CLASSROOM ACTIVITIES - telc

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B2·C1

CLASSROOM ACTIVITIES ENGLISH UNIVERSITY

Examination Preparation

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This material may be reproduced for educational purposes only.

Published by telc gGmbH, Frankfurt am Main, GermanyAll rights reserved© 2015 by telc gGmbH, Frankfurt am MainPrinted in Germany

ISBN: 978-3-86375-240-8

Order Number: Booklet with Audio-CD 5134-CPY-010101


B2·C1

CLASSROOM ACTIVITIES ENGLISH UNIVERSITY


C o n t e n t s

To p i c 1: P e o p l e

Level B2 _______________________________________________________________________________________ 6–13

Level C1 _____________________________________________________________________________________14–21

To p i c 2 : P l a c e s

Level B2 ___________________________________________________________________________________ 22–30

Level C1 ___________________________________________________________________________________ 31–37

To p i c 3 : E v e n t s

Level B2 ___________________________________________________________________________________ 38–45

Level C1 ___________________________________________________________________________________ 46–53

To p i c 4 : M i s c e l l a n e o u s

Level B2 ___________________________________________________________________________________ 54–61

Level C1 ___________________________________________________________________________________ 62–70

To p i c 5 : A c t i v i t i e s

Level B2 ___________________________________________________________________________________ 71–80

Level C1 ___________________________________________________________________________________ 81–89

A n s w e r K e y __________________________________________________________________ 90–93

A u d i o S c r i p t ______________________________________________________________ 94–101


N o t e s f o r Te a c h e r s

Dear Teacher,

Our Classroom Activities are a rich teaching resource designed for school pupils at CEFR levels B2 and C1. The booklet consists of 60 ready-to-use activities complete with photocopiable worksheets, audio CD, audio script and answer key.

They are arranged in five study units based on different topics:(1) People, (2) Places, (3) Events, (4) Miscellaneous and (5) Activities.

The exercises focus on one specific skill at a time and encourage pupils to practise their English in a communicative way. All our activities can be used in class as preparation for the telc examinations at B2 and C1 levels; telc English B2 School, telc English C1, and the dual-level examination telc English B2·C1 University.

You will notice that some of the practice activities exactly mirror the tasks contained in the telc School and University examinations whilst others have a different format. The former are useful for acquainting your learners with the actual examination, and the latter have been included to add fun and variety to your lessons.

Please note: most of the worksheets can be copied onto one side of a sheet of paper, but some continue on the other side of the page.

We hope that you and your students enjoy working with our Classroom Activities.

The telc English Team



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V o c a b u l a r y

6

English B2 University English B2 University

P e o p l e : T y p e s o f p e o p l e

Across

1. a person of unusually high intelligence

4. a person or a group of people who is on the other side in a controversy, game or competition

5. people who are equal to others in background, age, social status, etc.

6. a teacher who works with one student or a small group at university

7. someone who sees something happen and can describe it to another

8. someone who pays rent to occupy an office or a house/flat

10. the company or person you work for

13. a person who uses the services or advice of a lawyer, consultant, etc.

15. people who live near you

16. someone who is walking along a road and not travelling in a vehicle

17. someone travelling, especially for pleasure

19. someone forced to leave their country for safety, often in times of war

O

S

T

L M

R

P

T

C

D F

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English B2 University

Down

2. someone who is living outside his /her native country

3. someone you work with

9. someone who works for a company or a person for money

11. a person who owns and leases land, buildings, etc.

12. someone you know but not usually a close friend

14. a teacher of a high rank at a college or university

15. a person considered socially inept due to being obsessed with computers or other scientific or technical pursuits

18. someone who takes your place when you leave your job

Fill in the gaps in the sentences with words from the crossword. The words may be singular or plural. More than one answer may be possible.

a. I tried to give my _______________ as much information as possible about my job before I left the

company.

b. I forgot to pay my rent at the end of last month and I got a warning letter from my ______________ .

c. Leonardo da Vinci had such an array of talents, he was a real _______________ .

d. My _______________ asked me to look after his plants and keep an eye on his house while he was on

holiday.

e. I was a _______________ to the bank robbery in town last week and had to give a statement to the

police.

f. My _______________ and I are going to start working on commission from next year, so we are really

pleased.

g. My friend shares a flat with a real computer _______________ who never comes out of his room in the

evenings.

h. I started university last week and I’m so pleased I have been assigned a really friendly ______________ .

i. I was in town last Saturday afternoon and saw a great band playing in the _______________ zone.

j. Our _______________ in the university basketball game last weekend were really aggressive!

V o c a b u l a r y



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8

S p e a k i n g


As a group, discuss the following:

“Work experience is an opportunity to try out or gain an insight into a particular job you would like to pursue as a career – if this job doesn’t live up to your expectations, it is just as valuable an experience as discovering that you are more convinced than ever that this is the right career choice for you.”

or

“It is beneficial both to yourself and to your CV to gain work experience doing jobs completely different to the kind of job you wish to pursue in the future.”

Here are some photos of young people doing different types of work experience. Talk to a partner about any work experience you yourself have done*, giving details about:

• where you worked and what tasks your work involved

• your working schedule (length of time, daily routine and hours)

• your boss and colleagues

• the atmosphere of the working environment

• whether you liked/disliked it and why.

* If you haven’t done any work experience, talk about what kind of place you would like to get some work experience and what you would expect to learn and experience there.

P e o p l e : T r a i n e e s




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W r i t i n g


You have recently returned from a three-day trip to London where you stayed at a three-star hotel which belongs to a well-reputed global chain of hotels. Unfortunately, you were not impressed with the service in the hotel as you experienced various problems during your stay, including:

• no hot water

• window couldn’t be opened

• air-conditioning couldn’t be adjusted.

The hotel reception and concierge staff were neither polite nor helpful and didn’t seem to be interested in, or capable of, dealing with any of your issues. You decide to write a letter of complaint to the hotel chain’s headquarters about the quality of customer service during your stay at their London hotel. Give your feedback in a polite but straightforward style, mentioning at least four of the following points:

• Give sufficient information about your reservation.

• Describe two of the problems you experienced, giving details of the staff’s response to your complaints.

• Suggest how the staff should have responded.

• Ask for compensation.

• Offer some positive feedback about the restaurant and other facilities in the hotel.

• Say what you might do in the future, depending on their response.

• Express disappointment that your holiday was ruined.

Begin and end the letter appropriately. Make sure you deal with each guiding point clearly and in detail.

P e o p l e : C u s t o m e r s e r v i c e



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10

L a n g u a g e E l e m e n t s

English B2 University English B2 University

Read the following text and decide which phrases (a, b or c) are missing in items 1–10.

1. a are going to provide b are intended to give c will be able to access

2. a about planning your study b on preparing to study c which help you study

3. a Faced with the prospect b Moreover, the idea c Part of the challenge

4. a arrange a plan b handle the individual demands c reach your goal regarding

5. a about how to cope b on ways of approaching c to recommend

6. a being able to reach b dealing successfully with c how to manage

7. a about the support b on anything in particular c which we suspect

8. a and help yourself b or assist you c to suit both your own needs

9. a but to supplement b nor to deny c your own notes nor

10. a covering your courses b in your own subject. c which may be of concern to you.

All 1st year students

Welcome to Smallwood College! The notes in the attachment 1 you some information 2 at your new college over the next three to four years. There is no “universal study plan’: 3 of being a university student is learning to manage your own time to successfully 4 of your own course of study.

The notes give detailed information on the type of tuition you will receive, some guidelines 5 the work you will be expected to do and some tips on 6 your time effectively, as well as providing information 7 you will receive from your subject tutors and other College members. Each subject department or faculty will hold introductory sessions to discuss your course of study and will offer advice on how to organize your own study programme 8 and the needs of the faculty.

The attached material is provided not to replace 9 the tailor-made material you will be receiving 10 .

We wish you a happy and successful time at Smallwood College!

Regards,

Bill GraingerUniversity Students’ Advisory Centre

Notes for Freshers

P e o p l e : N e w u n i v e r s i t y s t u d e n t s



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11

L i s t e n i n g


You are going to hear a radio show of a discussion between several speakers. Listen to the texts and decide if the statements are true or false.

Mark your answers on the worksheet.

Now you will have half a minute to read the statements.

1. A new social networking website offers users the possibility to separate their contacts into three categories.

2. Less than 20% of Christine’s contacts on Facebook are friends.

3. Christine thinks that the word “acquaintance” is too formal.

4. Dave believes anyone you see on a regular basis while going about your daily life could count as an “acquaintance”.

5. Dave has known two of his very good friends since his childhood.

6. Peter thinks sharing a house is a sign of true friendship.

P e o p l e : F r i e n d s a n d A c q u a i n t a n c e s

true/false

true/false

true/false

true/false

true/false

true/false



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English B2 University English B2 UniversityR e a d i n g

Below is a thread from an English speaking forum. Read the posts and answer the questions.

P e o p l e : F o r u m

a

b

RaindancerPosted: Yesterday, 7:52 pm, In: Frankfurt am MainFor Christmas one year, my mum gave me some used puzzles she had picked up at a boot sale earlier. That same year, my siblings were given electric garage door openers. For my birthday, a few months before I moved to Germany in 1986, she invited me to lunch. When the waitress came to the table and asked if it was one bill or if we were paying separately, my mum said separately. Thanks for the lunch invitation, mum!

ZincPosted: Yesterday, 7:55 pm, In: Munich When I was younger, I always got clothes from the secondhand shop my mum worked in. The clothes were never my size (usually way too small), and they just didn’t suit me in any way (usually way too pink). I couldn’t give them back or exchange them, so I had to wear them. My mother would expect gratitude from me, but I just couldn’t give it and I often got into trouble.

GeraldG Posted: Yesterday, 9:22 pm, In: Salzgitter My mum gives strange presents, too. Not something that is old or second-hand, but something she bought that she liked, regardless of the fact that you wouldn’t like it at all. One year, she went on holiday to Spain. She found a shop that sold cushions. They were white or blue with some pink and glittery stripes on them and she liked them so much that, according to my dad, she kept going back every day and buying more and eventually brought a suitcase full of them back for each of my siblings, which we were given for Christmas. After opening my cushion, having no idea what to do with it, I asked her if she liked it. She said that she did. I then asked her if she wanted to keep it, she was surprised but she said yes, so I gave it back to her. Then my sister gave hers back to her, too. Our brother wasn’t there at the time but he later said he didn’t realize he could have given it back. He still has his.

RosiePosted: Yesterday, 9:56 pm, In: Neukölln, BerlinWhen I was eleven, I received a bright blue jumper with a smiling golden retriever on the front. Our real golden retriever took one look at it and retreated into his kennel with a look of fear on his face, and promptly died two weeks later.

c

d



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English B2 UniversityR e a d i n g

P e o p l e : F o r u m

Jumping Jack Posted: Today, 10:58 am, In: UK I’ve had some interesting presents over the years.

My grandmother used to make things, too. When I was a child, I adored this. However, as time went on, I’m not sure if her style went downhill with her eyesight, or that my sense of fashion became more refined with age, but the floor-length, pink, green and silver skirt made entirely of sequins, which she gave me on my 14th birthday, alarmed me. Appar-ently my cousin (same age) gave hers back, but I wore mine whenever gran came to tea.

e

1. What would be a suitable title for this forum thread? a Difficult Mothers b Unwanted Gifts c What I Want for Christmas

2. Why was Raindancer upset? a Because she moved to Germany. b Her mother didn’t pay for her lunch. c She was given some old puzzles for her birthday.

3. Why did Zinc often get into trouble? a She didn’t like the colour pink. b She exchanged the clothes her mother bought. c She wasn’t grateful for the clothes she got.

4. Who still has the cushion? a GeraldG b GeraldG’s brother. c GeraldG’s sister.

5. Rosie’s golden retriever a died two weeks ago. b had a smile on its face. c was afraid of the jumper.

6. When JumpingJack was very young, she a had bad eyesight. b loved the clothes her grandmother made for her. c was very fashion-conscious.



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14

English C1 University English C1 UniversityV o c a b u l a r y

Part A

Put the correct definition beside the description

ambitious confident cunning easy-going extrovert hardworking generousimmature insecure mature mean introvert sensitive shy stubborn

A person who uses deception to get his or her own way.

This describes a person who is unkind or cruel.

Someone who is easily upset by things other people say or do.

This is someone who puts a lot of effort into his or her work.

A person who’s more interested in keeping to themselves than relating to other people, they prefer to be by themselves.

Someone who is willing to give money or time and help to other people.

This is a person who behaves and thinks in a way much younger than they are.

A person who is relaxed and doesn’t get easily stressed or upset.

This describes a person who is interested in everything around him and likes to be with other people.

This is a person who has a strong belief that what he or she says and does is right and doesn’t worry about what others think.

This describes a person who is an adult and behaves in an adult way.

This is a person who has a strong wish to be successful.

Someone who is nervous and uncomfortable about meeting other people.

This is someone who is determined to do what he or she wants and is unwilling to listen to others.

A person who never feels confident about the decisions they make.

P e o p l e : C h a r a c t e r t r a i t s



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English C1 UniversityV o c a b u l a r y

P e o p l e : S y n o n y m s

Use 11 words from the box to complete the crossword below.

bighearted grownup diligent self-assured touchy penny-pinching adolescent

uncertain loner devious determined inflexible outgoing flexible timid

Across1 easy-going6 stingy9 shy10 cunning11 immature

Down2 introvert3 generous4 insecure5 hardworking7 stubborn8 ambitious



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English C1 UniversityEnglish C1 UniversityR e a d i n g

Read the following text and decide which answer fits best: a, b or c.

1. A debate about dress code is taking place because a some facts from an employer’s dress code were printed online b an employee wrote his own dress code guide in a blog c a bank posted their dress code rules online.

According to the article, 2. children in countries where school uniform is compulsory a all understand why a dress code is necessary. b don’t believe a dress code should be enforced in the business world. c have very different views on dress code to children who have never worn school uniform.

3. the student who attended summer school believes a wearing what you like to school makes life much easier. b choosing suitable clothes to wear every day is not an easy task. a it was very stressful having to follow their dress code rules.

4. a lot of educators believe wearing school uniform a cuts the parents’ clothing budget in the long run. b helps children learn better. c makes children more aware that they are part of the school community.

5. an employee’s appearance a can have an effect on the image of a company. b must conform to a strict, written dress code. c is not important if they don’t work directly with the public.

6. some industries have no special dress code and believe that a any kind of casual, lax dress style is acceptable. b if workers feel comfortable, they will probably work better. c ties are dangerous as they could get caught in machines.

7. tattoos and piercings a are completely forbidden in schools. b are often the cause of legal action. c are unacceptable in the professional world, even if a person is willing to cover them up.

8. Choose the best title for the article: a The Arguments for and against School Uniform b Looking Good in the Working World c One of Life’s Important Lessons: Dressing Appropriately

P e o p l e : A p p e a r a n c e



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R e a d i n g

English C1 University

An internationally well-known European bank has recently sent a 24-page dress code to all its employees, one of whom reacted very indignantly to his employer’s demands by anonymously posting a blog online, mocking a lot of the content of the document. His blog has since gone viral and has triggered an online debate on social networks and forums about the ins and outs of dress code.Interestingly, in countries where school uniform is imposed, the reaction of most of those posting their opinions differs from those in countries where children do not have to conform from an early age to rules and restrictions regarding their appearance at school. In one student forum, one girl, who had been forced to wear a school uniform all her school life, commented that she had recently gone to a summer school where there was absolutely no dress code, which she had initially found welcoming and refreshing. However, by the time the first week was over she was “stressing out with nothing to wear’ and it had made her realize that having no dress code wasn’t as great as she had first thought – the stress of having to choose what to wear each day was much greater when everyone could wear whatever they chose to. Having no rules to follow actually made it more difficult to decide: What clothes are appropriate/cool/make me stand out from the crowd/make me melt into the crowd?Many educators suggest that having a school dress code has several advantages: it emphasizes equality, diminishes peer pressure, gives children a sense of unity and teaches students and pupils that there are times and places to wear appropriate clothing, to conform and to fit in. It might be appropriate to wear shorts to the beach in the summer, but maybe your future company may not be so happy if you wear them to the office on a hot summer’s day “because it is too hot to wear a suit’! Others argue that wearing a uniform and conforming to a strict school dress code suppresses students’ individuality and that all children should learn they have the right to express themselves anywhere and any time, whether it is in appearance, behaviour or voice. They believe schools are supposed to prepare students to participate in and contribute to society, to help them develop skills-based competencies which will help them in their future working life and that schools are not helping matters by expecting conformity in the form of a strict uniform rather than encouraging the development of individuality. Whatever the arguments for both sides, a dress code for the workplace is clearly a valuable policy for many employers and, whether young people starting out in their working life like it or not, the appearance of employees can distinctly impact how the business is perceived by the public. Although there cannot be a strategy of “one size fits all’ when it comes to dress code at work, the main aim of having a code, whether written or unwritten, is to display professionalism to clients and the public. If staff dress sloppily or inappropriately, it may give the impression that they don’t care about their work either. This would, for example, be particularly damaging in the hospitality industry where, if sloppiness is the norm, it might lead customers to question the quality of the services.When an employer considers implementing dress codes, the type of staff members, the clients and the type of industry must be considered. Clearly, in construction companies, safety is the main issue so a hard hat or safety glasses are a must, but is it important for a man to wear a suit and tie if he works at a bank? Many people would argue that a tie has absolutely no function and that wearing a suit does not make someone any more professional. In some industries, including IT, managers are often quite happy with casual dress as long as their workers give an impression of being well-groomed – on the basis that, allowing their workers to wear what they want and hopefully feeling good about themselves, it may even encourage productivity and creativity in their daily work.When discussing the issue of our appearance in the form of the type of attire we wear, the issue of other ways of expressing individuality, be it tattoos, piercings, hairstyles or jewellery, also arises. Employers are often derided for asking their staff to remove or cover up any of these signs of individuality as they believe it doesn’t give a good impression. Teachers in particular are often asked to remove piercings or cover up tattoos as they are not considered good role models for their pupils. In fact, many cases have been made public where people have taken their employers to court for losing their jobs as a result of their visible tattoos or piercings. In the end, it is the person’s own decision how they wish to appear in public and that the sight of a tattoo should not offend anyone, be it an employer, a customer, a colleague or a student. The debate of whether an employer dress code should and can be enforced rages on and is giving a lot of young people food for thought on the idea of how appropriate our appearance is supposed to be in specific situations.



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W r i t i n g

English C1 UniversityEnglish C1 University

Applying for a part-time job

A part-time job has been advertised on the university website looking for someone to help out with the university students’ magazine. You would really like to do this job. It’s something you’re interested in and you know you would enjoy. You had some work experience like this when you were at school, so you know a little about what is needed.

Write a formal email of application. Make sure to cover the following points:

• Reason for writing

• Background and experience in this field

• The qualities you could bring to the job

• Availability for an interview

• Your CV

P e o p l e : A p p l i c a n t s



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English C1 UniversityL i s t e n i n g

P e o p l e : S t u d e n t s

You are going to hear a conversation between two people. While listening, decide if the statements below are true or false and decide which answer fits best fits best: a, b or c.

Mark your answers on the worksheet.

Now you will have half a minute to read the items.

1. Sue needs to find a part-time job because her car is so expensive and her apartment needs repairs.

2. The laboratory admin has placed a job ad on the Intranet of the university.

3. Tricia has enough experience for the job.

4. The successful candidate must have a minimum of two years’ experience in translating and a degree in English and Spanish.

5. The job is at a…

a language school.

b language laboratory.

c translating company.

6. Candidates are to translate from…

a English into German.

b German into Spanish and English.

c Spanish into German and English.

true/false

true/false

true/false

true/false



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English C1 UniversityS p e a k i n g

P e o p l e : E m p l o y e e s

In today’s international business world, being able to speak another language has become a basic requirement. To your mind, should organisations provide language training for their employees, or should people be responsible for improving their own language skills?

Discuss the pros and cons with your group.




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21

L a n g u a g e E l e m e n t s


P e o p l e : P r e p o s i t i o n s

Fill in the blanks with the missing prepositions.

1. I studied computer science _____ September 2000 _________ May 2003.

2. Life is so complicated sometimes, I wouldn’t mind being cast ______ on a deserted island.

3. If you bear _______ me for a moment, I will explain what I mean.

4. When I was studying in the UK, I stayed _________ a host family.

5. Jane is arriving ______ 25th February _______ the afternoon.

6. I like to keep in touch with friends _________ email.

7. I need to decide ______ where is the best place to live.

8. The book is unobtainable because it is out ____ print.

9. He demanded to know who was responsible ________ breaking his bike.

10. The room measured five metres ____ three metres.

11. I will arrive sometime __________ 3 and 4 o’clock ______ the afternoon.

12. I’m colour-blind, I have difficulty distinguishing ________ green and blue.

13. I was pleased I no longer has the responsibility, it was a weight ______ my shoulders.

14. My parents were very proud ______ me when I got into university.

15. I enjoy travelling _______ train, it’s so much more relaxing than flying.

16. When I arrive home _____ the evenings, I like to change ______ something comfortable.

17. It stands ___ reason that success requires hard work.

18. We’ve been spending too much money ______ transportation, we need to save more.

19. There were so many cars this morning, traffic was _____ a standstill.

20. If we leave now, we should get to the station _____ time to catch the train.



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A n s w e r K e y B 2

Page 6: 1 genius; 2 ex-patriate; 3 colleague; 4 opponent; 5 peers; 6 tutor; 7 witness; 8 tenant; 9 employee; 10 employer; 11 landlord; 12 acquaintance; 13 client; 14 professor; 15 neighbours (across) and nerd (down); 16 pedestrian; 17 tourist; 18 successor; 19 refugee

Page 7: a successor/colleague; b landlord; c genius; d neighbour; e witness; f colleague; g nerd; h tutor; i pedestrian; j opponent

Page 10: 1 b; 2 b; 3 c; 4 b; 5 b; 6 c; 7 a; 8 c; 9 a; 10 b

Page 11: 1 true ; 2 true; 3 false; 4 true; 5 true; 6 false

Page 13: 1 b; 2 b; 3 c; 4 b; 5 c; 6 b



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A n s w e r K e y C 1

Page 14: 1 cunning; 2 mean; 3 sensitive; 4 hardworking; 5 introvert; 6 generous; 7 immature; 8 easy-going; 9 extrovert; 10 confident; 11 mature; 12 ambitious; 13 insecure; 14 stubborn; 15 shy

Page 15: Across: 1 flexible; 6 penny-pinching; 9 timid; 10 devious; 11 adolescent Down: 2 loner; 3 bighearted; 4 uncertain; 5 diligent; 7 inflexible; 8 determined

Page 16: 1 a; 2 c; 3 b; 4 c; 5 a; 6 b; 7 b; 8 c

Page 19: 1 False; 2 False; 3 False; 4 True; 5 b; 6 b

Page 21: 1 from/until; 2 away; 3 with; 4 with; 5 on/in; 6 by; 7 on; 8 of; 9 for; 10 by; 11 between/in; 12 between; 13 off; 14 of; 15 by; 16 in/into; 17 to; 18 on; 19 at; 20 in



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Track 1

People Level B2

Sally: Good evening everyone. I’m Sally Burke, the president of the Students’ Union at The Uni-versity of Broomfield, and I’d like to welcome you to our monthly student panel discussion. Our topic today is a very pertinent one in the era of social networking: What is the difference between a friend and an acquaintance? Here today we have three students from our uni – Christine, a first-year biology student, Peter, who is in his third year and is studying Classics and Dave, a second-year economics student. Welcome, everybody!

Following the phenomenal success of Facebook over the last few years, a new, rival social networking website has now been launched which specifically differentiates between friends, family and acquaintances. Admittedly, Facebook also offers a “groups” option in the meantime, but this is a bit difficult to manage and most people still stick to their original, long list of “friends” who receive all your postings.

So, is it better to distinguish between friends and acquaintances online? What is the difference? Let’s start with you, Christine.

Christine: Thanks for inviting me, Sally. I must say, I have never felt happy with the general term “friends” which is used in social networking. I actually have 753 “friends” on Facebook but, if I go through the list, I could honestly say that maybe 20 of them are real friends and the rest are people I know from my old school, people in various groups like my choir, family, fellow-students from my class, old colleagues from my Saturday job back home, and so on.

The problem is that there is a lack of a good English word to cover all those people in my social network – calling them “contacts” sounds a bit cold or formal, doesn’t it? That’s what they use on business networking websites, I think. And the word “acquaintance” seems a bit distant! To be honest, I would feel a bit guilty demoting hundreds of my friends to an “acquaintances” list!

Sally: But what exactly is the difference between a friend and an acquaintance? Maybe you would like to say something here, Peter?

Peter: Yes, go on then. I think there is a major difference. The last thing I would want is to be on a social network which puts everyone into one category, like it was when the whole social networking thing started out. That’s why I never wanted to sign up. No, to me, a friend is someone who you choose to socialize with, who you can have fun with and talk to about more or less anything, someone you share a deep level of communication with; someone to turn to

when times are tough. Whereas an acquaintance is someone you know by association: someone from school, work, parties, the gym, or whatever. A person who I can have a quick conversation with or just say “hi”. But nothing more.

Sally: Do you agree, Dave?Dave: Yeah, I do but it’s more than that. The man

who runs the newsagent outside the uni is an acquaintance. I’d recognize him, I’m in his shop nearly every day but I don’t do things with him, I don’t call him on the phone to chat. He’s an acquaintance. I wouldn’t dream of putting him on an “acquaintance” list, let alone a “friends” list!

Christine: Ah, but I also think an acquaintance is someone you’ve met but you’ve never had the chance to develop a friendship with. Maybe if you had the chance, it could turn into friendship. But often it will never go further than a brief “hello”.

Dave: Mm, that’s true. I have two close friends, both of whom I knew “in passing” from primary school but we only became good friends when we started here at the university together.

Peter: Someone said to me once that true friends are those you can ring at two o’clock in the morning if you need them, someone you spend time with, go round to visit often, in fact, act as if you own their house!!

Christine: I don’t know. I live at the other end of the country to my best friend. Deep communication doesn’t need to be frequent or very regular, I think the truest of friends are those who, despite distance, can still manage to be completely the same around each other when they haven’t seen each other in ages.

Dave: That is, of course, why social networking is good. It doesn’t matter where your friends are, you can always keep in contact.

Christine: Yes, that’s the best bit for me. I miss my family and friends back home and couldn’t imagine life without Facebook!

Sally: But, do you agree that it is a good idea to have different categories on social networking sites for friends, acquaintances and family?

Peter: Well, one thing that will never fit into a box is a human being! But, yes, if you want to use a social network, I think your contacts should be split into different groups.

Dave: To be honest, I prefer to go out and meet my friends and talk rather than exchange banal comments online. I only have “friends” on Face-book who are real friends, so I personally don’t need an “acquaintance” category!

Christine: Well, I’m sticking with my 753 “friends”. Whether the term is right or not, I do like to keep in touch with all my so-called “friends” online!

Sally: OK, listeners. You’ve heard the various view-points. If you wish to phone in with your opinions, the no. to call is 0345-343430.

A u d i o s c r i p t



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Track 2

People Level C1

Sue: I really need to find a part-time job. Living here is so expensive, the rent has just gone up and my car is so old that it keeps breaking down and needs mending constantly. Oh, it’s so frustrating!

Tricia: Oh Sue, I’ve just read an advertisement for the perfect job for you on the university website this morning. Just a second, it’s here somewhere, um, wait, “Yes, here it is”. The language lab is looking for translators and, as you can speak Spanish and English so well, I figured it would be perfect for you.

Sue: The language lab, of course, I never thought of that!Tricia: They’re looking for people to work as translators

from German into Spanish and English. You could do that, couldn’t you?

Sue: That depends. What qualifications are they looking for, and how much experience are they asking for?

Tricia: It says here you have to have a degree in Spanish and English and at least 2 years’ experience in translating. You have that, don’t you? I remember you telling me about it when we first met.

Sue: Yes, I have my degree in both languages and I’ve done a lot of translation work during the holidays, I guess it would add up to two years. What’s the salary?

Tricia: I can’t remember exactly. But it wasn’t too bad, you could certainly live off it, depending on how much work you can take on. Why not write to them and send your application. You’ve nothing to lose and if you don’t like it, you can always say no!

Sue: Yes, I think I’ll do that, send me the details and I’ll write to them today. Thanks a million.


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