORAL MEDIATION Test 1 B1 B2 E-books Task 1 Imagine I am your English friend and I am thinking about buying an expensive mobile phone that allows you to read e-books. Read the text and tell me whether or not you think it is a good idea to buy the phone, and why. Task 2 Imagine I am a foreign friend of yours who lives in a country, where devices you can carry around with you, for reading e-books are very cheap. First read the text; then ask me to buy one for you and explain why you are interested in reading e-books. Task 1 Imagine I am your English friend. I do not like the idea of e-books. Read the text and then try to convince me that e-books are a good idea. Task 2 Imagine I am a foreign friend of yours. I think e-books are fantastic but you are not in favour of them at all. Read the text and then explain why you think I am wrong about e-books. Το ηλεκτρονικό βιβλίο (E-BOOK) Το ηλεκτρονικό βιβλίο ("e-book") είναι ένα σύνολο πληροφοριών που εμφανίζονται σε ψηφιακή μορφή των οποίων το περιεχόμενο και η μορφή προσομοιάζουν το έντυπο βιβλίο. Δημιουργείται μέσω ηλεκτρονικού υπολογιστή ή σχετικών ψηφιακών συσκευών και σε διάφορα λειτουργικά συστήματα. Η διάθεση του ηλεκτρονικού βιβλίου συμβαίνει μέσω φορέων ψηφιακής πληροφορίας όπως το Διαδίκτυο, και υλικά ψηφιακά μέσα όπως το CD-ROM, το DVD-ROM, το USB Stick, κινητά τηλέφωνα νέας γενιάς (smart phones) κ.α. Οι δανειστικές βιβλιοθήκες σήμερα, παρέχουν, επιπρόσθετα στις συλλογές έντυπου υλικού, πρόσβαση σε ψηφιακές συλλογές ηλεκτρονικών βιβλίων. Αυτό συμβαίνει τόσο για πρακτικούς λόγους (όπως η εξοικονόμηση χώρου και η ευκολία αναζήτησης), όσο και για τεχνικούς (πολλά βιβλία πλέον διατίθενται μόνο σε ηλεκτρονική μορφή.) Tα πλεονεκτήματα του ηλεκτρονικού βιβλίου Ελάχιστο έως μηδενικό κόστος παραγωγής και διάθεσης (Διαδίκτυο) Ελάχιστο έως μηδενικό κόστος αναπαραγωγής Ελάχιστος όγκος μεταφοράς, αποθήκευσης και έκθεσης Οικολογικό λόγω της ανυπαρξίας υλικού μέσου πλην του φορέα διάθεσής του Απουσία φθοράς λόγω της άυλης υπόστασής του Ευκολότερη και ταχύτερη αναζήτηση, ολική ή μερική επεξεργασία και αναπαραγωγή (αναλόγως της άδειας χρήσης) Ευκολότερη και μεγαλύτερη πρόσβαση στο ευρύ κοινό, ακόμα και σε σπάνια έργα Ευκολότερη πρόσβαση στη διάθεση και γνωστοποίηση των έργων τους από εντύπως ανέκδοτους ή απέχοντες δημιουργούς Δυνατότητα επισύναψης σχετικού οπτικοακουστικού υλικού στο έργο Δυνατότητα άμεσης επικοινωνίας και σχολιασμού (Διαδίκτυο) με εκδότες ή αναγνώστες Δυνατότητα άμεσου και ολικού κέρδους των εμπλεκομένων (δημιουργών, εκδοτών) χωρίς την απόδοση κερδών σε τυπογράφους, διανομείς, βιβλιοπωλεία και εκθετήρια Τα μειονεκτήματα του ηλεκτρονικού εν σχέσει με το έντυπο βιβλίο Το μηδενικό κόστος παραγωγής και διάθεσης είναι δυνατό να ανατρέψει το εργασιακό και λειτουργικό γίγνεσθαι της εκδοτικής βιομηχανίας και βιοτεχνίας καθώς και των εμπλεκόμενων δικτύων διανομής Κίνδυνος αλλοίωσης της αναγνωστικής κουλτούρας καθώς, κατά κοινή ομολογία, η αισθητική απόλαυση ενός βιβλίου δεν περιλαμβάνει μόνο την ανάγνωση του έργου αλλά και την αναζήτησή του, την απόκτηση, την αφή και την οσμή του χαρτιού, το ξεφύλλισμα, την προσοχή του από φθορά, την ταξινόμηση και τοποθέτηση, το περιβάλλον ανάγνωσης, το δανεισμό και σχολιασμό σε οικείους κ.α. Το έντυπο βιβλίο μεταφέρεται και διαβάζεται εύκολα εν αντιθέσει με το ηλεκτρονικό το οποίο για να αναπαράγει την ανάγνωση στο ίδιο μέγεθος γραμματοσειράς και σελίδων ενός έντυπου βιβλίου απαιτεί χρήση ογκωδέστερου υλικού φορέα (σταθερός ή φορητός υπολογιστής, ipad κλπ) Η ευκολία αναπαραγωγής και ενδεχόμενης επεξεργασίας ενός ηλεκτρονικού βιβλίου δημιουργεί τον κίνδυνο καταπάτησης πνευματικών δικαιωμάτων, αλλοίωσης του πρωτότυπου, ή πώλησης τους χωρίς άδεια. 65
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