Sample for Targeting - ECPE Course Book

1100 Unit 1

I Use your dictionary to help you find the following words:

1 ab c = resign, give up responsibility2 ab g = to shorten (a book, story)3 ab c = kidnap; take away4 ab r = not normal5 ab d = leave, give up

II See if you can add 2 words to eachcategory of roots.

bene, ben cap, cep, ceive cede, ceed, cess

__________ ______________ ______________

__________ ______________ ______________

__________ ______________ ______________

a, ab, abs from, away abort = terminate, endabsent = being awayabstain = refrain, keep away from

am, ami love, friend amicable = friendlyamiable = friendlyamorous = loving

bene, ben good, well benefactor=one who does good deedsbenevolent = kindbeneficial = helpful

cap, cep, ceive to hold, to take, accept = take, approveto grasp something captivate =capture

conceive = form, devise, grasp an ideadeceive = take in, trick

cede, ceed, cess go, yield, give up, exceed = go beyondstop motion proceed = go on

recede = go back in time

Study the following roots:

Your objectives in the vocabulary section are:A To increase your vocabulary on a systematic basis.

ñ listening to English speaking tv or radioprograms

ñ outside reading: magazines, novels, comics etc. ñ sitting down and learning 20 new words per

dayB Use effective strategies such as the process of

elimination and educated guessing to deal withunknown vocabulary.

C Recognize strategies that are not effective for aparticular item, such as the correct part of speech.

Learning etymology: the study of the origin of words

About 70% of all English words consist of Greek andLatin roots.Roots: basis to guessing vocabulary and are theword part to which affixes, (suffixes + prefixes) are

attached. Roots combine with other roots, as well aswith prefixes and suffixes to create more words andderivatives or related meanings.ñ Roots, suffixes and prefixes give clues to themeanings of thousands of words and equip you touse the context to guess word meaning.

Example: the Latin root corp meaning ‘body' isused in words like corpse, corporal, corporation,corps, incorporate, etc.The Greek root chron meaning ‘time' is usedin words like chronic, chronicle, chronograph,chronological, chronometer, etc.

ñ Dissect unknown words and look for familiar partsin new words you meet. This gives you an advantagewhen you must make ‘educated’ guesses.

Below is a list of some common roots to help youfamiliarize yourself with commonly used parts ofwords you meet.

Word building

Objectives to Vocabulary Learning

Root Meaning Examples

Unit 1 eggrafo s 8/19/08 1:36 PM Page 10

1111Unit 1

III Use your dictionary to find the following words:

1 bene = advantage, profit2 ben = charitable, not harmful3 ceive = get4 cap = prisoner5 cap = ability to do something6 cess = a break7 cede = admit unwillingly8 cess = series of actions or things

that happen9 cess = have more than what's needed

Verbs of contempt Verbs of destroying

1 despise 1 defeat

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

11

12

13

IV Separate the following verbs into thetwo categories below (you may need adictionary)

snub, sneer at, demolish, suppress, shatter,spurn, despise, erode, topple, smash, loathe,defeat, look down on, disdain, knock down,squelch, overthrow, subdue, scorn, wreck,

hate, shun, quench

V Michigan type items

1 The boy kicked the ball too high and it _______an upstairs window.a wrecked c squelchedb smashed d subdued

2 Because she is so wealthy, she thinks she has theright to _______ those with less money.a knock down c look down onb squelch on d overthrow

3 Here, have a glass of water to _______ yourthirst.a disdain c shunb spurn d quench

4 Her dreams of a career in law were _______because she failed to get into law school.a shattered c toppledb defeated d eroded

5 They are _______ the old hotel to construct anew one in its place.a eroding c subduing b demolishing d snubbing

6 The weather, water and the wind _______ rockand soil, causing it to crack and break, so that itis gradually destroyed.a erode c suppressb wreck d scorn

7 She _______ anyone who does not tell the truth.a subdues c scorns b calms d secures

8 The taxi was completely _______ in the accident.a toppled c suppressedb wrecked d defeated

VI Match the pictures with verbs from the list.


1122 Unit 1

1990-1991 Test 1

1. theirThe subject of this sentence is the shad whichmay be either singular or plural. In order to seethe number of the subject, always look at theverb. In this case ‘swim’ is plural, therefore thecorrect answer is c. We need agreement ofsubject and object here.

1990-1991 Test 2

1. studiesThe verb of the sentence is plural ‘indicate’therefore the noun must also be plural.If the correct choice were ‘a' it would have to beresearch indicates since research is acollective noun, it takes a singular verb.

CLOZE

1990- 1991 Preliminary Test 1

The shad is the largest American member of the herring family.Usually 18 to 24 inches long, it spends most of its life in the ocean.Like salmon, shad ascend freshwater streams to spawn.During the early spring, the shad swim northward to the river of 1birth. The water temperature 2 be around 50 degreesFahrenheit 3 the shad will enter the mouth of the river, andonce they reach fresh water they stop eating and live4 stored body fat. At the spawning 5 , the roeshad deposits her eggs- all 100,000 to 600.000 of them.The eggs are about one-thirty- second of an inch indiameter and hatch in about eight days, dependingagain on the temperature of the water.

1 a its c theirb the d first

2 a would c canb could d must

3 a and c whenb for d before

4 a off c withb without d in

5 a grounds c mouth b runs d of

1990-1991 Preliminary Test 2

The shad is the largest American member of the herringfamily. Usually 18 to 24 inches long, it spends most of its life in theocean. Like salmon, shad ascend freshwater streams to spawn. Recent1 indicate that water temperature is the 2 to the shad'smovements, both 3 their spawning runs and their oceanicmigrations. After 4 the shad head north to the bay of Fundyarea in the North Atlantic for the summer months, and in Septemberthey reverse direction. By late December, they can be found off theFlorida 5 .

Steps to doing a cloze testñ Read the cloze passage quickly to find the

subject. By doing this the mind mayautomatically supply an answer choice, if it isan item such as an article, preposition, phrasalverb, etc. Also the reader may find answerssupplied within the text itself( this happensquite often).

ñ Always be aware of your time limit.ñ Look at the answer choices given.ñ Using a ruler to line up the passage with the

multiple choice answer items, begin reading thepassage again.

Strategiesñ Try to guess meanings of unknown words from

the context.ñ Make educated guesses - if you think something

sounds right, use it. Your instinct for languageis usually right.

ñ Apply your grammar knowledge but watch outfor traps or exceptions.

ñ Analyse what part of speech the sentence lacks.ñ Look for prepositions after or before the blank.ñ Use the process of elimination to eliminate

choices which you feel are too far-fetched.

1 Read the passage, then select the word that best fills the blank in both grammar andmeaning.

Note that item #1 in both cloze tests is an agreementitem. Agreement is commonly tested.

TipWatch #2and #3.This is aconditionalsentence.

1 a research c scholarsb it d studies

2 a key c factorb way d cause

3 a are c duringb of d have

4 a spawning c thatb movement d while

5 a beach c area b coast d ocean


1133Unit 1

Foods in their natural state remain sound and edible for onlya comparatively short time. Food preservation has engagedthe attention of mankind from the earliest times. Prehistoricman preserved 1 cereals by parching, vegetables andfruits by drying, milk in the form of fermented products or ascheeses, and fruit juices as cider or wines; and the hunter 2to dry 3 salt his game or fish. The ever-increasingspread of 4 over different parts of the world into widelydifferent climates and 5 more the increase in urbanpopulations 6 rendered the development of efficientmethods of 7 a matter of vital necessity. 8 manycenturies, the art of 9 was at a standstill or developed10 slowly and was purely empirical, fermentation, drying,smoking or curing with salt, being the principal 11 .12 the biological causes of food spoilage became betterunderstood, rapid 13 followed 14 appropriate15 were soon developed for dealing with the causativeagents.Since most foods 16 carry or eventually acquirebacteria, molds or yeasts, microorganisms 17 the majorcause 18 food spoilage. Other factors leading todeterioration or spoilage are the 19 (ferments) naturallypresent in some 20 and various chemical reactions,particularly oxidation.

1 a his c otherb their d by

2 a also c learnedb more d ought

3 a the c orb by d with

4 a foods c populationb salts d man

5 a also c althoughb thus d still

6 a and c which b they d had

7 a preservation c learningb skills d man

8 a For c Sinceb In d By

9 a these c manb necessity d preservation

10a clearly c onlyb that d so

11a one c causesb way d methods

12a Although c Asb Nevertheless d If

13a advances c spoilageb information d drying

14a them c andb the d if

15a methods c oneb way d development

16a don't c eitherb won't d both

17a are c beingb and d or

18a of c beingb in d with

19a yeast c moldb causes d enzymes

20a meals c foodsb areas d types

Commonly tested grammar items on cloze tests

ñ phrasal verb - prepositionñ idiomatic expressionsñ conditional sentencesñ negativesñ word orderñ gerunds and infinitivesñ tensesñ passive voiceñ connectors or linkersñ modalsñ comparatives - emphaticsñ relative clauses - clauses

introduced by which, who, where, etc.

ñ articlesñ pronouns - all types

Types of cloze test items

ñ Agreement - subject with verb- subject with object- object with verb

ñ discourse (comprehension items)ñ phrasal verb or prepositionñ grammar (syntax) - clausesñ pre-mentioned itemñ vocabulary itemñ verb tense formation

Cloze

I Read the passage, then select the wordthat best fills the blank in both grammarand meaning.


III Match the words in column A to the words in column B.Column A Column B1 infamous a area, province2 fictitious b winner, the one who conquers3 civil servant c areas or divisions of a country4 quit d unimportant, small5 set out e someone who governs/rules6 folk f having a bad reputation or fame7 superstition g to inform/caution, show danger8 region h make someone suffer, cause pain9 ruler i stick into, pierce, force into10states j stop, give up11victor k fulfil, realize expectations12 foe l someone who works for the government13petty m belief in magic, ghosts, supernatural, etc.14 torture n begin, start15drive into o enemy16warn p traditional or typical of a community17 live up to q not real, made up

Vocabulary

Exam InformationBoth the Preliminary examination and the Finalexamination have such reading passages like the one onpage 28 followed by 5 questions. The Preliminary examincludes one reading passage while the final examincludes 4 such passages with a total of 20 questions.Candidates should allow themselves approximately 8minutes to read each passage and answer the relatedquestions.The reading passages cover a wide range of topics, whichmay be found in university level textbooks, but in generalmay be classified as:

Social science: - anthropology - psychology - sociologyScience + technology: - chemistry - physics - zoology- botany - medicine - engineering - mechanics - geologyArt : - architecture - literature - musicAlthough the topics vary, the style in which they arewritten is similar and fairly simple patterns oforganization are used. Though the vocabulary used in theReading Section is sophisticated, it is not unrealisticallycomplex. However, there will be certain words that youdo not know. Try to guess these words from the context.It is not necessary to understand all the vocabulary inthe passages in order to answer these items.

2299Unit 3

Type of item Specific detail

Main idea

Negatives

Inference

Explanation -reader must locate and identify answers about specific details and information fromthe passage

ñReader asked to find what the main idea is ñ The choice that correctly summarizes

the author’s main idea. ñ The subject of the passage or the reason

the author wrote the passage...ñ Reader may be asked to identify the

author's attitude or mood.

ñ Reader is asked which of the answer choices is not discussed / mentioned in the passage

ñ Reader must draw conclusions based on the information given

Wording usedñ According to the author how does…ñ According to the passage where does….?ñ Which of the following is true according

to the passage? ñ Which of the following best explains…

ñ What is the main idea of the passage ?ñ Why did the author write the passage?

ñ What is the passage mainly about?

ñ What tone/attitude does the author take?

Which of the following is not true accordingto …..?

ñ Which of the following can be inferredfrom the passage ?

ñ The author implies that…

Items tested


3300 Unit 3

Grammar: uses of the Gerund and Infinitive

uses of the gerund

1 As subject: Skiing is my favorite winter sport.2 As object: My favorite winter sport is skiing.3 After prepositions and phrasal verbs: We

are grateful to you for lending us the moneyCommon phrasal verbs:afraid of forget aboutapprove of charged withargue about insist onlook forward to carry onkeep on give upbelieve in object tocomplain about plan onconcentrate on put offdepend on rely ondecide on succeed inthink of/about worry about

4 After certain verbs: You must not postponehaving your eyes examined.

uses of the infinitive

1 As subject: To jog is not safe if you have aheart condition.

2 As object: Doctors say it is not safe to jog ifyou have a heart condition.

3 After certain verbs: The lawyer advised hisclient to pay back the loan.

4 After adjectives: I am afraid to tell myparents about my poor grades.

afraid amazed angry delighteddifficult disgusted glad happylikely lucky obliged sad surprised unable sorry

* Note Some verbs are followed by the full infinitive:I was encouraged to continue my studies others by the bare infinitive:You can succeed, if you work

* Verbs that take both gerund and infinitive with a change in meaning: remember, forget, stop, try.Verbs that take both gerund and infinitive with no change in meaning.begin start continue like love dislike can't stand hate can't bear

I What do these sentences mean?

1 Remember to call me. The action is in the future2 Remember calling me? The action is in the past

1 He forgot to call me2 He forgot calling me.

1 She stopped to buy a pack of cigarettes.2 She stopped buying cigarettes.

1 Try to use a screwdriver.2 Try using a screwdriver.

II Complete the sentences with aninfinitive or ing form. Use the given verbphrase and make any necessary changes.Do not add any words.

become a doctor1 My brother had never considered becoming a

doctor.2 When he went to university he hadn't intended

.3 Grandfather recommended he

.4 Father suggested he not .5 As time went on he felt the need

.6 He has never regretted .

admitdeferendure imagine postpone saveanticipate delayenjoy include practice startappreciate deny

escape intend prevent suggestavoidexcuse involve understandbegindetestfancy mention recollectcease

dislikefindmindresentconfess doubtfinishmiss resistconsider dread forgive pardonrisk

advise beginhelpoffertellaffordcarehesitateplantendagreecompelwant

hopepretendthreatenappeardareintendproceedpromisearrangedeservelearn (how)refuse

askattemptencouragedecidemanageseemfailexpectforbidforgetneglectstart


3311Unit 3

1 “I thought you were planning to take a trip”.“Well my wife recommended that__________ themoney”.a us not spending c we're not spendingb us not to spend d we not spend

2 I strongly recommend we _________ the firstplan.a choose c had better chooseb are choosing d should choose

3 It is required that___________ the medicalexamination or he won't be allowed to playsoccer.a John's passing c to passb he is passing d John pass

4 It is important__________ for the job in person.a he is applying c he applyb he applies d his applying

5 I really don't find it necessary that__________the whole truth.a he be told c him tellsb him being told d being told

6 “I thought Jack was coming too.”“We all suggested _________ but he turned usdown.”a him to come c he is comingb he come d coming

7 I'm sorry for_________ your new vase.a having broken c have been brokenb have broken d had to break

8 “Did you hear about Frank's accident?”“Yes, I wouldn't want that_________ to me”.a happen c has happenedb happened d to happen

9 After our fight, Joe avoided__________ to me.a to talk c from talkingb talking d not to talk

10“Are you still sick?”“Yes, but I hope __________ better by tomorrow”.a feeling c will feelb to feel d feel

11“Does Mark know how difficult teaching can be?”“I think so._____________ a teacher before, heshould know.”a He had been c To have beenb To be d Having been

12Would you recommend John?Yes, I believe_________ a good worker.a him being c his beingb him to be d that is

13The imported car is more expensive, but it'll lastlonger. _____________ that way, I guess it'sworth the money.a Look at it c Looking atb Looking at it d To look at

14Selfishness results__________ alone, withoutfriends.a of being c of having beenb in having been d in being

15All Betty wants______________ happy.a being c has beenb is to be d to be

16“I don't know why Bob doesn't finish his work”.“Some people __________ anything done”.a have a difficult to get c are difficult gettingb have difficulty getting d are difficult to get

I Choose the correct answers keeping in mind the subjunctive.

Look at items 3 and 4 from the previous exercise.

The correct answer are:3 Grandfather recommended he become a doctor.4 Father suggested he not become a doctor.

After verbs such as: command request recommend urge insistprefer suggest require demand askdesire

we use the subjunctive - that is a bare infinitive formation.The same applies to adjectives like:

important imperative necessary urgent vital essentialIt is important that he not be late.


4400 Unit 4

Read this passage from an ECPEPreliminary test together in class.

Kennewick Man is the name given to anancient skeleton found in the northwesternUnited States in 1996. From studying the80% of the skeleton that was recovered,anthropologists have concluded that thisearly American was a muscular man in hisforties, about 5 feet 9 inches tall. A depressionover the left eye was probably the result ofa minor injury. Researchers have not beenable to agree about the significance of otherinjuries to the skeleton, including six brokenribs and an arrowhead embedded in thepelvis.However, they do agree, based onradiocarbon dating of the bones, thatKennewick Man is more than 9,300 yearsold.Since the discovery of the skeleton, scientistsand Native American tribes living in the areahave been in a dispute about what shouldbe its fate. Five tribes claim Kennewick Manas an ancestor and want the remains buriedimmediately. Researchers, however, want tocontinue to study these bones that haveforced anthropologists to rethink theoriesabout where the original Americans camefrom. These researchers say that KennewickMan appears to be more closely related tothe people of Polynesia and southern Asiathan to the Native American tribes that claimhim. If that is true, it calls into question thelong-held belief that North America's earliestarrivals came by a land bridge from Russia.Kennewick Man introduces the possibilitythat the first Americans came here by boator by some alternate route, and that theywere not the ancestors of today's NativeAmericans. A DNA analysis might settle the question ofthe relationship between Kennewick Manand Native Americans, but to date none ofthe laboratories that attempted to extractDNA for analysis was successful.

II Give a synonym or meaning for thefollowing words. Use the reading text.

1 muscular ..........................................................................................................................

2 depression ....................................................................................................................

3 ribs ..............................................................................................................................................

4 arrowhead ....................................................................................................................

5 embedded ......................................................................................................................

6 pelvis ......................................................................................................................................

7 radio carbon dating ....................................................................................

8 dispute ................................................................................................................................

9 ancestor ............................................................................................................................

10alternate ..........................................................................................................................

TTeeaacchhiinngg RReeaaddiinngg

VVooccaabbuullaarryy

Task 1:I Discuss these questions

1 Why was the passage written?a To give information about a specific topicb To draw attention to a problemc To argue for or against somethingd To shed light on a new discovery

2 What is the subject matter? - (Main idea)What is the main idea of each individualparagraph?

3 ñ Underline the words you don’t know from the passage.

ñ Separate active (words you need to know to answer a question) from passive (words you don’t need to know) vocabulary.

ñ Note key words and phrasesñ Don't bother with passive vocabulary.ñ Try to guess the meanings of unknown words

from the rest of the context.


6600 Unit 5

Listening

Longer Conversations

Listen to the main pointsñ identify speaker, audience, subject matterñ identify main topicñ understand meaning - rephrased or restatedñ guess unknown vocabulary - first work out

the part of speech- listen to the context ofthe sentence to get an idea of what it means.

Example: The waiter went around the tablepouring the 10 year old port into our glasses.ñ What part of speech is port?ñ Port is a noun and a liquid since it’s poured.Since it’s 10 years old, it’s some sort of alcoholicbeverage and not water. This is sufficientinformation. We don’t need to know exactly whatit is.

There are 3 main types of questions in part 3ñ Main idea or topic sentence - broad

understanding of whole talkñ Specific detail questions - pinpoint detailñ Inference questions - information not directly

given but surmised.

Part three listening involves:ñ active engagementñ identify key informationñ record the information for future referenceñ interpret the information in the light of a

question

extended textñ factualñ informed on a topic of general interestñ report formñ two or three speakersñ questions on the text are heard not seenñ answers are multiple-choice

Sub-skills for extended textsñ understanding prosodic featuresñ recognizing key informationñ note-talkingñ predictingñ listening for gistñ listening for specific information

Animal Instincts

1 a Oneb Twoc Three

2 a They couldn't accept it.b They found it reasonable.c It isn't stated.

3 a A de-worming treatment.b Mineralsc Parasite medication

4 a To show animals only use medicinal plants when necessary.

b To show that plants aren't the only source of medicines.

c To show how much they like fruit in their diet.

5 a They use them to strengthen their tusks.b They swallow them.c They turn them into powder form.

Take notes here:

Part III In this part, you will hear a short segment from a radio program. The program is called‘Learning from the Experts’. You will hear what two different radio guests have to say about a topic. Thetalk lasts about two minutes. As you listen, you may want to take some notes to help you rememberinformation given in the talk. After the talk you will be asked five questions about what was said. Fromthe three answer choices given, choose the one which best answers the question according to theinformation you heard.

Tipsñ be familiar with directions before

coming to the text

ñ answer each question promptly and

go on to the nextñ pay attention to introductions.

ñ They set the scene and give the

general ideañ look at the answer choices and try

to predict the questions

ñ if you are not sure of an answer

eliminate as many choices as you

can and then guess

ñ never leave a blank. Even if you are

not sure, guess an answer and go

on.


82 Unit 7

Writing

Before writing about any issue, ask yourselfcertain questions:

Once all this information is processed you mustlay out the physical structure of your compositionand see where each of the 5 questions listened abovefits in.

Introduction

1. Who is my reader or audience? Who influenced meor made me aware of this issue?

2. What is the issue? What position do I take? What ismy central idea?

3. What do I know about the issue? When did I firsthear of it? (supporting evidence).

4. Why do I feel like I do about it? Why am I writingabout it? (purpose).

5. How am I affected by the issue? How are othersaffected? (central idea).

The first paragraph will be your thesis or introductoryparagraph. Make sure one of the sentences in theintroduction repeats the topic sentence which you arewriting about, so that it introduces the topic of theessay and arouses the reader’s interest. The firstsentence in your introduction should be very generaland lead to the more specific.

The body consists of paragraphs ( 2 maximum in the30-minute time limit) which give evidence and supportwhat you have said in your introduction. Eachparagraph supports only 1 main idea. This means thatit has unity. Another important characteristic that aparagraph must have is coherence. This means that thesentences follow a logical order and the flow from onesentence to another is smooth with the use of properconnectors.

The function of the concluding paragraph is toinform the reader that you have said all you wanted tosay and you do this by writing a summary of all themain points which your essay included. Basically, it is arewording of the introduction, to come back and tieeverything together so there are no doubts as to whyyou wrote your essay.

The Body

The Conclusion

TOPIC: Should there be government control overwhat is shown on T.V.? Discuss your opiniongiving examples.

NOTICE the use ofthe question - it getsthe reader thinking.Use questions in yourwriting for emphasis.

NOTICE: Underlinethe linking wordsused and see howthey help to combinethe sentences andgive the essay unity.

IntroductionIt seems to me that any type of control is

not the best way to solve a problem. Butthen again what can be done? The shows ÔnT.V. have gotten out of hand and the answermay lie in government control. However,there are both positive and negative aspectsto having the government step in and saywhat should or should not be shown ontelevision.

BODY (Paragraph one)On the whole, no matter which channel

you decide to turn to there is excessive use ofbad language and every second word in somecases is a word that shouldn’t be used,especially around young children. This goeshand in hand with all the sex and violencethat is shown and not only late at night butall through the day when children watchT.V. However, if the government couldimpose certain time limits which would saywhen ‘adult’ shows could be shown thiswould help protect young viewers. Inaddition, during the day more educationalprogram should be shown to help educateyoung learners.

BODY (Paragraph two)However, isn’t any kind of censorship

bad? Who is to say which programs shouldbe shown and which should not? Here wehave other kinds of problems developing.Different people have different opinions andmeasure things according to their own pointof view. What is excessively violent for oneperson may not be so for another. Whereshould limits such as censorship be put?This is a very serious problem.

ConclusionIn conclusion, I can’t really decide on

banning certain programs throughgovernment control but I think that timelimits should be set. Programs which arenot good for young viewers should be shownlate at night and with parental guidance.Children should watch only previouslyselected programs. One thing thegovernment can do is prohibit the use ofsuch offensive language. This might be thefirst step in the right direction.

general statement

You are giving thereader a view of whatyou will say in the body.You state your thesisstatement in theintroduction so thereader now knows whatyour essay is about.

Examples of why somecontrol is needed.

A possible solution.There are advantagesto government control.

2nd paragraph of thebody shows theopposition to control.It shows that thewriter also sees anegative point ingovernment control -the disadvantages.

In the conclusion thewriter restates themain points of theessay and the possiblesolutions. Which hethinks are best.

Homework: Using the guidelines given here, writean essay on the following topic:

The essay


Documents

Sample for Targeting - ECPE Course Book