CAMBRIDGE TAIT Annette Capel ULAu certificate hates rrr Te Mle ls] EKER Fenn & 3 g Teacher’s Book So eecete TCR MUTE tC a clSecond edition PT ee) 1) UC SAL Teach Book CAMBRIDGE UNIVERSITY PRESS‘CAMBRIDGE UNIVERSITY PRESS ‘Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 BRU, UK www.cambridge-org Information on this ttle: www.cambridge.org/9780521700658 This publication isin copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written, permission of Cambridge University Press. First published 2000 10th printing 2007, Second edition published 2008 Reprinted 2009, Printed in the United Kingdom at the University Press, Cambridge A catalogue for this book is available from the British Library Library of Congress Cataloguing in Publication data ISBN 978-0-521-70065-8 Teacher's Book ISBN 978-0-521-70064-1 Self-study Student's Book ISBN 978-0-521-70063-4 Student's Book ISBN 978-0-521-70066-5 Workbook ISBN 978-0:521-70067-2 Workbook with Answers ISBN 978-0-521-70069-6 CD (audio) set Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites i, ‘or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Cover design by Dale Tomlinson Produced by Kamae Design, OxfordContents ‘Map of Book Exam information Unit + Fashion matters Unit 2 The virtual world Unit 3 Going places Unit 4. Our four-legged friends Unit 5 Fear and loathing Unit 6 What if? Units 1-6 Revision Test1 Unit 7 Life's too short Unit 8 Downshifting Unit 9 The hard sell Unit 10 The final frontier Unit 1 Like mother, like daughter Unit 12 A great idea Units 7-12 Revision Test 2 8 24 28 32 36 38 46 54 60 64 69 B ub Unit 3 Education for life Unit 14, Career moves Unit 15 Too many people? Unit 16 Eat to live Unit 17 Collectors and creators Unit 18 What's in a book? Units 13-18 Revision Test 3 Unit 19 An apple a day ... Unit 20 No place to hide Unit 21 To have and have not Unit 22 Alittle night music Unit 23 Unexpected events UI Priceless or worthless? Units 19-24 Revision Test 4 83 88 92 o7 102 107 no m 19 123 Unit 25 Urban decay, suburban hell Unit 26 Getting around Unit 27 Material girl Unit 28 Sense and sensitivity Unit 29 Newshounds Unit 30 Anything for a laugh Units 25-30 Revision Test 5 Photocopiable recording scripts Acknowledgements 191Map of Objective First Certificate Student’s Book TOPIC Unita Fashion matters 8-11 Fashion; describing people Exam folders 12-13 Unit 2 The virtual world 14-17 Computer games; the Internet Writing folders 18-19 Units Going places 20-23 Travel Exam folder2 24-25 Unit 4 Our fourlegged friends 26-29 Animals; pets Writing folder 2 30-31 Narration: frightening. experiences Exam folder 3 36-37 Unit 6 What if? 38-41 Winning prizes Writing folder 3 42-43 Revision Units 1-6 44-45 Unit 7 Life's too short 46-49 Sport Exam folder 4 50-51 LESSON FOCUS 111 Speaking and listening 1.2Grammar 2.1 Reading 22Grammar 3.1 Listening Pronunciation: 3.2Grammar 4.1 Reading 4.2Grammar and vocabulary 5.1 Listening Pronunciation: past tense endings 52.Grammar 6.1 Reading 6.2 Grammar and vocabulary 7.1 Grammar question EXAM SKILLS Paper 5 Speaking: 2 ‘Comparing photographs Paper 4 Listening: 3 Matching Paper 3 Use of English: 4 Paper 3 Use of English: 4 Key word transformations Paper 1 Reading: | ‘Skimming and scanning. Paper 2 Writing: 1 and 2 Informal leters and emails Paper 5 Speaking: 2,3 Paper 4 Listening: 2 Sentence completion Paper 3 Use of English 4 Paper 3 Use of English: 3 ‘Word formation Paper 1 Reading: 3 Matching Paper 4 Listening: 1 ‘Multiple choice Paper 2 Writing: 1 Transactional letters and emails 1 (formal) Paper 4 List Short extracts Paper 3 Use of English: 2 Paper 3 Use of English: 2 Open cloze Paper 1 Reading: 2 Gapped text-sentences Paper 3 Use of English: 1 Paper 2 Writing: 2 Stories 1 Paper 3 Use of English: 3 and 4 Paper 4 Listening: 3 Matching Paper 3 Use of English: 1 Multiple choice cloze GRAMMAR ‘Comparison Adverbs of degree sly adverbs Review of present tenses Modals |: Obligation, necessity and permission as and like Review of past tenses: Past simple Past continuous Past perfect ‘Adverbs of frequency Gerunds and infinitives 1 Question tags 4 MAP OF OBJECTIVE FIRST CERTIFICATE STUDENT'S BOOK VOCABULARY ‘Appearance and dothing Phrasal verbs Computers ‘Compound nouns Positive and negative adjectives ‘Travel and holidays ‘Travel collocations Expressions with do Prepositions of location Animals and pet ‘Compound adjectives, Expressions with time Fear lrregula verbs Winning Pharases with in Parts of speech Sport Phrases expressing likes and dislikesTOPIC LESSON FOCUS EXAM SKILLS GRAMMAR VOCABULARY Unit 8 8.1 Reading Paper 5: Speaking: 2and 3. used to and would Jobs and work Downshifting 52-55 8.2 Grammar and. Paper 1 Reading: 1 ‘Word formation Modern lifestyles vocabulary Multiple choice questions Expressions with get Phrasal verbs with ger Writing folder 4 56-57 Paper 2 Writing: 2 Essays | Unit 9 9.1 Grammar Paper 3 Use of English: 4 Modals2: Speculation and Products and promotion The hard sell 58-61 9.2 Listening and speaking Paper 3 Speaking: 3 deduction Ajective-noun advertising Pronunciation: sentence Shared task Order of adjectives collocations Exam folders 62-63 Paper 4 Listening skills for FCE Unit 10 10.1 Reading Paper 1 Reading: 2 Review of future tenses Space The final frontier 64-67 10.2 Grammar Gapped text-sentences Signposting words in texts space Phrases with at sriting folder 5 68-69 Paper 2 Writing: 2 Articles 1 Unit n 11.1 Speaking and Paper Speaking: 1 Giving like Personality like mother, ike listening personal information —_Adverb or adjective? -ed-ing adjectives daughter 70-73 11.2Vocabulary and Paper 4Listening:4 Past and present participles Phrasal verbs Family grammar Multiple choice Cinema Exam folder 6 74-75 Paper 4 Listening: Short extracts Unit 2 1211 Reading Paper 1 Reading: 3 The pusive Inventions Agreatidea 76-79 12.2 Grammar and ‘Multiple matching Verb collocations nology and inventions vocabulary Paper 3 Use of English: 4 ‘Writing folder 6 80-81 Paper 2 Writing: 2 Reviews Revision Units 7-12 82-83 nit 13 1311 Listening Paper 5 Speaking: 2 Reported speech School and education *ducation for life 84-87 13.2 Grammar Paper 4 Listening: 3 Reporting verbs Expressions with make cation Maltple matching Reported questions Paper 3 Use of English: 4 fam folder7 88-89 Paper 4 Listening: 2 Sentence completion Sits, 14.1 Reading Paper 5 Speaking: 2 Perfect tenses ‘The workplace Career moves 90-93 14.2 Grammar Paper 1 Reading: 3 Negative prefixes “siarking life Multiple matching Expressions with all and the whole Writing folder 7 94-95 Paper 2 Writing: 2 Applications 1 unit as 15.1 Listening Paper 5 Speaking: 4 Countable and ‘The environment Too many people? 96-99 Pronunciation: numbers Paper 4 Listening: 2 ‘uncountable nouns Word formation *yeenvironment 15.2 Grammar and Sentence completion Some, any, no Expressions with vocabulary Paper 3 Use of English: 2 uncountable nouns and3 Fram folder 8 100-101 Paper 4 Listening: 3 Multiple matching MAP OF OBJECTIVE FIRST CERTIFICATE STUDENT'S BOOK (5 S|TOPIC Unit 16 Eat to live 102-105 Food Writing folder 8 106-107 Unit 17 Collectors and creators 108-111 Hobbies Exam folder 9 112-113 Unit 18 What's ina book? ne47 Books Writing folder 9 118-119 LESSON FOCUS EXAM SKILLS 16.1 Listening and reading Paper 1 Reading: 2 162 Grammar Gapped text-sentences Paper 2 Weiting: 1 Transactional letters and emails 2 (informal) 17:1 Speaking and listening Paper 5 Speaking: 2 17.2.Grammar ‘The long turn Pronunciation: contrastive Paper 4 Listening: 1 stress Short extracts Paper 3 Use of English: 2 Paper 4 Listening: 4 Multple choice 18.1 Reading, Paper 1 Reading: 1 182 Grammar Multiple choice Paper 3 Use of English: 2 and Paper 2 Writing: 2 Question 5 The set book Revision Units 13-18 120-121 Unit 19 ‘An apple a day .. 12-125, Health and fitness Exam folder 10 126-127 Unit 20 No place to hide Re Crime Writing folder 10 132-133 Unit 21 To have and have not 134137 Shopping Exam folder 11 138-139 Unit 22 Alittle night music 140-143, Music Writing folder 1-145 ce MAP OF \ 19.1 Grammar Paper 4 Listening: 4 192 Listening Multiple choice Pronunciation: silent leters Paper 3 Use of English: 1 Paper 1 Reading sil for FCE 20.1 Speaking and reading Paper 5 Speaking: 3 and 4 2022 Grammar Shared task and related iseusion Paper 1 Reading 2 Gapped text sentences Paper 2 Writing: 2 Stories 2 21.1 Listening and Paper 4 Listening: 3 vocabulary Maltiple matching, 21.2 Grammar Paper 3 Use of English: 2 and 4 Paper 1 Reading: 1 ‘Multiple choice 22.1 Speaking and reading Paper 5 Speaking: 2 222 Grammar Paper I Reading: 2 Gapped text-sentences Paper 3 Use of English: 1 GRAMMAR ‘The article Possession Prepositions of time Relative clauses enough, foo, very, 5, such Modals 3: Advice and suggestion Testime Ihave/get something done Gerunds and infinitives 2 Clauses: Concessive clauses; purpose, reason and result clauses Complex sentences OBJECTIVE FIRST CERTIFICATE STUDENT'S BOOK VOCABULARY Food Expressions with off Hobbies Expressions with look Phrasal verbs with look Books Phrasal verbs with come and go ‘The body Health Phrases with on Word formation Crime Verbs with a change in meaning ty sop, egret remember, frgt, mea, goon Money Shopping Phrasal verbs with cut Adjective-noun collocations Music and concertsTOPIC LESSON FOCUS EXAM SKILLS GRAMMAR VOCABULARY ‘nit 23 23,1 Listening Paper 4 Listening: 2 Intensifiers The natural world nexpected events Pronunciation: intonation Sentence completion Iwish /1fonly Phrasal verbs with off 46-149 23.2 Grammar Paper 3 Use of English: 2 wish/hope ‘Verb-noun collocations Natural disasters and 4 Exam folder 12 150-151 Paper 1 Reading:2 Gapped text-sentences “nit 24 Priceless or 24.1 Reading Paper 1 Reading: 1 Adverbs and word order Art worthless? 152-185 24.2 Grammar and ‘Multiple choice Verb collocations an vocabulary Paper 3 Use of English: 3 Words often confused ‘riting folder 2 Paper 2 Writing: 2 36-157 Articles 2 Revision Units 19-24 158-159 enit 25 25, Listening and Paper Listening: 2 Mixed conditionals Giy lite urban decay, suburban speaking Sentence completion Words with up- ell 160-163 25.2 Grammar Paper 3 Use of English: 1 ‘Words with re- ity life Paper 5 Speaking: 4 sm folders3 164-165 Paper 1 Reading: 3 Multiple matching =nit 26 26.1 Reading Paper 1 Reading: 3 Inversion Means of transport Getting around 166-169 262 Grammar and Muliple matching Relative pronouns: Phrases with gee anspor vocabulary Paper 3 Use of English: 2 wha, wham, whose “Miting folder 13, Paper 2 Weiting:2 0-171 Essay 2 anit 27 211 Listening Paper 4 Listening: 4 Revision of tenses Famous people Material girl 172-175 Pronunciation: intonation Multiple choice Time expressions Phrasal verbs and 1amous people 27.2 Grammar and Papee 3 Use of English: 3 expressions vocabulary ym folder 14 176-177 Paper 5 Speaking: Complete test Jit 28 Sense and 28.1 Reading and Paper 1 Reading:2 Number and concord Colour sensitivity 178-181 vocabulary Gapped text sentences Phrasal verbs with out spular psychology 28.2 Grammar Paper 3 Use of English: 2 Verbs and adjectives followed by prepositions “writing folder 14 Paper 2 Writing: 2 m8 Applications 2 rit ag 29, Listening Papee 4 Listening: 3 The media Newshounds 184-187 28.2 Vocabulary Multiple matching English idioms se media Paper 3 Use of English: 1 Fram folder 15 188-189 Paper 2 Writing: 1 and 2 “nit 30 Anything for 30.1 Reading Paper Reading: 3 rather Humour laugh 190-193, 302 Grammar and Mulkiple matching The grammar of phrasl tumour vocabulary Paper 3 Use of English: 2 verbs ‘iting folder 15 Paper 2 Weiting: 1 24195, ‘Transactional Jeters and emails 3 (formal) Fesision Units 25-30 196-197 Srammar folder 198-208 MAP OF OBJECTIVE FIRST CERTIFICATE STUDENT'S BOOK Vaan /Content of the First Certificate Examination The Cambridge First Certificate examination consists of five papers, each of which is worth 40 marks. It is not necessary to pass all five papers in order to pass the examination. There are five grades: Pass — A, B,C; Fail — D, E. ‘As well as being told your grade, you will also be given some indication of your performance, i.e. whether you have done especially well or badly on some of the papers. Paper1 Reading 1 hour There are three parts to this paper and they are always in the same order. Each part contains a text and a comprehension task. The texts used are from newspaper and magazine articles, fiction, guides and reviews. For general reading skills for FCE see Exam folder 10. TaskType | Number of cs Questions coat ‘You must read a text followed by multiple choice questions. 11(538-139) coer with four options A, 8,C or 0. 2 Gapped text 7 You must read a text with sentences removed. You need 12 (50451) ‘to use the missing sentences to complete the text. 3 Multiple matching 15 ‘You must answer the questions by finding the relevant 13 (64-165) Information in the text of texts. Paper 2 Writing shour 20 minutes There are two parts to this paper. Part 1 is compulsory, you have to answer it. In Part 2 there are four questions and you must choose one. Each part carries equal marks and you are expected to write between 120-150 words for Task 1 and 120-180 for Task 2. ‘Number of pny aan Questions You are given a situation which you need to respond 2 (30-31;8 (106-107 Ttansectoal eter comeulsry toby eeror ema Youroy be phensome ettasoa4rash oremail Information inthe form of notes which you need to Exam folders + formal/informal use in your answer. (088-186) 2 Questions 2-4 4 You are given a choice of topes which you have to Essays 4 (56-57 sanartice choose one respond to in the way specified. a t70-m); ‘an informal non- Anticles § (68-65); transactional letter 12 (56-15 «letter of aplication Reviews 6 (80-81; a report Reports m 038-139) san essay Letters of Application sa review = 7 (96-95) 4 (82-183); sastory ‘The set book 9 (n8-119} Questions Stories 3 (42-43) Writing one ofthe 10 (32-13) above types of tase Exam folders Theresa choice of (088-389) two set books, with 3 question on each CONTENT OF THE FIRST CERTIFICATE EXAMINATIONPaper 3 Use of English 45 minutes There are four parts to this paper, which test your grammar and vocabulary. 1 Multiple choice gap-il 2 ‘You must choose which word from four answers 4(50-5)) ‘mainly testing vocabulary ‘completes each of the 2 gaps in a text. 2 Open gap-fil testing mainly 12 ‘You must complete a text with 12 gaps. 336-37) grammar 3 Word formation %° ‘You need touse the right form of agiven word tofillthe 2 (24-25) gaps in a text containing 10 gaps. 4 ‘Key word transformations. = 8 ‘You must complete a sentence with agiven word,so that (12-13) testing grammar and vocabulary it means the same asthe frst sentence, Paper 4 Listening about go minutes There are four parts to this paper. Each part is heard twice. The texts are a variety of types either with one speaker or more than one. For general listening skills for FCE see Exam folder 5. Peery Eo Creer cota 1 Multiple choice ‘You hear short, unrelated extracts, each about 30 seconds with either _6 (74-75) ‘one oF two speakers You must choose an answer fom , Bot C. 2 Sentencecompletion 10 ‘You hear either one or two Speakers and ths part lasts about 7 (88-83) 3 minutes. You must weltea word or short phase to complete the sentences. 3 Multiplematehing 5 ‘You heat five unrelated extracts with a common theme. Each lasts about 30 seconds, You must choose the correct answer froma lst of six. 8 (100-101) 4 Multiple choice 7 You hear either one or two speakers talking for about 3 minutes, 9 (12-13) You must choose an answer from A,B or C. Paper 5 Speaking about 14 minutes There are four parts to this paper. There are usually two of you taking the examination and two examiners. This paper tests your accuracy, vocabulary, pronunciation, and ability to communicate and complete the tasks. The Interviewer asks each ‘You are asked to give Information about yourself, 14 (776-177) candidate some questions. eae Complete speaking test (Parts 1-4) 2 ach candidate talks to the 74 You have to talk about two pictures and then see above Interviewer for about 1 minute. minutes comment on the other candidate's pictures. 3 Candidates have to x4 You are given some material diagrams, pictures, see above discuss a task together. ‘minutes etc. to discuss with the other candidate. 4 Candidates offer opinions 4 ‘The interviewer willjin in with your discussion. see above telating tothe task they've minutes just completed. CONTENT OF THE FIRST CERTIFICATE EXAMINATION elFashion matters Nie EL eee im Exam skills Speaking Peper 5 Part 2 Listening Paper 4 Part 3 ‘Appearance and clothing Phrasal verbs Vocabulary 12 Grammar focus Grammar extra Adverbs of degree Exam skills Use of English Paper 3 Part 4 Workbook contents 12 Speling 3 Phrasal verbs Reading ~ comprehension, superlatives, vocabulary Grammar ~ comparison Use of English ~ Part 4 Comparison 1.1 SB pages 8-9 Throughout the unit notes, approximate timings are given for guidance, These relate to two lengths of lesson: SV (short version) corresponding to a lesson of 60-70 minutes, and LV (long version) for a lesson of around 90 minutes. Below these timings, there is always an indication of what to cut ‘out of the lesson (and set for homework) forthe short version or, conversely, what to develop in the long version. Relevant suggestions for extra activities ae included in the notes. Lesson plan Speaking 30-40" Listening, 15-20" Vocabulary 20-30" SV Spend less time on topic vocabulary in 2; set 9 for homework, IV See Extension activity for 1 and script activity for 7. 1 Much of this lesson is conducted as pairwork. Explain to students that for the First Certificate Speaking test they will be in pair, with two examiners present. Refer students to pages 6 and 7 of the Student's Book for further information about this and other parts of the examination. = 10 \ UNITY Allow students around five minutes for this initial discussion, which is an opportunity to warm up the topic and talk about something familiar. If this isa new class, the activity will also give you a chance to walk round and ‘make a quick assessment of their level and speaking ability tis normal at this stage of an FCE course for students to be nervous about speaking, so do encourage them. Explain that by the end of the course, their confidence will be sky-high! Write up some useful sentence starters on the board: Likes I really ike I prefer to wear .. What I absolutely love is. Dislikes Thate. I would’ be seen dead in ‘Extension activity ‘san additonal ice breaker, ring in various items of clothing, both men's and women's i possible try to get hold of some obviously ies fashionable items Hold the clothes upone by ‘one, asking what they re and eictng student preferences 2 Ask students to describe people in other parts of the classroom. This can be done asa guessing game, where cone student in the pair describes what a certain person is wearing and the other says who is being described. For a weaker clas, start the activity off by describing someone briefly in a couple of sentences and asking the students. who you are describing. Students can then work in pairs or groups brain-torming topic vocabulary. Ask them to make their lists using headings given. Allow enough time for this atleast ive minutes), as a lot of the vocabulary will be needed tor the subsequent speaking task and listening aur ‘Make sure students include the following woe xr Clothes: jeans, jacket, T-shirt, polo shir Footwear: trainers, boots, sandals Jewellery: earrings, necklace, ting Headgear: hat, baseball cap Materials cotton, silk, polyester. soede. = Hairstyle: straight, shaved, loose. ee mask. > Appearance: casual, untidy Refer students to the Vocabulary see aac exxpese at headings can be a useful way of leasing wee: sacabcbary.(@eching extra Every unit in the course contains core topic vocabulary Suggest students make posters forthe classroom wall to help them temember some ofthis vocabulary, Store the posters after a Uniti finished, and display them again ata later stage in the course (see Revision Unit notes on page 37).For Unit, a poster ‘ould be prepared foreach ofthe headings given in 2, with pictures from magazines added 3. In pais, students take it in turns to describe each of the people inthe photographs. Allow them up to three ‘minutes for this and remind them to use the vocabulary they have jus listed. They should not compare a pair of photographs yt. 4) Ask students to read the Exam spot. These tinted boxes contain important information or advice about the exam. Students now make comparisons between the people in ‘each pair of photographs. Refer them to the examples given, but encourage them to use their own ideas too. 5 Elicit some of these ideas and summarise what has been discussed in pairs by writing up a few sentences about cach pair of photographs. Try to use different comparison structures on the board. Explain that the next lesson (1.2) will have a grammar focus, where all these structures will be looked at and practised. 6 Tell students that they are going to hear five short recordings, as an introduction to the matching task in Paper 4 Part 3. These will contain a variety of accents, as in the real exam. ‘The first recording is used as an example and students look at photo 3b while they listen. Then suggest that they read the transcript and think about the words in bold, to make them aware of the need to listen carefully. Before repeating the recording, explain thatthe checking of answers is an essential activity at second listening in the Recording script Speaker 1: I'm not a suit man — even for work, Ican getaway with casual stuff, though I stl lke my clothes to look smart. love shopping ~ my favourite place is Paul Smith in Covent Garden. I bought aceally nice woollen shirt there recently. Clothes are important to me, but they need to be comfortable as well as stylish 7 Ask students to listen to the four remaining extracts and, ‘match the correct photos to the speakers. They should do this on their own and only compare answers when they haave finished. Only play the recording a second time if, they need to check their answers. (They will lsten to the four extracts again in 8.) Answers Speaker 2-22 Speaker 5~ 3a Speaker3~12 Speaker 4~ 4b Recording script Speaker 2: I started working this year, so'm able to get new clothes ‘moce regulary than before, when Thad to save up for months. buy ot, must confess. My mum thinks I should cut down abit on ‘what spend, bt my image s really important to me:if someone sees mein something once, | dont ike to go out init again — wel, ‘not fr a while, in any case ike to wear bright colours and aways dress up when Igo clubbing. buy aig ange of styles and I do try to keep up with the atest fashions. Sometimes the things area bit ‘outrageous! Speaker 3: Shopping for clothes isnt really my scene, ifyou know what I mean. I don't eally mind what [ wear, 10 tell you the truth. 'm the less fashion-conscious person I know! I suppose if anything favour the casual look. 've got two pairs of jeans and 1 wear them mostly, with a Tshirt or something. have got one favourite top, which agilfiend gave me, Its red and it’s gota sort of abstract design printed in navy blue on the back. She ssid she gave it to me so I would always stand out in a crowd! ‘Speaker 4: My clothes have to be comfortable, make me fee relaxed as soon a slip them on. I often put together outfits from stu find in street markets ~ they're less expensive that way. Second hhand clothes can be real bargains, and usualy, they've hardly been ‘wort Il change the look of my clothes quite fequenty, you know, sew ina new piece of material, swap buttons dye something & diferent colour, just for a change. I make alot of my ovin jewellery 100. Speaker S: My fiends take far less trouble with clothes than Ido ~ sometimes they wear the tates things ever! As my job involves wrmrmU fenching extra Below are some very general basic rules about word stress. (As ever, there are exceptions! Also itis important to be aware that word stress can move depending where the word is within a sentence or phrase) 11 In words ending ini, ve, and -tion and most words of two syllables, the stress i on the second syllable from the end, eg. teaistl, brochure. 2 Inwords ending init, logy, graphy, crag, sophy and, usually -toryas well as words of three syllables or more, the stress is on the third syllable from the end, eg. history, university, philosophy. 3. Inwords ending in ator, -ary,-acy,-mony and most words Cf fou syllables, the stress ison the fourth syllable from the cend,e.g literacy, honorary. 4, Inwords with foreign endings, such as -00, ete, Ine, ~esque, eer, ique, #8, etc, the stress ison the last syllable, ‘eg, hotel, cigarette, picturesque, auctioneer, Japanese. 11 Ask students to mark the word stress on the words in italics in the dialogue. They then should read out the dialogue, each taking turns to change roles. Tell students, that they should not stress a negative prefix attached to an adjective (patient, impatient happy, unhappy responsible, iresponsible). Recording script “Travel Agent: Good morning, can {help you? Customer: Yes, have you got any brochures on Africa? 'm a keen ‘photographer and Va like to spend some time photographing the animals, ‘Travel Agent: Well, we can offer you various package deals, What kind of accommodation would you prefer? Customer: Oh, a good hotel. I don' like to be uncomfortable ~ 'm not the camping type. Travel Agents Well [think we have something here to suit you. Lets se. We have two weeks in Kenya It looks very attractive dont think youll be disappointed, They also guarantee plenty of wilde ‘Customer: That sounds good. Thanks. Il ake the brochure and have a look a it tonight. 12 Play the recording to check pronunciation. 3.2 SB pages 22-23 Lesson plan Grammar 60-70" Grammar extra 10-20) SV Omit 4 and set 7 for homework IV See Extension activity for Grammar extra, 1. Refer students to the Grammar folder, page 199. ‘Check students understand the explanations 1-6. Ask them to give examples of each, for example: It's forbidden, ~ smoking in the classroom Wa good idea.—to use an English-English dictionary All the examples inthis exercise are taken from the listening in 3.1. Ask students to discuss which of a~g ‘means 1-6, (There is more than one answer for 1.) Answers a6 b2 cs d3and1 er f4 1 2 Let students try to work out the differences between the sentences, but explain the differences if they are finding it difficult. Refer students to the Grammar folder on page 199.Answers The speaker i telling him/herself to do something. (Obligation comes from the speaker) b Someone else is telling the speaker what to do. (The ‘obligation doesn't come from the speaker) Use of must for laws, notices and rules, where there is ro choice of action. Another point to mention: ‘Must is often used in a friendly way in conversation, eg. You must come to dinner sometime. 3 This activity is to give free oral practice in using must, hhave to, and don'/didn't have to. Ask students to look at the example. Then they need to imagine what they would say about transportation, accommodation, food, activities, entertainment and people if they were on a holiday in the places inthe pictures. Refer them to the Grammar folder, page 199 and check they all know that: © the past of musts had to '* musts used in the present tense, have to is used for all other tenses. Corpus spot In this exercise students have to correct typical FCE errors from the Cambridge Learner Corpus. ‘Answers 2 You needn't worry about me 'b Another thing, should | take my camera with me? You mustn't smoke in this part of the restaurant; t's a no smoking area, It will be nice when | am older. ‘We have to get to the exhibition early or we won't get a ticket. You musta't swim off the rocks because it's dangerous. My dactor says | need to give up smoking. Lisa has to buy a ticket before getting on the bus. I mustn't be late o ll miss my plane. 4 This gives students more speaking practice using need, have t0, must, should, don't have to, using all tenses. This, exercise could be followed up with a writing exercise. Ask students to write five sentences on d, e and f (Check that they know that the past of should do is should have done, 5) Check that students know that to permit and 10 allow are followed by an infinitive with to. Can and to let are followed by an infinitive without to. Answers a allowed/permitted b can ¢ let d permittedyallowed Ask students to work in pairs. At the end of the discussion put up examples of what their parents let them do, and what they are allowed to do at the age of 18, on the board. 6 The aim ofthis exercise i to clarify the difference between didn't need to do and needn't have done. Check students know that in the present tense there is no difference in ‘meaning. However, n the past there ar differences. Didn’r need to do just means that it was unnecessary and we don't know whether you did it or not ‘Need not have done has the idea that you did it, but it was a waste of time, totally unnecessary. Refer students to the Grammar folder, page 199. Ask them to think about some examples of when they didn’t need to do or needn't have done something. 7. This is examination practice for Paper 3 Part 4. Check students know that they cannot change the word given and that they shouldn't use more than five words. Contractions are counted as two words. Refer them to the Exam spot, Answers 1 had to change 2 needn't have gone to 3 didn't let me go 4 aren't permitted to swim 5 should get health insurance 6 don't have to have/get Grammar extra For this exercise students need to visualise where exactly things are. A way to introduce this is to elicit which ‘prepositions might be used in these cases: 1 aline (eg. a road) on, off, across, along, over, etc. 2 apoint (e.g, bus stop) to, from, at, te 3 anarea (eg. a neighbourhood or park) into, out of, across, within, around, in, etc. 4° avolume (e-. building) into, out of, around, etc. 5 asurface (e.g a table) onto, off, over, under, across, ete. Ask students to say where exactly things in the room are, eg. «picture, a clock, their shoes, a window, their chair, a dress label, ete. Answers aon bat cinto din e across fin gon hon into j off coin riaces /Heee ‘Extension activity Give half the class a map of a small country or island (real or ‘made up), which you have drawn. It will have features such as villages, forests, roads, rivers and mountains. Tell them to keep ithidden, The test ofthe class has a map with very few features onit,or completely blank, if you prefer. The aim is for the information about the location of the features to be transferred only by speaking and listening. The student with the completed map tells the one with the blank map exactly ‘where everything is positioned, and the student draws in the features on their map, Pointing isnt allowed! Exam folder 2 Paper 3 Part 3 Word format SB pages 24-25 Explain that the word formation task isthe third part ofthe Use of English paper. The whole paper takes 45 minutes to do and students should aim to spend about 10-12 minutes con each part. This may seem to them too short a time at firs, so stress that they will become faster with practice There are 10 questions in this part ofithe test. Students. should be encouraged to read through the whole passage before they start trying to do the answers. 1 Introduce the idea that words can be made negative by putting a prefix at the beginning. Try to elicit some examples to put on the board before students do the exercise. Notice that ils usually in front of words beginning with land i- infront of words beginning With r. In is often before words beginning with p, but not always ee Answers a dissatisfied uncomfortable _m displeased b irrelevant hh dishonest 1 unrealistic « impatient {unpopular 0 imperfect d incomplete _j illegible p irregular ¢ illegal ke inaccessible q illiterate impossible 1 irresponsible 2 Notall prefixes are negative. Put students in groups and get, them to try to work out what the prefixes in a-i mean. Ask students to look at the exercise and give some more examples. 22 EXAM FOLDER 2 Answers a very small skirt b without stopping _¢ to train again 4 underthe road e undoaction f not cooked enough B against/to stop freezing very conservative F to lve longer than someone/something. mini = small mini-cab, mini-bus ‘non = not non-smoker, non-stick re= again re-grow, replace, redo inder submarine, subtotal, substandard not/reversing action unlock, untie, unable jot enough underfed, underwatered, undervalue anti = against anti-government, anti-war, anti-smoking ultra = very ultra-rightwing,ultra-clean morefexternal outgrow, outnumber, outdoors Itis very useful for the students to realise that they can enlarge their vocabularies by learning how a word can be changed into a noun, adjective, verb or adverb. There are no rules as such which are easly accessible to students at this level (the suffix often depends on the root of the word ~ Latin’ Anglo-Saxon/Greek, etc.) and therefore they just need to learn them, Answers 3 3 happiness b intelligence « approval repetition € information popularity g friendship h socialism | payment 4 a truth b success ¢ death d height 5 3 windy b attractive © hopeful/hopeless d peaceful e edible/eatable 6 ‘a widen b behave ¢ sympathise d clarify 7 a hard b well # truly/teuthfully € slowly 4 peacefully e fast8 Read through the Advice section and check that students “Answers have understood what they have to do. If time is short, Peer aeons rroocerT then this exercise can be set for homework, otherwise it | $ noun YOUTH 3 adverb ~ EXTREMELY can be done in pairs or individually in the cass. Tell 14 adjective SCIENTIFIC. 5 adjective ~ RELIGIOUS students to always look carefully for prefixes especially 6 noun~SAFETY 7 adjective - SUCCESSFUL negative ones, and plurals. noun VARIETY 9 adjective ~ INACCURATE 10 adjective ~ IMPOSSIBLE EXAM FOLDER 2 (2341 Speaking Exam skills Reading Paper 1 Part 3 Vocabulary Word formation 42 Grammar focus _asand like Compound adjectives Exam skills Listening Paper 4 Part 1 Vocabulary Animals. Expressions with time ‘Workbook contents 1,2,3,4,5,6 Reading comprehension, guessing unknown words 78 Grammar — asand like, compound adjectives 4.1 SB pages 26-27 Our four-legged friends Lesson plan Speaking 15-20) Reading 40-50! Vocabulary 15-20" SV Omit the pet questionnaire and set 7 for homework. IV _ See Extension activities for 3 and 7. 1 In pairs, students discuss how they feel about animals in general and having a pet in particular. Tis ets the scene for the reading which follows, which is about pets with problems. Students then do the questionnaire in pairs. Answer an animal therapist/behaviourist (a kind of psychiatrist) = a, (Emtension activity Have a quick css discussion about the sort of behavioural problems cats, dogs and parrots might have to ty to predict the vocabulary that might come up in the texts. Students might have experience of problem animals. Frat, some ideas might be Cats scratching, biting, fussy eaters kling small animals ete dogs: barking all day and night biting running off attacking people ete parfts: squawking talking, sing rude words, pecking people, fying off ete 4 Refer students to the Exam spot. Students skim the texts to say where they come from. At this stage there might be some discussion about the different genres, ic. what differences there are between a magazine article, an encyclopedia, a pet-care book and a novel. Answer 2 anarticle 5 Students now scan the texts to find the information. In the exam there are always 15 questions, but there are fewer here to get the class sed to the exam task, Tell the students not to worry about individual words that they don’t know. Don't let them use a translation dictionary during this exercise. ‘The example is underlined and itis a good idea ifthe students underline the part of the text where they find. their answers to questions 1-11. When they finish, they should compare their answers with another student’. Answers 2b 3b 2 Ask students to look atthe four photos and discuss which pet would be suitable for the people in them. ‘There is no right answer as long as students can justify their choice. 3° The texts are about a cat, two dogs and a patrot, which all have behavioural problems. Students ead the introduction. = unin Answers 1B 2D 3A 4D 5A 68 7C BA 98 wD nc 6 Doa quick round-up discussion about behaviour therapy if you have time.Answers 2 organisation b tricky ¢ advertisement 4 arguments fe successful f aggressive B excessive reputable Etension activity Put the folowing words onthe board (they ae al from the texts) and ask students to write down the form ofthe word asked for in the brackets They should use a dictionary tohelp them find the answer, as onl the word I inthe texts organisation (verb) noise (adverb), neighbour (noun place), arguments (adjective) forget (adjective), manage (nour), tempt (our), ansety (adjective) | answers ‘organise, noisily, neighbourhood, argumentative, | forgetful, manager/manageress/management, | fempiation anxious 4.2 SB pages 28-29 Lesson plan. Grammar 30-40" Listening 10-15" Vocabulary 25-35" SV Set 5 and 6 for homework IV See Extension activities for 3 and 5. 1. Ask the class to look at the examples in exercise 1 and refer them to the Corpus spot. 2. Ask the class to complete the sentences, using as like or nothing, as appropriate. Answers a The strange man looked like a burglar. bb I know it sounds foolish, but | want to buy a tiger. € You can work full-time in my shop. 4 The new shopping centre is vety big ~ it's ike an airport terminal She could play the piano just like a professional He went to the fancy dress party dressed as a gorilla Pete regarded his cat as a member of the family 3. Compound adjectives are very useful when writing descriptions, both of people and things. It is also important that students learn to recognise them when. they come across them in their reading. Answers 3 4 animals in general a tiger which eats people (not just men!) 2 blue-eyed, long-haired, bad-tempered cat ‘a two-toed, scaly-backed animal Youid sit na car. 2 If you are hard-up, you don't have much money, so you may not be very happy. 3, You need to have alt of money | More examples: a phone-in programme, pick-up truck, | | a standby fight, takeaway meal | a fifty-kilometre journey a twelve-year-old girl a seventy-five-minute film a thirty-five-thousand-pound car a ten-second pause Extension activity Askstudents to writea short piece describing two or three people in the dass using atleast one compound adjective All theStudents circulate, reading out their descriptions to each ther tying to see ifthe other student can guess who the descriptions ae of It might be aswell to make sure the descriptions are atering 4 There are three short recordings, which are similar in type to the ones found in Paper 4 Part 1. The recordings should be played twice, and then the students should not only give their answers, but also say why they chose that answer and not the other ones. The reasons are ‘underlined in the recording script. Ask students to read the questions before they listen Answer 1B 2A 38 Recording script 1 Man: Wal, I've had him about sc years nov, and he's grown abit in that time. He was onl tiny when [first got him from the pet shop. People said I was mad keeping an animal ik that in a small at, but ‘have’ really had any problems. Cats are abit ofa problem sometimes of course. They try to get in through an open window, but I haven't noticed him eat any. Then again I keep him well fed. Hire, feel his skin =i lovely and smooth, isnt it? OUR FOUR-LEGGED FRIENDS Vell FRO vats pion nid yo ‘Woman 2: Oh, ot oo ell maf Ihe ied hard bea ood onc king othe fr injctons andl hehe hing bso tr gly hig sa Wee oe Sys fog hat ayn the nt pag othe nema or iebegiallad Scout eva ood Sane shinsiestoshsnlchinaan sional eet aaa size Ms ‘We always seem tobe taking the Kids to 200s. It doesnt matter where we are on holiday, we seem to end up there. They havea really great time ~it doesn't seem to bother them that ‘these poor creatures are miles away ftom their natural habitat. 1 ‘guess nowadays 200s spend most of their time trying to breed ‘endangered species, but | always feel uncomfortable somchow eo unlock the cages, even though zhe kids tell ‘me 2008 are doing a good job really. 5 If time is short, this exercise can be set for homework. It «can also be used for dictionary work, using an English English dictionary. Answers 1 parrot ~ perch, squawk, claw, beak, feather, wing 2 cat—fur, paw, whiskers, claw, kitten, purr 3 dog— bark, paw, kennel, puppy 4 horse~ hoof, stable, foal, mane, neigh PE eS (Emtension activity ‘There are many expressions in English where comparisons are made with animals, e.g. a5 quiet as a mouse. itis often a good idea to Introduce these expressions by asking students what they think things are compated to in English For example as hot a? a5 cold 052 as hungry as? as drunk as? ‘They will probably say a vatety of things and be amused to find out some of the answers (a5 hot as hell as cold as ice a5 hhungly as hunter, 05 drunk as a lord) Students often find it interesting to compare what they would say n thei own Tanguage, with English. Examples with animals are: {3s brave 5 ion as strong as an ox as slippery as an ee! as stubborn a5 a mule {85 poor 35 a church mouse 6 Go through the expressions, explaining what they mean and how you'd use them. Give some examples for each one, Try to make the examples relevant to the students For example: This morning I spent along time in atralfic jam on my ‘way to class. How much time do you spend doing homework? What do you do to pass the time when you are on holiday? et This exercise can be set for homework, if time is short. Answers a behind the times b time forlunch ¢ times as much dIntime e haveagoodtime f pass the time/kill time g telithetime h wasting time Writing folder 2 Transactional letters and emails 1 SB pages 30-31 ‘Ask the students to read through the information about the transactional leters and emails and check they understand it. The letter or email may be either formal or informal depending on the reader and purpose specified so students need to be able to write in the correct register. They wil also need to know how to use a range of functional language such as making suggestions and getting feedback, giving information, requesting information, making complaints and ‘making corrections. They should also realise the importance of layout, using paragraphs and organising their work, and of using the appropriate opening and closing formula. =) wairine FOLDER ? Students should make sure that they cover all the points mentioned and they use a range of vocabulary and language. 1 Go through a-e with the students, asking them for some ‘general examples of how to express the functions. For example, ‘suggesting’: What/How about ...2 Why not ...? ‘You should/ought to I suggest/propose that Allow students some time to read through extracts 1-3 and then ask them to tell you why they chose the answer they did. It is important to note that some answers may be used more than once and others not at alAnswers 1 correcting information 2. d giving information 3. and b complaining and suggesting 2. The aim of this exercise is to encourage students to think about what they have to do and not to start writing immediately. Put students in pairs and ask them to read through both the rubric and the task carefully. Go through any vocabulary that might be a problem. 3. Students then work together in pairs answering the {questions about the task. | Answers ‘© You need to write a formal letter—it is to an atline rather than to someone you know. ‘© There is no name, so you begin Dear Sir or Madam and lend Yours faithfully. Always give your reason for writing, at the beginning of the letter. I is Important always to be polite. You lose marks if you are rude in any way. 1© This kind of letter is usually broken up into 2-3 paragraphs. tis important to use a variety of linking, words, not just and and but. Other words include although, nevertheless, however, moreover finaly, in conclusion, et. ‘© There are four important points inthis letter: «late boarding ask for a refund rude staff old movie Never leave out any points. ‘You can add information about the seats ifyou have enough words left 4. Ask students to read through the answer given and explain which of the mistakes a-j are present. For homework they could be asked to rewrite the letter with suitable corrections. Answers bb paragraphing ¢ length g content points I tone j linking words 5 This exercise isto make students more aware of register in English, Students are often completely unaware of this and as a result their written work isa mixture of the formal and informal. Something that also will lead to lower marks is rudeness. Even ifthe letter is one complaining about something, the student should always complain politely Answers Formal-b, d,e,f, 6 Sometimes, abbreviations are used in this part of the Writing paper. This exercise contains some common ones that students should be aware of. This could be set for homework if time is short. Abbreviations are often followed by a full stop in English, but this practice is becoming less common, Where the abbreviation ends with the same letter as the word, no full stop is used (e.g. Doctor = Dr). Whichever style you use, it is important to be consistent Answers a Please reply b Forexample _¢ and soon 4 Please note e Telephone f Square, Avenue, Street, | Road g Please turn over hi kilograms, kilometres i numbers j maximum, minimum k Doctor | [Care of m approximately n continued minutes 7. This answer contains no mistakes and answers the question fully, It would receive full marks in the ‘examination. Impress upon the students that they must use grammatically correct sentences and accurate spelling, and punctuation in an email, Letter layout is perfectly acceptable, ie, Dear Sir, Yours faithfully or Dear Mr Smith, Yours sincerely. [ Sample answer Dear Sir or Madam, {1am writing to correct the information in an article in your ‘newspaper, dated 10 November, about foreign students working on a local farm. | worked at the farm all summer and | enjoyed myself very much and made many good friends. There were only 15 of us, not 30 as you sald, and we came. from many different countries. Moreover, we only worked in the mornings and we had the weekends off, so we had plenty of time to go sightseeing and relax. In addition, we ‘were paid adequately ~ not much but enough, considering that we had free food and accommodation, (Our living accommodation was excellent. The farmer, ‘Mr Stevens, had built modem, wooden cabins with good washing facilities -there were enough showers for us all and everything was spotlessly clean. | should know, 35 | helped to clean them every day! | would be happy to go back and work for them again, and | know my friends would as well,There was a wonderful atmosphere and we had a great time, Yours faithfully, WRITING FOLDER 2 aFear and loathing rr Sr eed 5a Exam skills Listening Paper 4 Part 1 Pronunciation Past tense endings Grammar extra Irregular verbs 52 Grammar focus Review of past tenses Exam skills Use of English Paper3 Part 2 Workbook contents 1 Vocabulary 23 Grammar — past tenses 4 Reading — Part 3 multiple matching, 5.1 SB pages 32-33 Lesson plan Speaking 20-30) Listening 30-40" Pronunciation 10-10" Grammarextra 5-10" SV Shorten 1; omit 7; set Grammar extra table for homework, LV Students writeup one ofthe stories chosen in3__ | in dass |_Aputiieesgi ie asthe ne 1 Blict reactions to the picture from the class and ask what clse they find frightening, This can be omitted if time is short. 2 Ask students to work in pairs and allow them a couple of ‘minutes first to think about ideas. Remind them to use some of the descriptive language given. 3. Tell students to come and write their titles on the board, ‘or write them up yourself. Invite students to choose the three mos frightening ones and then ask the listeners of these stories to narrate them to the class. ee (@eching extra To encourage students to writ short pieces of narration on a regular basis, starta class ring binder file called True stories’ ‘Ask students to include funny, frightening or other unusual personal accounts, and suggest that others in the class read these, You could even state that the stories can be factor fiction, withthe class deciding whether the writer has made Lup the story or not. | Explain that students are going to hear some more frightening experiences. Play the recording once and check students are able to answer the two gist questions. Answers ‘The man was ina lift He spent over four hours there. Recording script 1 {dad this interview fora job, up on the twenty-seventh floor ofa big office bloc. It was after six and alot of people had alread left. 1 got inthe lit and rested the button. At fist, I noticed that it sort of shook but it started to go down, Then there was this horrible sound, of twisting metal and it shuddered toa stop. I was stack between the twelfth and thineenth floors! To begin with, I was determined not 0 panic. There was an emergency button, which I pushed forages. Next, [saw a phone, but when I lifted the receiver it was dead. At this point, I completely went to pieces. I shouted and screamed, | hammered on the doors, but nobody helped. Eventually, 1 sank to the floor and wept like child In the end it was a good four Bours before the night porte realised what had happened and called the Fire Brigade. I've never been in one since. Play the recording again and ask students to take it in turns to narrate what happened, The answers to the questions give the basic storyline. Answers 1 toattend an interview for ajob 2 early evening 3. from the 27th to between the rath and 13th floors. 44 He tried to press the emergency button and use the phone. 5 Most people had already let and it was four hours before the night porter realised he was there. 5. Refer students to the Exam spot and then look at the question forthe extract they have heard. Play the recording again, asking students to note down sequence ‘words and phrases‘Note that extracts 1-6 are slightly longer than typical Part I recordings in the exam. This isto give students ‘more context for identifying their answers, and also to focus on narrative, the unit topic. ‘Answer a 4+.€ (To begin with) 6 Ask students to read through questions 2-6, thinking about the words in bold. Then play the recording. Each recording will be heard twice, as in the exam. Remind students to check their answers at the second listening. Answers 2C 38 48 5A 68 Recording script 2 Te was late at night an I was in the living ro0m watching television (on my own. Funnily enough I was watching 2 horror movie —it wasnt very spooky though! Well I thought I heard footsteps ‘upstairs, So I turned off the TV, held my breath and listened. Someone was definitely moving around up above me. My first thought was ~ it’s burglar, And then, there was this horrific crash, I was scared stiff but | knew I had to go up thee. I remember | picked up an umbrella ~ goodness knows what I would have done with itt Anyway, crept up the stairs and the first thing I saw was a ‘bookcase on its side, with hundreds of books on the floor. Then I hheard this whimpering sound, coming from underneath the pile of books. It was the next door neighbours cat! It was her footsteps I hhad heard, While Iwas putting away the books, I found something clse. A live frog! It sort of jumped out at me. tell you, that was the really hair-raising part! 3 ‘Somehow I have to sort out thei problem, this fear they have of flying. First we talk asa group, and one by one they tell me about particular times when they've flown and what happened. Nine times out of ten they describe regular, problem-fre lights, just lke the hundreds I lew myself. You see, most oftheir worries are only in theic imagination. I also use drama and roleplay, to teach them how to deal with other people's fe ‘sometimes forget their own problem, of take it less seriously than ‘fore, Finally, but only if think it’ still necessary, we go up in a plane. My passenger is accompanied by an actor, who plays the part ‘of the nervous first-time traveller: sit a few rows behind and i's wonderful to watch my student staying calm, offering advice to this stranger. Ive never failed yet 4 ‘We were all ving ina small house in the countryside at the time, The house was in the middle of nowhere and it was quite along, journey back from the university each evening, 80 I'd bought myself ‘small motorbike. Anyway, on one particular evening I was on my way home when a really thick fog came down. I didn't know where was and I became very uneaty. I went on ~ rather slowly — but couldn't sce anything I recognised. At one point the road curved round, but because of the fog I dida't se this and carried straight + Because through that they con . and hit a wall. The impact threw me off the bike and I ended ‘up underneath it, with my leg trapped. I screamed for help but of course there was no one about I realised that I had to get up and carry on or stay there all night. So I pulled myself out from under the bike, got back on and somehow arrived home, where my frends all 00k one look at me and drove me off casualty, I needed Seven stitches and they kept me infor observation. 5 Int: Malcolm Jervis, you have recently sailed single-handedly around the world, At one stage, you were shipwrecked all alone in the middle of the ocean, clinging onto your damaged yacht. Weren't you terified? (MJ: Not atthe time. suppose I was too busy trying to survive Int: You mean finding things to eat? [MJ More basic than hunger! First, [had to get myself out ofthe sea, Sharks had been a problem there. managed to pull myself back into the yacht but it had taken ina lot of water So I spent a bit of time sorting that out. Int: And then were you able to keep yourself warm? MB: Only fora while. wrapped myself in whatever I could find, including the sis, but by the second day I was in a relly bad ‘way because I couldn't feel my fingers and toes, they were completely numb, That was the most dreadful time. Tt was just 3 well they found me when they did. 6 ‘We were al in the main room planning what to do that day. The ‘others were looking at a map on the table, but Iwas standing by the ‘back window. About six of them burst in, waving guns and shouting things in a dialect we didnt understand. I knew they hadnt seen me over by the open window. They grabbed John and Gary. Ruth cushed to the doorway but they got her too. In the meantime, [had managed to throw myself safly outside and had crawled underneath the house ~ because ofthe rainy season, all the houses there are raised above the ground on wooden silts. kept totaly stil T remember watching a beetle ona leaf staring at it and hoping that they wouldn't find me. Finally, when I realised that they'd gone, ran inside and radioed for help. My friends weren't so lucky. They were held as hostages for over three months. 7. This recording contextuaises the use of the past perfect. After getting students to note down the order of events, ask them to check their notes by listening to the recording, paying attention to when this tense is used 8 Students listen again to the first extract and underline the verbs which contain the /id/ sound, Answers started lifted shouted The /id/ ending follows the consonants t and d. Grammar extra If this is set for homework, remind students to think about ‘other verbs which have the same form throughout.answers Burst has the same form. Other verbs lke this are, eg. cut, hit, set, put, bet. | 5.2 SB pages 34-35 Lesson plan Grammar focus 60-70! Use of English 10-20" SV Set 4.as a written task for homework; shorten the work on parts of speech in 6. LV _ Ask students to write up the skills descriptions in class. Ask students to work through the examples on their own. and then compare answers with a partner. | Answers | a PP bPS.PS cP PC e PSPP fF PCPS EPCPC hPS:PP 1 PS:PP:PS | P Elicit the reasons why two different tenses are used in eh andi. Answer ‘The past perfect denotes an action further back in the past Now ask students to think about the different tenses used in {They should then read the explanation about the past simple and past continuous, which follows in the Student’ Book, 2 Ask students to fill in the gaps, using either the past simple or past continuous. They can then compare their answers. Answers 1 was walking 2 was blowing 3 was pouring | was 5 drove 6 stopped 7 curved 8 decided 9 wasfeeling 10 got 1 drove 12 happened 43 pulledup 14 waited 15 drew up 16 pulled away | 17 was 18 stood 19 was coming down 20 was shaking 21 (was) wondering 22 came 23 was pushing 24 grabbed 25 made 26 went 27 was trying 28 heard 3. Ask students to look at the information about the past simple and past perfect. They can then complete the sentences, [Answers 2 had spent; decided » told; had happened, explained; had found © had kept; thought: was oe \ ens Refer students to the Grammar folder, page 200. 4 Ask students to work in pairs, taking it in turns to describe each scene, starting with the fourth one and ‘working backwards. ‘Useful vocabulary: Picture 1: hold up a bank, hold-up/bank raid, masked robbers balaclava, pointing a gun at/at ‘gunpoint, cashier Picture 2: make a getaway, drive off, bagyholdall Picture 3: car chase, police siren, in hot pursuit, catch up with Picture 4: force to stop, pull over, arrest, take off (the balaclavas) ‘Background information | Raymond Chandler, author of The Big Sleep, was born in Chicago, but went to school in London. For most of his ite he lived in Southern California, whichis where most this novels are set. His most famous characteris the private detective Philip Marlowe, who has been played in ims by Humphrey Bogart, Robert Mitchum and Elliot Gould. 5 Ask students to read the extract and decide why the narrator wasn't frightened. They should then check on page 4. 6 Explain that this task is an introduction to the ‘open’ cloze’, Paper 3 Part 2, which tests mainly grammar, Ask. students to work through the gaps in pairs and then check their answers with another pair of students. Answers vat 2the 3 when 4 of 5 and 6 any 7 had 8 so 9 not 10 was n out 12 went ‘Write the following headings on the board and ask students to sort the words into these categories. Two ‘words are left over (not and when). ARTICLES CONJUNCTIONS PREPOSITIONS: QUANTIFIERS VERBS | Answers ARTICLES: the CONJUNCTIONS: and, because, so PREPOSITIONS: at, of, out ‘QUANTIFIERS: any, some VERBS: had, has, was, went Remind students that these types of words are commonly tested in this part of Paper 3. Exam folder 3 on the following two pages of the ‘Student's Book covers Paper 3 Part 2.Exam folder 3 Paper 3 Part 2 Open cloze SB pages 36-37 ‘The open cloze consists of twelve gaps and an example at the beginning. Each gap can only be filed with one word — you can't use contractions. If students put in more than one ‘word, they will be marked wrong, The gaps are mainly ‘grammatical in focus, but there are sometimes some vocabulary items. The gap must always be filled with one ‘word and that word must be spelt correctly. 1. Students need to get used to using all the clues they are given. The title is obviously a good clue, Make sure they read the whole passage before they attempt to answer this question. Answer ‘Balancing the risks’ isthe best ttle, as it looks at both sides of the question, 2 Students can try to fill in the gaps with or without the clues which are given, depending on how confident they feel Answers ‘spend 2.unless 3a 4 at 5 few 6 if,though 7 who/that 8 than 9 although/whereas 10 out win 12 such EEE, @eeching extra If your students need to gain confidence, this type of gapped text can be introduced gradually starting at sentence level, Give students sentences with words blanked out. Each block of Sentences could deal with one grammatical area —articls, Prepositions relative pronouns, quantifiers, etc. When more confident, the students can work through a whole passage. The ‘irst passage could gap prepositions only. Continue in this way with articles, quantifiers, relative pronouns, connectors and so ‘on, until the students know what to look for. Later they can move onto a mixed open cloze passage. EXAM FOLDER 3 fee |NET what ir Wins PM Cuca) 61 Exam skills Reading Paper I Part 2 Grammar extra Adverbs of frequency 62 Grammar focus _ Review of conditionals with ifand wnless Vocabulary Phrases with in Exam skills Use of English Paper3 Part 1 Workbook contents 42 Reading — Part 2 sapped text-sentences a4 Grammar ~ Conditionals; adverbs of frequency 5 ‘Use of English — Part 4 6 Vocabulary 6.1 SB pages 38-39 Lesson plan. Reading 40-50 Grammar extra 10-20 Speaking 15.20 SV Set Grammar extra exercise for homework. LV Extend Speaking activity. 1 Ask students to read the quote only and to then speculate about the subject ofthe article. tis about winning the lottery and describes someone who visits winners the day afer their wi, 3 Now ask students to spend a bit longer rereading the article, so that they can then talkto a partner about the ‘man’s job. Remind them to look out for time references, as some of these will be helpful in fitting the sentences into the gaps later (The frst thing I say; Then I leave them to it; On this second visit; The frst important question). ‘When students are ready, in pairs, one student should describe what the man does on Sunday and the other should add any points not covered by the partner. Go round the cass listening to the pairs, checking whether they are naturally using adverbs of frequency in their discussion. This will affect your approach to the Grammar extra later. Answer He works for Camelot, the National Lottery n Britain and visits people who have won big prizes. Background information ‘The National Lottery started in November 1994. There are row two draws per week,on Wednesdays and Saturdays. Jackpot wins have been as big as £354 million (August 2007, won by a Scottish postal worker), The lottery is un by private company, Camelot, with some ofthe profits being handed tothe government for distribution to good causes. 4 Refer students to the Exam spot and elicit other words and phrases that are used as reference words, for example, ‘ther pronouns; sequence words such as first, next. Then get students to decide where sentences A-D fit, Answers Cand D include a time reference (My initial visit; Then). 1G; 2A; 38; 4D. B refers back to the previous paragraph. Answers Key words: winner's home; draw 2 Point out thatthe article contains four gaps, with a sentence missing from each. This san easy introduction to the gapped sentence task (Paper 1, Part 2) in the exam itself, seven or eight sentences will be missing from the text Encourage students to skim read the article quickly, spending about three minutes at most. When reading a text, they should always do a quick intial read-through, to get an idea of what the text is about. Lay UNIT 5 Grammar extra If students used these adverbs in their discussion, no introduction will be necessary. IF not, spend a couple of ‘minutes looking at the first example (normally), making sure students understand what this type of word is. Then ask students in pairs to find the other adverbs of frequency, to note the word order where they occur, and to then complete the grammar statementsAnswers Usually always seldom never sometimes often usually arrive (lines) tts alwaysa very crowded room (line 3) they always say (ine 7) ‘They seldom bother to read it (ine 12) usually have to go overall the same points (line 21) Winners often burst into tears (line 24) always goto the door (ine 26) They'll sometimes say (line 39) they never really expect to win (lines 44-45) They'e often surprised (line 52) before; be; after; after If times short, the rest ofthe exercise can be done at home. Possible answers On Sundays, | always get up late, because I don't have to go to work b I've never been frightened of spiders, which is why 1 don’t mind picking them up. © When Iwas younger, loften enjoyed playing board games, but now, | never get the time. never good at remembering people's names and this. Is often embarrassing at partes. € I sometimes wish | could win a lot of money, because then | would be able to do exactly what | want. 5 Explain to students that they will now be scanning for specific information, guided to the correct part of the article by the time clues in the four questions. These are: second visit; initially; first arrives; When. claim. Answers They have forgotten what he told them, usually because of shack b They can't sleep or eat properly. He asks to take his jacket off and is offered a cup of tea On the Monday morning following their win 6 Suggest that students do this exercise in pairs, taking turns to find and explain the words or phrases. Answers a link b deal with a problem successfully € making the right decisions d say no f become public knowledge f afraid of other people. fg unable totrust h happening frequently The meaning of emotional panic is explained in the rest of that sentence they don't know how to react and they become worried about what is going to happen, 7 Remind students that they can use alot of vocabulary from the article. Divide students into smal groups of three or four. Enoourage them to discuss each question, but iftime is short allocate each group one question only. Be ready to supply any vocabulary needed, but do not stop the discussion. Refer them tothe useful language for discussion. Round off the discussion with a reporting-back stage, writing up any useful points or language on the board. ‘The photo is an advert for the Spanish lottery, Once. 6.2 SB pages 40-41 Lesson plan Listening 10-20" Grammar focus 30-40" Vocabulary 5-15" Exam skills Iss! SV Set 7 and part of 8 for homework. LV See notes below for optional Extra activity in 1. 1 Explain that students are going to hear four British people talking for less than a minute each. As these are "unscripted, authentic recordings, there will be some "unfamiliar words and phrases, but encourage students not to be put off by this. For each speaker, they should concentrate on listening for the answver to the focus question (How would their lives change if they won the lottery). Point out to students that each speaker will use the second conditional form, at leat in part (Tid...) This will cue the answers for them, Answers Speaker 1 would have more homes and would eat better. Speaker 2 would spend al his time on a yacht in the sun. Speaker 3 would no longer be in debt and would own a massive house n the country. Speaker 4 would live in a warm climate and pay off debts. Recording script 1 a buy a Seychelles blue Bentley convertible. I'd buy nice, fat hhouse in Holland Park. Faget a lovey, big house in the countryside. Td buy a beautiful house in Spain, with swimming pool, palm trees, that sort of thing, I'd get a latin Manhattan probably, Um ... 1d also have a permanent chef .. top ofthe range chef who could cook all different types of food, so I could have ‘whatever food I wanted whenever I wanted it'd have my own personal masseur 2 don't believe it when people say that ifthey won the lottery it ‘wouldn't change ther lives, because it would certainly change mine, ‘Um, and I think I would just alter my lif entirely ove the sun and I hate English winters so I think I'd buy a yacht. And as I don’ know anything about um .. sling, have to buy a crew a8 well So, um, Pa... Ti get this luxurious yacht and a very skilled crew — and probably a... skilled cook who would just take me all around the world going from hot spot to hotspot, so I could have a really great time. 3 ‘Well, know Td have a problem with having all that money. a... think ti problem really, in some ways, because you .. you'd hhavea sort of social responsibilty and there are all kinds of people ‘who you need to help, which I would want to do very much. Um, 50 ofcourse I'l sort out my debts, my family’, but in the end Ithink what [4 do is buy depending on how much money Thad ~ buy a huge house, a really massive house somewhere inthe country and just surround myself by all the people I want to be with, um and people who pethaps never hada chance to get out into the country at al. 4A ‘Again depending on how many millions I won, um it would change ‘what I would or wouldnt do with it. Frankly if it was alot, mean five million upwards. sort out my own debts, which God knows are bad enough, sort out the family’s debts and then invest as much as possible and just try and live off the interest, keep it there, nice litle nest egg, growing and growing and growing, developing, flowering bountiful, and holiday, get away, move, anywhere but cold Britain, Photocopiable recording script activity (.~& page 180) ‘Ask students to underline words and phrases connected with the following: Speaker 1~an exclusive lifestyle Speaker 2— sailing Speaker 3 ~ problems Speaker 4 ~ money Answers ‘Speaker 1:Bentley convertible, top of the range, permanent chef personal masseur Speaker 2:luxurious yacht, skilled crew, going from hot spot to hot spot, Speaker 3: social responsibility, sort out debts, people who never had a chance Speaker 4: f5 million upwards, debts, invest live off the Interest, a nest egg [As a short follow-up writing task for homework, students could then use some of this language, writing a paragraph about one of the four speakers. Suggested answer I Speaker 4 won a large sum of money on the lottery frst ofall, he would sort out his and his family's debts, then he would invest the rest of the money and live off the Interest. He talks about having a nest egg, which would {grow, and which he could use to travel ee ‘PBeching extra Reuse a photocoplable recording script page to revise new vocabulary ina ater lesson. Make a single copy and then, White out the key vocabulary before making multiple photocopies. Ask students to fill inthe missing words land phrases. = UNIT 5 2. Most students will already have been taught these conditional forms at an earlier stage, but may need to be reminded of the differences in use. Elicit from students what the 'd means in aand b (a: I'd go =I would go; b: I'd ‘won = [had won, I'd have been = I would have been), Answers a2 b3 co di 3. Students can complete the matching exercise in pairs. Answer id 2a 3g 4b 5f 6c 7h Be 4 Refer students to the examples. Explain that unless can be seen as meaning if not, e.g ) if Juan doesn't arrive soon ) Ifyou haver’t got tickets Corpus spot Answers There will be no improvement in my tennis unless don’t get some training. b correct € People hardly ever use candlelight today unless there len’ anything is something wrong with the power supply. 4. There isn't much to do in the ity unless you have (got) friends. You must stop working so hard if you don't want to end: up in hospital sooner or later. f conect | answers Tense errors: ‘won't > wouldn't (be so unreliable) hasn't > hadn't (tun out off Vilfind > (find can't > couldn't will would OR didn't > don’t will get > gets (really angry) willdo > do would pay > paid vif 2 unless 3 If 4 ifs if 6 unless 7 if 8 unless | 9 itto it 6 Ask students to spend a couple of minutes finishing the sentences in pairs, Then ask students to report back 10 the whole class. Correct any errors in conditional forms. ‘Write up some examples on the board and at the end, ask students to identify them again. Refer students to the Vocabulary spot. Check they know the meaning of all the phrases. The sentences can be set for homework if time is short.Answers a Infact b incase ¢incontrol d intime Possible answers f¢ Jenny rang us from a phone box, in areal panic she had lost both sets of keys. f I couldn't take the news in—Jess had already left for New York and wouldn't be coming back 18 Mike really has it infor his secretary ~ she can’t seem to do anything right, according to him! 8 First, refer students to the Exam spot on Paper 3 Part 1 Elicit other parts of speech, such as adjectives, pronouns, conjunctions. Then ask students in pairs to sort the ‘words into the four categories. Remind them that some words may fit more than one category, so they will have to check that the meaning of each group of four words is similar, a ee Answers Nouns: experiment, trial, try,attempt Verbs: received, accepted, gathered, welcomed | Prepositions: on, by in, to Adjectives: tiny light, delicate, gentle Students complete the short article, using one option from each group of four words. Answers ‘attempt 2 light 3 received 4 by If there is enough time, ask students to discuss their views ‘on the story. What is the ‘fuss’ that the elderly woman, referred to? (publicity). Why did she not want to claim. her jackpot prize? (The excitement might kill het.) Writing folder 3 Stories 1 SB pages 42-43 Candidates have a choice of questions in Part 2 and one of these may be a story. Tell students that the sentence given ‘must be included in their answer or they will be penalised. 1 Ask students to discuss the range of tenses needed in pairs. Remind them that the given sentence in a comes at the beginning, whereas the other one ends the story. This discussion picks up on the review of past tenses from Unit 5 and the work on conditional structures in Unit 6. Answers | a. There could possibly be some continuation ofthe third conditional structue (talking about what would have happened if he hadn't picked up the phone), but the story must focus on actual past events, mainly using the past simple. b Becauscf this fal sentec, the past pac wile | needed earlier in the naratve, along with the past simple and possibly past continuous. | 2 Explain thatthe sample answer contains both sentences, ‘Ask students to read the answer and say which past tenses have been used. Answers past perfect, past continuous, past simple Se @itension activity ‘Ask students to underline the examples ofthese tenses and ‘explain why they have been used rather than the past simple. Answers past perfect: had lifted, had heard, had been taken (passive) all three examples are used because they refer to earlier events in the narrative. past continuous: were demanding, were waiting, was crying ~ used to reflect continuous states. was pulling away ~ used to describe the bus in the act cof pulling away. Point out to students that if the past simple was used here, he could nat have jumped on the bus! Explain to students that in the exam their range of language will be assessed. Encourage them to use a variety of words, as illustrated in 1 and 2. Explain that although ‘went’is correct in both places in the sample answer, the narrative can be improved by using different verbs, which have more impact on the reader. ‘Ask students to decide which verb should be used in 1 and 2 instead of ‘went, Answers 1A 2 WRITING FOLDER 3 aeIn pairs students look at spaces 3-5 in the sample answer and discuss which adverbs would work best Answers 3 suspiciously 4 nervously/anxlously OR desperately, 5 wildly OR nervously/anxiously 4. Ask students to reorder the sentences to fit the picture sequence. Explain that using a varity of sentence ‘openers in a story is another indication of good range of language, and shows that attention has been paid to the organisation of the story. Answers Order: g¢,b (Suddenly .),h (Without a second thought. d.f.a (By now.) (Eventually..) c(t first.) 5 Try toallow time in class for paired discussion of content as and range of language to be used. The story can then be set for homework. Remind students that they ‘must write within the word length (120-180 words) and include the sentence given Sample answer As soon as he got out of the car, Martin felt uneasy. He was In the middle of nowhere, with only a few sheep for company. Why had he agreed to meet Martha and John so fat away from the city? It had been Martha's idea to go for this picnic on a Scottish hillside. Now, In mid-November, ‘the whole thing seemed completely crazy. To make matters ‘worse, they were late, Or was he in the wrong place? Perhaps he had missed a turning, or misread their map. He felt more and more anxious, and sighed as he pictured his nice, warm flat in Edinburgh. Just then, he heard the unmistakable noise of Martha's Vespa and saw them climbing slowly up the hill He recognised the little scooter immediately as Martha had painted it bright pink. He shouted and waved, and soon they were there beside him.John gave Martin a big bear hug. "Happy birthday, mate,” he said, "we've brought your birthday cake!” Martha grinned at them bath and at that ‘moment the sun came out. It was a truly memorable afternoon. eee ERNE SELES ERIN, ching extra ‘Suggest that students have a file where they keep all their ‘written work They should date each piece so that they can review the whole file regularly and see how much progress they have made. fstudents are willing an it is appropriate, ask them to do a second draft, based on your comments and. ‘corrections. This avery efficient way of improving writing. skis, and allows students to learn from their mistakes. Units 1-6 Revision SB pages 44-45 Lesson plan Topic review 15-20" Grammar 104 Phrasal verbs 10-15" ‘Tense revision 30-40" SV Omit the Topic review; allow students to do phrasal verbs for homework, with an English- English dictionary. LV Ask students to write short compositions, 60-80 words each, on two of the review topics. ‘The aim of this unit is to go over some of the main points ‘covered in Units 1-6, With the exception of the Topic review, this unit can be done as a test or for homework 36 \ UNITS 1-6 REVISION Topic review 1 Ask students to work in pais. They need to look at questions a-jand talk about whether the statements are true for them or not. Encourage them to go into detail, ‘not just say ‘yes or ‘no’ The point ofthis exercise isto get students to use some of the vocabulary and language they have studied, but in a personalised way. Ths part of the Revision unit is designed to be integrated with the other revision exercises if wanted, oF to be done completely separately.a Reaching extra Display the posters which were made of the vocabulary dealt ‘with in Units 16 (see page). Students should spend some time revising this vocabulary and then the posters are taken down. Ask students to form groups in order to play aform of the word game Pictionary, Write 5-20 words or phrasal verbs ‘or expressions on separate slips of paper Fold the slips ver so ‘no one can see what Is written on them. The pieces of paper are put in the centre ofthe table and students take itn turn to pick up a sip and then draw whatever is written there represents, eg. to drown can be drawn as a drowning man in the sea.The other students have to guess what the word etc is. You can make the game as easy or difficult as you like depending on the words you choose to recycle, Grammar 2 This passage is about the sort of claims an insurance company receives from holidaymakers. The stories are all true, Students should read through the passage carefully and then fill n the gaps with ONE word only. Answers ton 2 the 3 some 4 has 5 while/when 6 was 7 If 8 too 9 as/because 10 who w his 12 from Phrasal verbs 3 This section is divided into three sections ~ phrasal verbs with ‘up with ‘out, and then verbs/phrases that can be replaced with a phrasal verb. Al the phrasal verbs tested here appear in Units 1-6. This exercise would make a ‘good dictionary exercise ~it is essential to get students ‘used to using an English-English dictionary at an early stage. Translation dictionaries should be kept at home and used as a last resort. If students are finding this exercise dificult, and most do, then give them some clues to help them. Tell them how many letters are in the word, maybe what the first letter is, etc. Encouragement should be the key here. Answers a save b ring/call/phone ¢ dress_d end e put f stand g sort hwork i go j make k tocutdownon I anupturnm you take back A tosetoff o toget over | Revision of present and past tenses 4. Ask students to read through the passage carefully and then decide on the correct present or past tense for the verbs, Sometimes more than one answer is correct. Answers ‘are 2 seems 3 are 4 sees 5 hastried / has been’ trying 6 hasdone 7 hasdeveloped 8 is 9 puts/ has put 10 hashad mn came 1 had never flown 13 hadhad 14 took 15 hadnever worried 16 announced x7 had 18 tried 19 overcame / had overcome 20 managed / had managed 5 This exercise isthe type of question found in Paper 3 Part 4. Students should keep in mind that there is a ‘maximum of five words only, and that contractions count as two words. Answers 1 wouldn't go dancing unless 2 worst film I've ever 3 would have met you 4 aren't allowed to 5 more frightened of ghosts than 6 shouldn't have bought you 7 had (already) started see to drive without UNITS 1-6 REVISION GeTest 1 Paper 1 Part 2 You are going to read an article about a safari guide. Seven sentences have been removed from the article. Choose from the sentences A-H the one which fits each gap (1-7). There is one extra sentence which you do not need to use. A hair-raising experience! Safari guide Pete Johnson had found a good place to camp. But it turned out not to be quite as good as he first thought. After three days of driving our truck through the heat and dust of northern Botswana, my assistant John and | were covered in sweat and mud and looking forward to cleaning ourselves up. As professional safari guides we were looking for good, bbase-camp locations in the Savuti National Park before our film crew arrived. Our enquiries had led us to a disused and abandoned public campsite. The cool shade of the thick bush and towering trees in this secluded clearing was a welcome change from the scorching heat. This deserted place, famous for lions and wild dogs, was perfect and far away from the main tourist areas. After dusting | ourselves down, we gazed over the deserted site, | [TL_} How would the film crew, several weeks behind us and hoping for some comfort, take to it? We began to investigate the area. Nearby we found a large rusty reservoir tower. [21] With broken window frames, missing doors and a damaged roof, the washing block was a horrible eyesore in this otherwise beautiful area. For ur purposes, however, it was ideal, and | was, delighted to find that water still flowed through the showerheads. This would provide a week or two of relative luxury for the flm crew, as they had had to make do with a bucket shower up to now. Pleased with our find, yet 100 tied to move on that afternoon, John and I set up an overnight camp. Once it was established, | excitedly headed for the Cool darkness of the shower block, armed with four days worth of dirty clothing and a bar of soap, to begin my laundry. Just how did the windows, doors and roof of the building become so damaged, wondered? [3] While kneeling down at a shower basin, rinsing the last of the soapsuds out of my travel-stained clothes, | was startled by a loud slithering noise. It was the beginning of my nightmare. [4 |__ I realised that it was not a large snake, but an elephant who had experty inserted its trunk through the window and was now sucking up water. ‘Suddenly, another trunk coiled through the window right above me, sniffed the air and proceeded to suck up my laundry water. | was now absolutely petrified and began to nervously edge away on my knees, making siowy for the door. | knew that if any ‘one ofthe elephants sensed me and panicked, they right easily injure or kill me. | had only moved a few inches, but before | reached the door yet another trunk burst i, this time through a hole in the corrugated root, and found its way into one of the lidless water tanks. [5] ‘There was nothing | could do but stay perfectly stil in the comer, listening to the sounds of bits of roofing being torn away and the deafening sucking up of water. [6] || remained frozen where | was for a few moments to make sure they had gone, then stood up and stumbled out into the welcoming sunlight. [.__] The animals had disappeared into the bush as if they had never been there. Feeling dazed | bundled up my laundry and quickly boarded up the doorway to the shower block with pieces of roofing. The fllm crew would have to make do with bucket, showers afterall ‘OBJECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED 38\ Test 1 {© Cambridge University Press, 2008‘A. I glanced over my shoulder towards the source Of the noise, and my eyes immediately fixed on a huge grey serpent-like thing that was slithering through one of the high windows. B This ugly construction provided essential dry- ‘season water for the old washing block on the ledge of the camp clearing. © There was neither sight nor sound of the herd. D And beyond it, two more of them were swinging their way towards me. ‘Though quiet, the campsite also looked completely run down. After several terrfyingly long minutes, the elephants stopped drinking as quickly as they had started and moved quietly away. Iwas about to find out. I was now surrounded. ‘OBJECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED ' Cambrge University Pres 2008 Test 1/39Paper 2 Part1 1. You ordered three computer games from a mail-order company and you are disappointed with the company. Read the original advertisement, on which you have made some notes. Then, using all the information, write a letter of complaint to the company, GamesDirect. GAMESDIRECT GamesDirect is a specialist company supplying computer games worldwide. We offer: @ the friendliest service Phone our order hotline and you Baia Wa: will be pleasantly surprised ————_| ‘@ the widest choice We stock almost every game eo produced on this planet! —————_} 4 @ the fastest delivery times Bae ee rer area etch cae = All orders are sent out within 48 hours> three weeks (still waiting for tno more) © the lowest prices Ifyou find a game cheaper anywhere else, we will refund the difference between the two prices. (es please: your price for Football Crazy 49 Euros ~ local shop 45 Euros! Order now on 07953 632100 - you won't be disappointed! Write a letter of between 120 and 150 words in an appropriate style. Do not include any postal addresses, ‘OBJECTIVE FIRST CERTIFICATE —T © Cane Tay Pres 28 4o\ Test 1 )Paper 3 Part 3 For questions 1-10, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS. example: [0)[B]ETA/UITIITFTUIL] THE HIDDEN FACE OF BEAUTY Cleopatra was not (0)... at least according to her portrait on BEAUTY coins found in archaeological sites. But she was loved by very ()..... men, like the Romans, Julius Caesar and Mark Antony. POWER The (2)... of beauty is similar everywhere. In many cultures, [APPRECIATE Individuals think Nicole Kidman, say, or Keira Knightley are (3) women, ATTRACT Males can (4)... handsome men, and females lovely women, IDENTITY However, we don’t learn this (5)....., we're born with it. We RESPOND also believe that good-looking people are more (6)... UKE competent and intelligent than plain-looking people. It is an extremely (7) ..n.-» form of stereotyping, PLEASANT However in one (8)... experiment, researchers brought @ REMARK group of (9)... together for an hour a day. Happily after four STRANGE days, people had begun to value qualities other than looks, and (10) were formed on the basis of these. FRIEND (OBJECTIVE FIRST CERTIFICATE ~ THIS PAGE MAY BE PHOTOCOPIED “© Cambridge University Press, 2008, rest (41 tPaper 3 Part 4 For questions 1-8, complete the second sentence so that it has a similar ‘meaning to the first sentence, using the word given, Do not change the word given. You must use between two and five words, including the word given. Here is an example (o). Example: ° have never been to Pats before, time This hhave been to Paris. ‘The gap can be fled by the words the fist time Iso you write: Example: [O][T1S] [TIMlel TFltTRISTTT [t/t iMlel 11) Write only the missing words IN CAPITAL LETTERS, 1 There’sa possibility the plane will be delayed so take a book to read ‘You should take a book to read delayed. 2. Iwill only feed your dog if iti friendly. rot Iwill itis friendly, 3. l'venever had such uncomfortable shoes. far These shoes are ‘ones I've ever worn. ‘4 Winning the lottery is less probable than being hit by lightning. likely Youare by lightning than win the lottery. ial at the party on Saturday night. You fancy dress at the party on Saturday 6 Some people think Agatha Christie was the best crime writer ever. ‘than Some people think no one has ever ‘Agatha Christie. 7. How long ist since you travelled abroad? last When abroad? 8 Thaven't had a holiday for nearly a year, since tt Ihad a holiday. (OBJECTIVE FIRST CERTIFICATE ~ THIS PAGE MAY BE PHOTOCOPIED 42-\ Test 1 \Paper q Part 2 You will hear an interview with Steve Haynes, a man who loves going on rollercoaster rides. For questions 1-10, complete the sentences, Inorder to travel cheaply Steve worked for 1 He says he's iden By] ot te wort roercoasters. Members of his club include a and some 3 Taare club usually doit need to BD] wen they goto theme pars The club members prefer ides which havea 5 | construction One members terifed of 6 fecha Dawesis spending 7] ona otercoaster tying to break a record, Die fit rhe Was ade olka talcay orate es predatory) 8 took the ollrmaster at Coney landtnee weeks tomake | 9 Steve loves llercoasters manly because they remind him of 10 CTE ST CENTRIC TS PAGE MAT BE PTOTOCOPED Cage Uy Fs Test 1 743 iTest 1 Key Paper 1 Part 2 1€ 28.36 4A SH 6F 7C Paper 2 Part 1 | Sample answer | bear sirs Last month, l ordered three computer games from your company, two of which have stil nat arrived. Your, advertisement promised good service and value for money, but | have been seriously disappointed, ‘When placed the order by phone, your sales staff were extremely unhelpful and even rude to me. As for your claim to have'the fastest delivery times, it took three weeks for the copy of Football Crazy to arive, and as said above, | am sill waiting fr Sim City 3000 and Civilization W. ‘The advertisement also stated that GamesDirect have the widest choice’ of any mail-order company, but this is just not true. was told by your staff that Warloads was unavailable, but have since purchased it ata local store without difficulty. To cap it all in this same shop | found Football Crazy on sale for q5 Euros, whereas your price was. ‘49 Euros. | would be grateful iF you could refund me the difference without delay. Hook forward to hearing from you. Yours sincerely Harry Howes Paper 3 Part 3 1 powerful 2 appreciation 3 attractive 4 identify 5 response 6 likeable 7 unpleasant @ remarkable 9 strangers 10 friendships Paper 3 Part 4 incase the plane is, not feed your dog unless by far the most uncomfortable ‘more likely to be hit don't/do not have to wear / have the option to wear / have the choice of wearing written crime stoties/novels better than OR written better crime stories than 7. did you last travel 8 is nearly ayear since Paper q Part 2 1 anaitline company 2 90% ninety percent 3 popstar, film actors 4 queue 5 wooden 6 flying 7 alone month/fourlg weeks 8 coal 9 profit 10 (his) childhood/youth Recording script Presenter: Welcome to the programme, Steve. When did you fist {get into rolercoasters? Steve: Well Iwas six when I ist realised what a great thing a rollercoaster was, was on the Pleasure Beach at Blackpool in England ~ it was 1973, By the time I was a teenager, riding the rollercoasters had become my main aim in life. left school as soon as I could in order to earn enough money to rollercoaster ry way around Europe. In my mid-twenties I gota job with an airline company. Using my staff discount om air travel, went round the world looking for great rides. Presenter: You're now the chairman of Britain's Rollercoaster Club, Have you ridden on every rollercoaster in the world? ‘Steve: I've ridden ninety per cent of them. My lat is fll of models, badges signs, T-shirts, baseball caps and other bits of rollercoaster stuf. When I'm not on a rollercoaster, 'm watching ‘American movies about them. Presenter: About how many rides do you take in a year? Steve: Probably 1,000 in an average year Presenter: That's amazing! And is this passion of yours shared by ‘many people? Steve: Oh, yes, I'm not alone, I set up the Club ten years ago and I have 1,500 members from seventeen countries. They range in age from four to ninety. One of our members is a famous pop star and we've go afew film actors, too, Presenter: So, what do you all do? Steve: About once a month we ty to meet up at some theme park inthe UK to ride the rollercoaster. The parks usually set aside time especially for us so we can ride around in peace, fee of ‘auieues, Last month we met at Bechdal, which has the best ‘wooden rollercoaster in the world. These days, most rollercoasters are made of ste, but to us, nothing beats one ‘made of wood. The steel ones might be faster and higher, but wooden ones are more beautiful Presenter: Do you see yourself asthe keenest member of the Club? Steve: No, not tall. One ofthe members has ridden the Beechdale ride more than 635 times. He ives near it and plans to ride it cover a thousand times next season. The funny thing is that he'd like to go tothe States to try some of the American rollercoasters = but he's scared stiff of lying. Presenter: Your members are always trying to break records, aren't they? Steve: Oh yes, at the moment we have Richard Dawes, an American, who's trying to break his own record of riding @ rollercoaster non-stop for a month, During the ride he will eat, ‘OBJECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED 44\ Test 1 KEY \ ‘© Cambridge Universiy Pres, 2008drink and sleep on the rie, The main problem is being in the ‘open ar. Your face swells and you get windburas, Presenter: Were the fist rollercoaster from the USA? ‘Steve: Well the Americans were the first to make them into a ‘commercial sucess. The Russians were riding on ice-slides inthe 15th century, and there were gravity rides in Paris in the early 19th century. The frst gravity ralway began in Pennsylvania, USA. It was builtin 1827 to carry coal, but was then gradually turned over to tourism and became the second most popular attraction in North America after Niagara Falls, in the mid 1870s. The first real rollercoaster was built at Coney island in 1884 and went into profit in three weeks. Presenter: So, whats the attraction for you? Isit the speed? Steve: I do care about the height and the speed of course, but i's really the atmosphere - it’s old-fashioned in many ways and takes ‘me back tothe time of my childhood. I don't think I'll ever grow ut of it somehow. Presenter: Well thank you for (OBJECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED {© Cambridge University res 2008 TEST 1 KEY ViLife’s too short cg ad 71 Vocabulary Sports equipment Speaking, Discussion using gerunds for likes and dislikes Grammar focus Gerunds and infinitives 1 Exam skills Use of English Paper 3 Part 4 72 Speaking Famous sports personalities Dangerous sports Exam skills Listening Paper 4 Part 3 Use of English Paper 3 Part 3 Vocabulary Where you do sport Pronunciation Question tags Word formation Workbook contents 1.23.4 Reading ~Part2 gapped text sentences, vocabulary 5 Grammar ~ gerunds and infinitves 6 Vocabulary sport ah ‘Weiting ~ punctuation 7.1 SB pages 46-47 aa Pension activity Put students in teams and then ask one team to describe the rules ofa game. The other team has to guess what the game, 2 In pairs, students ask each other the questions af. Draw. students’ attention to the fact that some of the questions contain an -ing word. wa SS Peching extra Point out that many verbs and phrases to do with liking and Aisliking are followed by “ng. Canitstand hate dislike loathe detest don't mind adore love ekeenon feellike enjoy be interested in 3 Students willbe familiar with th idea ofthe -ing form, ‘but may not know exactly what itis. Explain that itis a verb which is used asa noun. Its important to point out that not all -ing forms are gerunds and the exercise is designed to make students awate of this. Answers 2 adjective (the kindof rope) b participle (past continuous tense) € gerund (gerund subject of sentence) Lesson plan Speaking 25-30" Grammar 50-60" SV Set 8 for homework. LV See Extension activity for 1 1 In pairs, students look atthe illustrations ofthe different sports equipment 2-n. They write down what each is called. If time allows, this exercise can be done as a quiz, in teams. ‘Answers 2 swimming goggles andhat_ ski sticks and skis | € football “d rugby alle table tennis bats and bl | € ieskates g golf cubs and ball shutleccts~ badminton {basket for basketball) squash racket andball-k baseballbat I tennis racket and bal tm oars~rowing volleyball 46\ unit 7 \ 4 Explain that students need to decide which of a-e goes with 1-5, The aim is to make them aware of the common uses of the gerund in English Answers 24 bi cs d2 e3 5 Some verbs and adjectives are followed by a preposition and we usually use a gerund after them. Students should ‘watch out for verbs followed by toas a preposition Common ones are to look forward to doing and to object to doing. They are frequently tested. There is selection of common verbs which are followed by a gerund in the Grammar folder, page 201 ‘Answers | a ingetting b ofiearning ¢ on teaching | d forcropping. indoingf at swimming | & playing6 This exercise looks at the infinitive. Explain that an 7.2 SB pages 48-49 infinitive is usually but not always, o plus the base verb, eg. f0 do, Students need to match sentences af withthe explanations 1-6. Before they tart, check that they ea , understand the terms in 1-6, Speaking 10-15 | a Listening 15-20 Vocabalary y Answers ze 3b 4a $d 6 fd Pronunciation 20-30" Word formation 10-15" SV Omit 1 and 5; set 9 for homework. Corpus spot | LV. See notes below for 4 and 7. Ask the class to read through the sentences and talk about what is wrong with them in pais, 1 In pairs students discuss the questions. Draw students! (ee attention to the differences between go, play and doa Answers sport. The photographs are of: 2 | suggest taking / we take the easier route. } Do you want to go out with me? 4~ Ximena Restrepo (Colombian runner) €. mused to sleeping ina tent b—Paolo Maldini (Italian footballer) 4 There's no point (in) playing today. ¢~ Tiger Woods (American golfer) © | suggest (that) you goto the sports centre. / suggest main advantage, postive point, chief improvement A seat more people > accommodate | B continue > goon bad weather > when it's raining growing conditions > protect the grass problem > difficulty, challenge (verb), headache, issue Weight > heaviness schedule > complete on time increased cost > gone over budget Answers. 1B 2 Recording script Interviewer: So, Peter you've been one of teaun of architects developing this state-of-the-art stadium, Can I ask you what you see as its main advantage over the existing facility? Peter: Well ofcourse there are many positive points, For a start the stadium will accommodate an extra 800 people, whch means an increase in ticket sales, However, the chief improvement over the original building is thatthe new one will have a movable tof allowing matches to go on even when it's raining, There’ also a minor benefit in that because the roof is transparent, it ‘may help to protect the grass during winter. Interviewer: I see, Well, this i all ood news, but you are experiencing some difficulty on the project at present, aren't you? Peter: That's true, Every large-scale project causes usa few headaches and this one is no different, At the tart, we were challenged by the heaviness ofthe roof we had designed but we solved that problem fairly easly wth a change of materials. What {san issue right now is that we've gone over budget and will need to-make afew savings in the coming months, bt 'm confident wwe can do that and still complete the project on time. EXAM FOLDER 5 aesThe final frontier 2. Fora briefer activity, the three discussion topics could be given to groups in different parts of the room, with an Cord ri ‘optional reporting back phase on all three atthe end. Reading Paper 1 Part 2 3. Refer students tothe Exam spot. Ask them to read the Vocabulary __Signposting words in texts, ese Grey arta esta it hepato a Speaking Discussion newspaper or magazine article often holds many clues to 102 the overall content ofthe piece. Ask students to discuss its ane ee ee possible content in pairs. Then get them to skim the est of reese icistal eas the article to answer the question. Vocabulary Phrases with at = Workbook contents NASA is government-owned whereas the SFF is 1 Use of English —Part 1 ‘encouraging private enterprise. NASA is seen aselitist, | = peaeeee while the SFF wants to open up mass space travel. NASA ‘doesn't share the SF's belief in space tourism, 34 Grammar ~ future tenses 4 Ask students to check in pairs whether sentence A fits 10.1 SB pages 64-65 any of the gaps, using the underlined parts to help them. — arner Lesson plan Sentence isthe extra sentence. Reading 50-60" Vocabulary 10-15" 15 Suggest students work on BH in pairs. Speaking 10-15) SRAM ISREANGE SE (FON AE ENO SV Keep discussion in 2 brief; set 6 as homework. ‘Answers IV Extend the discussion in 7. Remar nate Whiten ee ene 6 Remind students that the related words could have prefixes andor suffixes. Explain that there are two necessary, put up the following vocabulary to help sees res students. The two pictures show an artists impression of astronauts working on the surface of another planet, with a landing craft and a science fiction still of people in stasis (deep sleep) during space travel Answers a re-usable b commercial ¢ economics d delivery e efficiency f endlessly g ireversible h settlement | Useful vocabulary: T inappropriate j affordable astronauts: helmet, gravity breathing apparatus, aificial ight stasis suspended animation, timescale, solar Seer SP a re ee they are going to say. They can time themselves on each point. sae ee system, intergalactic, light speed pemchingiext \Extension activity Ifyou have acess othe Internets posible to research a : : : Setup a competition to decide which sistudents wl gon Re coh anic ca taaNe ieee the first spaceship to Mars. Every student takes on the role of 3 ee ae eee eee ‘ita Indvgual ad gives a rie expanation as to why they Encourage students to do tis for themselves a5 they wl be should go.on the spaceship. or example: sng ther English avery racial way biosphere ecologist ~to grow edible food crops on Mars comeslan~to keep everyone entertained Inthe absence of television Encourage students to use theirimaginaton and have a class tote to decide onthe best as. 60 UNIT 1010.2 SB pages 66-67 Lesson plan (Grammar 30-40" Writing, o-10' Listening. 10-20' Vocabulary 20-20' SV Set7 for homework; omit discussion in 8, IV See Extension activity for 9 1 Explain that this lesson reviews several ways of referring to the future, all of which students should already know. Suggest students work in pais. Answers | 2 future simple b going tofuture ¢ future continuous d future perfect e going tofuture (simple present - plan to.) (simple present ~is due to.) 2. Now ask students to match the five categories to the examples a-g. Answers 1 (prediction): a,b, 2 (planned event):f,g 3 (event that has not yet happened): 4 4 (intention): e “answers 2: will fll (not a continuous state) b won't be (prediction rather than definite truth) € may [prediction of possible future event) 4 will carry (Future event + verb no tied to an end date) © am going to (definite plan in the near future; intention) would (reported speech) willbe living (Future truth) Fill have been (anniversary has not yet happened) 7. The photo shows a fashion item by the designer Hussein CChalayan. Test 2.0n page 75 includes a text about him. Elicit students’ reactions to the ideas given about clothing i the future. Ask students to complete the summary, ‘explaining that one verb requires a passive form. Answers + willhave risen 2 will have included 3. will have been filled 4 will ave become 5 will ave taken 8 Students should listen for gist and global meaning, in order to decide whether the speakers express positive or negative views. Play the recording a second time so that, students can confirm their answers. 3 Blicit student’ ideas on the use of the present continuous inthe example given Answer ‘The present continuous is commonly used to refer to definite events in the near futur. 4. Both examples use modals (may, could) to predict possible future events. Elicit the other modal that is used inthis way (might). Ask students to compare the use of will or prediction: in sentence b, if it said will instead of could, what would the effect be? Will adds certainty to a prediction, 5 This sentence contains reported speech with backshift (once said .. would begin). Explain that students will be reviewing reported speech in Unit 13. 6 Allow students up to five minutes to complete the ‘exercise and then check answers, eliciting reasons, Answers ‘Speakers 1 and 2 express negative views; Speaker 3s positive. Recording script Speaker 1: I findit quit cary actually Films lke Bladerunner could really come true. Imagine city like Los Angeles in twenty yeas time. I mean it's dangerous now. isn't it~ remember the riots People wil be living in run-down buildings, to frightened to.come out. Oil supplies will have run out, 50 there wont be any cars. And with globl warming and El Nino the climate is changing 50 the lac of sunlight and pouring ran in the film may ‘wel be accurate... what LA weather will be like Speaker 2: I'm reading one of his sci-fi ones at the moment. all happens way off in the future, thousands of years from now. There are human-like characters, but theyre avery sophisticated race— ‘well never be as clever as them! They live for at last three ‘hundred years and aftr that, they can choose to live on ina different state And there's no poverty, no war .. For the human race this seems completely unatainabe there will ways be some country at war with another. I don't se a long-term future for the human race... ven if our planet survives in one piece, well have wiped eich other out oF something. THE FINAL FRONTIER (feSpeaker 3: Things may be different, but they won't necessarily be any worse, Well just enter a new phase of our culture, our existence. We've always edapted ... I mean, think of the huge changes with the Industrial Revolution ... why should this bbe any different? And as for the eco-threat, we're going to have to deal with it somehow, aren't wet [think we will. 1 ‘can't accept that the human race will case to be. Call me an optimist, but that’s what I feel, 9 Fxplain to students that the preposition ar, like im and on, ‘commonly occurs in fixed phrases (examples a-c) and patterns (example d). Ask students to complete the exercise and then list all the options, with their meanings or an example sentence, in their vocabulary notebooks. ‘Answers 1B 2 3A 48 es DS ee Extension activity Write some adjectives on the board and ask students to come Lup with more examples ofthe pronoun and superlative pattern. For exampl sily: The children were at their silliest towards the end ofthe party ‘mean: The tatty present showed my uncle a his meanest! strong: With three players back from injury, Norwich City will be at their strongest tomorrow. highs The dollar was at Its highest in several months. Interesting: Live coverage is news at its most interesting. Writing folder 5 Articles 1 SB pages 68-69 11 Flicit why people read articles in magazines and newspapers: usually for pleasure or for information. Explain to students that itis important for an article to engage or entertain the reader, and that a suitable tile will help to do this. Ask students to decide in pairs which title most appeals to them, 2 Ask students to match the titles tothe paragraphs. Point our that the opening paragraph for B does not pick up con the idea ofa lifelong ambition. The other three titles are intriguing and the reader would probably want to continue reading. Answers ‘A 3-25Liftoffl_B Alifelong ambition € Aliens are coming ..._D Is anybody there? 3. Encourage students to use a variety of vocabulary in their writing. This exercise raises awareness of this and shows them the importance of improving a first draft ‘Sample answer (0,first stage) ‘On some nights, open my window and gaze at the stars. It's wonderful thing to do. Sometimes | stay there for ‘ages, wondering what the universe holds. it makes me feel humble. Space isa vast place. There are so many galaxies apart from our own ~so there must be other life? 62°-\ WRITING FOLDER 5 Answers a adjectives b noun phrase ¢ quantifiers d adverbs (0, second stage) (On some beautiful cloudless nights, open my window suguesttiwintingcon ty uckrwcnactaing | to do-s0 sometimes stay there forages, wondering what the universe holds males me fee veryhumbleas space | J isa truly vast place. There ate so many galaxies apart from ‘our own —so there must surely be other forms of life? ‘The photograph shows distant galaxies observed by the Hubble Space Telescope. Sample answer ] (6) thas always been my dream to step on boatd a shiny, silver rocket and be launched into space. An article which Itead recently said space travel may be possible for | ‘ordinary people soon. Wouldn't it be wonderful to be one cof the first to go? | really hope that | am lucky enough to experience this 5 Refer student to the Exam spot and stress the importance of writing in a suitable style for an article. ‘Then ask them to read through the exam task carcflly As they read, they should think about the magazine the article will appear in and its likely readers.6 Students can discuss a-d in pairs. Answers 2 Future forms of transport; destinations for holidays b More than one kind of transport should be mentioned. Given the type of magazine, it should be fairly lively and ‘easy toread. 4d. Probably four: an opening paragraph; one on transport; ‘one on holidays:a final paragraph 7 Tell students to use their imagination to the full when. thinking of ideas. Suggest that they write a first draft, and then try to make improvements to it ‘Sample answer TRAVELTOTHE STARS ‘You are probably reading this on board a jumbo jet, but imagine how you could be travelling and where you might be able to get to on holiday in fifty years’ timel By then, planes could be seen as old-fashioned, with re- usable space rockets being used for holiday destinations instead. Or perhaps someone will have invented a completely new form of transport, capable of traveling faster than the speed of light? If that ever happens, we will be able to go wherever we want to on holiday — not just within our own solar system, but out to other parts of our galaxy, or even to another galaxy further away. A cheap weekend break might consist (of a couple of nights on an orbiting space station, watching the world below. Just sit back in your seat, close your eyes, and dream of ‘your future. Isnt it exciting! WRITING FOLDER 5 aeLike mother, like daughter na Exam skills Speaking Paper 5 Part 1 Listening Paper 4 Part 4 Grammar extra like Speaking Characteristics m2 Vocabulary Describing personality Mixed phrasal verbs Adverb or adjective? Past and present participles Grammar focus Workbook contents 1,234 Vocabulary ~ word formation, word groups, American English 5,6 Writing - error correction, informal letter 11.1 SB pages 70-71 Lesson plan Speaking 10-20" Listening 30-40" Speaking 20-301 SV Omit7 and 8, IV See Extension activity for 2. ‘The photos (left to right) are of: Hillary Clinton and her daughter Chelsea Clinton Jerry Hall and her daughter Elizabeth Jagger Martin Sheen and son Charlie Sheen ‘Ask students to look atthe photos. They should think about the similarities and differences inthe photos. The aim of ths is to get students thinking and talking about ‘themselves and their families, Refer students tothe Exam spot. At the beginning of the ‘Speaking part of the examination, the interviewer will chat to the two candidates about everyday things. They'll ask for personal information, about their studies o job, about their hobbies and future plans. This is mainly to settle the ‘candidates down and get them talking, It also gets them used to the sound of the interviewer's voice and whether everyone is speaking loudly and clearly enough. 64\ unit 1 2. Students should talk to each other in pairs about themselves and their families. They need to answer questions on facial and body features, personality and sound. If they know each other very well then you should ask them to find out three things about each other or their families that they didn't know before =e ‘Extension activity you have time, then you can play the game of 20 questions. Think of a famous person but Keep it to yourself Then students find out the identity it must be someone they would have hheard of but don't make it too easy. When they get the idea, put them in pars to practise. Try to get them to use: sound like; take after look Tike. 3. Refer students to the Exam spot. The aim of this exercise is to show students how to deal with a multiple choice listening task. Ask students to look at question | and the ‘things to think about which follow. Pay the recording until .. some ofthe kids I knew did. ‘Ask them which isthe correct answer and why. Answers «Did she go to the cinema? No. How do we know? Because she went toa film set, which is place where a film is made. Did she meet Harrison Ford? We don't know. ‘eHow did her parents treat her? Well, but they didn't spoil her. Did she have any brothers and sisters? No, 4 Answer 1B ~'my mother arranged for me and a few friends to go to the film set to see him working on his latest film, as a treat for my birthday! Recording script Presenter: So, Hannah, what wasit like growing up in Hollywood asan only child, and having sucha famous mother? Hannah: Well, guess I was prety privileged as I had things most ther kids oply dream about, For instance, when Iwas 14 I just loved Harrison Ford films, and my mother arranged for me and 2 few friends to go tothe film set to see him working on his latest film, asa treat for my birthday. I don't think I was particularly spoilt though, eventhough Iwas an only child, and I didnt get into trouble like some ofthe kids I knew di, Presenter: You, yourself are an actress now, Did she ever try to put you off acting?Not tall. ust the opposite. She fel! should filo feelings, I guess in the same way she had done when she was younger. My grandparents hadn't wanted her to take up acting you know, especially ax she had to move from Europe to Hollywood. I don't think her family took er seriously at first and I think she was quite homesick and felt she could have done with a litle more family support. Presenter: Now, you look very like your mother, don't you? Hannah: Ob, yes. My mouth, the shape of my face, my jaw Hine is ‘my mother's. My nose too, but only the tip of if, not the bridge — that is unique, like no one else's in the family. My eyes, my forehead, my colouring, my height are diferent from my mother’s but everyone tells me I look like her. When 1 say everybody, I mean everybody, People stop me in shops, on the subway, in the street. Presenter: What does your mother say about this? Hannah Well we both looked in the mirror one day and came to the same conclusion ~ people exaggerate, Then one day I went into dress shop. I was alone except for another customer. thought to myself. ‘She looks like my mother! Then I walked too close to her and crashed into a mirror ~ the ladv was me! T hadn't recognised myself Presenter: What qualities do you think your mother possesses? Hannah: Great physical energy. She usd to walk fast, and when she ‘wasnt acting she cleaned and organised the house perfectly. She loved acting more than cleaning; she loved acting most and above all 1tta0k me some ime not to fel hurt hy this, I wanted to come first. When asked what was the most important thing in her life, she got real embarrassed and nervous, but my mother coulda i; she had to say acting’; though I know for our sake she wished she could say family She is terribly practical, and | am too, We consider it one ofthe greatest qualities in people. We sive it the same status as intligenc. Practcality is what made my mother advise me to learn to be an accountant. Ifyou know how todo it, ou know you'll never be cheated out of any money she says I did't finish the course as I decided I wanted to act. Presenter: Did she have any personal experience of being cheated ‘out of money? Hannah: Well, my mother has always been a very generous person to people she likes. I think another actor wha she fell out with started the rumour that she is abit stingy. She docs say that 'm 8 bit extravagant, Presenter: Now, you don't sound like your mother, do you? ‘Oh no, She still has ait ofan accent, But her voice is definitely an actress woice—the cleerest speech, the most ‘commanding delivery, and loud. The family used to tell her that she dida't need a phone, she could have just talked to us on the other side of town and we would have heard her. She justifies it ‘with'T picked it up in the theatre. My voice has to reach all the way tothe last rove? Presenter: Thank you for coming in today to talk to us Hannah and good luck in your new film, which I believe, i released on Tuesday? Hannal Hannal fs that's right. Thank you. 5 The students need to know that sometimes one of the options in a multiple choice question may be factually correct, but doesn't actualy answer the question. They should also be wary of just choosing an answer because they heard one of the words on the recording. {Ask students to look at the rest of the questions and play the recording twice. Answers 28 3C 48 5A 6C 78 Photocopiable recording script activity (~-» page 182) Give out the recording script after you have played the recording twice, o help students locate the answers if needed. 6 Ask students if they can answer the questions without listening to the recording again. Answers a privileged _b homesick ¢ unique 4 embarrassed and nervous _e being practical f generous/stingy g loud/commanding Grammar extra Students often confuse these two uses of like: ‘What's she like? What does she like? This is just a short awareness exercise Answers A tall friendly, amusing B swimming, hamburgers, watching TV, photography 7. This exercise is to get the class talking but possibly in a way that they haven't thought about before. It means they have to move round the room and form new groups, depending on their place in their own family ~ oldest child, middle child, youngest, only child, one of twins, etc. If there isa student who has no one in their group, ask him/her to go to each group in turn to talk about his/her experience, Care should be taken if you know there are people in the class who have family problems. 8 The aim of this exercise is to broaden students vocabulary. They are often very unimaginative when it comes to descriptions of people and they need to be directed into other ways of looking at peoplelfamilies.11.2 SB pages 72-73 Lesson plan Vocabulary 30-4 Grammar Speaking SV Set 3 for homework. LV See Extension activity for 2 1 This exercise can be done using an English-English dictionary. Ask students to work in pairs. ‘Answers a conceited b cheerful ¢ optimistic d generous | e sensible f considerate g unreliable h seltconscious i badstempered j amusing -k aggressive I lary im loyal sociable 2. Refer students tothe Vocabulary spot. Students have to think about the positive or negative meaning of the words in exercise 1, and then their opposites. Sometimes an opposite can be formed by adding a negative prefix, sometimes another word is required. Ask students to talk about their families if there is time, using some ofthese adjectives. Alternatively, they could ‘writ a short piece for homework on ths subject. Answers positive = cheerful, optimistic, generous, sensible, considerate, amusing, loyal, sociable negative = conceited, unreliable, self-conscious, bad- tempered, aggressive, lazy Opposites 2 modest b miserable ¢ pessimistic d mean/stingy | © irresponsible # inconsiderate g rellable/dependable hh unselfconscious 1 good-tempered/easy-going jj serious k peaceful/cowardly | energetic _m disloyal 1 shy/introverted a eS (Extension activity You should diseuss the use ofthe words funny’ and nice’ in English. Funny’ can mean ‘odd’ or‘amusing”. Its probably safer {students avoid using unny'for the former meaning and use ‘dd, strange or peculiar instead. Also point out the use of fun’ rather than funny’ inthe sentence: went to the beach and it was great fun"Nice’is overused in both spoken and written English. Point out that there are many adjectives that can be used instead to describe a person, objector piace. An [awareness exercise could be done at this point. Replace‘nice’in these descriptions ‘Anicevase: beautiful, ol, antique, expensive, valuable ‘Anice old grandmother: kind, friendly, loving, dependable ‘Nice weather: lovely, beautiful sunny ‘Anice meal: delicious, tasty, wellcooked ‘Anice film star: handsome, good-looking, pretty talented ‘AniceTV programme: interesting absorbing intriguing, exciting ‘3. Some of these phrasal verbs were in the listening passage. ‘Ask students to replace the ordinary verb with one of the phrasal verbs in the box. Sig arr Answers a picked up _b grew up ¢ putthemaff d turns up stoodby f look on 4 This section looks ata certain type of verb, usually connected with our senses. They are called ‘copular verbs’ and after them we use adjectives, not adverbs. Suggested answers 2 It sounds romantic/revolting etc. b it smells salty. € feels scary/quiet, d_Ittastes great/delicious. € It looks interesting/honest/tempting. F It feels good / expensive. 5. The students need to compare A and B. In A looked means’seem’ or ‘appear, whereas in B look ‘means ‘direct her eyes towards’ — it is an action. In feel means ‘have the sensation of whereas in B felt ‘means toucl’ = itis an action, Suggested answers a adjective -delicious _b adverb — gently € adjective—happy 4 adverb—carefully € adjective loud/scary/terrifying f adjective expensive g adverb ~ meaningfully h adverb suddenly 6 Draw students’ attention to the Corpus spot. This ‘exercise isto sort out any problems differentiating. between the use of -ed and -ing, which often causes problems for students.Answers It would mean Hannah was embarrassed by her mother. 1 the past participle -ed 2 the present participle -ing 7. This provides more practice in using -ed and -ing. Ask students to give real answers to the types of entertainment in a-g, Make sure they know the meaning of all the adjectives. Exam folder 6 Paper q Part 1 Short extracts SB pages 74-75 Refer students to the description on page 74 and discuss the content of Part 1, in relation to the pictures. ts important for students to understand that the questions test a variety of situations, functions, and types of spoken material. 1 Ask students to underline key words on their own and then compare with another student. They should underline words both in the question and in the options. Sample answers 1 You hear this advertisement on the radio for a new. magazine. Who is the magazine aimed at? ‘A gardeners B cooks € climbers 2. As you leave the cinema, you overhear this conversation. ‘What isthe man’s opinion of the film? A tis longer than necessary. B ithas a weaksstoryline. ts actors are disappointing. 2 Play the recordings and check answers atthe end. Each recording is repeated, with the appropriate pauses. [answers 1A 2C 3C 4B 5C 6A 7B BA Recording script You will hear people talking in eight different situations. For questions 1-8, choose the best answer A, B or C. 1 You hear this advertisement on the radio for a new magazine, Who isthe magazine aimed at? A gardeners B cooks climbers If you enjoy spending time inthe kitchen, you'll already know about our successful magazine Taste! In answer to readers requests, we've introduced a sister magazine called Dig, for everyone who enjoys being outdoors whatever the weather. It's full of tips to keep things looking a their best throughout the year and inchides a free packet of seeds every month, ‘Available now! 2. Asyou leave the cinema, you overhear this conversation. ‘What is the man's opinion of the film? A Itis longer than necessary B Ithasa weak storyline C ts actors are disappointing ‘Woman: Well that was a long one, wasnt it? ‘Man: Was i? Seemed normal... Woman: No, no. That scene at the end should have been cut, ifyou ask me.I thought Jim Franklin was really good though, Man: Hmm, I've seem him do better... and that co-star was a ‘weak character, wasn't shet What a shame ~ the book was absolutely gripping and they haven't changed anything, so ‘you cant criticise the story 3. You overhear a woman talking on the phone What sort of person is she? A unhappy B impractical C disloyal Hello, is thatthe news desk ofthe Daily Times Yes, 'm ringing with some information... you see, I'm a close friend of Heather Woods... last weeks jackpot winner, that’s ight know she doesn't want any publicity bt ifthe price is right, Ym willing o give you a story. I mean it’ ridiculous, all that ‘money and she's sitting there miserably! I could visit your office tomorrow... or fax you something if you prefer ‘Okay, that sounds interesting, my number's 0181... 4 -You hear this interview on the radi Why did the man give up his job? A to recover from stress B to reduce his expenses tomove somewhere quiet Int: So, Duncan, you left «well-paid job in Glasgow to move to this beautiful island of the west coast of Scotland. Wes it to escape the pressures of city life? Duncan: Not relly. I grew up in the counteyside and T know ‘only too well how quiet it can be ~ I go back to Glasgow regularly, in fact, to enjoy the fst pace again! The point is, was trying to write a novel while I was working — you know, weekends, evenings — and realised I couldn't do both, Sot quit and came here to cut costs... a the time I didnt even. havea publisher's contract, so it was a risky move, EXAM FOLDER 5 ae15. You overhear this conversation ina hotel ‘Why has the woman come down to reception? ‘A toask for another room B to order some food C to complain about the service Receptionist: How may [help you, madam? ‘Woman: I was on the phone to you from my room just now and Receptionist: Oh yes. There was something wrong with the phone ... I there a problem with the zoom? You're in 203, aren't you? ‘Woman: Yes Iam ... t's fine.I was actually ringing about room service ~ it’s taken ove forty minutes for them to ‘bring me a simple sandwich and a cup of coffee. Well Iwas ‘50 appalled, I decided to come down here to have a word with you . 6 You hear this radio report about football match, What happened atthe match? A Some fans ran onto the pitch B A player was badly injured C The referee stopped the match. Well, Grangewood ~ Trent United has finished one nil after @ ‘match that was ful of excitement. Grangewood took the lead with Bellamy’s early goal, wonderfl return for him after his long absence with that broken leg. A crowed of supporters rushed across to Bellamy when the game was over, glad to see ther hero back. The referee tried to stop them but in the end, it was the whole Grangewood team who walked off the pitch with their delighted fans. 7 You hear this interview on the radio, ‘Whereis it taking place? AA ina clothes shop B atan exhibition © onabeach Int: Tm with Liam O'Neil and we're surrounded by his latest range of swimwear that’s caused areal sensation here atthe Clothes Show. Liam, why do you think you've dane so well this year? Liam; It’s unbelievable, isnt it... Tdunno, i’ kind of strange. The new stores have created a lot of interest throughout the country and I guess people wanted to come and see for themselves. Int: Liam, your display is most impressive ~ how did you move all that sand? ‘Liam: We had three lorries driving through the night to get, here ~itjust wouldn't be right to launch sivimwear without the beach! You overhear this woman talking about an evening course. ‘What does she enjoy most? A doing maths B watching videos C having coffee ve started this astronomy course —two hours a week on a ‘Monday evening, Every week the lecturer shows a short film _. we've seen one on the Hubble Space Telescope and another about the sun, Is useful, although I cant help thinking we could take the tapes away and do that bit at home, We have to ‘work out lots of calculations in class and T must say that it's terrficlT thought it would be really hard work, but the time goes by really fat and there's always a break — not that the coffe is anything special can't wait to get back to my sums! 3. Suggest students use a pencil to shade in the answer sheet extract. Remind them that they will have an extra five ‘minutes in the exam to do this, == 68 \ EXAM FOLDER 6 \12 great idea Speaking, ‘Questionnaire on technology Reading Guessing unknown words Examskills Reading Paper 1 Part 3 (multiple matching) 122 Grammar focus The passive Examsskills Use of English Paper 3 Part 4 Listening Inventions Vocabulary Collocation Workbook contents 1 Reading — Part 1 multiple choice 2 Grammar - the passive 3 Use of English ~ Part 1 4 ‘Vocabulary — phrasal verbs with come and take 12.1 SB pages 76-77 Lesson plan Questionnaire 20-30" Reading 50-60" SV Omit 1. TV See Extension activities for 1 and 5. 1 Ask students to look atthe photo of the wrist gadget. Have a short discussion on what iti if they have seen one, ‘would they want one et. It is a phone, computer, e-mail ty which can be used anywhere. ‘Ask them to read through the questionnaire by themselves or go through it with them if you feel there ray be vocabulary they are unfamiliar with. The following is some vocabulary they might not know: to plug ins to fuse; to put on a plug: vending machine; viciously; resignedly. Ask students to discuss their scores in pairs. ‘The words technophobe and technophile are introduced here. ‘This could be used for vocabulary expansion, depending on the level and interest of the students. The use of phobia for fear of is very common in English. positive words: anglophile,bibliophile, ete. negative words: arachnophobia, claustrophobia, agoraphobia, hhydrophobia, etc. 2. Refer students to the Vocabulary spot. No dictionaries are allowed in the examination and students need to feel confident they can cope with a text without immediately reaching for their dictionary. This exercise picks out various words from the text that they might not know and asks them to work out the meaning from the context. It doesn’t matter if they can't come up with an. ‘exact synonym - i’ the fact that they've understood ‘what it means that counts. Answers 8 wooden/metal closures that cover something —in this case a window 'b something that came before € something over his face which disguises him small € place everyone recognises reasons 3. Refer the students to the Exam spot. Ask them to skim the text quickly to get an idea of what itis about and then to look at the example questions. They should then. move on to the complete exercise. Answers 1A 2C 38 4D SE 6C BCD oF WA 2B 08 ncaearinen (6<= aS Gitension activity a ‘Ask students to find words in the text which mean the same: 8 make easier easytouse/handy ¢ tolet go round @ only Answers a simplify convenient d crculat e solely € torelease 8 ‘Ask students to form groups to discuss which modern corweniences they couldn't live without, for example, a mobile phone, TV,a washing machine, a computer, central heating, lifts, a fridge, a car aeroplanes, motorways Background information Some inventions and the dates they were invented: 1902 teddy bear 1910 — washing machine s91g-bra 1928 peanut butter 1935 —colour film 1947 ~ microwave oven 1951— home computer 1959 Barbie dol 1964~fax machine 1970 snowboard 1980 — inline skates 12.2 SB pages 78-79 Lesson plan Grammar 20-25 Exam skills 10-13 Listening 10-13" Vocabulary 20-25" SV Omit 8: set 10 for homework ee Extension activities for 6, 8 and 10. 1 In this exercise students have to recognise the form of the passive. They often confuse the tenses ofthe verb to be with the passive, Answers a past simple passive active ~ past simple modal passive past perfect passive; past simple passive active ~ past perfect past simple passive JO. UNIT 12 2. Try toclict the answers to these questions from the students. For the formation ofthe passive ask students to Took in their Grammar folder, page 202. If they are still unclear, then give them a table of the tense changes. Get can be used informally instead of be. camera ae ‘Paching extra Students often worry about the formation ofthe passive. IF they are unclear about this, put the following table on the board for them to copy down. itis important in Part 4 of Paper 3 that they keep in the same tense asthe prompt sentence, so they need to be able to manipulate active to passive and passive to active easly Note that get can be used Informally instead of be. ‘Simple present amare/s + past participle Present continuous am/are/is being + pp ‘Simple past was/were + pp Past continuous was/were being + pp Present perfect hhave/has been + pp Past perfect hhad been + pp wt willbe + pp Future perfect will have been + pp Going to am/are/is going to be + pp Passive infinitive {to} be done; (to) have been done 5 The passive is often used in newspaper reports and also to talk about processes. This is because the action is more important than the person who is doing the action, Answers 1 could be persuaded/encouraged 2. were encouraged persuaded; have been cencouraged/persuaded 3 were used 4 are (often) filled 5 can be talked into 6 ave (being) supplied 7 are dissolved 8 can be dispersed/are dispersed 9 (can be) stored 10 will be isued/are going to be issued 1 ishoped 2 can be made up 43 are constantly being asked 4. This short exercise shows students the difference between, bbyand with. We use by when a person or animal is involved; with is used for objects. Answers ‘2 The kitchen floor was covered with mud, b He was scratched by a cat € He was run over by a ear someone was driving the ear) d. The old house was smashed down by bulldozers. (someone was driving the bulldozer) The school is being rebullt with a new type of brick5 Students often feel they need to use by every time they use the passive. However, itis often not needed — it can be understood. Suggested answers 2 y Spielberg. (ts important to know who the person was) bb comect - (obviously by builders) € Toy her uncle (usually youd say who by, unless sheid been out of work fora while and actually getting the {job was the important point) 4 “/by his wife/by the Mafia fe (unless a famous surgeon) f deliberately/by children Corpus spot ‘Answers The house was/is painted blue. The mobile was not answered, My laptop was bought for me two months ago. 4 He was born in June. fe The meeting has been cancelled. 6 Students look at these notices and decide where they ‘would see them. ‘Answers a Inacanteen, b Same or in any building or on public transport. Parking spaces or seats ata club. Somewhere where membership is important. Ona parcel or packet of biscuits, etc. @ Asa headline for a newspaper article, Teaching extra The passives used in newspaper headlines, but a words ae triste out, this an be very confusing to non-native speakers. Encourage students to put together ates for a cass ‘newspaper or radio programme so that they can practise using the passive in a realistic way. 7 Students should try to use the passive in their answers. In e students can answer in two ways: Twas given or... was given to me. The frst way is neater. 8 The two pieces of information are linked in some way. Ask students what the link is. If they have problems, then sive them the first one as an example. Answers John Lennon was killed in New York b Gunpowder was invented in China, € The telephone is used by half billion people 4 The tomb of Tutankhamun was discovered by Lord Caernarfon. Satellites were first sent into space in 1957 The Olympic Games wil be held in London in 2012, Togas were worn by the Romans. Leather is made from cows. RE, (Extension activity This exercise can be extended into a game Each team thinks of two ideas and the other team has to guess what thelink I ‘9 Refer students to the Exam spot. This exercise is exam practice using the passive in key word transformations. ‘This exercise can be set for homework if time is short. Answers object to their ideas ‘were thse chemicals being mixed was made to hand over is supposed to be was informed of his / my boss's 3 4 5 | 6 has been a decrease in 10 In pairs students match the verbs with the words or phrases in the box. Answers ‘come ~to a conclusion, into money, to a decision, apart take ~a seat, advantage of, offence, turns, notice of, apart, aninterest tell~a story,a le, the difference, the time, apart, the truth fall asleep, in love ill, apart =e ae ‘Extension activity ‘Ask tudents to fllin the gaps in the columns, where possible. eee can) science | Invention | technology discovery Answers Person ‘Adjective Verb scientist scientific Pa inventor Inventive invent technologist/technician technological — discoverer 3 discover A GREAT IDEA ae |11 Phy the recording and ask students to try and decide ‘what invention is being talked about in each case. Answers a the printing press b peri 1 the whee! in (antibiotics) ¢ plastic Recording script 1 Around 1450 a man in Germany created a means of mass- production. In doing so, he gave the world a way of getting knowledge, and therefore power, out of the hands ofthe few and into the hands ofthe many. No other invention has done as much to make knowledge available, By 1500, nine million were in circulation atleast a thousand times more than there had been before when things ha been done by hand, 2 This key breakthrough in medical history might never have happened had a scientist in London been more particular about keeping his laboratory clean. By leaving glass plate coated with bacteria lying around, the scientist discovered something that has saved millions of ives round the world. 3 This cheap, light material was invented in the nineteenth century, It was frst used to make cutlery handles which ‘unfortunately went up in lames rather easily. Not until 1910, with the advent ofa tough, non-inflammable kind, did this invention really take of Now we each throw away around 45 kg ofthis material every year in Britain alone, and the product has a bad image asa pollutant. The truth is, however, that in terms of total energy and resources they use, this product often turns out tobe ‘greener than glass of paper. 4 Wel this invention i probably the most important ever {nvented, No one knows for certain where or when it came about, but itis perfectly designed for what it has to do, Ii the ‘mathematically optimal shape for minimising the amount of contact with other surface leading to minimal friction and energy loss. Plus its surface has no edges, 50 i's good for smooth, tepetitive motion. Writing folder 6 Reviews SB pages 80-81 ‘The review has been added to the Part 2 task choices from December 2008. 1 Ask students to spend a couple of minutes listing good and bad points before discussing their ideas in pairs. 2. Suggest students focus on the adjectives in order to decide. Answer 3 Ask students to skim the review to get a general idea of its meaning and then to complete gaps 1-7 on their own. ‘They can compare thei answers. The writer preferred film A Answers frighteningly realistic excellent acting sill interesting locations fascinating storyline historical events shocking violence ‘tremendous soundtrack 72 \, writin FOLDER 6 4 Answers aI suggest (that) you see this film immediately. b correct © correct | would advise you not to miss this film. @ correct f correct g |'can recommend this film to you. Possible answers a. The film is directed by (Pedro Almodovar) This wonderful story is set (atthe end of the eighteenth century). € Allof the costumes were designed by (students at art college). 4. The main characters played by (the French actor Daniel Auteuil, The supporting cast have been chosen for (their dancing ability) Most of the music was composed by (Ennio Morricone) 8 Asubtited version willbe shown (ina few weeks’ time). hy The screenplay has just been nominated for (an award). 6 Give students a minute to read the exam question 7. Suggest students brainstorm the nouns in groups.Possible answers comedy: Jokes, comedian, laughter, humour documentary: photography, wildlife facts, interviews gameshow: quiz, questions, points, prize reality show: celebrities, relationships, lifestyle, conflict soapopera: drama, script, character, plot, story 8 Ask students to develop a paragraph plan. The review ‘can be written for homework, using the one in exercise 3 asa model. Sample answer ‘One of my favourite shows on TV is the comedy series Frasier starring Kelsey Grammer. Although new programmes are no longer being made of this long. running series its possible to watch regular repeats intsptio cee eee er Hearts Geese erie howtea ado ponein show anbtedy He effcert Pesieare bese nau gee ola eer Marinated polar a ee wh ese arts Eee ieee el cae aaa Bete ee eae eee Bards R EES See am Sith hea of sears Daphne Mao ar Fades iy crea Lith ad tease edhwho spew onthe ae The series is set In Seattle and rarely trays far from this. city. In fact, the two commonest locations are Frasier’s apartment and his broadcasting room at the radio station. But the programmes are never dull What makes this series s0 remarkable ists scripts, which are tightly written and contain some memorable jokes. highly recommend this show. (190 words) Units 7-12 Revision SB pages 82-83 Lesson plan Grammar 15-15" Topic review 15-35" Vocabulary 15-15 Phrasal verbs 0-10" Writing 15-15" SV Set Phrasal verbs as homework. IV Extend Topic review (see 2). Grammar 1. This picture shows the poster for the film LA Confidential, Answers 2 although/though/while/whilst 3 for 4 must/would/might/could 5 be 6 used 7 All/Most Ba 9 because/as/since | 10 not M1 ones/ingredients m2 This/it Topic review 2. Follow the procedure given for Units 1-6 (see page 36) \Emtension activity ‘Ask tudents to write one or two sentences each, based ‘on some ofthe six topics. They should then discuss them Ingroups. UNITS 7-12 REVISION (enVocabulary Pe eee eer ond mic Answers a getting b gets ctake d get e take f got g take hi took 4. Stress that students must explain why each word they ‘choose is the odd one out, Give them an example if necessary: 4 [think ‘cunning’ is the odd one out because it means, clever. The other three words all refer to something bad, like a frightening experience. Suggested answers cunning (clever: the other three refer to something bad) campaign (an advertising campaign involves many activites; the other three are features of advertisements) € plumber (someone who connects or repairs water pipes, etc: the other three look after people's health) 4_ fancy (means that you like someone or something: the other three verbs mean the opposite) € shallow (shallow’ describes a small volume, whereas the other adjectives refer to large dimensions) rink (you need ice kates to use a rink; the other three |__ played on ered wesring bets rong shoes pretend (deceive; the other three refer to the future in some wa) hh extravagant (spending more than is necessary: the other three refer to spending less) Phrasal verbs 5 IFthisis done in clas, suggest that students complete the sentences on their own and then compare their answers in pairs Answers, oN, a looked b get ¢ insist OFF d take e work f put Writing {6 Give students time to read through the paragraphs and then suggest that they work in groups, discussing the different styles for 1-4. Answers A 4(conclusion) 8 2 C 3 (opening)Test 2 Paper | Part 1 You are going to read an article about a fashion designer. For questions = best according to the text. Hussein Chalayan, fashion designer by Marcus Fairs ‘When I went to interview Hussein Chalayan | expected him to be an exotic character, with his current image as the weird genius of British fashion, but instead he's small, quiet and dresses in really ordinary clothes. He's perfectly polite but he jigles his leg In a way that suggests he feels Slightly uncomfortable and would rather be doing something else than talking to me. CChalayan is the designer who pushes clothes to the point where they become sculpture, furniture or even architecture. While most fashion design seems to focus fon glamour, Chalayan’s work is all about ideas.'He's | pushing boundaries where others arent: says Lauren Goldstein, fashion editor on Time magazine. "He's more about substance than style, design rather than glamour! His latest menswear collection, Placelnon-place, explores the way that clothes cause people to interact, and thereby create meaningful places. Chalayan walks over to a table and picks up a black cotton jacket from the collection. The inside ofthe jacket has dozens of pockets, “All the clothes have compartments in them.The whole | idea is you collect your memories with you; you've collected stuff that you can talk about! ‘Chalayan is inspired by architectural theories, science and technology. He famously produced a collection that included chairs and tables that then turned into clothes. More recently. as part of Tribe Art Commission 2, he has designed 2 car. Well sort of e's actually a fibreglass pod, and Chalayan says'l didn't want it to be a car; | wanted it to be more of a floating mechanism The Tribe Art ‘Commission is an annual art project paid for by a Formula One racing team and is alm is to highlight their ‘commitment to creativity beyond the racetrack. CChalayan’s work for this isa short fm called Place to Passage. in which an unnamed person makes 2 journey from London to Istanbul in a space-age vehicle that travels just above the ground.This highly atmospheric 37 piece explores the alienating nature of travel: the passenger struggles to carry out everyday functions such as eating and sleeping while the pod ~ or vessel, as choose the answer (A,B, € or D) which you think fits CChalayan calls it~ speeds across inhospitable landscapes. "What inspired me was the way our lives are in a constant state of movement, and how, in some ways, that could affect memory, could afect our attachment to domestic things. What would new comfort zones be in those kinds of situations? You know. it’ this whole idea of creating a safe place wherever you are! CChalayan was born in Nicosia, Cyprus and later came to London to study, graduating from Central St Martins College of Art & Design in 1993.A contemporary of his student days says:'He was always the nerd who didn’t speak to anyone’ However his work as a student was inventive and brillant: his graduate collection featured silk clothes that had been covered in iron flings, buried and then dug up again CChalayan launched his own designer label the following year. His technical skills ~ the structure and stitching of his clothes — are regarded as first class, but he says he is ‘more interested in the ideas behind his work than the completed items.''m really an ideas person and Uultimacely | like to do what serves the idea best. 'm incerested in process, because process in itself isa piece lof work I need to do more in-depth development to get to the final product. Most fashion designers think only of the final result 'm more interested in what’ led to it? Ie isoften said that Chalayan's work is influenced by architecture, but bulldings don't seem to interest him.''™m not always interested in architecture, but I'm interested in the theories behind it: place, non-place public space. ‘There aren't many architects that | love’ Chalayan will be | bringing architecture and fashion together in March, when | his first shop opens in Daikaryama, Tokyo. The design isnt | complete yet. Bt Chalayan says:"There’s definitely going. to be a meeting of worlds between architecture and fashion in Tokyo: I've got really strong opinions about space and form. | want it to be quite simple, bare and stripped down. We don't have a big budget. | don't want it to look like a space ship’ Whatever it ends up looking like, the shop is sure to be a success. ‘OBJECTIVE FIRST CERTIFICATE — THIS PAGE MAY BE PHOTOCOPIED 1 Cambridge University Pres, 2008, Test 2/95When he interviewed Hussein Chalayan, the writer was ‘A embarrassed at feeling so uncomfortable. B surprised by the designer's appearance. disappointed in the answers to his questions. D annoyed by the designer's rudeness towards him. What does Lauren Goldstein say about Chalayan? ‘A He is going to create some excellent fashion items one day. B He tries to avoid working in one particular fashion style. C He is exploring different areas to other fashion designers. D He really enjoys all the glamour of the fashion world Why has Chalayan designed a jacket with so many pockets? ‘A to answer criticism he has received from people B to make sure people remember their wallets and keys C to prevent people from needing to carry any luggage D to allow people to show their special things to others. ‘What is the purpose of the Tribe Art Commission? A to develop creative links between architecture and science B to draw attention to a firm's image outside sport to provide new opportunities for art displays in European cities D to offer different artists financial support towards their travel costs ‘The phrase ‘alienating nature of travel’ inline 37 means that travellers A face difficulties in connecting with their surroundings. B have litle interest in their chosen means of transport. C cannot understand the various cultures they experience. D feel the need to complain about a lack of comfort on trips. ‘What was Chalayan like as a student? A unimaginative B unskilled C uncommunicative D unsuccessful ‘What does Chalayan say about himself in the sixth paragraph? ‘A He wishes he could improve his technical ability. B He doesn't do enough research before he starts designing. C He hopes he can continue to think of original ideas. D He isn't as interested in the end product as others are. ‘According to Chalayan, his shop in Tokyo ‘A will be bigger than his first shop. B Is being created with limited money. will be like shopping in a space ship. D has been designed by a famous architect. OBIECTIVE FIRST CERTIFICATE ~ THIS PAGE MAY BE PHOTOCOPIED es 76\ test 2 \ 1 Cambridge University Press, 2008Paper 2 Part 2 Write an answer to one of the Questions 1-3 in this part. Write your ‘answer in 120-180 words in an appropriate style. 1. Your English penfriend is doing a school project on TV advertising ‘around the world and has asked you for some information. Write a letter to your penfriend, saying what products are commonly advertised on TV in your country and whether you think they are effective or not. Write your letter. 2 You have had a class discussion on space. Your teacher has asked you to write an essay giving your opinions on the following Statement: Governments should spend money on problems on Earth, not on exploring space. Write your essay. 3. You see this announcement ina student magazine. > Have you been to the theatre lately? If so, why not. write a review of the play you saw. > Tell us something about the play, and give us your, comments on the actors, the costumes, the sets, and anything else that made an impression on you. We will publish the best review in our next issue. Write your review. ‘OBJECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED Test2 (aePaper 3 Part 2 For questions 1-12, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (o). ‘Write your answer IN CAPITAL LETTERS. Example: [O)[T TNT | |] Saas LOOKING FOR ADVENTURE Insurance companies specialising (0) insurance policies for dangerous activities are reporting a dramatic increase in « number of British holidaymakers choosing thrills and danger for (2) holiday fortnight. It seems that risky act °) white-water rafting, freefall parachuting and bobsleighing appeal in particular (4) high-earning young men. ies ‘Two years ago, Andrew Blowers, a keen parachutist, set (5) his own travel insurance company. He did this because he had had such difficulty finding insurance cover for (6) «ln the past year; he 0 seen a huge increase in demand, Most other insurance companies (8) from his own exclude dangerous activities from their policies, whereas Mr Blowers insists that there are very (9) things that his company would not cover. Big game hunting, 0 karting, white-water rafting and scuba diving are all included in the standard rate of insurance (10) offer. People (11) read the small print of their insurance policies before setting off on holiday, but they really should, especially (12) adventure sports are concerned. Otherwise, the consequences could be extremely costly. ‘OBJECTIVE FIRST CERTIFICATE — THIS PAGE MAY BE PHOTOCOPIED te 7s \ test 2 \ ‘Cambridge Universy Pres 2008Paper 3 Part q For questions 1-8, complete the second sentence so that it has a similar meaning to ‘the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0). Example: 0 —_thave never been to Paris before. time This hhave been to Paris. The gap canbe fled by the word's the ist time's you wrt: example: (OTS [TIATED LeU RTs[tE [Tr iMle LL) Write only the jssing words IN CAPITAL LETTERS. 1. Many useful things have been invented because of the microchip. led ‘The microchip of many useful things. 2 Asa young child, Harry would visit his grandmother regularly. to ‘As a young child, Harry regular visits to his grandmother. 3 really hate the endless showing of car commercials on TV. stand really that car commercials are endlessly shown on TV. 4 Giulia has a beautiful voice although she's never had any coaching. despite Giulia sings of coaching, 5 The hotel s offering you a good price on the room —1 would accept take ‘Why don't you offer on their room price? 6 The citys cleaning up many of ts ancient monuments at present. being ‘Many of the ancient monuments in the city at present. 7. You must book for the sailing course immediately, as it is nearly ful at Salling course bookings must 1s nearly ful 8 Richard is away, soit isimpossible that you saw him at the nightclub. been tt you saw at the nightclub, as he's away. ‘OBIECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED "© Cambridge Univesity Press, 2008 aPaper q Part 3 You will hear five people giving their views on their families, For questions 1-5, choose from the list (A-F} the view they express. Use the letters only once. There is. ‘one extra letter which you do not need to use. ‘A My family have never been close. Speaker 1 7 B | got on best with my grandparents. Speaker 2 2 © My father gave me a lot of support. ‘Speaker 3 3 D It was good that my brothers and sisters were a similar age to me. Speaker 4 4 E I'm sorry | didn't do more at home. Speaker 5 5 F I want to be independent. ‘OBJECTIVE FIRST CERTIFICATE ~ THIS PAGE MAY BE PHOTOCOPIED 80 TEST 2 ‘© Cambridge University Press, 2008,Test 2 Key Paper 1 Part1 1B 2C 3D 48 5A 6C 7D BE Paper 2 Part 2 Sample answers Dear Anna, Thank you for your letter. Your project sounds really interesting, There is a great deal of advertising on the TV in ‘my country so can probably help you quite abit. Generally different products are advertised at different times of the day. For example, adverts for toys and sweets are advertised from 330 until 530, when children are watching the TV after school. These adverts are very effective and parents get quite annoyed when their children demand the toys they've seen, Some of our ads have a storyine— like Nicole in the Renault Clio advert —she has a new haircut, buys a dress, meets a rman and gets married. We also have a very effective coffee ‘advert. Ths also has a storyline and people were often more interested in what was going to happen in this ad than in some of the popular soap operas. ‘Some of our ads have famous film stars in them — one is an ‘American ad for shampoo. expect alot of people will by the product because they want to look lke the sta. | Hope Ive been of some help. Best wishes, ‘There are so many problems on Earth that many people believe that more time and money should be spent trying to solve them, than on exploring the solar system. In many ways | would agree with them. t's sad that the richer nations show ro interest in the poverty and need of the less developed ‘ones. Even a small percentage of the Western World's defence budget would make an enormous difference tothe lives of people in poorer countries. However, s an interesting, but litle known fact, that ‘many scientific advances have been the result of research Into space. Although the scientists were not looking specifically for new inventions, they have come across some very useful ideas - the non-stick pan is an example of this, ‘OBJECTIVE FIRST CERTIFICATE - THIS PAGE MAY BE PHOTOCOPIED In conclusion, | think that governments should do more to help people in less well-off countries, but that they should cut their budgets for defence rather than for the advancement of science. Although it sounds sily to spend ‘money looking for other planets, it might turn out to be ‘money well spent. Last weekend | visited the Donmar theatre in London to see the play John Gabriel Borkman, which was written over | 100 years ago by the Norwegian playwright Henrik Ibsen. (t is quite extraordinary that this play is still popular with audiences after so long, but the secret of its success is the ‘way in which it raises fundamental questions about life and relationships. This production received a well-deserved standing ovation at the end. This was due both to the brillant acting of all ‘members of its small cast and some very imaginative yet simple set design. The costumes had been properly researched and their dark colours cleverly mirrored the ‘mood of the play Interestingly this was a new version ofthe play ‘authored’ by David Eldridge, who has worked on other Ibsen plays ‘such as The Wild Duck. His writing has brought some of the language up to date and made the play even more accessible to modern audiences, John Gabriel Borkman is on until the middle of next month and | guarantee you will be impressed. Don't expect much laughter though: this isa harsh story of wasted lives and broken dreams. Paper 3 Part 2 ithe 2 thel”a 3 like 4 to 5 up 6 himself 7 has 8 apart 9 few 10 on 1 seldom/rarely/never 22 where Paper 3 Part 4 1 hasled to the invention 2 used to pay/make/goon 3 can'tstand the way / can't stand the fact 4 beautifully despite her/the lack 5 take advantage of the hotel's / take up the hotel's 6 are being cleaned up +7 must be made/placed at once 8 can't/couldn’t have been Richard © Cambridge Univesity Pro 208 Test 2 KEY / 81Paper 4 Part 3 1E 2A 3C 4F 5D Recording script Speaker I: Thete are sik of us in our family, my parents, me, the ‘twins and my older brother, Ted. Ted’s a good ten years older than me, and the twins ~ they're girls ~ are two years younger than me, We had a good childhood out inthe countryside. My parents were always busy withthe farm and so we didn't get the help with schoo! work and things lke that that chiléren get, today. They were very loving, though especialy my father [regret not helping more ound the farm ~ I realise now that it ‘must've been very hard for my parents, especially as my ‘grandparents live so far away. ‘Speaker 2: Both my parents were inthe theatre and they'd made ‘quite a name for themselves on the stage. As a child I remember ‘our house being constantly ful of famous people, laughing and talking, My sisters and me would be brought dow by our nanny tokiss my parents goodnight and then we'd be packed off tothe ‘nursery. That's as much as we ever rally saw of them at that time, Ws better now, but it eft its mark om all of us— we ring each ‘other naw and again, but that's about all. think my fther understands this, but 'm not sure my mother does. Speaker 3: eft home when I was sixteen to live with my ‘grandparents in Sydney. My parents had a frm inthe outback and I needed to goto college. It was quite difficult for me to leave ‘my younger brothers and sisters behind as we were quite tight ‘it group, even though the age gap was finly wide ~ as you can imagine there was no one else to play with out inthe middle of| nowhere! When I got fed up V' give them alla ring and my dad ‘would alvnys put me right =a tower of strength he wast My grandparents were great too — helped me with my homework, took me on trips, things like that. I'l never forget that Speaker 4: There are quite few of usin our family: mom and dad and my grandmother, and my older brother, who's marred with thee kids and lastly my sister, who lives in New York City. Lean {wait untiLT'm ina place of my own too. My parents are great but there comes atime for everyone to move on and I can't keep on ‘being the baby in the family. My sister thinks I'm being abit selfish, and I keep having to remind her that she couldn't wait t0 leave home. Anyway, my brother wil still be fairly close to my parents, even if we're some distance away. Speaker 5: I'm always telling my kids ~ your family’s always there for you, whatever happens. You might think we don't understand ‘you and all that rubbish, but no one else will ook out for you the ‘way the family wil I's important to me, my family. You see, ‘when I was young I didn’t have much ofa family life, Us kids were quite close jn ages so that helped enormously. but we didn't see much of our parents ~in fact we saw more of granny and ‘grandpa, but they were abit strict. Weall got on and that, and we knew our parents cared for us but there wasnt much in the way ‘of trips, treats, things that nowadays people take for granted ‘OBJECTIVE FIRST CERTIFICATE — THIS PAGE MAY BE PHOTOGOPIED 82 TEST 2 KEY (© Cambridge University Press, 2008,Education for life 2. Allow students around 6-8 minutes for this paired. 13.1 SB pages 84-85 Lesson plan Speaking 20-30" Listening, 20-20' Vocabulary 10-15" Reading. 20-25" SV Set 3 and 7 for homework. LV See Extension activity for 5. This lesson gives plenty of opportunities for students to use reported speech, which willbe familiar to most of them, Although they should be aware ofthe tenses they are using, don't introduce any grammatical explanation in this lesson; 13.2 will focus om this. 1 Allow students about five minutes to compare the photographs and make a brief reference to their own experience, 1kground information Its compulsory for children to attend school in Britain between the ages of and 16, There are both state and private schools. State nursery education is offered to ‘younger children and the government has promised more money for this; there Isa growing private nursery sector. Education discussion, reminding them to listen carefully and take at notes if necessary, so that they can report later. Be ready ey Parsee to help with vocabulary. Listening Reporting verbs In the report stage, ask different pairs to report the Vocabulary Expressions with make information in a-d. Encourage students to vary the Reading First jobs ofthe famous reporting verbs they use and write some oftheir is sentences on the board. Underline the tenses used and Gates epee Son clicit what they are. Listening Paper 4 Part 3 3. Ifthis is tobe done in clas, ask students to frst read Grammar extra Reported questions confession on their own. Then they can reverie it Exam skills Use of English Paper3 Part 4 Cn their own or in pairs, taking it in turns to do a sentence Reece cach, Check the finished piece of writing by asking a i seieroe ee student to rea it aloud, or take ll copies in for marking 3 Grammar ~ reported speech (hs eats eS ee 45 Vocabulary ~ phrases with make ea David sad that he wanted to describe what had really happened. He had been inside the classroom during break and he had seen a group of his friends outside. He had gone ‘over to the window and had tried to get their attention. He had waved at them but they hadn't seen him, so he had hammered on the window. He said he knew glass was/is breakable but he hadn't thought. When hs hand had gone ‘through he had panicked. He hadn't been hurt and he had ‘wanted to avoid getting into trouble, so he had put Simon's bag over the hole and had left the room. He said he was sorty he hadn't told anyone the truth until that moment. * because itis. a fact that glass is breakable the present ‘tense can also be used here, 4. This listening exercise focuses on paraphrase and. ‘meaning, There is an exam training exercise in 13.2. ‘Ask students to read the eight statements, Flicit key words in each statement and check understanding, for example, deliberately in 2 and irrtavng in 3. Explain that the recording is fall-ength and may contain some difficult ‘words, as in the exam. Play it straight through the frst time. Ifstudents have problems when they compare answers, split the piece up the second time and reinforce where each answer comes (see underinings in recording script). Answers sT aT 3h 4F $7 6T 7F BT EDUCATION FOR LIFE as)Recording script Int With me now ate Sandra Wilton and Mike Tripp. Mikes owner ofa successfl new travel company Just Trips and Sandra ‘works for him as Publicity Manager. They were actualy in the same class at school though at that ime, they did nr get on with cach other! They met again by chance ls ear, when Sandra went for an interview at Just Tripsand was surprised to find Mike across the table asking her the questions. Sandra, when you were 2¢ school, did you think Mike would become sucesfl ike this? Sandra: To be honest, no one thought Mike would gt anywhere hhewasthe original under-achiewet! Thats why we didnt get on My group of friends were quite hard-working, you know, we did all he homework, made an effort in clas, but Mike wa the oniplete opposite. He was had news, actually Int: le this true Mike? Mike: I'm aftaid so. wasnt the only one though. It was. uncool for boys to work a whole group of us were like that. I dant remember being especially horrible to Sandea Sandra: Talk about a selective memory! Ine: Why? Sandra: Wel he would regulary do annoying things lik stealing ‘my ruler or hiding my books. You saw it as a bigjoke, | suppose, Miket Mike: Never thought about it. Lean sce nov that Lmight have been a... abit ofa nuisance, Sandra: Te forgiven you though! Inte And you've done very well ince, Mike Mike: Yeah. got on with my life. Um... Ldont really regret my ‘ochaviour hack then ~ obviously I shoulda have made trouble for yoo, Sandea ~ bt for myself it dida't matter ‘kav in spite of schoo Sandra: You have Mike, but there are lots of others in your gang who didn't make it Mike: Mme But I sil think, if you ‘ow what you want out of if, youl get ther. mean look at me, I ids pass many exams... Leven waled out of some ike science wrote my name atthe ton of he paper and thowht, cant do tis. of, what the heck, the sun shining, 'm off. Sandea: Incredible. [was totally stressed out during exams, spent hours revising, and Mike managed 10 fil virtually evrything and sll be successful Int: Should you have been more relaxed at schoo, Sanda Sandra: That's easy to say now {had alot of pressure on me to do ‘well. My parents my brothers. all my family expected. the best. Mike: Same here. But my dad sort of naked heyond school. He ‘new ibe okay held eft school himself at 14 and he aes felt tha Pd sore things ou for myself somehow, Int: And how did you et the company started? No carers advice from schoo, imagine? Mike: Careers eachers? The did't havea cle! got things state in a small way while was silat schoo, actually ~ used to help out in local rave agency, buying and selling cheap tickets onthe phone. In my final yea I sometimes spent my lunchtime checking the Internet on the school computer. found some good deal fo ight, that | managed 1 sll on Then, when [lef school my dad gave me a it of money and setup an office. and tal. ke. took of Int: So schoo did help you a litle. or its facilites id? ve done Tan think of one or two 84 UNIT 13 t: Okay, well we'll have to leave it there. One final thing, Mike. ‘Why did Sandea get the job? Mike: Oh, university education, languages, good communicator ~ ‘she’s great, just what the company needed. Sandra: All thanks to school, Mike. Photocopiable recording script activity (..» page 183) ‘Suggest students underline where each answer comes. 5. Play the extract where Sandra refers to others in Mike's gang who didn’t make it again if necessary. Elicit the ‘meaning and other situations. Answers succeed; do well - often used in connection with fame. Another related meaning of this expression I manage to attend something, eg. The plane was late but made it to the wedding on time, Often used in the negative, eg. ’m sorry won't be able to ‘make it to the party on Saturday. | ‘Ask students to complete the exercise. Answers a madeastart_b made use of ¢ made a profit d made a success of made an impression ES a Extension activity ‘To round off the topic of the recording, ask students whether they think that people who have underperformed at school find it more dffcuit to achieve success. Why?/ Why not? Then ‘mention some famous examples of academic underachievers, such a the milllonaire owner of Vgin Richard Branson. 6 Ask students to look atthe photos before they read the six texts, Explain that some answers are easier to work out than others and suggest that students look for clues, in the texts Answers A Tom Crise D Paul Gauguin B Socrates _€ Annie Lennox E Madonna F Agatha Christie 7 If done in class, try to have some English-English dictionaries on hand. The next Writing folder is ater Unit 14,0n pages 94-95, Useful words and phrases include: gain experience, spend x years... full-time career (A) have (a) talent for, determination (B) ‘On leaving school... find employment (C) earn/make in a day (D) ‘work long hours (E) take a position, unpaid assistant, qualify in, a sound knowledge of, extremely relevant (F)13.2 SB pages 86-87 Lesson plan Grammar 20-30 Listening 5 Grammar extra. 5-10" Use of English SV Set study of Grammar folder in 1 and exercise in Grammar extra for homework; keep 8 brief. IV See Extension activity for 2 and notes for 8. 3 Ask students to do the exercise on their own and then compare their answers. ‘Answer 23 baci dz 4 Refer students to the Exam spot and elicit predictions from the clas. 5 Play the recording of Speaker 1 and ask students to complete the summary. 1. Ask students to look at the three quotes in pairs and discuss the tenses used. They should then look at the Grammar folder, page 203, Answers In a there is‘backshift’ in the reported statement. Greg's actual statement contained a present and a future tense; In reported speech, the present tense can't has become 2 past tense couldn't and will has become would. In b, there is similar backshift from the simple past to the past perfect in the reported statement. In c,the reported statement uses the present because the situation reported continues to be true. 2 Explain to students that there are a number of reporting, verbs in English. Using a variety of these in Paper 2 Writing will impress the examiner, particularly if the structures following the verbs are correct. Draw students? attention to the Corpus spot. Further useful verbs which could be given to students are: encourage. encourage + someone + 10 + infinitive threaten: threaten + someone + with + somethings threaten + to + infinitive; threaten + that (optional) “Answers apologise + for +-ing argue # for +-ing, argue + that claim + that optional) deny + that (optional); deny +-ing explain + that (optional) insist + on + ing; insist + that (optional) promise + that (optional: promise + to + infinitive Fefuse + to+ infinitive say +that (optional); n passive, is sald’ + to+ infinitive suggest + that (optional) suggest +-ing Urge + someone + to + infinitive; urge + that warn + that (optional) + to+ infinitive am SEG Extension activity Develop this work into a dictionary session, where students find examples toilustrate each ofthe structures. Answers vare 2 need 3 are affected Speaker: ¢ Recording script Caller 1 Pm a retired head teacher and I want to make two points First I know from my own experience that teachers tend to be female .. and I believe we need to get more men into all out schools boys need men around as role models, fom an early age. My second point is linked to this. There isa growing problem of broken marriages and one-patent families, which alfects all children but especially boys, because they usually end up living with their mothers and having less contact wih their fathers. Men are so important to boys development. 6 Listen to the rest of the recording. Ask students to summarise the main points. If time is short, move straight to the answers, [Scene | caller :staternent € | She said that when boys and gir both keen to learn | She complained that parents don't help boys at home. She insisted that basic sil have to be introduced inthe home start school, they are | catlersstatement a Paap mepeiemerentiet en lpenitenel etree mee ara vier Ealoar aes etusa ae tnnaceeee eoe Caer 4: statement F Sheensined tat gl brains develo ferent to boy" pape She ard ht Bran eduction toa foal tthe as eet eine gra fete rae erences eng ota na Serenners pane cles aioe ene met veri eae food thing aie ee eters ease HG anraied iia Msi pen cE Ree SGRIcie oe fore | beeaiet cee eee eee EDUCATION FOR LIFE /” 85Recor g script Caller 2: Wel, Pm an inant teacher and I work with children from the age of four, Both boys and girs arrive at school interested and excited on day one. But I find during that frst year that I cant get the parents of boys to help their children at home. They expect their boys to be out playing football afterschool, not sitting at home reading a book. Basic skills have to be introduced in the home and because the gels’ parents do this the gies race ahead, Then the boys feel they're filing, so they start mucking about, and things go from bad to worse CCaller3: Can Iswiden the topic beyond schools? Society has changed radically inthe last twenty yeas and fathers are no longer the bread-winners, necessarily Indeed, the average boy growing up now may se a lot of men on the dole... and of course he's going to Took at that and say,"Whar' the point? ‘There's no future for me! Girls, on the other hand, now see lots ‘of opportunities and they want to get out there and compet, get to the top. We haven't faced up to this, and yt it was obviously ‘going to happen Caller 4 Picking up on what the infant teacher said, ve always understood the brain develops diferently in boys and girls, so girls aged four develop quickly, whereas boys take longer to get ‘going. For boys especially, think we formalise education too soon in Britain. Ican find no other examples in the world where formal teaching tarts so early. I believe we should extend. ‘nursery education to the age of six, S0 that there is more time for play, fo discovery... and above all, language. Then by the age of six, boys would be ready for formal learning Caller 5: 1 think we should give credit to what has happened ...1 ‘mean, its. succes story for girls isnt it? Okay, so girls are now achieving better results at school than boys... wel, that's great. It ‘was not the case twenty years ago... even ten years ago, For the last three years, more girls have gained university places than boys... good for therm. think tis sal pat of the wider picture ‘of equal opportunites and we should view it positively 7. Play the recording again and ask students to note down the relevant words and phrases. Answers a tend(tobe)_b race ahead mucking about 4 bread-winners e faced upto f picking upon g extend h give cedit to 86 UNIT 13 8 This discussion can be done in groups of three or four students. To keep it brief allocate each half of the room ‘one question. For a more extended discussion, ask students to prepare a brief presentation in theit group, ‘where they write some key points on a fip chart or an ‘overhead transparency and report these ideas tothe class. Grammar extra Draw attention to the changes in word order in the examples. ‘The exercise can be done in class or for homework. Answers 2 why girls are/were gaining more university places. bb Inwhat ways the situation had been different twenty ‘years ago. « iffwhether things would get better in the future. 4_itfwhether British children should spend more time at nursery. why we hadn't faced up to this problem. 9 Itisbest to do this exercise in class, as it acts as a ‘summary of the reporting structures that have been dealt with in the unit, Students can refer to the Grammar folder, page 203 if they are unsure. Answers + accused Charlie of putting 2 warned Johnny not to misbehave / warned Johnny to stop misbehaving 3 didyoudo 4 urged them not tofall 5 saidshehad | ot wasted 6 if/whether they had tidied up 7 apologised for forgetting 8 “I/will/shall see you tomorrowPaper 4 Part 2 Sentence completion SB pages 88-89 Explain that in this part ofthe Listening paper students will hear a monologue oF a conversation which lasts approximately three minutes, They will hear th piece twice There are ten questions in which students have to complete sentences, usualy with one to three words. This part tests understanding gist, main points, detailed or specific information, or deducing meaning, Spelling need not be totally correct, but whatever has been written needs to be easly recognisable! If a word has been spelt out letter for letter on the recording, then that word must be spelt properly. There is one mark for each answer. Ask students to read through the section on Advice and ‘make sure that they understand it. Students should then read through the question paper and try to predict what answers are required. At the end of the lesson they can then go back and see if they were correct. There are some clues to help students. There are no clues in the examination! You can either let them read the clues before the firs listening or ater it Play the recording twice. In the exam, students should write their answers on the question paper the first time they hear the passage, and then, when they are sure of their answers, transfer them to the answer sheet at the end of the Listening test. Tell them not to worry too much about one question, ‘They should go on to the next one if the previous one is too difficult for them. Tell students that they should never leave a blank but always write something. Answers 1 Personal Assistant 2 typing 3 cookery course 4 Palace 5 twointerviews 6 phone calls 7 chefs office @ public 9 delicious food 10 cook | Recording script Interviewer: Good morning and welcome tothe Food and Drink ‘Show. In the studio today we have Christine Whitelaw who ‘works asa Personal Assistant to the world famous chef Patrick Millar. Christine has worked for him forthe past 18 months and has loved every minute oft. Her boss has many interests ranging ‘xam folder 7 from a cookery school for professionals and amateus, to a catering service and a range of luxury food items. Christine’ ‘organisational skis have to be faultless asa result. She also considers a good memory canfident phone manner and fast typing speeds to be vital to her job. So Christine, how did you bbecome PA to such an important figure in the food and drink industry? ‘Christine: Well, always wanted to work in catering, o ater leaving school I completed a year on a cookery course before spending another year at secretarial college. My fist job came about following a vist to London. I went to lunch atthe Palace Hotel and thought, "I would really ike to work here sof wrote to see if they had any positions, and it ust so happened they did Interviewer: That was a lucky break, wasn't it? Christine: It certainly was. worked a a PA to the executive director ofthe hotel group for more than three years before hearing that Patrick Millar was advertising for a new PA. 1 applied, had to go to two interviews, and got the job Interviewer: How does an ordinary day go? Christine: [usually meet Patrick fist ofall to ran through his diary and letters, If clients are expected for lunch, | may take them on a pre-lunch tour ofthe cookery school. thas 2 collection of 6,000 cookery books, which many people are keen to see. Then I take them to the restaurant. In the afternoons I usually do leters and make phone cals: have an assistant to hal me. Each day is fey different, however. I Patrick is busy in the morning we sometimes have a working lunch together in the chef's office. never inthe restaurant or kitchen Interviewer: Did you find your previous experience in the hotel, business useful? ine: Yes, especially i learning how to deal with the public: both fac to face and over the phone. One thing it didnt prepare me for was the long hours, 3s, nowadays, I often have to work ‘ntl 7pm and then go on toa reception or function. Interviewer: You often hear about hove difficult these top chefs are to work for. Is Patrick very moody or do you get along well? tine: Oh, he’ terrific and he involves mein most of the decision-making, The worst part of working for him is that I'm surrounded by delicious food all day. I try not to be tempted! Interviewer: Can you cook yourself Christine: Well do enjoy cooking and I have tried # few things fom his recipe books. However, | have no plans to work asa ook. The job I have combines everyting I love: food, meeting people and being at someone's right hand, Interviewer: Thank you, Christine for coming into talk to us today, Next week we'll be interviewing . a Photocopiable recording script activity (~ page 184) ‘Ask students to take turns at choosing an utterance and putting it into reported speech. EXAM FOLDER 7 Ga