Diferencias entre Aptis y Cambridge

Diferencias entre Aptis y Cambridge

Somos conscientes que, a la hora de enfrentarse al inglés, es importante conocer las principales diferencias entre Aptis y Cambridge, y es por ello por lo que vamos a explicar en que se caracterizan y diferencian ambas, para ayudaros a una mejor elección:

Cambridge English Assessment

academia ingles granada

-Titulación de gran prestigio y reconocimiento, tanto nacional como internacional. Es su principal característica , y también una de las diferencias con Aptis, que ha ganado popularidad en los últimos años por varios motivos que os explicaremos más adelante, si bien su reconocimiento es a nivel nacional.

– El coste de las tasas es mayor para Aptis. Dependiendo del nivel del que desees examinarte, su coste aproximado se sitúa entre los 90 y los 187 euros.

– La frecuencia de convocatorias para la realización del examen es 1 convocatoria al mes.

– El título tarda en llegar entre 2 y 3 semanas. (Aptis en 10 días)

– El examen presenta una mayor exigencia., y normalmente la preparación para superar tu examen requerirá de más tiempo y esfuerzo. Sin embargo, la obtención de esta titulación dará un plus de prestigio a tu curriculum.

– Esta titulación NO caduca. (Aptis tampoco)

 

 

APTIS General

aptis granada

– Certificación reconocida por el British Council, convalidado por la Universidad de Granada entre otras instituciones, y por tanto es válido para Erasmus, para cerrar expedientes, e incluso, para algunas oposiciones.

– El coste de las tasas de examen es menor que las de Cambridge. Las tasas vigentes de Aptis cuestan entre 79 euros y 100 euros, dependiendo de si las tramitas con un centro examinador o directamente con el British Council.

– La frecuencia de convocatorias es mayor que en Cambridge. Podemos encontrar una frecuencia de 3 o 4 convocatorias mensuales en el centro examinador de Granada.

– El título tarda en llegar unos 10 días. (Aunque sabrás el resultado de tu examen en 2 o 3 días).

– El examen es multinivel, por lo que podrás acreditar, en tu examen, uno de los niveles vigentes. Este título está regido  bajo el Marco Común Europeo de Referencia para las Lenguas, definiendo los niveles de A1, A2, B1, B2 C1, C2.

-El examen tiene una duración mínima de 45 minutos y hasta un máximo de 3 horas.

  • Reading: 25 min + 2º parte: 30 min
  • Writing: 50 min
  • Listening: 50 min
  • Speaking: 12 min

– Nosotros aconsejamos la utilización de la plataforma AptisGo para practicar y preparar el examen de Aptis.

Aptis NO Caduca

Si pese a estas aclaraciones, aún tienes dudas, no dudes en contactar con nosotros.

 

Continuar leyendoDiferencias entre Aptis y Cambridge

Curso de Aptis Online

Curso de Aptis online AptisGo

Siendo la aplicación más utilizada para la preparación de Aptis con más de 10000 alumnos en 3 meses, lanzamos un super curso con todo lo que necesitas para aprobar el examen. Desde tu casa, increíblemente dinámico, cuando tú quieras. Porque, sí, se puede aprender un idioma practicando.

La App de practica de exámenes más usada de 2020

Descripción del curso de Aptis General

Este curso esta enfocado a alumnos que necesiten obtener en la mayor brevedad posible el certificado de APTIS. Para ello hemos desarrollo este curso de aprendizaje autónomo, en el que podrás trabajar todos los contenidos necesarios para el examen.

Este curso tiene dos objetivos:

– Repasar y estudiar todo la gramática y vocabulario necesarios.

– Realizar mucha practica de ejercicios con formato de examen.

¡No te aburras, aprende practicando!

Todo el programa está diseñado por un equipo de expertos, para un alumno autónomo que marque su propio ritmo de aprendizaje.  En cada una de las 15 unidades del curso él alumno tendrá acceso a:

– Un apartado completo de gramática con ejercicios– Dos ejercicios de listenings (formato estrictamente igual al examen)
– Apartado de speaking (formato estrictamente igual al examen)– Vocabulario que debemos de aprender.
– Un ejercicio completo de writing (formato estrictamente igual al examen). 

Por último, hemos querido completar el curso con los siguientes apartados:

– Una unidad de repaso, con el objetivo de repasar cosas básicas antes de empezar el curso.– Un test final de repaso.
– Dos anexos con consejos y trucos para los apartados de speaking y listening. 

Metodología

El tiempo estimado de estudio es de 40 horas de estudio, que el alumno podrá organizar y gestionar al ritmo que considere. Además podrá practicar desde cualquier dispositivo y el curso siempre guardara el progreso.

Por lo demás queremos darte mucho ánimo y desearte mucha suerte, aprende con nosotros con este curso dinámico e interactivo.

”La primera unidad es gratuita”

(Todos los ejercicios están basados en el formato oficial de Aptis. Este curso incluye todo el temario que entra en el examen de Aptis).

Contacto

C/ Don Emilio Durán Durán S/N GRANADA

T. 858 10 21 96

Acreditaciones

Enseñanza certificada

Continuar leyendoCurso de Aptis Online

Aptis Writing

Tips para el Aptis Writing

Vamos a ver en qué consiste el examen de Writing de Aptis. La parte escrita tiene una duración total de 50 minutos y está compuesta por 4 partes, su estructura es muy parecida a una prueba de nivel, por lo que el nivel de dificultad de los ejercicios irá en aumento.

Recuerda que el examen lo harás en un ordenador, por lo que el propio programa te mostrará el tiempo restante. A lo largo del post podrás ir viendo ejemplos de cómo esta configurada la página del examen.

Una pregunta frecuente que nos gustaría contestar antes de empezar con la estructura del examen es la de: ¿Qué tengo que hacer si quiero prepararme para el B2 ? Como hemos dicho, este examen tiene una estructura similar al de una prueba de nivel, por lo que las preguntas van a ser las mismas para todos los candidatos, con independencia del nivel al que se presenten. En lo que radica la diferencia es en los propios niveles en sí, es decir, los niveles están marcados por el MCER (Marco Común Europeo de Referencia) y a cada uno de los niveles se le otorgan unas competencias. Si yo tengo un nivel de B2, tendré demostrarlo empleando el vocabulario y las estructuras gramaticales que sean propias a un nivel de competencia de B2 y así para todos los niveles.

Part 1 Writing Aptis

 

Tiempo: 3 minutos

Formato: 5 preguntas

Numero de palabras : entre 1 y 5 palabras por respuesta

 

 

Este apartado corresponde a un nivel de A1, por lo que tenemos una serie de preguntas con estructuras gramaticales sencillas que simplemente debemos de contestar con entre 1 y 5 palabras.  Pueden ser sobre cualquier temática, siempre y cuando sea de un nivel básico pero, en general, no tiene nada que ver con el resto del examen.

Tengo que contestar a información personal básica, por lo que tengo que asegurarme de utilizar las mayúsculas de forma apropiada, y tener cuidado con la ortografía. Las respuestas no son frases, sino palabras sueltas.

En el ejemplo de abajo verás que, para este examen, se trata de cumplimentar un formulario:

PART 2 Writing Aptis

Tiempo: 7 minutos

Formato: 1 pregunta

Número de palabras: entre 20 y 30 palabras

En esta sección debes de contar un poco más sobre ti mismo, generalmente se pregunta por qué te gusta un determinado hobby o por qué te apuntarías a una determinada cosa.

Es muy importante que, en todas las partes del examen, escribamos el número de palabras que nos están pidiendo. No puede ser ni muy largo ni demasiado corto.

Ejemplo de respuesta de la parte 2 del examen

PART 3 Writing Aptis

 

Tiempo: 10 minutos

Formato: 3 preguntas

Número de palabras: entre 30 y 40 palabras por respuesta

 

El enfoque que tienen las preguntas de esta sección es como si, desde una red social, diferentes personas nos hicieran comentarios o preguntas.

Aquí NO tenemos que contestar con la estructura de un email, sino de forma breve y concisa, igual que contestaríamos a un Whatsapp o a un comentario en Instagram o Facebook. Podemos empezar si quieres con Hi……. pero no es necesario terminar con expresiones como All the best……. .

Ejemplo de respuesta de la parte 3 del writing, fíjate en la estructura de las respuestas, no son emails, sino simplemente respuestas cortas.

PART 4 Writing Aptis

Tiempo: 30 min en total (10 min para email informal y 20 min para la parte formal)

Formato: 2 textos

Numero de palabras : email informal (unas 50 palabras) y email formal (entre 120 y 150 palabras)

 

Aquí se combinan dos formas de escribir, por un lado, un email formal y por otro, uno informal. Este es el apartado al que le vamos a dedicar más tiempo porque es en el que se obtienen más puntos en el examen y porque tenemos que conocer cuáles son las estructuras tanto de una carta formal como de una informal.

Siempre nos pedirán dos textos y ambos girarán en torno a la misma temática. Mientras que la primera parte irá dirigida a un amigo, la segunda será para un compañero de trabajo o un director, entre otros.

Informal email

A la hora de escribir una carta informal, recuerda que es algo que le escribimos a un amigo, por lo que debemos de utilizar un vocabulario distendido, podremos utilizar contracciones (don´t…,I´m ……, ) y también Phrasal verbs (break up….., take care……., ).

Recuerda organizar el texto de forma correcta: 

  • SALUDO INICIAL
    • Ejemplos de expresiones que deberías de utilizar al principio del email:
      1. Empieza con: Hello……, Hi……., Dear……..,
      2. Comienza el primer parrafo con algo como: I´ve so much to tell you ………. Sorry I haven´t written for so long……
  • DESPEDIDA
    • Ejemplos de expresiones que deberías de utilizar al finalizar el email:
      1. Cierra el email de forma apropiada:  Well I have to go now…….. Don´t forget to write soon ……. Give all my love to everyone……..
      2. Despídete:  Bye,……… Love.,…….. All the best,……..
      3. Firma: Nombre ( sin los apellidos )

 

En la mayoría de ocasiones todo el examen gira en torno a la misma temática, por ejemplo: la cocina, o los deportes o las mascotas.  Por lo general, te tienes que hacer miembro de una asociación y, a lo largo del examen, te van poniendo en diferentes situaciones. Por ejemplo, escribe por qué te quieres apuntar, por qué la recomendarías, escribe una carta solicitando información a la asociación,etc.

 

Aquí tienes un ejemplo de una carta:

Formal email

Empecemos con los puntos básicos antes de ponernos a escribir:

  • Planifica lo que vas a escribir
  • Organiza tus ideas en párrafos
  • Asegúrate de que estás respondiendo a lo que te están preguntando
  • Utiliza expresiones para introducir y finalizar tu carta de forma correcta; Empieza con Dear Madam, o Dear Sir, termina con Yours faithfully o Yours sincerily.
  • Emplea conectores, expresiones y estructuras gramaticales complejas: For instance, from my point of view …..

 

Vamos a ver los puntos anteriores un poquito más en detalle:

1.SALUDO INICIAL

  • Dear name, (formal)
  • Dear Mr., Mrs., Miss + name (very formal)

2. INTRODUCCIÓN

En el primer párrafo debemos de presentarnos. Si la persona a la que nos dirigimos no nos conoce, también debemos incluir el motivo por el que estamos escribiendo, así como un breve resumen de lo que va a tratar el correo.

  • I am contacting you to………
  • I am writing with regard to………
  • I would like……
  • I am writing in connection with…..

3.CUERPO

Debes de estructurar el texto en párarrafos, utiliza vocabulario y gramática apropiada al que nivel que quieras sacar. En cuanto al contenido es muy frecuente que tengas que escribir una queja o solicitar información, por lo que aquí tienes vocabulario que puedes utilizar:

Complaining Asking politely
  • I would like to complain about + noun or -ing
  • … is not what I expected / was expecting
  • I am not satisfied with…
  • I would be grateful if my money was refunded / if you could give me a refund
  • Could you tell me… ?
  • I would be grateful if you could …
  • I would be interested in having more details about…
  • I would like to know if/when/when/…
  • I would like information on…
  • Do you know if…?

 

4.CONCLUSIÓN

Para terminar nuestro email normalmente debemos especificar qué es lo que esperamos o deseamos: que nos envíen información, que nos hagan una devolución, que nos citen para una entrevista, etc.

  • I look forward to hearing from you soon
  • I would like to thank you in advance for this information
  • If you require/Should you need further information, please do not hesitate to contact me/feel free to contact me.
  • I must end my message now but will be looking forward to hearing from you.

5.DESPEDIDA

Una expresión formal de despedida.

  • Regards,
  • Yours faithfully,
  •  Yours sincerely,
  • Sincerely,

6. FIRMA

Siempre pon tu nombre al final con tu apellido.

 

Es muy importante que planifiques el texto y sobre todo que revises lo escrito. Con frecuencia los alumnos pierden puntos con errores simples que se pueden corregir con una segunda lectura.

Aquí tienes un ejemplo de respuesta:

Esto es todo. Como habrás visto, tenemos apartados bastante sencillos y otros que nos requieren más preparación, por ello practica todo lo que puedas, asegúrate de que dominas las temáticas de vocabulario que son de tu nivel y aprende expresiones y conectores que puedan darte más puntos. ¡Mucha suerte para tu examen!!!

Continuar leyendoAptis Writing

Aptis Speaking

Tips para el Speaking de Aptis

En este post vamos a ver en qué consiste el examen oral de Aptis. Antes de empezar me gustaría recordaros dos aspectos que hacen este examen diferente al resto.

  • Este examen es como una prueba de nivel, es decir te evalúan desde un nivel de A2 a un C1.

Ventajas: En ocasiones las temáticas de un examen nos pueden parecer más sencillas y podemos sacar más nota. En un examen normal, más nota seria un sobresaliente o un notable, pero aquí más nota puede significar que nos acrediten el B2.

Recomendaciones: Cada apartado tiene un nivel de dificultad diferente, por lo que si quieres obtener un B1 y la parte 4 te sale regular no significa que estés suspenso. La parte 4 suele corresponder a un nivel de B2 ó C1.

  • El examen lo haces en un programa de ordenador. ¿Cómo funciona? Pues bien, una voz irá leyendo las preguntas que aparecen en cada apartado. Tras cada una de ellas sonará un «beep» y, automáticamente, se activará una grabadora de voz, la cual aparecerá en el lado  derecho de la pantalla. Aquí tienes un ejemplo:

Ventajas: Todas las preguntas siempre te aparecen escritas, es decir, aunque no entiendas al examinador, siempre te saldrá escrita la pregunta en la pantalla.

  • Si mi objetivo es sacar un nivel de B2, simplemente tendré que demostrarlo en la forma en la que me expreso, empleando tanto un vocabulario como unas expresiones gramaticales de un nivel de competencia de B2. La fluidez, pronunciación y el uso de conectores serán otros de los elementos a tener en cuenta a la hora de determinar el nivel.

¿Cuántas partes tiene y cómo las hago?

El examen de Speaking de Aptis consta de 4 partes y en cada una de ellas tienes 3 preguntas, lo que varía son los tiempos y la manera de contestar a cada una de ellas. Vamos a ver un resumen y luego pasamos a detallar cada uno de los apartados:

 Speaking Aptis
 Part 1Part 2Part 3Part 4
En qué consisteTRES preguntas sencillas.Describo UNA foto y luego contesto a dos preguntas relacionadas con la foto.Comparo DOS fotos y luego contesto a dos preguntas relacionadas con las fotos.Aparece una foto de guía y tres preguntas que esta vez contestare todas juntas.
Cómo lo hagoCada pregunta se contesta por separado y tengo 30 seg. para cada respuesta.Tengo 45 seg. para describir la foto y otros 45seg. para contestar a cada una de las otras dos preguntas.Tengo 45 seg. para comparar las fotos y otros 45seg. para contestar a cada una de las dos preguntasTengo un minuto para pensar lo que voy a decir y luego tengo 2 minutos para contestar de forma conjunta a 3 preguntas. 

Partes del examen

Ahora vamos en detalle con cada una de las partes, recuerda que una voz irá leyendo cada una de las preguntas y tendrás que contestar una vez escuches el beep.

Part 1 Speaking Aptis :

*Esta foto corresponde al primer examen de la plataforma de exámenes de Aptis: AptisGo

 Este es el apartado más sencillo del examen, aquí tenemos que contestar a 3 preguntas sobre temáticas variadas. Cuando contestamos, es muy importante que intentemos llegar a los 30 segundos y que utilicemos tanto el vocabulario como la gramática apropiada.  

¿Cómo Contestar a preguntas? Si contestar a preguntas te resulta complicado, te recomendamos que te estructures un guión. Imagina que la pregunta es: Do you like sports?

  • Primero, contesta a la pregunta con una frase: Yes, I love practising sports…….. , No, I hate sport in general…..
  • Explica por qué: because it´s very good for your health ………,    because I have no time to practice and it is boring…….
  • Pon ejemplos: for example, I really like handball, I used to play when I was at school……. I´m terrible with sports, for example tennis because……. 
  • Por último piensa en algo que te gustaría hacer en el futuro. In the future I would like to try surfing I think it is very interesting….., In the future I don´t think I´ll practice any sports because I´m a lazy person…….

Part 2 Speaking Aptis :

En el segundo apartado tenemos tres preguntas, de las cuales la primera siempre será que describamos una foto durante 45 segundos. A continuación nos plantearán otras 2 preguntas relacionadas con la foto, también tendremos otros 45 segundos por respuesta.

*Esta foto corresponde al primer examen de la plataforma de exámenes de Aptis: AptisGo

Vamos con lo que siempre resulta más difícil, describir una foto:

  • Empieza describiendo la foto con: In this picture I can see……..
  • Cuando describimos una foto, siempre utilizamos el presente continuo. The people are wearing….. They are doing…… They are eating…..
  • Vocabulario: zonas de la foto.
    1. In the foreground….. (En primer plano….)
    2. In the background……. ( En el fondo…..) 
    3. On the left…….
    4. On the right…….
  • Cuando describimos una foto, realmente no sabemos qué es lo que sucede, lo que hacemos son suposiciones, por ello debemos de utilizar expresiones como:
    • It looks like……
    • It seems………
  • Las cosas sobre las que se puede hablar son las siguientes:
    • La ropa que llevan
    • El sitio
    • Si es por la mañana, tarde……
    • Los colores
    • Las actividades
    • Todo lo demás que veas: comida, transporte, etc…..

Las dos preguntas que siguen a la pregunta de la foto siempre estarán relacionadas con el tema de la foto, pero no tienes que hablar sobre la foto en si.

Para practicar, cronométrate, ya que es importante el tiempo. Tienes 45 segundos para describir la foto. La práctica hará que te salga más fluido.

Part 3 Speaking Aptis :

Para la sección tres, comenzamos comparando dos imágenes. A diferencia de cuando describimos, lo primero que buscamos es cuál es el punto en común de ambas imágenes. Primero realizamos una descripción general de ambas: In the first picture I can see a teacher and in the second one I can see a waitress in a restaurant…

 Después continuamos explicando cuáles son los puntos en común y las diferencias de ambas imágenes. Para ello se pueden emplear comparativos y superlativos:

  • bigger than

  • the biggest

  • as big as

  • not as big as

También debo de utilizar expresiones que me ayuden a hablar sobre las similitudes o las diferencias, algunas de ellas pueden ser:

  • Both pictures show……..

  • While in the fist one ….. in the second one ……..

  • The differences are….

  • But in some ways the situation in the two pictures is completely different …..

  • One similarity is……..

  • In this picture there are ……. but in the other……..

Las cosas que puedo comparar son innumerables, por ejemplo:

  • Lo que está ocurriendo

  • Dónde está ocurriendo

  • Cómo se puede estar sintiendo la gente

  • La ropa, el peinado de la gente que aparece…

  • Etc…..

Recuerda que lo importante es comparar, NO DESCRIBIR y, por último, recuerda que las siguientes dos preguntas serán sobre el tema de las fotos pero no tendrás que hablar de las fotos.

Part 4 Speaking Aptis :

Por último , en esta parte las preguntas van normalmente enfocadas a un nivel de B2 o superior, por lo que tienes que tener en cuenta que la forma en la que contestamos es muy diferente. Aquí nos dan un minuto para pensar, tras el cual tenemos 2 minutos para responder a las 3 preguntas. Como verás en el ejemplo, aparece una foto.En este caso no tienes ni que describir ni que comparar, simplemente esta ahí para introducir el tema. Debajo de la foto te aparecerán 3 preguntas, tendrás tiempo para preparar el tema (1 minuto). Durante ese minuto, piensa en cuál es la temática de vocabulario sobre la que giran las tres preguntas: health, environment, education… Una vez tengas la temática, por supuesto intenta demostrar al máximo el vocabulario que sabes.  Recuerda que te están haciendo 3 preguntas, por lo que por favor contesta a las 3, no te limites a dar una simple opinión general.  

Las preguntas de este apartado en ocasiones son sencillas aunque busquen que emplees un vocabulario complejo, pero otras veces son algo más complicadas, ya que emplean un vocabulario de un nivel más alto. Os recomendamos no dejar este apartado sin contestar. Aunque solamente entiendas una de las palabra del enunciado, da tu opinion, pues recuerda que no sólo están evaluando tu nivel de comprensión , sino también cómo te expresas y el vocabulario que empleas.

  Eso es todo, buena suerte con tu examen y recuerda practicar todo lo que puedas.      

 

Contacto

C/ Don Emilio Durán Durán S/N GRANADA

T. 858 10 21 96

[email protected]

Acreditaciones

Enseñanza certificada

Continuar leyendoAptis Speaking

Examenes de Aptis para practicar

El examen de Aptis es un título de inglés en auge en España. Y no está de moda porque sí, es un examen bastante más fácil que el resto de acreditaciones de inglés, es más barato y más rápido. Trás este breve resumen, paso a introduciros como practicar este examen en nuestra página.

Con ya algunos años de experiencia preparando a miles de alumnos para sus exámenes de inglés, podemos decir que practicar ejemplos de exámenes FUNCIONA. No lo es todo, pero es una parte esencial del proceso educativo de la preparación de los certificados de inglés.

Exámenes/Materiales actualizados a los cambios oficiales de 2020

Como no es para menos, dada la creciente demanda de los cursos de Aptis hemos puesto a vuestra disposición estos exámenes oficiales, que se autocorrigen y te dan los resultados sobre la marcha. Estos exámenes son ejemplos de exámenes con el formato idéntico del examen.

En la siguiente página que os facilitamos podréis practicar el Speaking, Listening, Reading, Writing y Gramática.Sigue cuidadosamente las instrucciones:

¡Ojos de halcón, pon tu mente al 105% y a por ello!

Ejemplo de examen instrucciones

  1. En la siguiente ventana sobre Dashboard selecciona del examen 1 la competencia que desees practicar.
  2. Ya estás dentro, dentro de los ejercicios al darle a Next vas a ir viendo si has seleccionado las respuestas correctas. Son exámenes resueltos. ¡Y sí, con corrección automática!

Comienza el Aptis Listening:

Comienza el Aptis Reading:

Comienza el Aptis Speaking:

Comienza el Aptis Grammar and Vocabulary:

Comienza el Aptis Writing:

Todos los ejercicios vienen con los resultados instantaneos.

¡Y listo! Ya has hecho tu primer examen de Aptis. Comenta tu experiencia con el profesor.

Te explicamos más sobre el examen de Aptis:

 

Examen de Aptis PDF

Si buscas mejorar tus conocimientos del examen, más allá de la practica, te dejamos por aquí un modelo de examen de Aptis con explicaciones:

Este modelo de examen te ayudará a familirizarte con la estructura del test. Recordar que aptis es un examen multinivel y que podréis alcanzar desde un A2 hasta el nivel C. Dar lo mejor de vosotros, seguro que váis a bordarlo.

Contacto

C/ Don Emilio Durán Durán S/N GRANADA

T. 858 10 21 96

[email protected]

Acreditaciones

Enseñanza certificada

Continuar leyendoExamenes de Aptis para practicar

Listening c1 Trinity

¡Ha llegado el momento de enfrentar el ISE III muchachos! Los listenings de Trinity de este nivel no tienen ningún secreto, practicar, practicar y practicar. Es importante prestar atención a todas las palabras del audio, pues puedes saltarte una negativa o algún punto importante que puede llevar a confusión. Dentro de cada ejercicio encontrarás el Transcript del audio por si lo necesitas así como las respuestas correctas. TAKE IT EASY! A por ello! Más información sobre el ISE III Completo: >>> La gran guía de ISE III Más información para preparar la parte del Listening & Speaking: >>>Más sobre Listening & Speaking ISE III.

Exercise 1 

You’re going to hear part of a radio programme about the arts. You will hear the talk twice.

1. THE FIRST TIME, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready?

2. THE SECOND TIME YOU LISTEN, make some notes as you listen, if you want to. Then explain the reasons for and against the arts in modern society and the speaker’s conclusion.

It is often said, when governments are struggling for money, that they should cut funding to the arts. In times of financial recession, it is common to see libraries, museums and other arts centres closed down. Those who agree with these decisions argue that the arts do not provide any substantial financial contribution to society, so money should be invested in things such as technological innovation, which is more likely to see big financial returns than a local art gallery and benefit society in the long-term.
In totalitarian regimes, the arts are normally among the first things to suffer, given that part of the dominating ideology of such regimes is to limit freedom of expression. The arts can be seen as dangerous, as a way of indoctrinating or brainwashing people against the government. Artists are often responsible for civil disobedience even in more liberal regimes. And it is true that artists and musicians can often set a bad example to young people who are interested in their work. The use of drugs and alcohol which is so prevalent in such circles is often frowned upon by parents when their children start showing an interest in such artists.
Yet it is precisely because of this type of counter-culture that the arts do still hold such prevalence in modern society. Many young people who perhaps feel alienated or lost can find solace in the arts. Knowing that other people have gone through the same problems as them will let them know that they are not alone, while it also makes it easier for them to meet similar like-minded people who they can form new connections with. Many generations have been defined by the music people listened to and the clothes the most popular artists wore. It would be foolish not to recognise the effect that the arts can have on society.
Besides, the argument that the arts do not contribute financially to a country does not really stand up to inspection. How many people go to New York to visit the museums or musicals there? Or to Barcelona for the architecture? Whenever a famous musician performs in a big city people flock there in their thousands to see them perform. In all of these cases, people will spend their money on accommodation, food and souvenirs, all of which helps to boost the economy.
Perhaps most importantly, the arts is how humans have entertained ourselves for thousands of years. Without being able to read a book, or watch a film, or visit an art gallery, people would not be able to fill their free time. So quite simply, it is clear that a world without the arts would be a much more boring one.

Do we need the Arts?

Answers

Main point/gist: The speaker analyses whether we need the arts in society (any broadly similar formulation is acceptable)

Arguments for Arguments against
Can give people a sense of belonging
Can define generations
Provide money to local economies
A world without the arts would be boring
Don’t produce as much money as technological innovation
Artists often set bad examples to children
Conclusion: The speaker is a strong advocate of the benefits of the arts in society.

Exercise 2

You’re going to hear part of a talk about newspapers. You will hear the talk twice.

1. THE FIRST TIME, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready?

2. THE SECOND TIME YOU LISTEN, make some notes as you listen, if you want to.Then explain what the speaker thinks the future of newspapers will be.  

It is common to hear these days that the written press is dying and that we will all be worse off for that, but what is often not clear is why this is happening and what the future will look like. Although statistics show that people still read the news as much as they did in the past, our preferred ways of receiving the news are constantly evolving. No longer is the physical newspaper so dominant, and the days when people would spend a whole morning reading a broadsheet are long gone. Indeed, some newspapers have already taken the step to terminate their print version and now only offer online or app versions of their news. It seems logical to think this will continue in the future as more and more people prefer the convenience of reading something on screen, and as worries mount around the future of the planet, saving paper in this way could be beneficial.
Other dangers to the hegemony of the traditional written press come in the form of blogs and non-mainstream media. While traditional press has to abide by the law in various different ways, the advantage that non-mainstream media has is that the laws regarding what they can and cannot say are much less strict. They can also build up cult followings by publishing in depth on a specific issue, something which mainstream media could never do, given its purpose is to provide mass appeal. There’s no reason to believe that this proliferation of blogs will stop any time soon, and presumably people will still continue to read them, but so far this hasn’t affected the number of people who still receive news from more traditional forms, so even if more blogs do pop up, this trend is unlikely to change.
That’s probably because people by and large still recognise the value of well-sourced, professional journalism. Some blogs can be and indeed are very good, but compared to the consistent quality we can read in our newspapers every day, they are at a totally different level. And while blogs often provide thoughtful opinion pieces, they are no substitute for a professional journalist with hundreds of contacts built up over years of experience who can often break new stories. And it is this ability to break new stories which is why newspapers continue to be so important. It is only through this that those in power can be held to account, and it is through traditional media that people understand what is happening in higher levels of society. History has shown us the value of good quality journalism on many occasions, so although traditional physical newspapers themselves may disappear, the organisations that provide that level of journalism won’t be going anywhere. We will likely experience a change in the format of newspapers, but the news itself will stay relatively similar.

Ethics of Advertising

Answers

Main point/gist: Advertising can be useful and inventive, but it can also go too far in its attempts to sell products any broadly similar formulation is acceptable).

Problems Solutions
Too many adverts – we don’t even know what we want
Advertising betting and alcohol to kids
Knowing our search history and personal details

Fewer advert breaks on TV and radio and only one advert per website
Take them off TV when kids are awake, and don’t put up advertising posters in public
More transparency regarding how they get these details and what they do with them

Exercise 3

You’re going to hear part of a talk about jobs. You will hear the talk twice.

1. THE FIRST TIME, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready? 

2. THE SECOND TIME YOU LISTEN, make some notes as you listen, if you want to. Then explain the positives and negatives of teenagers doing part-time jobs and what the speaker’s opinion is. You will hear the talk twice. The fisrt time, just listen

Most countries have different attitudes to part-time work for teenagers. In the USA for example, teenagers are encouraged to work from a very young age, even if it is just in the form of washing cars or taking out the bins. However, in most European countries, students are generally told to focus on their studies and only once they have finished should they look for work. Of course there is no correct answer to this question, as every teenager works in different ways but studies have shown us some rules which would generally be prudent to follow.
Many students would argue that they are too busy to work, given that they are under so much pressure to get good marks at school, and that they would be better off waiting until they have finished their studies before looking for work. And the truth is that some statistics bear this view out. Research shows that students who work around 20 hours per week alongside their studies are more likely to not do their homework, and even skip school. So if teenagers do have part-time jobs, it is clearly important that it is balanced effectively with their studies. Furthermore, a first job can be so important because it will shape a person’s whole view of work from then until the rest of their life. A negative experience might lead a teenager to hate work from a young age.
Nevertheless, there can be numerous advantages of having a part-time job while studying.  While most students often struggle in the transition to adulthood due to their inability to manage their time, teenagers who have worked throughout their school life often have much better time-management skills. Similarly, having a part-time jobs can keep students busy after school, when perhaps their friends are out on the street engaging in more unsavoury activities. Perhaps most importantly, working from such a young age can provide an appreciation of the fact that working hard can lead to financial rewards. Whereas lots of teenagers have to rely on their parents to buy what they want, over 50% of working teenagers expressed that their main reason for part-time work was to be able to afford what they wanted to buy.
Probably the most important factor when it comes to answering this question is the amount of time actually spent working. As previously mentioned, those teenagers who work around 20 hours a week will often struggle at school, indicating that the benefits gained from working are not worth the problems suffered at school, which is still ultimately the most important thing at that stage of life. Students who work around 10 hours a week though can experience the benefits mentioned above and still witness no adverse effects on their studies, indicating that the balance between work and study is the biggest factor.

Part-Time Jobs

Answers

Main point/gist: The positives and negatives of teenagers having a part-time job alongside their studies (any broadly similar formulation is acceptable).

Positives Negatives
Better time-management skills Already under too much pressure at school
Keeps teenagers off the streets Can negatively affect school work and lead to truancy
Financial independence A negative experience can form a negative opinion of work for life
Conclusion: There are advantages and disadvantages, but the most important thing is finding the right balance. If students don’t work too much, they can enjoy the benefits of working without having their studies adversely affected.

Exercise 4

You’re going to hear part of a radio programme about jobs. You will hear the talk twice.

1. THE FIRST TIME, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready?

2. THE SECOND TIME YOU LISTEN, make some notes as you listen, if you want to. Then explain how the world would have to change for a world without work to be possible, and if the speaker thinks it would be a good thing and why. You will hear the talk twice. The fisrt time, just listen.

We have all heard that the creation of robots and artificial intelligence is coming along rapidly, and we’re all aware of the science-fiction stories which suggest that they will one day take over the world, but a much more realistic worry is that these machines will take our jobs. So where would that leave us? Well, if we continue using the same basic societal structure that we have used for centuries, it would leave us penniless and unable to feed ourselves. We would have to assume though, that were a situation to arise in which these robots are able to carry out human jobs, we would be able to make the necessary changes to society to allow humans to continue living prosperously.
The first and most important change that would need to happen would be the implementation of a Universal Basic Income (UBI), where everyone would receive enough money to provide for themselves from the government. This would obviously be a radical change from what all of us have known throughout our lives, but experiments with the system carried out in Finland have suggested that the idea has the potential to work. People would need to get used to interacting with robots in daily life, which could bring with it potential problems. But to some extent this process has already started with the widespread implementation of self-service checkouts in supermarkets, when just a few years ago it would have been unthinkable to leave a supermarket without talking to anyone. Our education system would also have to undergo radical change, given that it is currently mainly geared towards providing the skills needed to get a job in the future.
But maybe this would be a necessary change. People have been complaining for years that education these days is all about passing exams and jumping through hoops to get to the next stage, but this could see the reintroduction of learning for the fun of it, simply to expand our knowledge of a variety of subjects. A potential drawback of the system is the argument that people need work as it provides structure to their day and lets them feel they are accomplishing something worthwhile. Certainly there are many cases of people who become less happy in retirement as they miss their work, and when people don’t have jobs it is easy to get depressed precisely because of that lack of structure. But in a world without work, our whole mindset would need to change – instead of needing work to feel fulfilled, we could devote our time to personal projects which would have the dual effect of giving our days purpose and improving ourselves. Whatever actually happens, this is something which governments need to start preparing themselves for. The future could be closer than we think.

Robots’ Rights

Answers

Main point/gist: The potential creation of robots with consciousness, and how they should be treated by humans (any broadly similar formulation is acceptable).

Problems related to creation of robots:

They could take over from humans, or create even more intelligent robots
They would likely be treated badly by humans, even if they are conscious
Governments would struggle to implement laws relating to them

Speaker’s opinion: robots should be given the same rights as humans. If they have consciousness, it is not important whether it is ‘real’ or artificially created by humans.

Exercise 5

You’re going to hear part of a talk about the internet and education. You will hear the talk twice. 

1. THE FIRST TIME, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready?

2. THE SECOND TIME YOU LISTEN, make some notes as you listen, if you want to. Then explain how the internet has changed education and how the speaker thinks it will change in the future. You will hear the talk twice. The fisrt time, just listen.

The internet has been the single biggest technological advance of the last 20-30 years, with its impact stretching from how we do our shopping to how we watch TV. Yet perhaps its influence has been felt most keenly in the field of education. Many people still remember what it was like to study before the internet took such a hold on the industry, and the truth is that the two different eras are worlds apart.

Before the internet, practically any piece of work that had to be carried out would be started by a trip to the library. These days, 93% of students find most of their information online. Similarly, the way students organise their group work has been completely revolutionised, seeing as now they can communicate so easily online and share information with a click of a button, whereas previous group work involved arduous treks to other people’s houses, weighed down with books, only to discover that someone else had left a key resource at home.

The internet has also precipitated a huge increase in learning resources, which in the past would have been mainly limited to textbooks in a classroom. As we know that everyone learns in different ways, this multitude of new resources has allowed everyone to learn in the most appropriate way for them. If you don’t like reading textbooks, it is no longer a problem, you can watch a video or do an interactive task online instead. We now have so many materials that we are almost spoilt for choice. This has the potential to lead to a paperless education some day, something which many people would be keen to see given how much paper is used on learning resources today. This could turn out to be the most important impact of the internet one education due to the effect that it could have on putting the brakes on climate change.

Furthermore, online courses have democratised education to a massive extent. Gone are the days when your location had as much of an effect on your education as your intellectual ability. Nowadays, as long as you have an internet connection, you can study. This has to some extent changed the role of the teacher though. Whereas before the internet the teacher’s word would have been gospel, this democratisation means that everyone now has a voice, and with online courses it could be argued that the value of the teacher has been lessened to some extent. It would be no surprise to see this trend continue in the future.

Internet and Education

Answers

Most information online – no need to go to the library
Group work much easier – all preparation can be done online
Many more learning resources so everyone can learn in the best way for them
Democratisation of education – anyone can study no matter where in the world they are.
Could see a paperless education in the future which would help stop global warming
Role of the teacher could be diminished in the future

Contacto

C/ Don Emilio Durán Durán S/N GRANADA

T. 858 10 21 96

[email protected]

Acreditaciones

Enseñanza certificada

Continuar leyendoListening c1 Trinity

Listening B2 Trinity

En este post vamos a poner a tu disposición una serie de ejercicios de exámenes de Trinity para que puedas practicar, que es la clave para el éxito en el examen. Si necesitas más formación acerca del examen de ISE II (B2) puedes encontrar todo maravillosamente explicado en el siguiente post: >>La Gran guía del ISE II Tranquilo, vamos con calma, la clave los Listening es poner mucha atención en cada palabra que acontece en el audio, así que… TAKE IT EASY! Mucha suerte y al toro.

Listening B2 trinity para practicar

Exercise 1

1. You’re going to hear a talk about ageing population. You will hear the talk twice. The first time, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready? 2.Now listen to the talk again. This time make some notes as you listen, if you want to. Then I’ll ask you to tell me what reasons the speaker gives for and against. Are you ready?

Ageing affects all of us. It is used to refer to a situation where the average age of a country’s citizens is enhanced when the life expectancy of the people is increased. The life expectancy of citizens are increasing in developing economies where the advancement in medical science is improving living conditions and health. The heightening ageing population is useful in the growth of volunteers in any country. This is beneficial for the government, as the senior citizens offer free labour to the society after retiring.
The phenomenon does not come without its disadvantages. In certain underdeveloped and developing countries, older people earn low pensions to cover their life expenses. Plus, they compete with the younger generation in getting paid jobs. In fact, in some nations, the older generation cannot stop earning for fear of having no source of income; and thus, no food. While this holds true, it is also correct that the ageing population in some countries has gathered enough finance and joyfully serves the communities.
Economists have pointed out that the increase in senior citizens in a country means that the healthcare and pension expenses will increase. This is a cost to the government and a pressure on the taxpayers.  Also, the increasing number of weak and ailing people increases the pressure on the healthcare amenities. The chances of suffering from Diabetes and hypertension are enhanced, making it difficult to cope with the demand. The situation can however be brought under control, if the ageing population has contributed to their own pension during its earning days.
In the event that older people work for a long period of time and the younger generations cannot access jobs, innovations are checked to a great extent. As a result, new ideas do not reach maturity. But the positive aspect is that senior people have more experience than the young. They can stand by the values of their cultures and maintain a practice that helps in continuing traditions.
A higher ageing population means lower instances of child birth, and eventually, lower costs on the health, education and social welfare programmes of the children. They have much to teach the younger generation and also motivate them to achieve new ventures. This can encourage the youth of a country to launch their own businesses and not be dependent on job givers.

Ageing population

Arguments for Arguments against
Growth of free volunteers
Have more experience than the young
Values in a culture are enhanced
Low birth rate and low social welfare programme expenses
The young can learn from the senior citizens
Youth can start new business establishments

Low pension to cover expenses
Younger generation does  not get jobs easily
Pressure on taxpayers
Instances of diseases and health-care cost increase
Innovations are stopped

Exercise 2

1. You’re going to hear a talk about globalisation. You will hear the talk twice. The first time, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready?   

2. Now listen to the talk again. This time make some notes as you listen, if you want to. Then I’ll ask you to tell me what reasons the speaker gives for and against. Are you ready?

Globalisation has been extremely good for some of the developing nations around the world who now have access to the global markets. However, globalisation is a complex issue. While it has made the world a better place to live by solving serious problems, such as poverty and unemployment, it has also made the rich richer. But, the creation of employment in low cost countries outweighs this flaw of globalisation.
The critics against globalisation continue to argue that even though globalisation is about free trade, there are still barriers like, (value added taxes) on imports. But, what these critics are overlooking is that before globalisation, nations were not allowed to freely trade with one another. Although the barriers have not been completely broken down, the restrictions on exporting and importing have been reduced. Today, customers have access to a wider range of products and services since the entry of foreign companies in the marketplace. Perhaps a better argument against globalisation would be that customers are increasingly opting for foreign-made products over domestic ones.
Those who continue to argue against globalisation point out that competition between countries is forcing companies to lower their prices. Even though this is great news for customers, this is not necessarily good news for manufacturers. Since other nations have equal opportunity to showcase their goods and services in marketplaces around the world, companies always have to think about innovating. Globalisation may have resulted in shutting down of old companies unable to keep up with the changing trends, but it has helped consumers gain access to better quality products at low prices. Even labour movement between countries has been made easy with globalisation. Here, critics seem to point out that the benefits mostly go to low cost countries. But, if the larger picture is kept in mind, low cost countries benefiting from globalisation is a welcome change. This uplifts economically backward companies while also helping developed countries fill in their talent gap for cheap.
Ultimately, globalisation is beneficial for both developed and underdeveloped countries. Even though the existence of trade barriers are still a concern for some companies, it is undeniable that overall globalisation has positive effects. It helps to bring nations closer together. Globalisation also creates hope for the creation of a better, peaceful world to live in where nations understand each other and are dependent on each others’ resources for growth.

Globalisation

Arguments for Arguments against
Developing countries have easy access to the global marketplace
Reduced trade barriers
Employment creation
Consumers have access to products or services from foreign companies
Customers buy quality products at affordable prices
Talent gap around the world is filled easily

Makes the rich richer
Particularly beneficial for low cost countries
Forces manufacturers to offer their products at cheap rates
Foreign products are preferred over domestic ones

Exercise 3

1. You’re going to hear a talk about mobile phones. You will hear the talk twice. The first time, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready? 2.Now listen to the talk again. This time make some notes as you listen, if you want to. Then I’ll ask you to tell me what reasons the speaker gives for and against. Are you ready? 

Mobile phones are one of the most common electronic communication devices, used by almost everyone today. The widespread usage of mobiles has some ill effects according to some experts, while others conclude that the advantages outweigh any such disadvantage. There have been many studies around the world regarding how mobiles affect human beings. A recent study suggested that there were no substantial links between mobiles and the increase in brain tumor risks. An alternative study prior to this one suggested that mobiles are associated with such risks. Global agencies including the WHO have classified mobile radiation as a harmful carcinogen. Conversely, other researchers have stated that such radiation cannot cause cancer, due to its non-ionizing nature.
Radiation levels of all mobiles are certified by the Federal Communications Commission (FCC). Thus, there is not a big chance of us getting hands on phones that emit radiations above the FCC’s limits. Conclusions of a study also stated that mobile phone users might actually have a reduced risk of brain tumors. Opposing viewpoints state that it is too early to tell, due to the latency period of tumors. Additionally, a study also suggests that mobile phone radiofrequency radiations are responsible for cancers and DNA damage. However, reputed agencies like, the FCC, FDA and GAO have suggested that there are no proven links between mobile phone radiation and cancer.
A logical observation can be made that even with the rapid rise in mobile phone usage, the number of brain cancer cases have not risen significantly. Thus considering mobiles as causes for the disease is not relevant. Another observation states that children who use mobiles are twice as likely to absorb RF radiation than adults. This was more pronounced in children under the age of 8. In adults too, radiation from mobiles is considered to be the cause of low sperm count and miscarriages. Such radiation is also regarded as the cause of ADHD and behavioural problems in children. However, it must be noted that almost all devices like radios, cordless phones, televisions, and pagers all work via transmitting RF radiation. Since such devices cannot work without RF radiation, they might be considered necessary evils.
According to another study, the radiation released by mobiles affects the proper functioning of pacemaker devices. Mobile phones have made our lives quite convenient and continue to do so. But the results of multiple studies cannot be considered as inconclusive. Regulating the use of mobiles might be the solution.

Mobile phones – are they safe?

Arguments for Arguments against
A study suggests that there were no substantial links between mobiles and brain tumor risks
Researchers have stated that such radiation cannot cause cancer, due to its non ionizing nature
A study also stated that mobile phone users might actually have a reduced risk of brain tumors
Conventional standardised testing can keep focus on the things that matter

Global agencies including the WHO have classified mobile phone radiation as a harmful carcinogen
A study suggests that mobile phone radiofrequency (RF) radiations are responsible for cancers and DNA damage
Children who use mobile phones are twice as likely to absorb RF radiation than adults
Mobile phone radiation regarded as a cause for ADHD and behavioural problems in children
A study suggested that mobile phone radiation can interfere with the functioning of pacemaker devices

Exercise 4

 1. You’re going to hear a talk about airlines. You will hear the talk twice. The first time, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready? You will hear the talk twice. The fisrt time, just listen 2.Now listen to the talk again. This time make some notes as you listen, if you want to. Then I’ll ask you to tell me what reasons the speaker gives for and against. Are you ready?

Low-fare airlines appear to be a fantastic deal, especially for frequent flyers, with the obvious reason being low prices. These deals offer regular flyers an opportunity to save as much as 50% to 80%. In spite of this, flyers do argue about the hidden fees that come with such deals like insurance costs, taxes and other added expenses. The price of the ticket is still quite low as compared to normal ticket pricing. So, low-fare deals are a clear winner here.
There are several flyers, however, who do complain about the stringent limitations put on low-fare deals. And it can be said that their arguments do focus on some serious issues, for example, airlines requiring flyers to purchase two-way tickets. This may not be entirely false, but there are airlines allowing flyers to book one-way tickets without charging anything extra, as well. Also, a lot of people argue about the no refund policy that most airlines have during such promotional offers – but the amount is so nominal that it will not break your bank. And there are those finding faults with the rescheduling restrictions, but even this can be avoided by properly planning your trip in advance.
Those who are critical of airlines offering low-cost fares point out that the promotional offers are only for certain specific routes and available for a very limited period of time. And that is definitely a drawback. If the promotional offers do not fall within your travel dates, the offer is practically of no use to you. However, you might be able to schedule your travel dates to coincide with the promotional offers. Airlines usually offer low-cost tickets during off-season or non-peak hours of the day. And most airlines are providing the option of booking low-cost tickets in advance and using it within a timeframe set by them. So, if you already have your travel plans prepared, you can purchase tickets in advance and enjoy a hassle-free trip.
Ultimately, low-cost airlines are the perfect way to travel for regular flyers. Some of the airlines announce such offers when they have new plans or are re-fleeting. This gives flyers a chance to enjoy state-of-the-art amenities and features. Moreover, competitively priced airlines make it possible for those travellers with a limited budget to make the best use of the offers. There is no doubt that there are some restrictions and limitations with the low-cost airline fares. But if you look at the bigger picture, these offers are certainly lucrative.

Low cost airlines

Arguments for Arguments against
Lower price – 50% to 80% savings opportunity

Requires flyers to purchase two-way tickets
Tickets need to be booked in advance
The offer period may not coincide with your travel dates
Rescheduling restrictions

Exercise 5

1. You’re going to hear a talk about pets. You will hear the talk twice. The first time, just listen. Then I’ll ask you to tell me generally what the speaker is talking about. Are you ready? 2.Now listen to the talk again. This time make some notes as you listen, if you want to. Then I’ll ask you to tell me what reasons the speaker gives for and against. Are you ready?

Pets are close companions for many of us. They keep us safe from intruders and keep our homes secure. They can be of great help, not just against other people, but situations like, fire, natural disasters and other emergencies. They are lovable animals who impact our lives in many positive ways. A pet can boost your mood, help fight depression and anxiety, and make us feel happier. So, a home with a pet animal is generally a safe and happy place. Pets can make their owners feel instantly better and enhance their lives.
Having a pet and taking care of it can be a vast learning experience for individuals. By trying to care of a pet, we learn how important it is to be patient and compassionate. This knowledge and understanding helps us improve our relationships with the people in our lives. Children who live in homes with pets also grow up to be more patient and gentle. A pet animal has feelings for its owner and expresses them vividly. They can understand if you are unwell, sad, depressed or under the weather. Oftentimes, pets try to cheer up their owners to make them feel better. It is always good to have our pets as lovable cuddle buddies, and it is a sure-shot way of making one’s day better. Pets can also benefit people who are afflicted with mental health issues. Cats, dogs, birds and other animal pets can help to fight the symptoms of major mental ailments.
There are however, some drawbacks one can experience with pet animals at home. Firstly, keeping a pet at home increases one’s responsibilities in many ways. Taking care of the pet, feeding it, and caring for it is a serious commitment. Training pets is also a considerable effort that one must invest in. An animal that is not properly trained can behave erratically and increase its owner’s woes. People who are too busy in their schedules might consider not having pets at home. Pets can also cause allergies which are hard to deal with.
A well-trained pet is safe around children. But, without adequate training, they can be the causes of harm. It also takes significant monetary investments for taking care of pets. There might also be the need of cleaning up after pets, and they might disturb one’s sleep at night. Pets are great to have around, if one can deal with the above mentioned drawbacks.

Getting a Pet

Arguments for Arguments against
Pets can keep us safe from intruders and   secure our homes
Pets can boost one’s mood, and help fight depression and anxiety
Pets teach us the importance of being patient and compassionate
Pets can help people with mental disorders
Increases one’s responsibilities
An animal that is not properly trained can behave erratically
Pets can cause allergies
Considerable monetary investments are needed for taking care of pets

Si necesitas practicar más listenings puedes encontrar más aquí

Contacto

C/ Don Emilio Durán Durán S/N GRANADA

T. 858 10 21 96

[email protected]

Acreditaciones

Enseñanza certificada

Continuar leyendoListening B2 Trinity

Listening B1 Trinity

Aquí tenéis una serie de listenings para que podáis practicar el ISE I del Trinity College London. Recuerda que tienes ejercicios que corresponden al Task 1 y otros al Task 2 y que el formato de cada una es diferente. Si no recuerdas como hacer cada una de las partes te recomendamos el siguiente post:

> Como prepararlo -> Speaking y Listening (Teoría)

ISE I para practicar

Exercise 1 (task 1) 

Sigue atentamente las instrucciones, ¡¡Atento, que comienza!! Mucha suerte y a bordarlo.

Instructions :

You’re going to hear a short talk about Ants
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, answer the questions in a few words.

  1. Which family do ants belong to?
  2. What other insects are ants related to?
  3. How old are some ant species?
  4. Who is the leader of an ant community?
  5. What three parts can an ant’s body be divided into? 
  6. How many stomachs do ants have?

Ants are one of the most common insects in the world, which belong to the Formicidae family. They are related to other insects like, wasps and bees. There are more than 10,000 species of ants existing today. For every human in the world, there are 1 million ants. The lifespan of ants can range from a few weeks to a few years. Some ant species are 130 million years old, that is as old as the dinosaurs. Ants live in large colonies and generally move around in groups. Male ants are called drones while fertile female ants are known as queens. Ant queens lay thousands of eggs and is the leader of the community. An ant’s body can be divided into three main parts. These are the head, thorax and abdomen. Ants do not have lungs, and they breathe through pores on their skin. Ants also do not have ears and they use vibrations to hear. They also have two stomachs. Ants are strong insects that can lift a weight 50 times their own body weight.

  1. Formicidae.
  2.  Wasps and bees.
  3.  130 million years.
  4.  A queen.
  5. Head, thorax and abdomen.
  6.  Two.

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Exercise 2 (task 2)

Instructions :

You’re going to hear a short talk about Typical dish
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, explain what the listening is about, then record six pieces of information about the listening.

Chicken tikka masala is a popular British dish of Indian origin. It is made from boneless chicken pieces. Each chicken piece is called a tikka, which is fried in a tandoor oven. The masala is a creamy sauce. The sauce is made primarily from tomatoes, yogurt and spices. Tikka masala sauce also contains additional ingredients like cumin, salt, ginger, pepper, cinnamon, turmeric and onion. Apart from spices, chicken pieces are also marinated with yogurt. Some people even consider tikka masala the national dish of Britain. Chicken tikka masala is generally served at Indian and curry house restaurants in Britain. It is also popular in countries like the USA and India. Chicken tikka masala was invented in the 1950s in a Glasgow restaurant. Tikka masala can be made without chicken. Pork, fish, lamb, mutton and beef are other types of meat, that can be used to make the dish.

Recuerda que lo tienes que hacer en este apartado es tomar apuntes y después de forma oral dar 6 ideas sobre el texto. Una vez expliques tus ideas el examinador te hará una o dos preguntas también sobre el audio. Las posibles preguntas las tienes en la columna de la derecha.

Typical dish (tikka masala) 

Questions

  1. Indian/British/Glasgow restaurant
  2. In tandoor ovens
  3. Creamy sauce made from tomatoes/ yogurt /spices
  4.  Cumin, salt, ginger, pepper, cinnamon, turmeric and onion
  5.  Spices and yogurt
  6.  Indian and curry house
  7. USA and India
  8.  During the 1950s
  9.  Glasgow
  10. Pork/fish/ lamb/ mutton /beef
 
  1.  What is the origin of chicken tikka masala?
  2.  Where are chicken tikka pieces fried?
  3.  What is the masala for tikka masala?
  4.  What are the additional ingredients of tikka masala sauce?
  5.  What are chicken tikka pieces marinated with?
  6.  In what type of restaurants is chicken tikka masala generally served?
  7. In which other countries is chicken tikka masala popular?
  8.  When was chicken tikka masala invented?
  9.  Where was chicken tikka masala invented?
  10.  What other meat can be used to make tikka masala?

Recuerda que en el segundo ejercicio del listening, la primera vez que escuches el audio no podrás tomar notas y deberas de dar la idea principal. La segunda vez que lo escuches podrás hacer anotaciones y deberás de exponer de forma oral 6 puntos de información. Tras lo cual el examinador podrá formular 1, 2 o 3 preguntas también sobre lo que has escuchado.

Exercise 3 (task 1)

Instructions :

You’re going to hear a short talk about Chess
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, answer the questions in a few words.
  1. How many players can play chess?
  2. How many pieces are there in chess?
  3. What is the objective of playing chess?
  4. When was the first game of chess played?
  5. Which country views chess as a national hobby?
  6. What colour pieces are found in chess?

Chess is a board game and is played by two players on a square board having 64 squares. The board has 8 squares on each side. The game begins with each player having 16 pieces. One player will have the pieces in white colour while the other player will have the same pieces in black colour. The player playing with the white pieces will always make the first move. The aim of the game is for one player to try and checkmate the king of the other player. Checkmate ends the game. The first game of chess was played in Northern India in the 6th century AD. In Russia, chess is a national hobby. Today, this game is played in competitions around the world, called chess tournaments and rules of the tournaments are governed by the World Chess Federation. One of the most famous players in history is Garry Kasparov, he was world champion from 1985 to 2000.

  1. 2 players.
  2. 16 pieces.
  3. the king of the opponent.
  4.  6th century AD.
  5. Russia.
  6. White/black.

Exercise 4 (task 2)

You’re going to hear a short talk about The River Nile.

You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, explain what the listening is about, then record six pieces of information about the listening.

The River Nile is about 6,670 km in length and is the longest river in Africa and in the world. The River rises south of the Equator, in Lake Victoria, and flows northward across northeastern Africa to enter into the Mediterranean Sea. Although it is generally associated with Egypt, only 22% of the Nile’s course runs through Egypt, it passes through 11 countries.
In this country, the River Nile creates a fertile green valley across the desert. It was by the banks of the river that one of the oldest civilizations in the world began. The ancient Egyptians lived and farmed along the Nile, for food, water, soil for growing crops and transportation. The name “Nile” is from the Greek word “neilos” meaning valley.
The White Nile and the Blue Nile are the two main tributaries of the River Nile. The River flooded each year between June and September. In the 1960s, the Aswan Dam was built to control the flood that took place every year.

Recuerda que lo tienes que hacer en este apartado es tomar apuntes y despues de forma oral dar 6 ideas sobre el texto. Una vez expliques tus ideas el examinador te hara una o dos preguntas tambien sobre el audio. Las posibles preguntas las tienes en la columna de la derecha.

The River Nile Questions
  1. About 6,853 km
  2. The Mediterranean Sea
  3. Neilos
  4. For food/water/ soil for growing crops/transportation
  5. Two
  6. The White Nile and the Blue Nile
  7. Between June and September
  8. The Aswan Dam
  9. 11 countries
  10. Lake Victoria
 
  1.  What is the length of the River Nile?
  2. Which sea does the River Nile enter into?
  3. Which Greek word does the name “Nile” come from?
  4. Why did the Ancient Egyptians stay near the River Nile?
  5. How many tributaries does the River Nile have?
  6. What is the name of the main tributaries of the River Nile?
  7. When did the River Nile flood each year?
  8. What was built to control the flood that took place every year?
  9. How many countries does the River Nile pass through?
  10. What is the largest source of the River Nile?

Exercise 6 (task 2)

You’re going to hear a short talk about Gorillas
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, explain what the listening is about, then record six pieces of information about the listening.

Gorillas are herbivorous apes that are native to the forests of Central Africa. There are two main divisions of gorillas, the eastern and the western gorillas. They live in groups of 6 – 12, that are usually led by a Silverback gorilla. Silverbacks are the most aggressive gorillas and are responsible for their groups. Gorillas live on the ground, and not on trees like other apes. But, they sleep in nests made from tree leaves. Gorillas have unique nose prints by which they can be identified. They move by using both pairs of hands and feet. A gorilla can be 4 – 6 feet tall. Gorillas can weigh up to 600 pounds. A baby gorilla weighs only about 4 pounds. Gorillas generally eat leaves, shoots, fruit, bark and celery. A male gorilla can eat up to 18 kg of leaves and plants in a day. Like humans, gorillas also take naps during the afternoon.

Recuerda que lo tienes que hacer en este apartado es tomar apuntes y despues de forma oral dar 6 ideas sobre el texto. Una vez expliques tus ideas el examinador te hara una o dos preguntas tambien sobre el audio. Las posibles preguntas las tienes en la columna de la derecha.

 Gorillas 

Questions

  1.  Classical era
  2. Salzburg
  3.  In 1756
  4.  Leopold Mozart
  5. By the age of 3
  6. When he was 8 years old
  7.  When he was 12
  8. To perform before royal audiences
  9. Johann Christian Bach
  10.  Symphonic/ concertante/ chamber/ operatic/ choral
 
  1.  What are the two main divisions of the gorilla species?
  2. How big are gorilla groups?
  3.  Which gorillas are the most aggressive in nature?
  4. Where do gorillas live?
  5. Where do gorillas sleep?
  6.  How can gorillas be identified?
  7.  How tall are gorillas?
  8. How much can gorillas weigh?
  9.  What do gorillas generally eat?
  10. What do gorillas do during the afternoon?

Exercise 8 (task 2)

You’re going to hear a short talk about Vogue. You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, answer the questions in a few words.
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, explain what the listening is about, then record six pieces of information about the listening.

Vogue is an American lifestyle and fashion magazine. It started as a weekly newspaper in 1892. The magazine was founded by Arthur Baldwin Turnure, an American businessman. The first Vogue issue was published on December 17, 1892. It was priced at 10 cents in US currency. Condé Montrose Nast purchased Vogue magazine in 1905. He was responsible for the development of Vogue as a leading fashion magazine. The first coloured photograph placed on a Vogue cover was in July 1932. Vogue became a monthly publication in 1973. Vogue also has a British version, known as the British Vogue. There are 22 international editions of Vogue magazine. Lauren Hutton was one of the most famous Vogue cover models. She was on the cover 26 times. The majority of Vogue readers are women. In fact, 90 percent of Vogue readers are women. The September 2012 issue of Vogue was its largest, as it had 916 pages.

Recuerda que lo tienes que hacer en este apartado es tomar apuntes y después de forma oral dar 6 ideas sobre el texto. Una vez expliques tus ideas el examinador te hará una o dos preguntas también sobre el audio. Las posibles preguntas las tienes en la columna de la derecha.

Vogue 

Questions

  1. Lifestyle and fashion 
  2. December 17, 1892 
  3. Arthur Baldwin Turnure 
  4. 10 cents in US currency 
  5. Condé Montrose Nast 
  6. July 1932 
  7. 1973
  8. British Vogue 
  9. 26
  10. . 916
 
  1. What type of magazine is Vogue? 
  2. When did Vogue start?
  3. Who was the founder of Vogue magazine?
  4. What was the price of the very first Vogue edition?
  5. Who was responsible for developing Vogue into a leading fashion magazine? 
  6. When was the first coloured photograph placed on a Vogue cover?
  7. When did Vogue become a monthly publication?
  8. What is the name of the British version of Vogue?
  9. How many times was Lauren Hutton on the cover of Vogue magazine?
  10. How many pages did the September 2012 issue of Vogue have?

Exercise 9 (task 1)

Instructions :

You’re going to hear a short talk about Incas. You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, answer the questions in a few words.
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, answer the questions in a few words.

Exercise 10 (task 2)

Instructions :

You’re going to hear a short talk about First car in history
You will hear the talk twice. As you listen, write down some notes about what you hear, if you want to. Then, explain what the listening is about, then record six pieces of information about the listening.

The first car was invented by Karl Benz in 1886. But, before him, others invented similar things like noisy British buses. Benz’s automobile ran on a gasoline engine and had the engine, as well as the chassis, in a single unit. The design of the car was completed in 1885. It had 2 seats, a four-stroke engine, a controlled exhaust valve, an automatic intake slide and more. The patent that Karl received is seen as the birth certificate of the modern vehicle. The news report for the first outing of the car was in July 1886. In 1888, Bertha Benz, the wife of Karl Benz made the first long-journey drive in the car. She took her sons Richard and Eugen on the drive to where she was born. The car travelled 180 kilometres that day.

Recuerda que lo tienes que hacer en este apartado es tomar apuntes y después de forma oral dar 6 ideas sobre el texto. Una vez expliques tus ideas el examinador te hará una o dos preguntas también sobre el audio. Las posibles preguntas las tienes en la columna de la derecha.

First Car in history 

Questions

 

  1. Karl Benz.
  2. In 1886.
  3. Noisy British buses.
  4. On a gasoline engine.
  5. In 1885.
  6. It had 2 seats.
  7. 180 Km.
  8.   The birth certificate of the modern vehicle
  9. In July 1886
  10. In 1888
 
  1. Who invented the first car?  
  2. When was it invented?
  3. Name a similar inventions before Benz´s?
  4. On what did the new car run?
  5. When was the design of the car completed?
  6. How many seats did the first car have?
  7. How many kilometres did the car travel?
  8. What is the patent seen as?
  9. When was the car first reported to be seen?
  10. When did the car make its first long-distance journey?

Si necesitas practicar más listenings puedes encontrar más aquí

Contacto

C/ Don Emilio Durán Durán S/N GRANADA

T. 858 10 21 96

[email protected]

Acreditaciones

Enseñanza certificada

Continuar leyendoListening B1 Trinity

ISE II SPEAKING AND LISTENING

Más sobre Módulo SPEAKING & LISTENING

ISE II

El día del examen tendremos que realizar el Speaking y el Listening de forma conjunta.  Tendrá un total de 5 tareas diferentes, 3 que corresponden a la parte oral y un solo ejercicio de comprensión auditiva 

MODULO DE “SPEAKING AND LISTENING”
Duración total del examen  18 min
Topic Task 4 min
Collaborative task  4 min
Conversation task 2 min
Independent listening task 18 min

A continuación explicaremos en que consiste cada uno de los apartados, pero antes tienes que tener en cuenta que para aprobar el modulo debes de superar cada una de las competencias por separado. Es decir que si apruebas el Listening pero no el Speaking, igualmente tendrás que volver a repetir el modulo completo.

Topic

Esta sección es la que conlleva mas preparación, es un tema personal que se debe de preparar para luego poder conversar con el examinador. Cuando decimos personal quiere decir que no hablo de lo mucho que me preocupa la contaminación, sino que elijo un tema que me sea afin por ejemplo mi pueblo, mi carrera como periodista, etc..  Lo siguiente que es muy importante es que prepare el tema utilizando tanto el vocabulario, como la gramática que corresponden un nivel de ISE II (B2). Puedo utilizar material de apoyo que ayude a fundamentar mis ideas y llevar un esquema o imágenes el día del examen.

Como hemos dicho este apartado requiere tiempo y preparación por lo que os recomendamos los siguientes posts que son mas específicos:

Te recomendamos los dos siguientes:

-Como preparar el topic

– Ejemplos de topics

En un nivel de ISE II (B2), no es obligatorio que lleves un Topic form (documento ofical de Trinity, tiene los datos del candidato y un esquema donde escribimos las ideas principales sobre el topic)Pero aunque no sea obligatorio, te recomendamos que lleves tu propio esquema o mapa mental. Primero porque a los examinadores les gusta y segundo porque nos ayuda en la exposición de ideas. 

Collaborative task 

Esto consiste en que el examinador nos expondrá un dilema u opinión, nuestra función aquí es hacer preguntas, sugerencias, recomendaciones, etc. Nosotros somos los que llevamos la conversación con nuestras preguntas, en total hablaremos durante un total de 4 minutos.

Las funciones del lenguaje que debemos de cumplir son las siguientes:

  • Iniciar y mantener una conversación
  • Expresando y expandiendo ideas.
  • Poner el foco en ventajas y desventajas
  • Especular
  • Aconsejar
  • Expresar acuerdo o desacuerdo
  • Obtener nueva información

Estas funciones del lenguaje son muy importante porque es sobre lo que nos evalúan en esta sección.  Aquí tienes algunos ejemplos:

Collaborative task: Ejemplo y como practicarlo.  

El prompt lo lee el examinador, es la situación que nos plantea:

Prompt: I’m thinking of buying a new laptop, but I can’t decide whether to buy a new one or a second-hand one. 

Ahora piensa en una serie de preguntas que podrías hacer. El examinador ira añadiendo mas información poco a poco.

Esta es la siguiente información que nos da:

I’m concerned about the amount of e-waste these days and I don’t want to contribute to it. What’s more, it’s much cheaper. However, I need a reliable laptop for my job as a journalist.

Ahora piensa en que le dirías, intenta utilizar las funciones del lenguaje que te hemos comentado anteriormente, especula, da consejo, expón ventajas y desventajas, etc.

Consejos para el collaborative task.

  • Entiende bien lo que tienes que hacer, mira un vídeo del examen completo del ISE II, no solo te ayudara en este apartado sino para entender todo el examen.

https://www.youtube.com/watch?v=0G89hg0nf74

  • Practica, intenta practicar con una persona que hable inglés y que cada uno juegue un papel, no olvideis cronometrar el tiempo.
  • También puedes practicar mas prompts en nuestra plataforma: EEE platform

Conversation task

Para esta parte, tendremos que saber contestar a diferentes preguntas, sobre una serie de temáticas de vocabulario concretas que corresponden al nivel de ISE II. Normalmente son entre 2 y 3 preguntas ya que este apartado tienen una duración total de 2 minutos. El objetivo aquí es que demos respuestas largas utilizando un vocabulario y gramática apropiados.

Vocabulario

Estos son los temas sobre los que nos pueden preguntar durante el Conversation task

  • Society and living standards
  • Personal values and ideals
  • The world of work
  • National environmental concerns
  • Public figures past and present

Estos son algunos de ejemplos de preguntas.

Society and living standards

  • Has the standard of living changed over the years in your country?
  • From your point of view, what should citizens change about our society nowadays?

Personal values and ideals

  • What values did your parents teach you?
  • How do you think values and ideals have changed over the years?

The world of work

  • Do you prefer to work on your one or with other people?
  • What is more important for you, job satisfaction or salary?

National environmental concerns

  • Is your government doing enough to encourage people to recycle more?
  • Do you think people should use more renewable energy?

Public figures past and present

  • In your opinion, which are some of the advantages and disadvantages of being famous?
  • Do you think celebrities, such as footballers, are a good example for teenagers?

Independent listening task

Por ultimo tenemos el listening, que tendrá una duración  total de 8 minutos y se estructura de la siguiente forma. Se escuchara un audio 2 veces, la primera vez el examinador nos preguntara sobre la idea principal. La segunda vez que escuchemos el examinador nos hará una pregunta que deberemos de responder en detalle, podremos tomar notas mientras escuchemos. Al terminar tendremos que dar una respuesta de forma oral.

Recuerda tomar notas de forma esquemática, te ayudaran a exponer tus ideas y ademas no puntúan para el examen. En cuanto a los audios la mayor parte de las veces son sobre ideas opuestas. Por ejemplo: un audio sobre las ventajas y desventajas en la construcción de un nuevo centro comercial.

En www.b1b2.es mantenemos al día toda la información  sobre exámenes de Trinity que puede serte de gran utilidad.

Continuar leyendoISE II SPEAKING AND LISTENING