Exam Preparation Practice Tests: Reading Writing [PDF]

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CEFR

B2

Exam Preparation & Practice Tests

ISE II

Reading & Writing Module

2015 Format

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TRINITY ISE II

Preparation & Practice Tests

Published by GLOBAL ELT LTD www.globalelt.co.uk Copyright © GLOBAL ELT LTD, 2015 Andrew Betsis, Sean Haughton and Lawrence Mamas Contributors: Maria Georgopoulou and Linda Maria Windsor

Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omission. We will be happy to insert the appropriate acknowledgements in any subsequent editions. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. l l

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Succeed in TRINITY ISE II - Reading & Writing - Student’s Book - ISBN: 9781781642191 Succeed in TRINITY ISE II - Reading & Writing - Teacher’s Book - ISBN: 9781781642214

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TRINITY ISE II

Preparation & Practice Tests

TABLE OF CONTENTS

Preparation for Trinity ISE II Task 1 LONG READING

page 6

Section 2: Questions 6-10 Selecting the True statements

page 11

Preparation for Trinity ISE II Task 2 MULTI-TEXT READING

page 14

Section 1: Questions 1-5 Matching Titles to Paragraphs

Section 3: Questions 11-15 Completing Sentences (Gap Fill)

Section 1: Questions 16-20 Multiple Matching (Information to Texts) Section 2: Questions 21-25 Selecting the True statements Section 3: Questions 26-30 Summary Notes

Preparation for Trinity ISE II Task 3 READING INTO WRITING Descriptive Essay Discursive Essay

Argumentative Essay

Report Article

Preparation for Trinity ISE II Task 4 EXTENDED WRITING Essay

Article

Report

Review

Letter and Email (Informal) Letter (Formal)

Practice for Trinity ISE II READING AND WRITING MODULE TRINITY ISE II Reading & Writing PRACTICE TEST 1 TRINITY ISE II Reading & Writing PRACTICE TEST 2 TRINITY ISE II Reading & Writing PRACTICE TEST 3 TRINITY ISE II Reading & Writing PRACTICE TEST 4 TRINITY ISE II Reading & Writing PRACTICE TEST 5 TRINITY ISE II Reading & Writing PRACTICE TEST 6

page 7

page 13 page 15 page 21 page 23 page 26 page 27 page 34 page 37 page 41 page 43 page 44 page 45 page 51 page 54 page 57 page 60 page 62 page 65 page 66 page 72 page 78 page 84 page 90 page 96

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TRINITY ISE II

Preparation & Practice Tests

The format of the Trinity ISE II: Reading and Writing Module

Reading Task 1 is called the Long Reading Task. You have to read one long text (about 500 words) and answer 15 questions related to it. Task 2 is called the Multi-text Reading Task. You have to read 4 short texts and answer 15 related questions. The four texts have a connected theme. Writing Task 3 is called the Reading Into Writing Task. You have to write an answer to a question related to the theme in Reading Task 2. You use the information in Reading Task 2’s four texts to help you to prepare your answer. Task 4 is called the Extended Writing Task. You have to write an answer to a question using your own ideas. The question will give you key prompts that you must write about.

ISE II Reading and Writing Module

Time: 2 hours Task 1

Task 2

Task 3 Task 4

Parts: 4 (Tasks 1-4)

CEFR Level: B2

Long Reading • 500 words • 15 questions Spend about 20 minutes on this task.

Multi-text Reading • 500 words • 15 questions Spend about 20 minutes on this task.

Reading into Writing • write 150–180 words Spend about 40 minutes on this task.

Extended Writing • write 150–180 words Spend about 40 minutes on this task.

How is this book going to help me?

In this book, you will look at each of the four tasks one by one, starting with Task 1. A simple step-by-step approach is used to show you how to do each task and the skills you will need to use to manage your time and do well in the exam.

How can I practise and improve my reading and writing exam skills?

First, read this guide to the exam and do the exercises in it. Follow the guide step-by-step. This will help you understand more about the format of the exam, exam skills and what you need to do in each task. Next, do the exam practice tests that are also supplied in this book. Try to complete them in exam conditions – this means only allow yourself the amount of time you have in the real exam. But you can also do more. The reading and writing skills you will learn here are not just for the exam. They are useful skills you will need to use throughout your education. You can apply and practise many of these skills in other subjects, when you have to do reading comprehension and answer related questions and when you have to produce written answers. And you can also get extra practice and make your English-language learning more interesting by reading and writing about things you enjoy in your free time. Here are some examples of what we mean by this:

• Reading practice Read English-language magazines, newspapers or online articles, or online posts about things you are interested in (e.g. rock bands or celebrities). Then think about what you’ve read and try to put the information in your own words. For example, when you read an article, think of your own title for it and your own headings for the paragraphs. Write summaries of the paragraphs in your own words. Highlight the really important or interesting sentences. Use your dictionary to help you understand new words and build your vocabulary.

• Writing practice 1 After you read these English-language articles, write about them. Maybe there is interesting information you want to share with other people. Write a blog post summarising what you’ve read. You have your own opinions. If the author gives an opinion, think: do I agree with what the author said? Write a blog post sharing your thoughts on the subject. Or, if the article is from a newspaper or magazine and the topic is important to you, write a letter to the editor expressing your views. If you have a friend, who you think would like to know about what you read, write them an email. Use these opportunities to make practice a normal part of your routine. Hopefully, it will feel more natural and fun then. It may even be easier because you are interested in what you are reading and writing about. And the great thing is you are still practising exam skills. • Writing practice 2 When you watch a good (or bad) film, when you read a book, or when you go to a restaurant for a meal, blog about your experience. Write a review of the film, book or place. Describe it and think about why you liked or didn’t like it. Or share your experience with a friend. Write an email telling them why they should or shouldn’t watch the film, read the book or go to the place.

• Writing practice 3 Keep a diary. Write letters to yourself about your experiences that day, week or month. Write about what happened at school. Write about your weekend activities. Write about your holidays. Or, if keeping a diary is too old-fashioned, blog about all your experiences. But be careful not to share private information on the internet.

The point is, you can practise all the skills that you will learn in this book in a way that is more natural, meaningful and interesting for you. Try it! Your English will improve and hopefully you will enjoy the learning experience more because it will feel more real and relevant.

Then, as you come closer to the exam, you may want to think about reading and writing about exam-specific topics. If you do want to do that, here are some topics you should focus on: Society and living standards; Personal values and ideals; The world of work; Natural environmental concerns; Public figures past and present; Education; National customs; Village and city life; National and local produce and products; Early memories; Pollution and recycling.

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TRINITY ISE II

Preparation & Practice Tests

Preparation for

TRINITY Integrated Skills in English

ISE II

CEFR B2

Reading & Writing Module

TASKS: 1-4

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Task 1

TRINITY ISE II

Focus: Reading Task 1 This section will help you prepare for Reading Task 1 of the ISE II exam.

Main objective: To read a short article about Hogmanay and answer three sets of related questions. • Set 1: Matching titles to paragraphs (Reading for gist) • Set 2: Answering True, False or Not Given (Scanning and Careful Reading) • Set 3: Sentence completion (Scanning and Careful Reading)

Skills: Reading for gist: This involves reading a text fairly quickly in order to understand the general topic. You don’t have to understand every single word to find out what the text is basically about. In Set 1, you will be required to select the correct title for each of the article’s five paragraphs. You will need to read each paragraph (1-5) for gist so as to understand its general topic.

Scanning: When you scan a text, you don’t read every single word carefully. This is because you are looking for specific information, so not all the details of the text are important. Instead, you move down through the lines of text quickly, trying to find the information you need. When scanning, it usually helps to look for key words or ideas.

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Preparation for the Reading Test - Task 1

Careful reading: Sometimes, when you find the information you need by scanning, you may have to read this information slowly and carefully to make sure you get the right answer. You may not have time in the exam to read the entire article very slowly, but you will be able to read the relevant short sections carefully to help choose the right answers. Theme: In Reading Task 1, there are a number of different broad themes the text can be about. These include: - Society and living standards - Personal values and ideals - The world of work - Natural environmental concerns - Public figures past and present - Education - National customs - Village and city life - National and local produce and products - Early memories - Pollution and recycling

In the article we will be looking at, the theme is National customs. When you practise, read as many different texts as you can related to all the above themes.

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TRINITY ISE II

Preparation for the Reading Test - Task 1

Section 1: Matching Titles to Paragraphs Pre-reading

Write down as many ideas as you can think of for your answers to these questions. Then, if possible, discuss your notes with a partner. 1. What big national celebrations are there in your country? 2. What celebrations from other countries or cultures do you know about? 3. What’s your favourite celebration and why? 4. What do people do during this celebration? 5. What are the benefits of having things to celebrate? Exercise 1 This is NOT an exam task, but it will help you practise reading for gist. Think about how texts are structured and how the different ideas/topics are usually linked together in a logical order. When you have finished this task, you should find the actual exam task which follows easier. Why? Because Exercise 1 will help you get a general understanding of what each paragraph is about. Read the following text about Hogmanay, a Scottish New Year’s celebration. The paragraphs are not in the correct order. Put the paragraphs in order from 1-5. Write the correct paragraph number on the answer line. Reading for gist

Happy New Year!

5 Paragraph ............... Perhaps the biggest and most famous of these is the Edinburgh Hogmanay celebration, now a three-day event. In 1996-97, 400,000 people attended, making it the biggest single New Year’s celebration in the world that year. In recent years, the attendance figures for the celebration have dropped somewhat, but only because a limit has been imposed on how many people can go for safety reasons. The street party is still one of the largest New Year’s events across the globe and features well-known bands performing in front of the beautiful Edinburgh Castle. It’s quite the celebration and has been voted one of the top 25 travel experiences on the planet by the Discovery Channel – the only festival to feature on the list.

3 Paragraph ............... Apart from singing this popular Robert Burns lyric, other traditional customs of Hogmanay include redding and first-footing. The former involves cleaning the home before the New Year. It is particularly important to make sure that fires are cleared of ashes and the leaves of the juniper tree are also sometimes burned in a custom that is traditionally thought to keep away evil spirits. The latter refers to the tradition of the first visitor into the home after midnight on New Year’s taking a gift for the homeowners with them. This visitor or first-footer is thought to bring luck to the household. The traditional gift was coal (or alternatively salt) but, nowadays, drinks and food are more typical, as the arrival of the first-footer often signals the start of a great party.

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TRINITY ISE II

Preparation for the Reading Test - Task 1

2 Paragraph ............... That Hogmanay traditionally enjoyed wider popularity in Scotland than Christmas is due, in part, to the fact that for about 400 years of its history Scotland didn’t celebrate Christmas very much at all. Nowadays, however, many parts of the traditional Hogmanay ceremony have found their way into Christmas and New Year’s celebrations around the world. For example, the song Auld Lang Syne is now not only sung at midnight on New Year’s Eve by celebrants of Hogmanay but also by other peolpe who celebrate New Year’s Eve throughout the world. Indeed, according to the Guinness Book of Records, Auld Lang Syne is one of the most frequently sung of all English-language songs. 4 Paragraph ............... Although both these customs are still practised today, the Handsel Day tradition, which was also linked to Hogmanay, has largely died out. On this day, the first Monday of the new year, presents used to be given by employers to the members of their staff, and by parents to their children. These gift-giving gestures now take place at Christmas instead. But while some of the customs may have disappeared, the festival’s popularity certainly has not. Each year, all major Scottish cities and towns hold huge events to mark the occasion. 1 Paragraph ............... Hogmanay is the Scots English term for New Year’s Eve: the last day of the year. Although it has become similar in meaning around the world with ringing in the New Year in the ‘Scottish style’, the focus of the traditional Hogmanay celebration was not really on the clock striking 12 (midnight) at all. Hogmanay, you see, typically lasts until New Year’s Day morning, and, indeed, in some places, well into January 2nd. It is thought that New Year’s festival started as a celebration of the winter solstice (the shortest day of the year). Hogmanay was historically, and remains in many parts of Scotland, a bigger event than Christmas.

Did you get the question right? Check below. The answers are given upside down. Turn your book around to see what they are. CORRECT ANY ANSWERS YOU GOT WRONG. Paragraph: 5 - 3 - 2 - 4 - 1

Exercise 2 Now that you have completed Exercise 1, you should have a good idea what each paragraph is about. Write a short summary note of the paragraph topics in your own words on the answer lines below. Write no more than 8 words for each answer.

Paragraph 1: ............................................................................................................................................................................... ........................................................................................................................................................................................................... Paragraph 2: .............................................................................................................................................................................. ........................................................................................................................................................................................................... Paragraph 3: .............................................................................................................................................................................. ........................................................................................................................................................................................................... Paragraph 4: .............................................................................................................................................................................. ........................................................................................................................................................................................................... Paragraph 5: .............................................................................................................................................................................. ...........................................................................................................................................................................................................

Exercise 3 Exam-type Question Set 1: Matching titles to paragraphs This is an actual exam task. You must match each heading/title to the correct paragraph. But, be careful! There is an extra heading/title that you don’t need. Sometimes the wrong answer can use words from the text to try to trick you. Read each heading/title very carefully. It may help to put the heading/title in your own words.

Questions 1-5 (one mark per question) The text on the previous page has five paragraphs (1-5). Choose the best title for each paragraph from A-F below and write the letter (A-F) on the lines below. There is one title you don’t need.

1. 2. 3. 4. 5.

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Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5

.......................... B .......................... F .......................... C .......................... D ..........................

A

A A truly memorable festival experience

B More than just a celebration of midnight on New Year’s Eve C A couple of old customs that still survive today D A tradition that no longer exists

E A Christmas song that has become part of Hogmanay F A reason why Hogmanay became so big in Scotland

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TRINITY ISE II

Preparation for the Reading Test - Task 1

Pre-reading

Write down as many ideas as you can think of for your answers to these questions. Then, if possible, discuss your notes with a partner.

1. What kinds of serious problems do children in different parts of the world face today? Use the photos to help you think of ideas. 2. What about children where you live? What specific problems do they have? 3. How could you help these children? Can you think of any ideas? 4. Do you give money to charity? Which charities do you support? Why? 5. Think of some fun ways to raise money for charity.

Exercise 4 Remember: In Set 1, there is always one title you don’t need. Often, it will (a) be similar to one of the correct titles, but with a slightly different meaning, or it will (b) use words from one of the paragraphs to try to trick you, or it will (c) be about an unimportant point, not the main paragraph topic. Now, to show you some of these tricks, let’s look at another text. This article is about Christmas Jumper Day. Read each paragraph (1-5) and choose the correct title (A, B or C).

It is a good idea to look at any pictures there are with the text, and to read the main title and first few lines to get an idea of what the article is about before you start answering the questions. This will help your mind start to remember what you already know about the topic.

Christmas Jumper Day

Paragraph 1 Christmas jumpers first became popular in the UK in the 1980s, when famous television presenters started wearing colourfully decorated woollen sweaters with things like reindeer and snowflakes on them for the holiday season. They have been a part of British culture ever since, but they have never been more in fashion than they are today. This year, an estimated 4 million people will wear their woolly jumpers on Friday, December 11th, and it’s all in aid of charity. You see, four years ago, the charity Save the Children had a new fundraising idea, namely to have an official day each year for people to wear Christmas jumpers. Christmas Jumper Day was born and it’s been going from strength to strength ever since. 1. A How and when the charity Save the Children was started B How well-known television presenters started Christmas Jumper Day in the 1980s C How Christmas jumpers became popular in the UK and the official Jumper Day began

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TRINITY ISE II

Preparation for the Reading Test - Task 1

Paragraph 2 So how does it work? Well, it’s simple really. Save the Children runs its official Christmas Jumper Day on a Friday early in December each year. People of all ages are encouraged to wear a Christmas jumper for the day, to school, college, work, or wherever they’re going, and donate £2 (or £1 if you’re a child) by text message to the charity (for details on alternative ways to donate see last paragraph). And this year the government has promised to match every donation given, meaning for every £1 donated, it will give another £1 to Save the Children. Of course, it’s not a problem if, for any reason, you can’t take part on the official day. You can still wear your jumper another time and make a donation. Nor are you limited to giving just £2. Indeed, many big events are organised on and around Christmas Jumper Day each year, raising more vital funds for the charity. 2. A How the fundraising project works B How much money children and adults are allowed to give to the charity C Who can take part in the big jumper event and where it is on Paragraph 3 But where does the money go? Well, Save the Children is a British charity dedicated to helping vulnerable children in the UK, as well as the rest of the world. This may be hard to believe but, even in a country as rich as the United Kingdom, some 3.5 million children still live in poverty. The charity works to give these young people hope for a better future. Worldwide, 6.6 million children die each year before they reach their fifth birthday. The sad fact is that most of these deaths are caused by preventable or treatable diseases, like diarrhoea and malaria. Save the Children wants to stop this needless tragedy from continuing to happen. With our donations, it is making a real difference to children’s lives, locally and globally. 3. A How the charity aims to help children at home and abroad B How millions of British children lose their lives each year because of disease C How UK children should help poorer children abroad

Paragraph 4 The charity itself has been around for nearly a century. It was founded by two sisters, Eglantyne Jebb and Dorothy Buxton, in May 1919, specifically to help children across Europe who were victims of the First World War. The sisters did not originally intend to keep the charity going after the war ended, but there was one emergency after another and Save the Children always got involved to help. In the 1930s, it began helping the helpless beyond Europe, running and funding children’s projects in Asia, Africa and the rest of the world. Its efforts to assist children all around the world have continued right up to this day. 4. A How the charity mainly focuses on helping European children today B How the charity moved its offices from Europe to Asia and then to Africa C How the charity began and has developed over the years Paragraph 5 So, please, on Christmas Jumper Day this year, no matter what age you are, spare a thought for the unfortunate children of this world who have little or no hope for the future. Show them your support by wearing a woolly jumper, and, more importantly, by giving whatever you can to Save the Children. ‘Make the world better with a sweater.’ Text JUMPER to 70050 now to give £2 or go online and make a donation. Visit jumpers.savethechildren.org.uk. Donations can also be made using the smartphone app. 5. A What to wear on Christmas Jumper Day B How to give funds to the charity C How to volunteer for the charity

Did you get the questions right? Check below. The answers are given upside down. Turn your book around to see what they are. If you had some wrong answers, find out why. Were you tricked? What tricked you? 1.C 2.A 3.A 4.C 5.B

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TRINITY ISE II

Preparation for the Reading Test - Task 1

Section 2: Answering True, False or Not Given

Exercise 1 This is NOT an exam task, but it will help you practise the skills you need to answer the exam-type question, which we will look at later. Remember, when answering Set 2 questions, don’t read the whole text slowly and carefully – you don’t have time. Scan the text to find the sections with the information you are looking for. Then, if necessary, read these short sections carefully to help you choose the right answer. Scanning Let’s practise scanning. Look at the Christmas Jumper Day article again. Identify in which paragraph there is information about each of the following. Write the correct paragraph number beside each question, 1-5. Do this exercise as quickly as you can. 1. 2. 3. 4. 5.

5 ................................... 4 ................................... 1 ................................... 2 ................................... 3 ...................................

the three specific ways to donate to Save the Children who the charity was initially founded to help how long Christmas Jumper Day has been running for the amount a child’s text message donation is worth something specific about the number of poor children in the UK

Did you get the questions right? Check below. The answers are given upside down. Turn your book around to see what they are. Correct any answers you got wrong. Paragraph 5

Paragraph 4

Paragraph 1

Paragraph 2

Paragraph 3

Exercise 2 Tip: Use what you found out in Exercise 1 to help you get the answers to these questions as fast as possible. Decide if each statement, 1-5, is True or False. Choose T (True) of F (False). 1. 2. 3. 4. 5.

You can donate to the charity by texting a special word to the number 70050. The charity was first established to help children in Asia and Africa. Christmas Jumper Day started in the 1980s. A child’s text message donation is half the amount of an adult’s. There are still several million poor British children today.

T/F T/F T/F T/F T/F

Exercise 3 Sometimes statements are neither true nor false – the information is not given in the text at all. Remember: you can only choose your answers based on the information in the text; not based on your own knowledge of the subject. Read Paragraph 1 again below. There are three statements about this paragraph (1-3). One statement is True (T), one statement is False (F) and one statement is Not Given (NG). Choose the correct answer, T, F or NG. Christmas jumpers first became popular in the UK in the 1980s, when famous television presenters started wearing colourfully decorated woollen sweaters with things like reindeer and snowflakes on them for the holiday season. They have been a part of British culture ever since, but they have never been more in fashion than they are today. This year, an estimated 4 million people will wear their woolly jumpers on Friday, December 11th, and it’s all in aid of charity. You see, four years ago, the charity Save the Children had a new fundraising idea - have an official day each year for people to wear Christmas jumpers. Christmas Jumper Day was born, and it’s been going from strength to strength ever since. Decide if each statement, 1-3, is True, False or Not Given. Choose T (True), F (False) or NG (Not Given). 1. Christmas jumpers were not sold in the UK until the 1980s. 2. Christmas Jumper Day was the idea of the Save the Children charity. 3. Christmas Jumper Day is not very popular anymore.

T / F / NG T / F / NG T / F / NG

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TRINITY ISE II

Preparation for the Reading Test - Task 1

Exercise 4 Now you try. Read Paragraph 2 again below and write three statements about the information in it. One statement should be True, one statement should be False and one statement should be Not Given. So how does it work? Well, it’s simple really. Save the Children runs its official Christmas Jumper Day on a Friday early in December each year. People of all ages are encouraged to wear a Christmas jumper for the day, to school, college, work, or wherever they’re going and donate £2 (or £1 if you’re a child) by text message to the charity (for details on alternative ways to donate see last paragraph). And this year the government has promised to match every donation given, meaning for every £1 donated, it will give another £1 to Save the Children. Of course, it’s not a problem if, for any reason, you can’t take part on the official day. You can still wear your jumper another time and make a donation. Nor are you limited to giving just £2. Indeed, many big events are organised on and around Christmas Jumper Day each year, raising more vital funds for the charity. 1. ..................................................................................................................................................................................................

2. ..................................................................................................................................................................................................

3. .................................................................................................................................................................................................. If possible, give your statements to a partner to answer. Then, check if they got the answers right. If not, explain why. Exercise 5 Now look at paragraphs 3-5 of the article about Christmas Jumper Day. Decide if each statement, 1-5, is True, False or Not Given. Choose T (True), F (False) or NG (Not Given). 1. 2. 3. 4. 5.

More than 6 million children aged 5 or over die each year around the world. Many of the young-child deaths that happen could be avoided. The Save the Children charity was set up by two close relatives. You can only make a donation to the charity by using the Internet. Members of Dorothy Buxton’s family took part in World War One.

T / F / NG T / F / NG T / F / NG T / F / NG T / F / NG

Exercise 6 Exam-type Question Set 2: Answering True, False or Not Given This is an actual exam task. You don’t have to decide if each statement is True, False or Not Given. Instead, you just have to select the five TRUE statements. You will have to scan the article to find the information that relates to each statement. You can write your answers in any order you want to. Remember: There are three extra answers you don’t need. This means three answers are either False or Not Given. Questions 6-10 relate to the article about Hogmanay on pages 7-8.

Questions 6-10 (one mark per question) Choose the five statements from A-H below that are TRUE according to the information given in the text on pages 7-8. Write the letters of the TRUE statements on the lines below (in any order). 6. 7. 8. 9. 10.

B .............................. D .............................. E .............................. F .............................. H ..............................

A More people go to the Edinburgh Hogmanay festival than any other New Year’s event today. B Live music is played near a large building during the Edinburgh Hogmanay celebration. C The Hogmanay festival lasts until midnight on New Year’s Eve.

D Something that once happened on Handsel Day is now done at Christmas. E F

The redding custom involves tidying up the home.

The Hogmanay festival has influenced other celebrations such as Christmas and New Year’s.

G Scots have been singing Auld Lang Syne for over 400 years.

H People think Hogmanay may have started as something to do with the length of a certain day.

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TRINITY ISE II

Section 3: Sentence Completion

Preparation for the Reading Test - Task 1

In this type of exercise, you need to select a word, phrase or number from the original text to fit in each sentence gap. You can’t change the words from the original text – they should fit and make sense in the gaps as they are. Often, the information in the gapped sentence will be paraphrased. That means the gapped sentence will say the same thing as a section of the original text, but it will say it using different words. You will need to scan the original text for key words and ideas to do this task. Also, remember to check that the answer word, phrase or number you choose makes grammatical sense in the gap. If it doesn’t, you’ve chosen the wrong option. Try again. And don’t use more than the number of words stated in the question to fill each gap (usually, the maximum is three). Exercise 1 Match the words and phrases in Column A to their synonyms or near-synonyms in Column B. A famous popular (clothing) promise match donate rich live in poverty set up

B

establish wealthy equal commit to (do something) very poor reside well-known in fashion give (money)

famous – well-known popular – in fashion promise – commit to match – equal donate – give rich – wealthy live – reside in poverty – very poor set up – establish

Tip: The words and phrases in Column A of this exercise are found in the original text. The words and phrases in Column B are found in the gapped sentences in Exercise 2. Notice how you may not always find exactly the same words when you scan the original text. Sometimes, you will be looking for similar words or ideas. This exercise should help you complete Exercise 2. Exercise 2 Exam-type Question Set 3: Sentence Completion This is an actual exam task. Questions 11-15 relate to the article about Christmas Jumper Day on pages 9-10.

Questions 11-15 (one mark per question) Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word, phrase or number on the lines below. 11. 12. 13. 14. 15.

television presenters Well-known ....................................................... made Christmas jumpers fashionable in the 1980s. The government ....................................................... has committed to equalling the sum of money given to the charity by the public. 3.5 million children Although the UK is a wealthy country, around ...................................................... who reside there are still very poor. Two sisters / Jebb and Buxton ......................................................... set up the charity Save the Children in 1919. smartphone app You can give money to the charity by going online, texting or through the ......................................................... .

Tip: The words, phrases and numbers highlighted in pink in Exercise 2 are examples of words it is easy to scan for in the original text. For example, the period ‘1980s’ and the year ‘1919’ are such cases. Use items like these to help you quickly identify where the information you’re looking for in the original text is. Proper nouns like ‘Christmas’ and the ‘UK’ are usually very helpful in this respect. For example, even if a synonym of ‘the UK’ was used, it would be easy to find, as you would expect to see ‘Britain’ or ‘British’ or similar. Similarly, the phrase ‘the charity’ suggests a specific charity is talked about in the original text, so even if you didn’t find the phrase ‘the charity’ you could look for proper nouns.

Exercise 3 Exam-type Question Set 3: Sentence Completion This is an actual exam task. Questions 11-15 relate to the article about Hogmanay on pages 7-8. Questions 11-15 (one mark per question) Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word, phrase or number on the lines below. Christmas 11. In the past, Hogmanay was celebrated more widely than ............................................ and, in some places, it still is today. English-language songs . 12. According to the Guinness Book of Records, Auld Lang Syne is one of the most often sung .............................................. evil spirits 13. During redding people traditionally burn part of a tree to prevent ............................................. from visiting their homes. staff 14. Owners of companies used to give the .............................................. who worked for them gifts on Handsel Day. safety reasons 15. Only a certain number of people are allowed to attend the Edinburgh Hogmanay celebration for .................................... .

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Task 2

TRINITY ISE II

Focus: Reading Task 2 This section will help you prepare for the Reading Task 2 of the ISE II exam.

Main objective: To read four short texts about Dairy Farming and answer three sets of related questions. • Set 1: Matching information to texts (Reading for gist and Scanning) • Set 2: Answering True or False (Scanning and Careful Reading) • Set 3: Summary-notes completion (Scanning and Careful Reading)

Skills: Reading for gist: This involves reading the four texts fairly quickly in order to understand what each one is about. You don’t have to understand every single word to find out what a text is basically about.

Scanning: When you scan a text, you don’t read every single word carefully. This is because you are looking for specific information, so not all the details of the text are important. Instead, you move down through the lines of text quickly, trying to find the information you need. When scanning, it usually helps to look for key words or ideas.

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Preparation for the Reading Test - Task 2

Careful reading: Sometimes, when you find the information you need by scanning, you may have to read this information slowly and carefully to make sure you get the right answer. You don’t have time in the exam to read all of the texts very slowly, but you will be able to read relevant short sections carefully to help choose the right answers.

Theme: In Reading Task 2, there are a number of different broad themes the texts can be about. These include: - Society and living standards - Personal values and ideals - The world of work - Natural environmental concerns - Public figures past and present - Education - National customs - Village and city life - National and local produce and products - Early memories - Pollution and recycling

In the texts we will be looking at, the theme is The world of work.

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TRINITY ISE II

Preparation for the Reading Test - Task 2

Section 1: Matching Information to Texts Pre-reading

Write down as many ideas as you can think of for your answers to these questions. Then, if possible, discuss your notes with a partner.

1. Have you ever been to a farm? If yes, did you like it? If no, would you like to visit one? 2. Is farming important? Why? Why not? 3. How many different kinds of farming can you think of? 4. Would you like to be a farmer? Why? Why not? 5. What do you think are the possible benefits and disadvantages of working as a farmer?

Exercise 1 This is NOT an exam task, but it will help you practise reading for gist. Read the following texts about dairy farming. Then answer the questions, 1-4. Reading for gist

Text A

Ask Dr John - our magazine’s careers expert

Maddy: What does dairy farming pay? Dr John: Dairy farming is an important industry here in New Zealand. There are estimated to be around 22,000 dairy farmers in the country in total. Experienced farm workers are in high demand and can expect to earn a good salary. Dairy farmers in charge of herds, for example, earn between $45k and $55k per annum, while farm managers earn from $63k to $71k a year. This compares reasonably well with the average salary in New Zealand, which is around $55k, although it must be said that farm workers starting out in lower positions earn considerably less than their experienced managers. However, they enjoy additional benefits most employees do not. Free food and accommodation are often provided, and it is not uncommon for electricity and telephone services to be paid for as well. These benefits are thought to be worth an additional $4k on average.

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TRINITY I ntegrated S kills in E nglish ISE II - CEFR: B2

Reading & Writing Module

TESTS 1 - 6 Your full name: ........................................................................................................................................ (BLOCK CAPITALS)

Candidate number: ..................................................................................................................................

Centre: ...................................................................................................................................................... Time allowed: 2 hours

Instructions to candidates 1. Write your name, candidate number and centre number on the front of this exam paper. 2. You must not open this exam paper until instructed to do so. 3. This exam paper has four tasks. Complete all tasks. 4. Use blue or black pen, not pencil. 5. Write your answers on the exam paper. 6. Do all rough work on the exam paper. Cross through any work you do not want marked. 7. You must not use a dictionary in this exam. 8. You must not use correction fluid on the exam paper. Information for candidates You are advised to spend about: - 20 minutes on Task 1 - 20 minutes on Task 2 - 40 minutes on Task 3 - 40 minutes on Task 4

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Test 6 Task 1 – Long Reading

As part of your studies you are going to read about Art Therapy. Read the following text and answer the 15 questions on the next page.

Trinity ISE II - Practice Test 6

Art Therapy

Paragraph 1 Art therapy is a way of expressing specific emotional or physical issues through art. It is not about creating a fantastic piece of art. You don’t even need to be able to draw or paint. It aims to help you express yourself in a safe environment. It may be very helpful for people who feel uncomfortable with touch or talk therapies. Art therapists believe that being creative helps the healing process. They believe that we have emotions and abilities beyond our everyday awareness and that these can be accessed through different forms of art therapy. Paragraph 2 Although contemporary art therapy is a relatively new practice, art has been used since the beginning of human history. However, it wasn’t until the 1940s that the therapeutic use of art developed into a distinct discipline. In England, the first person to refer to this specific use of art was Adrian Hill. While being treated for tuberculosis, this artist suggested participating in art projects to his fellow patients. Hill went on to develop art therapy programmes in hospitals and institutions until he retired in 1981.

Paragraph 3 You don’t need experience in art to take part in or benefit from art therapy. It can take many forms including drawing, painting, sculpture work, dance, drama, poetry and photography. Art therapy sessions can last anywhere between half an hour or a whole morning or afternoon. Many people have regular therapy sessions for weeks or months. Some will be held as group sessions and some will be one to one sessions. The therapist encourages participants to use art to explore their feelings, develop their confidence and be more self-aware. Paragraph 4 Your therapist is responsible for creating a safe and interesting setting for you to work in. This can mean that over time you’re able to express powerful emotions. Therapy may bring up some very strong and at times uncomfortable feelings. But if this is done in a safe environment with the support of a professionally trained art therapist, it is usually a very positive process. Like all doctor/patient relationships, patient confidentiality is taken very seriously. There has to be absolute trust and a very strong bond can develop during the therapy sessions. A therapist has to possess excellent communication skills, be sensitive to the problems of others, be emotionally stable and have a deep understanding of art.

Paragraph 5 More and more, art therapy is being offered to people with physical illnesses, particularly to cancer patients. Studies have shown that it has shown benefits in helping people to express the physical and emotional effect on people with cancer who had many different symptoms, including pain and anxiety. Researchers have found that although many symptoms, such as tiredness and stress, were improved, the therapy did not seem to relieve physical sickness. However, it gave cancer victims a way to express their feelings about their illness. A recent study looked at using art therapy for children having painful procedures for leukaemia. They found that children who had art therapy were less distressed and more able to cooperate during the procedures.

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TEST 6 - Task 1

Questions 1-5 (one mark per question)

The text on the previous page has five paragraphs (1-5). Choose the best title for each paragraph from A-F below and write the letter (A-F) on the lines below. There is one title you don’t need.

F 1. Paragraph 1 ………………………… C 3. Paragraph 3 ………………………… D 4. Paragraph 4 ………………………… B 5. Paragraph 5 …………………………

B Art therapy for cancer patients C What art therapy involves

D The relationship between therapist and patient E The financial costs of art therapy F What art therapy is

Test 6

A 2. Paragraph 2 …………………………

A The history of art therapy

Questions 6-10 (one mark per question)

Choose the five statements from A-H below that are TRUE according to the information given in the text on the previous page. Write the letters of the TRUE statements on the lines below (in any order).

B/C/E/G/H 6. ………………………… B/C/E/G/H 7. ………………………… B/C/E/G/H 8. ………………………… B/C/E/G/H 9. …………………………

B/C/E/G/H 10. …………………………

A Art therapy gives you the chance to become a professional artist.

B Some people cannot express themselves properly through words. C Adrian Hill was ill at the time that he thought up art as a therapy.

D The more skilful you are at art, the more effective therapy will be for you. E Art therapy can be at times a difficult thing to go through.

F Art therapists are sometimes doctors who do not know much about art. G Art therapy seems to have a limited effect on cancer patients. H Cancer affects people emotionally in many different ways.

Questions 11-15 (one mark per question)

Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word, phrase or number on the lines below.

safe environment 11. Art therapy provides a …………………………….....……………………… in which you can explore and communicate your feelings. fellow patients 12. Adrian Hill encouraged his ………………........…………………………………… to produce artworks while they were ill. one to one 13. Some patients have individual art therapy in ………..........…………………………………………… sessions.

patient confidentiality 14. There is a strict policy of ………………………….......……….………………… so that patients can be sure that their privacy will be respected. many symptoms / tiredness and stress

15. According to research, ………………...........…………………………………… were lessened by art therapy for cancer patients.

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TRINITY ISE II

Reading & Writing

TEST 6 - Task 2

Task 2 – Multi-text Reading

As part of your studies you are going to read about food wastage. In this section there are four short texts for you to read and some questions for you to answer.

Questions 16-20 (one mark per question)

Read questions 16-20 first and then read texts A, B, C and D below the questions. As you read each text, decide which text each question refers to. Choose the letter – A, B, C or D – and write it on the lines below. You can use any letter more than once.

Trinity ISE II - Practice Test 6

Which text

16. gives details about specific types of land being destroyed?

C …………………………

18. presents practical ways of reducing food wastage?

B …………………………

17. discusses the financial costs of food wastage?

19. indicates that the majority of food waste takes place in the home? 20. represents the views of a business?

A …………………………

D …………………………

B …………………………

Text A Global food production must increase by 60% by 2050 in order to meet the demands of the growing world population. Yet, more than one third of the food produced today is lost or wasted. Food loss refers to the decrease in edible food at the production and processing stages, mostly in developing countries. Food waste refers to the throwing away of edible foods at the selling and consumer levels, mostly in developed countries. The economic costs of food wastage are huge and food wastage also has serious environmental impacts. The global full costs of wastage have been estimated at around 2.6 trillion US dollars per year which included 700 billion dollars worth of environmental damage and 900 billion dollars worth of social costs. The studies demonstrated that reducing food wastage is a logical priority to establish more efficient methods and patterns of production and food use.

Text B We all have a part to play in reducing the amount of food and drink we throw away. We are trying to raise awareness of the issues and benefits of reducing food waste along with easy everyday solutions. We are also trying to bring about changes to the way food is packaged, labelled and sold, which in turn makes it easier for us all to buy the right amount of food and use what we buy. Here are some examples of what we are doing: • smaller loaves of bread to prevent wastage or the risk of the bread going stale • clear ‘sell by’ and ‘use by’ dates on packaging • packaging that is resealable to help keep food fresher for longer • information on freezing food on all packaging • individual portions in many of our products

Food is a valuable resource and yet in the UK around 15 million tonnes of food is thrown away every year. We are determined to help consumers reverse this trend.

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TEST 6 - Task 2

Text C Blog post by Janice Browning:

Test 6

Why does wasting food matter: Last year almost 1.4 billion hectares of land were used to produce food that was not eaten. This represents an area larger than Canada and India together. Worse still, food and farming systems heavily depend on fossil-fuel energy. Petroleum is used in nearly every aspect of food production, from creating fertilisers to mechanised planting and harvesting, keeping the crops watered, cooling, transportation and packaging. Furthermore, when food is thrown away in a landfill it gives off methane gas emissions which are 25 times more dangerous to the environment than carbon dioxide.

Your comments: Paul C - London I was fascinated and shocked to read your blog, Janice. Those statistics are incredible. I have been reading about the destruction of forests worldwide and apparently 9.7 million hectares of land are deforested annually to grow food. This represents 74 percent of total annual deforestation. It seems to me that there needs to be an immediate global reduction in this crazy trend before it becomes impossible to repair the environmental damage that we are causing.

Text D

UK Food and Drink Waste Other Household

Food Manufacturing

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TRINITY ISE II

Reading & Writing

TEST 6 - Task 2

Questions 21-25 (one mark per question)

Choose the five statements from A-H below that are TRUE according to the information given in the texts alone. Write the letters of the TRUE statements on the lines below (in any order).

D/E/F/G/H 21. ………………………… D/E/F/G/H 22. ………………………… D/E/F/G/H 23. …………………………

Trinity ISE II - Practice Test 6

D/E/F/G/H 24. ………………………… D/E/F/G/H 25. …………………………

A B C D E F G H

There has been a 40% reduction in food production so far. Richer countries throw away a lot of food at the production stage. Food loss in developing countries is not an issue. One way to reduce food wastage is to package it in smaller amounts. Places where you can eat and drink create food wastage, too. Rotting food can pollute the atmosphere. The food manufacturing process is the second biggest source of food waste. The smallest percentage of food waste takes place at shops and markets.

Questions 26-30 (one mark per question)

The summary notes below contain information from the texts on the previous pages. Find a word or phrase from texts A-D to complete the missing information in gaps 26-30. Write your answers on the lines below.

Summary notes Food wastage - a global problem: • global food shortages are caused by both food wastage and food loss (26.) ……………................……………………………………….

• we need to be able to increase world food production by 60% in the future • the overall cost of food wastage is thought to be about 2.6 trillion (27.) ……………................………………………………………. US dollars

• with better packaging people can be helped to buy a more sensible amount (28.) ……………................………………………………………. of food so that they only buy what they actually need • 15 million tonnes of food is thrown away every year in the UK

• the amount of wasted food is the equivalent in land area to that of both Canada and India (29.) ……………................………………………………………. put together

fossil fuels • a large amount of (30.) ……………................………………………………………. is used to produce food

• immediate action needed to reverse this trend of waste and destruction

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Task 3 – Reading into writing

TEST 6 - Tasks 3 & 4

Use the information from the four texts you read in Task 2 to write a short article (150-180 words) for a college magazine about what governments could do to reduce the amount of food being wasted in the world and why it is important that this is acted upon now. You should plan your article before you start writing. Think about what you want to say and make some notes to help you in this box:

Test 6

Planning notes

(No marks are given for these planning notes) Now write your article in about 150-180 words. Try to use your own words as far as possible – don’t just copy sentences from the reading texts. ...................................................................................................................................................................................................... ...................................................................................................................................................................................................... ...................................................................................................................................................................................................... ......................................................................................................................................................................................................

When you have finished your article, spend 2-3 minutes reading through what you have written. Make sure you have answered the task completely. Remember to check how you made use of the reading texts, as well as the language and organisation of your writing.

Task 4 – Extended writing

Write an essay (150-180 words) for your teacher on how technology can both create opportunities for criminals and also help to prevent crime. Give examples to support your ideas.

You should plan your essay before you start writing. Think about what you want to say and make some notes to help you in this box:

Planning notes

(No marks are given for these planning notes)

Now write your essay in about 150-180 words. ......................................................................................................................................................................................................

......................................................................................................................................................................................................

......................................................................................................................................................................................................

...................................................................................................................................................................................................... When you have finished your essay, spend 2-3 minutes reading through what you have written. Make sure you have answered the task completely and remember to check the language and organisation of your writing.

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