Module 7 Practice

Culture
Topic Related Vocabulary

The Arts
Topic related vocabulary – The Arts
Could you name specific types of art under each category?
Performing arts Fine / Visual Arts
• A song • An oil painting
• A concert • A photograph
• A play • A portrait
• An opera • A sculpture
• A film • A sketch
• A ballet • A building / structure
(Architecture)
Literature
• A poem (Poetry)
• Lyrics Brainstorm for 5 to 6 minutes
• A biography (Autobiography)
• A play script
• A novel
• A collection of short stories
Reading
Workbook p.49-51

-Scanning
-Synonyms
Reading overview
3 long articles (Academic)
2 shorter texts followed by 1 long article
(General)
60 minutes
40 questions
on average you have 1.5 minutes per question
Key skills:
 Skim - reading quickly for the gist (key
ideas)
 Sample - reading the topic sentence of
each body paragraph to get the key
ideas
 Scan – look for keywords. (easy ones
are ie. names, dates, numbers,
terminology)

**The key is figuring out how the information is

organized in the articles/texts.**
Workbook p.49-51 – Reading – Fighting the dust Do sampling/ skimming to get an overall idea
about how information is organized in the article
Use 5-6 mins to sample the whole article
A. Systematic research to fight against dust
B. Removing dust: Takes $, time and may cause damage
C. Where is dust from? Outside? (study by Peter
Brimblecombie)
D. Dust study on Viking Ships (study by Ryhl-Svendsen)
E. Conclusion from studies (C + D) – people and clothes

F. Solution? Air showers

G. Solution? Plastic barriers
H. Solution? Exhibit placement & design routes
I. Solution? Keep a distance
Workbook p.49-51 – Reading – Fighting the dust – Sentence Completion

• Question type is in
text order
• Use keywords in
(systematic) research
questions to help
you locate answers damage
you need (Viking) ships
• NEED EXACT WORDS
from the article information
• Pay attention to
word limit (the) outside
sticky patches

8 minutes to complete the gaps numbers

clothes
fibres
Workbook p.49-51 – Reading – Fighting the dust – Multiple choice, Multiple answers

<- para. F “…BUT not exactly what a tourist might expect…”

So answer is NOT E

• Answers are NOT in text order Sampling notes:

• Use keywords in questions to help F. Solution? Air showers
G. Solution? Plastic barriers
you locate answers you need H. Solution? Exhibit placement &
• Use sampling notes to help you design routes
locate paragraphs you need to go to. I. Solution? Keep a distance

4 minutes to answer the questions

Grammar
Coursebook p.227

-Comparatives
The…the…
Grammar - Coursebook p.227 – The…, the…

Note: Another
important reason you
want to learn this
structure is because it
is a COMPLEX
SENTENCE.
Ie. Dependent clause
+ independent clause.
Grammar - Coursebook
p.227 – The…, the…

Use 3 minutes to answer

question 1

Use 1-2 minutes to answer

question 2
Grammar
Coursebook p.221, 222

-Conditional Sentences
Grammar – p. 221, 222 -Conditional Sentences

Conditional sentences are useful in the exam for 2 main reasons:

1) They are COMPLEX SENTENCES.

2) They are HIGHLY FUNCTIONAL.

Ie. You can use a conditional sentence in your writing or speaking to

talk about a general truth, a possible future, an unreal situation or to
criticize a past action.

For example:

• If you exercise, you get slimmer. (General truth – Zero conditional)

• If you exercise, you will get slimmer. (Possible future – 1st
conditional)
• If you exercised, you would get thinner. (unreal (present/future) –
2nd conditional)
• If you had exercised, you would have got/gotten slimmer. (Criticize
past action (or inaction) – 3rd conditional)

Let’s have a closer look at the grammatical structure of conditional

sentences.
Grammar – p. 221, 222 -Conditional Sentences
Usage If clause verb Main clause verb
0 Direct relationships Simple present Simple present
General truths/ Example:
Scientific facts If you want to succeed, you work hard.
If you heat water to 100oC, it boils.
1 A possible condition NOW and its Simple present can/will + verb infinitive
expected result
Example:
Prediction You will get wet unless you bring an umbrella.
If you don’t bring an umbrella, you will get wet.
2 An unreal condition NOW and its Simple past could/would/might + verb infinitive
expected result could/would be + verb + ing
Speculation (about something unlikely) Example:
If I won the lottery, I would buy a Ferrari.
If I won the lottery, I would be driving a Ferrari.
3 An unreal condition IN THE PAST and its Past perfect could/would/might have + verb p.p.
expected result IN THE PAST
Showing Regret/ Example:
Assigning blame If I had studied harder, I would have become a Math teacher.
You could have arrived on time if you had woken up earlier.
Mixed An unreal condition IN THE PAST and its Past perfect could/would/might + verb infinitive
expected outcome NOW could/would/might be + verb + ing
Showing Regret/Assigning blame Example:
If I had studied harder, I would be a Math teacher.
You would be swimming in Bali if you hadn’t lost your passport.
Grammar – p. 221, 222 -Conditional Sentences
You can also use words other than “IF” to form the Zero or 1st conditionals
but with a slight difference in meaning.
Meaning & Example
If The condition is not certain.

Example:
If I retire, I will travel the world.

When The condition is very likely to happen.

Example:
When I retire, I will travel the world.

As long as/So long as / A strong link exists between the condition and the expected
Provided that result.

Example:
As long as you work hard, you will score well in the exam.

Unless/On condition The result will not happen without the condition is in place.
that
Example:
You won’t score well in the exam unless you work hard.

You will score well in the exam on condition that you work hard.
Grammar – p. 221, 222 -Conditional Sentences 10 mins to rewrite sentences 1-12
1. If there had not been a hold up, I would not have
been late to work.
2. Unless we take immediate steps, there will be
further redundancies.
3. Provided that you cancel a reservation, there will
be no cancellation fee.
4. If there had not been ice, our flight would not
have been delayed.
5. Unless I get more overseas experience, it will be
difficult for me to further my career.
6. The professor agreed to come on condition that
we put him up in a five-star hotel.
7. So/As long as there is a shortage of medical
supplies, operations will have to be cancelled.
8. You run the risk of getting lost in the desert
unless you go with an experienced guide.
9. If I had a computer, I could get through my
workload twice as fast.
10. You won’t get a table at the restaurant unless
you book in advance.
11. If there hadn’t been such a poor harvest this
year, we wouldn’t be facing the prospect of food
shortages.
12. If interest rates hadn’t increased, it would be
easier for people to buy homes.
Writing Task 2
Coursebook p.220

-Repetition and Referencing

Writing Task 2 - Coursebook p.220 – Repetition and referencing

Generally, you want to reduce the number of times you repeat a

word when you are speaking or writing.

For example:

• Wall Street English is a great place to learn English, because Wall

Street English has so many difference courses to offer.

We don’t want to repeat the words “Wall Street English”, so:

• Wall Street English is a great place to learn English, because it

has so many different courses to offer.

• Wall Street English is a great place to learn English, because this

institution has so many different courses to offer.

The examples show the use of ‘it’ and ‘this institution’ to reduce
repetition. This is called referencing.
Writing Task 2 - Coursebook p.220 – Repetition and referencing

Sometimes use different ways to make references in order to avoid

confusion. Consider the following sentences:

Both teachers and students have their crucial roles to play in a

classroom. They are expected to provide proper guidance while they
are required to participate.

The fix?

Both teachers and students have their crucial roles to play in a

classroom. The former are expected to provide proper guidance
while the latter are required to participate.

Let’s look at some other words we can use for referencing.

Writing Task 2 - Coursebook p.220 –
Repetition and referencing those

one

this/that

respectively

the former/the latter

did so

this/that
these/those

that

3 minutes To Answer
Questions 1-9
Writing Task 2
Coursebook p.84

-Giving Your Opinion

-Repetition and Referencing
Writing Task II
Overview
 40 mins (given 1 hour to do both Writing I and II)
 Writing II is worth 2/3 of the total writing score
 Write at least 250 words
 You are graded on
 1. Task response – How well you are answering the question
 2. Coherence and Cohesion – How well your writing is structured and
linked
 3. Lexical resource – Your use of vocabulary
 4. Grammatical range and accuracy – How good your grammar is

To complete the task faster and stay on topic, learn the typical structure of the
essay:
1. Introduction - paraphrase question + thesis statement
2. Body 1 – Topic sentence + support / explanation + example
3. Body 2 – Topic sentence + support / explanation + example
4. Conclusion - restate thesis and summarize points (topic sentences)
Writing Task 2 Coursebook p.83 - Giving your Opinion

In Writing II, whenever you are asked for your opinion about a topic, it is
important that your opinion is clearly stated.

To ensure that our position is clear, we can make use of the “useful
language” provided on coursebook p.83 by making some adjustments.

Challenge a fact or claim:

I do not believe it is true to say that…
I would disagree with the assertion/idea that…
I find it difficult to believe that…

Pointing out a false conclusion:

In my opinion, the fact that…does not mean…
It may be true that…, but from my perspective,…
Personally, (just) because … it does not necessarily follow that…
Writing Task 2 - Coursebook p.84 – Opinion question

Note: What are your views? <- This means you need to give your opinion
Writing Task 2 - Coursebook p.84 – Opinion question - Structure

Remember to always plan before you write.

1. Introduction
• Paraphrase question as the background
• Give your thesis statement (Should the government pay or not? Yes, No, Maybe?)
2. Body Paragraph 1
• Topic sentence to support your thesis
• support/explanation/example(s) to support your topic sentence
3. Body Paragraph 2
• Topic sentence to support your thesis
• support/explanation/example(s) to support your topic sentence
4. Conclusion
• Restate your thesis
• Summarize your main points
Writing Task 2 - Coursebook p.241 – Coursebook Sample Answer –
Intro & Body 1
The British government reportedly spends almost 500 million
pounds a year on supporting the cultural and artistic life of the
country. It may be true that this is a very large amount, but
from my perspective, I also believe that this money may be
well spent as it could help preserve a nation’s culture.

On the one hand, some object to this expenditure, arguing that

it is unfair to devote so much tax payers’ money to things
which only appeal to a minority of people. They believe these
attractions should be self-funding. In other words, museums
and galleries should set an entrance fee which covers their
costs, while theatres and concert halls should also charge a
realistic amount for tickets. The public money thus saved
could then be spent on more important matters such as
improving health care or providing better educational
facilities.
Writing Task 2 - Coursebook p.241 – Coursebook Sample Answer –
Body 2 & Conclusion
However, there is a counter-argument which suggests that
culture and the arts are not a trivial matter but a very
important part of a nation’s identity. Those who support this
view contend that the arts have an important educational role
by representing the traditions and heritage of a people. In
their opinion, access to museums, galleries and artistic events
should be freely available to all, rich or poor. Furthermore,
they would argue that there is an important economic aspect
to consider in that culture and the arts play a key role in
tourism, and are therefore for a significant amount of
employment.

In conclusion, it seems to me that although governments have

many demands on their resources, they do have a responsibility
to support a range of cultural and artistic activities and to
make these available to all their citizens
Module 7 Practice
Culture
-Vocabulary
-Scanning
-Synonyms
-Comparatives
-Conditionals
-Avoiding Repetition
-Referencing
-Opinions
Module 7 Practice
Culture