Descripción: A teachers guide with tips and answers.
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A teachers guide with tips and answers.Full description
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TARGET
TEACHER'S BOOK Sheila Dignen Gabby Maguire
with Class Audio CDs
Richmond PUBLISHING
TARGET ~
r
TEACHER'S BOOK Sheila Dignen Gabby Maguire Richmond PUBLISHING
www.richmondelt .com/exams
Richm ond Publishing 58 st A ldates Oxford OX11 ST
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher.
ISBN : 978-84-668-0262-8
Pr inted by: Huertas Industrias Graficas, S. A. D.L. M-1 0.425-201 0
.................................................................................................................................... Publi sher: Deborah Tricker De v elopment Editor: Imogen Wyllie Proofreader: Soo Hamilton Design and La y out : Dave Kuzmicki Co v er Des ign: Ric hmond Publishing Photo Research: Magdalena Mayo
Photographs: ACI AGENCIA DE FOTOGRAFiA; ALBUM; CORDON PRESS; GE TT Y IMAGES SALES SPAIN: HIGH RES PRESS STOCK/ AbleStock.com: ISTOCKPHOTO; STOCK BYTE; Rex Features/ Alisdair Macdonald; Rex Features/Vic Thomasson; Rex Features/Stewart Cook; Photos.com Plus; SERIDEC PHOTOIMAG ENES CD; ARCHIVO SANTILLANA
Audio Production: Motivation Sound Studios Publisher ac kno w ledg ements: The publishers would like to thank the follow ing for their valuable participation in the review process and pi lot project, which have made Target Fe[ possible. Nilz Bustamante & colleagues (Colegio Tabancu ra, Chi le), Rich ard Chapman (University of Fer rra ra, Italy), Caroline Cooke (British Council Madrid, Spain), Karen Dye r (Spain), Cathy Ellis (UK), Ka ren Geiger (Liceo Cevolan i / Liceo Ariosto, Ita ly), Agnieska Gugnacka ' Cook (ELC l 6dz' , Poland), Gabby Maguire (International House Ba rcelona, Spai n), Mario Ol iva (Instituto Chileno Britanico de Cultura de Va lpa raiso, Ch ile), Jackie Pa rt ingt on (I nterna t ional House Buenos Aires, Argent ina), Maria Elena Pignataro (Argentina), Pat rick Rafferty (Mexico), Laura Renart (ISP Dr Saenz, Universad Virtual de Ouil mes, Argent ina), Anila Scot!Monkhouse (Universit" degli St ud i di Pa r ma, Italy), Graham Tippett (Universidad Politecnica de San Luis Potosi, Mexico), Agn iesz ka Tyszkiewicz -Zora (ELC l6dz', Poland), Elizabeth Wootton (Internat ional House Barce lona, Spain) The publishers would also like to thank all those who have given their kind permission to reproduce or ada pt material for this book.
Ill u strations: Krister Flodin, Scott Garret!, Sarah Goodreau, Phil Hackett, Ned Wood man [very effort has been made to trace the holders of copyright before publication . The publishers will be pleased to rectify any error or omission at the earliest opportunity.
TARGET
FeE
Contents
TEACHER'S BOOK
Course introduction
Exam guide Your lile Style and substance Adventure Saving the planet City space Fit lor lile! Hi-tech Don't worry, be happy Go lor it! Blockbuster Sound and vision Just the job Photocopiable activities teaching notes and answer key Common errors worksheetanswer key Progress and diagnostic tests answer key Diagnostic test Photocopiable activities Common errors worksheets Progress tests Student's Book transcripts Workbook answer key Workbook transcripts Mark scheme - Writing Mark scheme - Speaking Exam answer sheets
Track listing ~
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track
transcript content
track
transcript content
track
Unit 4, p. 46
13
Unit 7, p. 83
1
10,4
Un it 10, p. 119
13
4.3 4,4
Unit 4, p. 47
14
7.3 7,4
11.1
Unit 11, p. 125
14
15
8.1
3
11.2
Unit 11, p. 130
15
4
5.1
Unit 5, p. 53
16
8.2
Unit 7, p. 83 Unit 8, p. 89 Unit 8, p. 94
2
Unit 4, p. 47
4
11.3
Unit 11, p. 131
16
Unit 2, p. 17 Unit 2, p. 22
5
5.2
Unit 5, p. 58
17
8.3
Unit 8, p. 95
5
11,4
Unit 11, p. 131
17
6
5.3
Unit 5, p. 59
18
9.1
Unit 9, p. 101
6
11.5
Unit 11. p. 132
18
2.3 2,4
Unit 2, p. 23
7
6.1
Unit 6, p. 65
19
9 .2
Unit 9, p. 106
7
12.1
Unit 12, p. 137
19
Unit 2, p. 23
8
6.2
Unit 6, p. 70
20
Unit 9, p. 107
8
12.2
Unit 12, p. 137
20
3.1
Un it 3, p. 29
9
6 .3
Unit 6, p.71
21
9.3 9,4
Unit 9, p. 107
9
12.3
Unit 12, p. 142
21
3.2
Un it 3, p. 34
10
7.1
Unit 7, p. 77
22
10.1
Unit 10,
10
12.4
Unit 12, p. 142
22
3.3
Unit 3, p . 35
11
7 .2
Unit 7, p. 82
23
10.2
p. 113 Unit 10, p. 114
11
125
Uni t 12,
p. 143
23
4.1
Unit 4, p. 41
12
10.3
Unit 10, p. 118
12
track
transcript content
1
4 .2
1.1
opening Unit 1, p. 5
2
1.2
Unit 1, p. 10
3
1.3
Unit 1, p. 11
2.1
transcript content
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CD2
CD1
2.2
Student's Book Contents • Present tense review .. Past simple .. used to and would
• Part 3: Multiple matching .. reading for speed information ,
~'"
~~iti~g ~
Use of English
Listening
Spealdng
Part 1: Multiple choice to listen
• Part 1: An informal email • Unkers (1); basic linkers ,. understanding the task
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• Part 2: Open (Ioze reading for gist • Part 3: Word formation .. the stem word
~ preparing
• Part 1: Int erview ,. personal preferences
• Part 2: An article • Punctuation and spelling
• Part 4: Key word transformations .. following the instructions • Part 1: Multiple~chojce clDze
• Part 2: Sentence completion .. approaching the task
• Part 2: Long turn .. preparing to speak
• Part 3: Multiple matching • listening twice
• Part 3: Collaborative task .. understanding the task
• Part 4: Multiple choice listening to a long text
• Part 2: Long turn .. comparison
• Parts 3 and 4: Col laborative task and discuss ion .. discussing opinions
.. writing an article
o
.. reading for gist • Part 2: A sto ry • linkers (2): time tinkers
.. writing a story
• Part 1: Multiple-choice doze ,. eliminating options
• Part 1: A formal ema il • Linkers (3): purpose, reason and result ~ informing the reader
• Part 4: Key word transformations ,. thinking about language • Part 3: Word formation .. suffixes
• Part 2: An essay • Unkers (4 ): addition, contrast and summarising ~ writing an essay
• Part 4: Key word transformations .. key words • Part 1: Multiple-choice doze ~ easily confused words
• Part 1: Multiple choice ,. opinions
• Part 2: A report • Formal language ~ writing a report
• Part 2: Open cloze ,..verb forms • Part 1: Multtple-choice cloze ~ meaning and usage
• Part 2: Sente nce completion .. giving relevant answers
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• Pa r t 1: A rorma lletter • Pronouns .. organisation and cohesion
• Part 4: Key word transformations .. making changes • Part 3: Word formation .. the whole word
• Part 3: Mult iple matching listening for dues
• Part 2; Long turn ,. talking for one minute
• Part 1: An informa l letter • Word order ~ rang e
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• Part 2: Open doze the whole context • Part 1: Multiple-choice doze ,.. cof/oeations
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• Part 4: Multiple choice attitude
• Parts 3 and 4: Collaborative task and discussion ,. Listening
• Part 2: Set text (an article) • Appropr iate language . . a set text
• Part 4: Key word transformations ,.. keeping the meaning • Part 3: Wo rd formation ~ word famities
• Part 1: Multiple choice ,. Part 1 exam summary
• Parts 3 and 4: Collaborative task and discussion ~ a full response
• Part 2: A review • Opinions ~writing a review
• Part 2: Open cloze .. usage • Part 3: Word formation ,.. words with a similar form
• Par t 1: An informa l email • Preparing for Part 1 ~ Part 7 exam summary
• Part 2: Open doze .. Part 2 exam summary • Part 1: Multiple-choice doze .. Part 1 exam summary
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• Part 2: Open cloze
.. part of speech
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• Part 1: Int erv iew staying calm!
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• Part 1: Inter view Part I exam summary
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• Part 2: Sentence comp letion Part 2 exam summary
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• Part 3: Multiple matching Part 3 exam summary
• Par t 2: Long tU rn .. Part 2 exam summary
• Part 4: Multiple choice Part 4 exam summary
• Parts 3 and 4: Co llaborative task and discussio n '" Part 3 exam summary
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• Part 2: A formal letter • Preparing for Part 2 ~ Part 2 exam summary
• Part 4; Key word transformations Part 4 exam summary • Part 3: Word forma tion ~ Part 3 exam summary ~
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Student's Boo
•
Course Introduction AboutFCE FCE (First Certificate in English) is an exa m set by the
University of Cambridge ESOL examinations . It is at Level B2 of the Common European Framework of Reference for Languages , and has papers in all four language skill s: reading, wri tin g, listening and speaking, as well as 'Use of English', which tests grammar and vo cabular y. Page 4 of the Student's Book gives student s a brief su mma ry of the task types and exam set-up. The Exam introduction on pages 8-13 of this book provides additional info rmation about the testing focus of each exam task.
About Target FCE Target FCE prov ides all the things you need to help you r stud ents prepare f or the FeE examination:
• Stimulating communicative tasks Students also get lots of practise at using the language, with sti mulating activities and speaking tasks to enga ge them and cement their learning. These tasks ensure plenty of variety in the classroom and show students how they can use the language they are learning in the real world.
• Innovative CD-ROM The CD-ROM allows stu dents t o practise the exa m in one of t wo ways: completing a normal pract ice test under exam cond itions, or using the Exam trainer to get extra ti ps and advice for how to do each questi on. Students can also print out their scores to see how they improve while they are studying.
• Essential exam practice, tips and strategies
How the Teacher's Book worb:s
With practice of al l five papers in every unit, there are plenty of opportu ni ties for students to practise every part of the exam. The exam tasks are supported by Exam tips, wh ich give you helpful hint s on how to do that task. The Workbook contai ns lot s more Exam practice quest ions, and th e Target FCE CD-ROM contains t wo complete practice tests, one with innovative 'Exam Trainer' features.
The Teacher's Book provides lesso n plans, activity ideas and advice on teaching for exams to accompany each lesson in the Student's Book - with answers ri ght next to each activity. Student's Book transcripts are conta ined at the back of this book on pages 132-149, and can be photocopied and distributed to students.
• Engaging topics, texts and artwork Target FCE focuse s on the interests and experiences of young people. The topics are things that te ens and young adults ca n relate to and talk about, and the texts and artwork are designed to appeal to students and get them using English.
• Key language practice A wide upper-int ermediate vocabulary is essential for passing the FCE exam. Each unit contains three vocabulary sections, which introduce and practise key t opiC vocabulary in context. The Grammar and Word building sec t ions sys t ematically practise the key language areas for the exam. There is also a Language summary sect ion at th e back of the Student's book (pages 156 to 167), wh ich loo ks at the language points cover ed in th e lessons in more detail. Fu rther practice of the language paint s and vocabulary is provided in the Workbook and in the On target? revie w pages.
o
The lesson notes contain: Objectives: a summary of the ma in aims of each lesson • Warmer: a wa rm-up activity idea to introduce the topic and elicit vocabu lary that st udent s mi ght already know Extra panels: optional extr a activ ities which provide extension or additional practice Background extra: cultural inform ation which relates to th e topic or photos • Smart answer keys: additi ona l teacher support explaining why an answer is correc t, and other answers are incorrect
• Photocopiable activities: 24 worksheets to give extra practice (t wo per unit: one structured series of activities, and one kinaesthetic game-l ike activity) • Common errors worksheets: 16 min i-worksheets to provide extra practi ce of tricky grammar points Essential cross-references: quick links to the Workbook, photocopiable activities and reference sections of the Student's Book.
Tell students to read the instructions to all test questions very carefully and to underline the most important parts. In the Writing paper, t his will help them plan their ., work carefully.
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I Talk through the amount of time students have to complete each section of the test and how long they should spend on different tasks. They should also allo w sufficient
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~~3~t time for rev iewing their answers and making co~~ct~~n~~_~_~~_~~_~~~____.~ _____.__ j
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I Encourage st udents to read a variety of written forms including newspapers, novels,
I
I magazines, ete Th is will benefit their reading skills, and help them to bui ld up a wide 1 vocabular y and be more familiar with grammatical structures.
f
t·-_·-
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~ 4 1Get students to practise reading texts quickly all the way through for gist, without
: worrying about unknown words. They will also need practice in skimming and scanning
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i texts for speci fic information.
~---+---.--~-.~~--.---.~-.---~.--------.----------~----~--~-~. 5 Encourage students to develop a personalised strategy for learning new vocabulary. This may be keeping a vocabulary notebook organised by topic with translations, definitions and example sentences to help them.
, I ;~nouncements, ete in the classroom regularl y to prepare students for the Listening I test. r~"~ 1,1
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7
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Do a variety of pair work and group work activities for students to practise initiating a conversation and responding: essential ski lls they will need to demonstrate in the Speaking test.
The FeE exam provides a clear indication of a learner's proficiency in using English as a communicative tool. By assessing the four main skills of reading, writing, listening and speaking, as well as a fifth component, Use of English, or language structures, the exam demonstrates t hat learners can make practical use of their English skills in a variety of contexts.
The FeE exam is divided into five papers.
• • • • •
use English in a range of situations with native or non-native speakers understand written texts such as letters, newspaper articles and fiction understand spoken English in a range of situations such as extracts from the radio, and talks and interviews pick out factual detail and identify opinion and attitudes from longer reading and listening texts fo ll ow instructions and ask and answer questions appropriately express opinions and offer advice take part in a conversation on a wide range of topics make notes in English while somebody is talking in English.
Marking and results
Paper
Number of Task type
questions / timing
-----.
Reading
Part 1
8
Multiple choice
Part 2
7
Gapped text
Part 3
15
Multi ple matching
1hour
2 Writing
Part 1
----
Compulsory task
1hour 20 minutes
Part 2 3 Use of English
Choice of five tasks
Part 1
12
Multiple-choice cloze
Part 2
12
Open cloze
Part 3
10
Word formation
Part 4
8
Key word transformation
Part 1
8
Multiple choice (discrete items)
Part 2
10
45 minutes
4 Listening approx. 45 minutes
A student's overall FeE grade is based on the scores of all five papers, which are weighted equally. Each paper is worth 40 marks out of a total 200. Passing grades of A, Band C and failing grades of D and E are issued. The minimum passing grade is 60%.
Sentence
completion
5 Speaking 14 minutes
o
Part
Part 3
5
Multiple matching
Part 4
7
Multiple choice (long text)
Part 1
3 minutes
Interview
Part 2
3 minutes
Long turn
Part 3
3 minutes
Collaborative task
Part 4
4 minutes
Discussion
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Paper 1: Reading The Reading paper consists of three parts. Each part has a text (in Part 3 this may be multiple shorter texts) from a variety of sources such as newspaper and magazine articles, reports, fiction, advertisements, brochures, etc.
Part I: Multiple choice (8 questions) Students read a text and answer eight multiple-choice questions. The testing focus is on detailed understanding of the tex t and questions may target general text meaning, specific information, attitude and purpose, or the meaning of a particular phrase in context. Candidates are also expected to show understa nding of text organisation features and the tone of the text. Students have to read the relevant parts of the text very careful ly to choose the correct answer for each fouroption multiple-choice question. Questions may relate to the main idea or specific details in the text. Vocabulary and idiomatic expressions may also be assessed as well as grammatical structures. The questions may require students to infer meaning and interpret the text as a whole.
Part 2: Gapped text (7 questions) Students read one long text from which seven sentences have been removed. Students complete the gaps in the text by choosing from eight possible sentences, one of whic h does not belong in the text. The task requires students to understand text structure, cohesion and coherence, and tests their ability to follow the flow of a longer text.
Part 3: Multiple matching (IS questions) Students read one long text or several shorter texts. There are 15 questions, and students must match the detailed information in each question to a specific section of the text where the same idea is expressed exactly. To complete the task successfully, students must be able to discount ideas in other sections which may appear similar, but do not reflect the question completely accurately. There may be more than one answer for each question, but if so this will be clear in the instructions.
Tips to help students prepare for Paper I: Reading: • Encourage students to read a variety of English material both inside and outside the classroom. • Remind students to read through the entire text once first, before they start answering the questions, so that they gain an overall idea of the text, with or without gaps. • Practise skimming and scanning texts for specific information with students. You could turn this search for details into a race or a competition. • Warn students against 'word spotting'. Tel l them that possible answers may include the same words as the text but still be incorrect. Emphasise that they should always make sure they understand the meaning of the option or sentence. • Make sure your students understand devices for text organisation and development, for example words that indicate time, link ideas, show cause and effect, give examples, and contrast ideas. You could cut up texts into paragraphs or sentences and ask students to reorder them. When giving students reading tasks, always ask them to justify their answers to make sure they know why an answer is correct.
Paper 2: Writing The Writing paper consists of two parts. In Part 1, the task is compulsory, and in Part 2, students have a choice of answering one of five tasks. For both tasks, students should make sure they are within the word limit for the task.
Part 1: COll'lpulsory tasl{ In Part 1, students write a functional letter or email in response to an input text with notes or prompts which candidates must respond to. In both the letter and email, students are expected to use paragraphs correctly, and to use appropriate opening and ending phrases. The letter or email may be formal or informal, and students should be able to assess from the input text what is appropriate. It is essential that students address all of the points in the input text, but that they do not include any irrelevant information.
Part 2: Choice of five tasks In Part 2, students choose to do one of five tasks. These may be an article, an email, an essay, a letter, a report, a review, or a story. The first three questions will be general questions on a topic that students should be familiar with (e.g. health, sport, music), and the last two questions are based on the student's reading of one of the two set texts. As with Part 1, students are expected to show awareness of the type of writing required to accomplish the task.
Tips to help students prepare for Paper 2: Writing: • .Remind students that it is usually easier and more effective for them to write about a topic they are familiar with or that relates to their own personal interests. Practise identifying the target audience and purpose for writing in a variety of writing tasks. In this way, students will become more familiar with choosing the right style and tone for a written piece of work. • Have students write various practice samples for each writing task and then count the total number of words. They should become familiar with how much of their own handwriting completes the word count, and not spend precious time in the exam counting words.
For Part 2, give students practice at writing a variety of task types, but tell them that in the exam they should answer the task they are most comfortable with. Remind them that they should only attempt questions 5a or 5b if they have read and understood the set text. Tell students to note down any phrases and expressions they find that are relevant to a particular task type. They could keep a page for each task type in their notebooks with their favourites. Encourage your students to use these expressions in their writing. For both parts, it is essential that students address every element of the task. Give students as much practice as possible of analysing different tasks and identifying what must be included in the answer. • Remind students how important it is to plan an answer. In class, go through different ways to do this (e.g. paragraph plans, mind maps, spider diagrams) so that they can find the way that works best for them. Tell students that they will be marked on the cohesion of their text. It is important that their paragraphs link together instead of reading like separate pieces of writing. Spend time looking at a variety of existing texts and how paragraphs are linked together. Make sure students know any standard conventions for the task types, for example a letter or email should start 'Dear __ '; a report can include bullet points and headings; an essay should reach a conclusion . • Finally, remind students to make their writing interesting! A text is likely to get higher marks if the examiner enjoys reading it.
Paper 3: Use of English The Use of English paper consists of four parts. These assess students' knowledge of language structures and include vocabulary, useful expressions, easily confused words, word formation, phrasal verbs, sentence development, punctuation and overall structure.
Tips to help students prepare for Paper 3: Use of English:
Part 1: Multiple-choice cloze (12 questions)
•
students are presented with a text with 12 gaps. For each gap there are four multiple-choice options. The choices may be between words with similar but not identical meanings, or they may require know ledge of collocations, phrasal verbs, verb + preposition patterns, etc.
•
Part 2: Open cloze (12 questions) students are presented with a text with 12 gaps and must complete each gap with one suitable word. There are no options provided in this task, so students have to think of a word which fits in with the meaning of the text and also fits the gap grammatically. The testing focus is either grammatical (articles, auxiliaries, prepositions, etc.) or lexico-grammatical (phrasal verbs, linkers or words within fixed phrases).
Part 3: Word forlnation (10 questions) Students are presented with a text with ten gaps. At the end of the lines that include gaps, there is a stem word in capital letters. Students need to form an appropriate word from the stem word to fill the gap on that line. The task focuses on students' knowledge of how words are formed, and tests prefixes, suffixes and spelling changes involved in word formation.
Part 4: Key word transforlnations (8 questions) In this part of the exam, there are eight questions, each of which has a lead -in sentence, a key word, and a second sentence of which the middle part is missing. Students must complete the second sentence so that it has a similar meaning to the first, using between two and five words, including the key word. The focus is both lexical and grammatical, with a wide range of structures being tested.
•
•
Each part of the Use of English paper has an example provided towards the beginning of the task. Encourage students to use these examples to help them understand what they need to do. Give students practice filling in the answer sheet. Familiarity with the answer sheet will make them feel more comfortable in the exam, and make sure that they place their answers in the right place. Encourage students to note down new vocabulary in detail, including any preposition a word is commonly used with, and common collocations . Give your students as much practice as possible of collocations, verb patterns, and phrasal verbs. Also practise distinguishing between words with similar meanings. For Parts 1,2 and 3, remind students to keep in mind the overall sense of the text. Tell them to pay attention to the title and to quickly skim the text first for general understanding . For Parts 1 and 2, tell students to read the words before and after the gap and identify the part of speech that is missing. Once they have decided on an answer, tell them to check that their word fits the text by reading the whole sentence again. Contractions count as two words in Parts 2 and 4. Encourage students not to use contractions so as to be able to identify easily how many words they've used. In Part 3, it is important that students choose the right word, not just the right part of speech (for example, defensive and defended are both adjectives but mean different things). Spend time revising word families, and make sure that students know the differences in meaning .
Paper 4: Listening The Listening paper consis t s of fou r part s. Students are assessed on their abi lity to listen for gist, specific detai ls, attit ude, op in ions, si tuations, etc. Each part is heard twice.
Tips to help students prepare for Paper 4: Listening:
Part 1: Multiple choice (8 questions) Stu dent s hear eight short unrelat ed extracts from monologues or dialogues each lasting aroun d 30 seconds. There is one mu lt ipl e-choice question with three opti ons for each ex tract. Students are tested on their ability to listen for gist, detailed understanding, th e purpose and fu nct ion of the text, the att itude of the spea ker s, etc.
•
•
Part 2: Sentence cOInpletion (10 questions) This part of th e exam tests students' ability to listen for speci fic words or phrases in a longer text last ing around 3 minutes. There are 10 incomplete sentences, which fo llow the order of the information in the listening t ext. Stude nts must li sten and complete the sentences. The word or phrase that students require wil l be in the li st en ing text and stu dents will not need to make any changes. There wi ll be no more than three word s missing.
Part 3: Multiple Inatching (5 questions) Student s hear fi ve short monologues of around 30 seconds each. Each monologue has a differen t speaker, but all five are about the same general t opic. There are six short sen t ences su mmarising opinions expressed by th e speakers. Students must match the fi ve speakers t o fiv e of the sentences. One sentence is extra and will not be needed. The task tests st udents' abi lity to listen for general gist as well as function, purpose, situation, attitude and opinio n.
Part 4: Multiple choice (7 questions) This part of the exam tests students' ability to list en for gist, specific detail and opinion and attitude. Student s listen to one long record ing of around 3 minutes, and answer seven three-option multiple-choice questions. The questions follow the order of the speakers' commen t s, and the co rrect answers re phrase, report or summarise th e ideas expre ssed by the speaker.
•
•
Tell students they should always read the instructions for test questions very carefu lly. They will get useful informat ion whic h will help them understand what th e text is about or understand who the speakers are and what they are talking about. En cou rage students to listen t o English-speaking radio and television to famil iarise themselves with natural speech . Suggest that they explore videos on the internet on topics that interest them. Use as ma ny authentic listen ing materials in your classroom as you can to give students practice in listening t o normal-paced English. Make sure you include compr ehension questions on speaker attitude and opinion. If studen ts find a listening passage very difficult, tell them that it doesn't matter if they can 't understand every word. Focus on the gist of the text. and slowly build up more detail as you listen aga in. After a listening ta sk, photocopy and ha nd ou t the transcripts, and have stu dents read along as they li sten to check their answers and t o see how the questions work. Show students how the questions use paraphras ing they say the same thin gs as the texts but use different words. Highlight parts of the record ings · where this happens so students know they need to listen for the meaning rather than exact words. Prac ti se dictations of numbers and dates. These often cause st udent s confusion, especia ll y withi n the context of a lengthier listening activi t y. Tell students that th ey will always hear the record ing tw ice, so they can wait for th e second time if they are unsure of an answe r. Remind them, however, tha t they will not lose marks for an in correct answer, so if they are still unsure after the second listening, they should guess.
Paper 5: Speaking In the Speaking paper, students are asked t o demonst rate t hei r abilities to use spoken English eff ectively. This is assessed directly through a face-to-face encount er between two (or occasionally three) stu de nts and two exam iners . One examiner, the interlocutor, asks the questions. The other examiner just listens. The Speaki ng test lasts for around 14 minutes.
Speaking Part 1: Interview (3 minutes) In Pa rt 1 of the speaking exam, the examiner in t erviews each st udent individually about their own life, cover ing areas such as school or work, leisure time and future plans. Students are expected to use genera l social language and give basic personal information . They are expected to listen to the other candidate's answers, and may talk to t he othe r candidate if they wish.
Spealdng Part 2: Long turn (3 minutes) In Part 2 of t he exam, each st udent has the opport unity to speak for one minute wit hout interruptio n. Student s are asked to compare and comment on two colou r photographs in response to a task tha t is read by the examiner. There is also a written prompt f or t he task above the photographs. Candidates should talk about sim ilarities and differences between the two photos and answer the question in the promp!. Students are asked to comment briefly on their partner's long turn.
Speaking Part 3: Collaborative task (3 minutes) Part 3 of t he speaking exam is a two-way co nversa t ion between candidates based on a given task and a set of pictu res. Students are expected to fi r st discuss each visual in turn, express ing their opinions, and agreeing and disagreeing with each ot her, and t hen come to an agreement on the outcome of the task.
Speaking Part 4: Discussion (4 minutes) Part 4 of the speaking exam is a discussion lead by the interlocutor on a topic related to the collabor ative task in Part 3. Students shou ld give full answers t o the interlocutor's quest ions , but may include t heir partner in the discussion if they wish.
Tips to help students prepare for Paper 5: Speaking: • Do plenty of group work and pairwork activities in class to practise interacting between students. Include as much discussion as possible, for example in warm-up activities, or after a reading tex t, to help students with Part 4. • Invite students to talk about t hemselves, their interests, recent or memorable holidays, work experience, leisure activities, etc. This will help them prepare for Part 1 of the Speaking paper, and become more confident with the task. Encourage students to seek opportunities to talk with other English speakers either in person or on the interne!. • Use role-p lay activities in your class t o give students the opportunity to talk about a wide range of subjects and situations. • Regula rly have students speak for one minute on a variety of different topics . This will enable them to become familiar with ta lking for one minute themselves without interruptions. • Have students describe photographs from magazines or that they bring in themselves to practise Speaking Parts 2 and 3, and to build confidence. Spend time in class looking at photographs from speaking tests, and discuss what kinds of things would make a successful and less successfu l response. • Conduct mock speaking tests with other teachers taking t he role of the examiner so that students become familiar with the exam forma!.
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Your life Topic vocabulary
Gl'anunar
Word building
Writing
• family and friends • home life • free time
• present tense review • past simple • used to and would
• adjective su ffixes • verb patterns (1) • -ed and -ing adjectives
• an info r ma l email • linkers (1)
Warmer • With books closed, ask individua l students to tel l the class about their family and friends. • Ask: Do you enjoy spending time with your family? What things do you enjoy doing with your friends?
Topic vocabulary: Family and friends
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Read the Useful language with the class and use the photos to elicit an example of each str ucture. Students compare the photos in pairs.
Students discuss their ideas in pairs. • Ask some students to report back to the class.
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Focus on the illustrations and elicit the words armchair, comet, numbers and mirror. Students decide who they associate with the illustrations.
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Students listen again and complete the phrases.
Answer key 1 well
2 each 3 in 4 mad 5 up 6 after 7 in 8 to
L ist ening extra • Write t hese sentences on the board. Ask students to listen to the recording again and match each person described to one of the objects. 1 Someone you've just met. 2 Someone whose ideas you respect. 3 Someone who is similar to you. 4 Someone you've known for a long time. 5 Someone who you find interesting.
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2 numbers ~
3 mir ror
Reading Part 1 Use of English Parts 2 and 3 Listening Part 1 Speaking Pa rt 1 Writ ing Part 1
Reading: Part 1 - Multiple choice
S8 p.6
Warmer • Write the word home on the board. Ask some students to describe the ir home, then ask other students to describe the ir ideal home. Background extra Photo A: designed Photo B: Photo C: Photo D:
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the Cubic houses in Rotterdam, Holland, by Piet Bloom an adobe house in New Mexico, USA a t yp ica l Ame rican house a grass-roo f house in Iceland
In pairs, students describe the homes and answer the questions.
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Read the fi rst point in the Exam t ip with the class, then the instruction for Act ivity 2. Students read the text quickly for gist, and discuss two similarities and differences with a partner.
Read the remainder of the Exam tip, then question 1 with th e class. Refer students to the underlined answer in the text. Discuss as a class why the correct answer is S, and why the other answers are incorrect. • Read out question 2 and ask students to find and underline the answer in the text (effectively adults from my perspective). Discuss which of the four options best matches the answer in the text (B). • Students complete the exam task.
Smart answer key 1 A" (the text says that they were better off than others, but B
C
Answer key 1 comet
• • • •
Exam practice Exam gw·de page 9
Transcript,p. 132
• Play the record ing for students to listen t o the explanations. • Students discuss in pairs whether t hey agree or disagree with the explanations. If necessary, briefly revise expressions for agreeing and disagreeing.
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Exam preparation
4 armchair
FalUilv and friends
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5 comet
Workbook p. 4
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Check that students understand the meaning of the phrases in Activity 5. • Students match people to the expressions, then describe these people to their partner.
• Students write their sentences, then compare them with their partner. • Ask some students how well their partner remembered their important people.
D
2 A
B C D 3 A
B
doesn't say that they were wea lthy) v (we were better off than most people of our socioeconomic background) X (the words my parents' colleagues match the words the people they worked with in the option , bu t the text says they had a bigger house than their co lleagues, not that they lived close to them) "(their house is bigger than most - not all- of their parents' colleagues) "(the text states that they were seldom around, but doesn't state that they didn't enjoy his company) v C.. considerably older than I ... were effectively adults from my perspective) X (the text states that they were effectively adu lts but doesn't say that they preferred to spend time with adults) X (they were seldom around but the text doesn't say that they didn't want to get to know him) v (he pushed his handkerch iefs into any convenient resting place ... I was still finding his handkerchiefs when I was in high school) "(he shared a room, but the text doesn't say t hat he found it inconvenient)
4 S
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c )( (the phrase collection of handkerchiefs matches the phrase owned at feast four hundred handkerchiefs, but the text doesn't say that he was proud of them) o )( (Michael's illness is mentio ned - had constant colds and allergies - but not whether Bi ll is sympat hetic) C v' (A, Band 0 do not match t he meaning of the phrase) A V' C.. disappear into some other quarter of the house to embark on the thousand other household tasks that greeted her each evening ... in consequence she nearly always forgot about dinner .. ) B )( (the tex t says that there were always a lot of chores to do, bu t not tha t she never finishe d the housework) C )( (the tex t does say that she forgot about dinner, but it also sa ys t hat she woul d throw something in the oven; she forgot to check the foo d, but she didn't forget to prepare any food at all) o )( (the te xt do esn 't ment ion shopping) A )( (she was apologet ic about it, but not em barrassed) B )( (she felt that she had scraped off t he burnt bits, so it was OK to eat) C ){ (he r son had a worse opinion tha n sh e did - she fe lt that she ha d scraped off th e burnt bits, but her son thou ght t hat it was all burnt - this in cluded every bit of it t hat had once been flesh) o V' (she said that it's a bit burned ... but I think I scraped off most of the burned part) A V' (thei r marriage was made in heaven because Mr Br yso n enjoyed eating burnt foo d - everything was fine by him so long as it was sufficiently dark ... no one could burn food like my mother or eat it like my dad) B )( (t he te xt says th at Mr Bryson enjo yed the food) C K (Mr Bryson didn't need to forg iv e his wi fe because he enjoyed t he food) D K (Mr Bryson didn't like food t hat was too startlingly fla vourful; t he t ext doesn't mention what food Mrs Br yson enjoyed) A K (the text does me ntion th at there were times when he didn't ha ve much to do - all idle moments were spent reading - but it doesn' t say that in general Bill di dn't ha ve muc h to do at home) B )( (she brought the magazines home as part of he r job, but this wasn't why Bil l read them) C v (they depicted lives so absorbingly at variance with our own) D )( (the ma gazines did depict more organised househo ld s, but the tex t doesn 't say that Bill wa nted to learn how t o look after a ho use)
Vocabulary in context: home life
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St udents wor k in pairs to find the words in the text. • Ask students to think of other words. Wr ite the head ings Parts of a house and Household appliances I furniture on the board. Elicit wo rds and write them under the correct heading.
Answer key Parts of a house: shutters (para. 1), porch (para. 1), bedroom (para. 2), room (para. 2) , back door (pa ra. 3), kitchen (p ara. 4) Household appliances or furniture: mattress (para. 2), sofa cushions (para. 2), curta ins (para. 2), oven (para. 3), stoves (para . 7 ), sauce pans (pa ra. 7 )
Elicit answers for the first expression as an example. Students write definitions or examples.
Answer key (samp le answers) 1 didn't ha ve to share the room 2 was always ta rdy 3 not taking any notice of 4 as wel l 5 a perfect marriage WON boost
Oveao to yOU!
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Answer key 1 False. They were better off because his parents both worked. 2 Fa lse. He shared a bed room with his brother until his brother left home. 3 True 4 Fa lse. They called it t he Burns Unit because Mrs Bryson always burnt the food. S True
Students write about life in their house.
• Collect the descriptions from the students.
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Stick the descriptions on the walls around the classroom. Ask students to move around, read them and wr ite the name of the student who t hey think wrote it on each description. • Ask students t o co llect their own description an d see how many students guessed correctly.
Grammar: present tense review; past simple
S8 p.8
Warmer • Write the word present on the board. Ask: What tenses do we use to talk about things in the present? Elicit present simple and present cont inuous . • Ask: What tense do we use for something that started in the past and is still true in the present? Elicit present perfect. Ask students if the ir own language(s) use similar tenses to express these ideas.
Readi ng extra • Write these sentences on the board. Ask students to read the text again and decide if they are true or false, then correct the fa lse sentences. 1 The Brysons were belt er off than other families because Mr Bryson had a good job. 2 Bill shared a bedroom with his brother until his brother became ill. 3 Bill tried to keep out of his mother's way when she arrived home. 4 They called the kitchen the Burns Unit because sometimes their pets got burnt. 5 To Bill, the housewives in the magazines seemed less frantic and rushed than his mother.
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... Hozne life'" Worhbooh p. 4
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Students work in pairs to discuss the excuses. Ask the class: Do you ever help out at home?
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Students complete the tab le. • In pairs, students find examp les of present perfect simple and cont inuous in Activity 1. Ask: When do we use present perfect continuous? Re fer students to the Language summary on page 156. Read the note on stative verbs with the whole class. Elicit examples of other stative verbs.
Answer key 1 present simp le 2 present con tinuous 3 present pe rfect 4 present perfect A6B1C3D2E5F4
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Students complete the sen tences. Ask the class: Have you ever used excuses like these?
• Ask: Which sentence refers to an action (8), and which to a state (A)? Ask: In which can we use 'used to' (both) and in which can we use 'would' (B),
Answer key 1 've arrived; 've been waiting; 'm 2 Are you doing; 're doing; 's 3 've been getting; 'm coming; takes 4 're playing; Do you want; 've hurt
Answer key 1 used to 2 would
0 ' . Students work in pairs to label the timelines, Elicit that sentence A refers to a completed action in the past, but sentence B refers to an action that started in the past and is still continuing, Refer students to the Language summary on page 156,
,
Answer key 1 past simple
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Elicit a few ideas fo r the f irst topic from the class, Allow students a minute or two to prepare thei r ideas. Put students into groups to discuss the topics. • Ask some students to report back to the class,
EXanl practice Exam guide page II
2 present perfect continuous
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Read the example wit h the class and elicit two or three more possible excuses for quest ion 1. Put students into pairs to write their excuses. • Read out each situation in turn and ask students to read out th eir excuses. Students can choose the most and least convincing excuse for each situation.
Answer key (sample answers) 1 Sorry but I've ar ranged to help a friend with homework. 2 Sorry but I met an old friend on the way home and I haven't seen her si nce last year. 3 Sorry but I missed the bus so I couldn't come to my lesson. 4 Sorry but I've been really busy for the last three weeks .
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Read the Exam tip with the class, • Students dISCUSS the questions in pairs. Ask them to read the text quickly, then elicit the answers,
Answer key 1 They feel happy because their brains are producing dopamine. 2 No, because levels of dopamine fall after about a year.
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• Writ e the headi ngs Past simple and Present perfect on the board, Ask students to work in pairs and write down other time expressions we use with the past simple or present perfect,
3 4 5
Answer key (sample answers)
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Past simple: yesterday, last week, last year, t wo hours / days ago, at 10 o'clock this morning Present perfect: for, since, already, j us t. yet, still
7 8 9 10 11
Ove.. toyou!
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Focus on the photos and ask: Where do you think these people live? What do you think their life is like? • Students work individually to prepare their questions,
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Students interview each other in pairs. Monitor while students are working, and make sure that they are using the different tenses correctly. • Ask students which person they would like to meet and why,
S8 p.9
Students complete the exam task individua lly, then check their answers in pairs.
Smart answer key 1 2
Language extra
Use of English: Part 2 - Open cloze
.... used to and would .... Workbook p. 8
12
used (the sentence refers to the past, and used to is the only verb form that refers to the past that in cludes to) there (we use there, not it as the general subject of a sentence) in (fall in love is a set phrase) Afte r (Later has a similar mean ing, but is used in a different position: a year later) why (the question is asking for a reason , so why is the correct quest io n wo rd) on (get on with is a set phrase) each (each other is a set phrase) has (the correct fo rm of the present perfect tense) for (because it is followed by a period of ti me) to (as part of used to) would (the sentence requires the same mean ing as used to, but there is only one space, so the answer must be would) how (how + adjective is used to emphasise the adject ive)
Listening: Part 1- Multiple choice S8 p.l0 Warmer • Write free time on the board and ask: What do you enjoy doing in your free time? • Elicit a range of answers and write useful vocabulary on the board,
Get ready: free time
Get ready: used to and would
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Read the quotations, Ask: Has Liz and Danny's relationship got better or worse? (w orse), Elicit that we use used to and would to talk about the past
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Students complete the rules, To make sure that students have understood the distinction between the two forms, write these two sentences on the board: A I __ live in London when I was young, B I __ go to the cinema every week when f was young,
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Focus on the photos and elicit the activities, • Read the phrases in the Useful language box with the class, Write Like, Don't like and Prefer on the board and elicit which phrases come under which heading, El icit which phrases express very strong meaning (I can't stand, I absolutely love) , • Students work in pairs to rank the activities, then agree to do one together, Ask some students to report back on their discussions.
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Students work in pairs to complete the table,
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Listening extra
Ask students to move around the room to ask and answer questions about t heir interests and find people who share their interests.
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1 11__ out he's a skateboarder too. 2 The first rule is to __ aside any notion of making a fortune. 3 They seemed sympathetic, so 1__ to the point. 4 Wanting to humour Gran, I __ it a go. 5 __ your garden an inviting place. 6 It __ my mother up the wall. 7 It __ me fee l really boring. 8 I don't think I'd have ever ____ it up. o Put students into pairs and ask them to try to complete the sentences from memory. o Play the recordin g for students to check their answers. Ensure they understand the verb expressions.
Answer key
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do: a crossword, a puzzle, yoga have: a quiet nigh t in, some frien ds round play: computer games, the guitar go: dancing, shopping, swimming go for: a bi ke ride, a drive, a wa lk go to: a concert. a (youth) club. the beach
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.. Free tilne to- WOl'kbook p. 4
EXarrl practice Exam guide page 12
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Read the Exam tip with the class. Ask students to read the questions and options in Activity 4 and identify the ones that relate to the photos. • Focus on question 1. Ask students to underline the key words in the question (criticism). Elicit what the conversation might be about. Put students into pairs to do the same thing for the remaining questions. 0
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Answer key 1 turned 2 put 5 Make 6 sent
Warmer o
Play the record ing once for students to choose the correct answers, then again for them to check.
B )( (he did tell a lo t of jokes, but she enjoyed a lot of them) C )( (this is false - they're both in to hiphop, and he's a skateboarder too) A )( (fa lse - he tel ls t hem not to think about making money) B ..... (The main, the essential factor is that you must feel some kind of passion for the objects you collect) C )( (he says a lot of peo ple start collecting something because it is easy, but this is not a good reaso n) A ..... (I got to the point. I said I'd just be having my closest friends ... ) B )( (she does say how tired and stressed she's been, but this is not her main purpose) C )( (it's he r mum who is keen on spending time together) A ..... (it will take over your life) B X (he wasn·t very interested at the beginning, but now he spe nds a lot of time doing Sudoku ) C X (he does say that it doesn·t require spec ial skil ls, but t his isn't why he advises people not to try it) A X (she does say this. but it's not the most important t hi ng) B X (she does say t his, but it·s not the most importa nt thing) C ..... (putting out water is the single most helpful thing you can do) A X (he is talking mainly about himself) B X (he mentions this, but this isn 't the main point of what he's saying) C ..... (I've only ever had one real hobby ... he ment ions his hobby and then describes the background to it) A )( (they don't agree about th is - the second speaker says a lot of the time it's just on in the background) B ..... (t hey ag r ee abou t this - but perhaps we should do something else) C J( (this is suggested , but t he othe r speaker says it is just one option) A X (th is idea wa s at the back of her mind. but she didn't particula rly want to do it) B X (she didn·t know much about rid ing, and he r attitude to horses isn·t mentioned) C tI (my mate Kate wanting someone to practise with)
3 got 4 gave 7 made 8 taken
Speaking: Part 1 - Interview so p.ll
Transcript, p. 132
Smart answer key 1 A v (The conversation did tend to be all about him, though)
Wri te t hese gapped sentences on the board.
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Ask students: What activities do you enjoy doing in your free time? Write I like ... and I don't like ... on the board and ask: What other phrases can you use to expres s these ideas? Elici t some phrases, e.g. I enjoy ... , I hate Ask students t o discuss the questions in pairs.
G,. Students work in pairs to match the questions with the head in gs, and write their own question.
Answer key (including sample answers) 1 Li kes and dislikes (Do you enjoy going to parties?) 2 Home life (Do you get on well with your fa mily?) 3 Le isure time (How long have you been doing this hobby? )
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= Transcript,p.133
Play the reco rd ing for students to match the speakers to the questions.
Answer key Speaker 1 d Speaker 2 b Speaker 4 c Speaker 5 f
Speaker 3 e Speaker 6 a
EXarrl practice Exam guide page 13
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Read the Exam tip with the class. Ask students if they can remember any of t he expressions the speakers used in the recording. Play the recording again for students to complete the tab le .
Students work in pairs to think of more expressions.
Answer key (sample answers) I can·t stand ..., I prefer .... I don't mind ...
0 ,. Students ask and answer the quest ions in pairs.
Word building: family and friends
S8 p.12
Warmer
Use of English: Part 3 - Word formation
S8 p.13
Warmer
• Write the word sport on t he board and say: I like sports. I"m very __ . Elicit the adjective sporty and write it on the board. Underli ne the suffix -y. • Wri te music on the board and elicit the adjective musical. Under line the suffix -al. Elicit that we can for m adjectives by adding su ffixes t o nouns and ver bs, and as k students to provi de other examples.
• studen ts work in small groups t o add more examples. • Check answers. Point out t hat sometimes the spelling of th e main wo rd changes when we add a suffix. Ask students to find examples in the table (rely-reliable, glam our-glamorous). Answer key (sample answers) -able: breakable -a I: natura l -ent: di fferent -ish: selfish
-ous: dangerous
Get ready: -ed and -ing adjectives • Read t he ex amples wit h th e cl ass and elicit the answers to the questions.
Adjective suffixes
-ic: athletic
• Write the verb excite on t he boa rd and ask: What adjectives can we form from this verb? Elicit exciting and excited. Ask students if they know the difference in meaning between the two. Elicit some ideas, but don't co nfi rm or reject them at this stage.
-ive: creative
Answer key We use the -ed adjective to ta lk about how we feel, and the -ing adjective for how someth ing makes us feel.
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Student s comp lete the sentences individually then check th eir answers in pa irs .
-tul: ca reful
-less: painless
-V: healthy
• In pairs, students complete the text with t he adjectives. Answer key 1 famous 2 dependable 3 helpful 4 protective 5 greedy 6 ca reless 7 se lf ish 8 mischievous 9 natura l 10 likeable 11 different 12 kn ow ledgeable 13 successfu l 14 heroic 15 po litic al
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swer ke y
1 embarrased 2 excited 4 tiring 5 emba rrassing
3 ti red 6 exc it ing
• Students discuss the situations in pa irs. Ask some pairs to report back to the class.
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Answer key (sample an swers) 2 I'd be irritated. They would be boring . 3 I'd be pleased. We'd have an interesting chat. 4 I'd be very pleased. Computer games are captivating for me. 5 l'd be terrified. Being alone can be frigh teni ng.
. • s tu dents read the profiles and discuss th e questions in pair s. • Focus on the underli ned example in the first profile.
Elicit one or two more from t he class. St udents complete t he task individually. Answ er k ey loves playi ng, wa nt to study, man age to pass, decided to learn , look forward to hearing , promise to reply , love to play, go surfing, enjoy skateboardin g, given up do ing, keep fall ing, can't sta nd shopping, I' d like t o hear, hope to hear
• Students comple te the table in pairs. Answer key + to + infi nitive: want. manage, decide, promise , 'd like, hope, agree, pretend, seem + gerund: look forward to, go , en joy, give up, keep, ca n't stand, can't help, don' t mind, give up, practise + gerund OR to + infinitive: like, love, hate, prefer, start
Ove1' to you! • Students wri te their profi les individua lly.
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Pu t students ' pro files on t he walls, and allow st udents to move around t he class and read t hem. Ask some students to say which of their classmates t hey have t he most in com mon with.
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... Workbook p. 76
... -cd aad
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adjectives
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Worhbook p_ 5
Exam practice Exam guide page 11 • Student s rea d the text qu ickly. Ask the class: What are the disadvantages of having a celebrity parent? Answer key Celebrit ies often put their careers before their fClmi lies; chi ld ren of celebrit ies are often written about in newspapers; t hey fee l under pressure to be beautif ul.
• Read th e Exam tip with the class. Focus on t he example answer and elicit how th e spelling has changed (the final e has been deleted before the suffix has been added). Focus on the next gap and elicit t he missing word (exciting) . Ask what spelling changes a re necessary. • St udent s co mplete th e exa m task. Be for e checking answers. ask stu dents which gaps th ey comp leted with an -ed adjective (5) and an -ing adjective (1, 6). Ask: How did you decide which fo rm to use? Answer key 1 exciting
2 necessa ri ly
3 dependable
4 attention 5 embarrassed 6 fascinat ing 7 conti nua lly 8 successfu l 9 impression 10 un kind
Speaking extra o
Ask: Which famous celebrity would you most like to have as a relati ve? Why? Put students into pairs to discuss the question. Ask some pairs to report back to the class, giving their reasons for their choice.
Writing: Part 1- An informal email
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Students write their sentences, using different linkers . • Put students into pairs to compare their sentences .
Ready to write! Exam guide page 10
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SB p.14
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Answer key 1 note 3 2 note 4
Warmer o
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With books closed, ask: How do you usually commun icate with vour friends? Elicit a variety of ideas, including phoning, texting and emai l. Ask: Which way of communicating do you prefer? Why?
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Prepare
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Students discuss the quest ions in pairs.
Analyse the task
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Read the task with the class. Ask students to re ad the emai l quick ly. Put students in pairs to answer the question, Don't check answers at th is stage.
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Answer key ./ ./ ./ ./
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use linkers to connect ideas organise your work into paragraphs writ e about all the no tes use contract ions.
Students read the example task and model answer, then check the ir answers to Activi t y 2.
Improve your writing: linkers (1): basic linkers
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Read the explanation of linkers with the class. Stu dents find the linkers in Mark's email. Elicit other linkers.
Refe r students back to the emai l and notes. St udents discuss the questions in pairs.
3 note 2
4 note 1
Read the Exam tip wi th t he class. Stu den ts wor k individua lly to brainstorm ideas and make notes. Refer students to the Writing Reference on page 168. Revise beginnings and endings fo r in form al emails, e.g. Hi .... Love ... , All the best ... , See you soon
. Students write their emails ind ividua lly. (0
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Refer students to the checklist, and remind them that they shou ld always check their work carefu lly.
Answer key (sample answer) Hi Mark , I'm glad you had a good time with your cousins, I had a good wee kend, too . It was Jake's party ~ do yo u remember him? Loads of people were there, and we had great fun, I'd love to meet your cousins. Unfortu natel y, I can't come next mo nth because I've got some import ant exams, so I'll have t o spend next month working hard ~ boring! Maybe we can get together later in the summer? I love the photo of you surfing. I've never been surfing because I'm not a very good sw imme r, so I don' t really enjoy spending too much ti me in wa ter. I love exciti ng sports , though . I'm rea ll y into BMX biking, which is great fun. I wen t to a new BMX centre last weekend, where there were some huge jumps. It was really thrilling! I must go now because I've got some homework to do, See yo u soon , Rob
Answer key because (pa ragraph 2) and (paragraph 2) but (paragra ph 3) so (paragrap h 4) Other possib le linkers: also, however, or, alt hough, as a resu lt
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Students work in pairs to join the sentences. • Elicit sentences from individual students and correct any errors.
Answer key (sample answers) 2 I get on like a house on fi re with my mum, bu t my dad never listens to me. 3 My best friend is my next·door neighbour, so I see him every day. 4 Do you take after you r dad, or do you rese mble your mum? 5 The door of my house is blu e, and the shu tte rs are also painted blue. 6 I don't talk to my ex-girl friend very often, beca use she drives me mad.
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Students read the mini profile. Ask: What do the linkers have in common? Elic it t he di fferen t sentence position for each linke r.
Answer key The linkers are alllinkers of addit ion. We put and between two cla uses, We put also afte r the verb be or before other verbs. We put as welf and too at the end of a sentence.
On target? SB p.16 Answer key 1 1 are al ready 2 is growing 3 have 4 has ris en 5 di dn't use to think 6 kept 7 caught 8 resemble 9 bought 10 carries 2 (sample answers) 1 Have you ever been in love ? 2 How lon g have you been staying at yo ur mother-i n-Iaw's house? 3 Where did your grandmother come fro m? 4 Did you use t o get on when you were young? 5 What's your dad like? 6 Can you describe the house yo u liv e in? 3 (sample answers) 1 At the moment I'm working on a new f ilm, 2 I often go jogging in the mornings, befo re I start work. 3 I've nev er been in a Hollywood film , 4 Before (was famous, I didn't use to travel much. 4 1 we ll 2 doing 3 t o get 4 do 5 boring 6 up 7 go for 8 made 5 (sample answers) 1 My mum is very dependable. 2 My dad is sometimes hero ic. 3 My aunt is a successful businesswoman. 4 My little brother is sometimes greedy. 5 My best friend is never sel fish. 6 Students' own answers. 7 Students' own answers.
Style and substance Topic vocabulary
Grammar
Word building
Writing
Ex am pre paration
• appearance persona lity . fashion
. relative clauses • articles
• compound adject ives · phrasal verbs (1)
• an article • punctua tion and
• .Read ing Part 2 • Use of English Parts 1and 4
spelling
• extreme adjectives
Wanner
· Listening Part 2 • Speaking Part 2 · Writing Part 2
2 Oprah Winfrey has got a __ figure and a .__ ~
• Put st udents into pairs an d give them two mi nutes to write down as many words as they can to describe someone's appearance. • Elicit vocabulary and write it on the board. Ask wh ich words students could use t o describe themselves.
Topic vocabulary: Appearance • Students discuss the questi ons in pa irs .
face.
3 Lindsay Lohan has got __ hai r and __ skin, and her face is 4 Nelson Mandela has got an .___ smile and __ cheekbo nes. • Put st udents into pairs to comp lete the gaps. • Play t he recording for them to check their answers. Answer key 1 stubbly 2 curvy; wide; round 3 dyed; tanned; freckled 4 appea ling; high
Answer key A Opra h Winfrey, an American TV talk show host. e Bruce Willis, an American actor. e Nelson Mandela, a former president of South Africa. o Lindsay Lohan, an American actress, model and pop singer.
(ir.i.iiiJ~o~o~ '"
.. Appearance .. Workbook p. 10
Ove .. to VOU! • Students comp lete the pa irwork activity in pa irs.
• Read th e categories wi t h the class and make sure stu dent s understand t hem. • Put studen ts into groups and set a time li mit of on e minute for them to comp lete the t able. • Check answers and model difficul t pronunciation. Answer key (inc ludi ng sam pl e answers) hair I beard: ba ld, clean-shaven, dyed, stubbly, wavy (1ong, curly, straig ht, dark, fai r, blonde) build I size: curvy, plump, skin ny, slim, well-b uilt (stocky, fat, solid, slender, Slight) skin I complexion: freckled, pale, tan ned, wr inkled (fair, dark, sunburnt , smooth, soft) general appearance: glamorous, gorgeous. hideous, stunning
(good-looking, ugly)
Read ing: Part 2 - Gapped text
S8 p.18
Warmer • Write the word famous on the board. Ask: How can people become famous? Elicit ideas, including reality TV shows. Elicit some names of shows. • Ask: Why do people want to become famous? Background extr a Ph oto A: TV programme Survivor (USA) Ph oto B: TV programme Grande Fratello (I taly) Phot o C: TV programme American Idol (USA)
• Studen ts wo rk in groups to discuss the ques tions. • Students work in their groups to describe the people an d decide how attractive t hey are.
O.~ 2.,
Transcript
~ p . 133
• Students work in pairs, matchi ng the physica l features to t he people. • Play the recording. Students check their answers.
Answer k ey 2 8
3 A
4 D S C 6 8
. • Student s listen aga in an d complete the second column .
Answer k ey 2 practical, sensible 3 confident, stubborn 4 sensi t ive, moody 5 kind , caring 6 intelligent. thoughtful
• Discuss the question as a cl ass. Listening e xtra
• Write these gapped sentences on the board. 1 Bruce Will is has got a __ ch in.
• Read t he introductory sen tence wit h the class. Put stu den ts into groups to discuss t he question.
o.
Students read the artic le quickly to check t he ir answers. Remind them not worry if they don't understand every word.
EXanl prac tice Exam guide page 9 • Read the first point in the Exam tip with the class, then t he instruction for Activ ity 4. Students wo rk . in pairs to write a se ntence summing up each paragraph . Answer key (sample answers) Paragraph 2 Ma ny young people like the idea of becom ing famous quickly. Paragraph 3 Many young people are not realist ic abou t their abilit ies. Paragraph 4 Talent agencies are looking for someone a bit different. Paragraph 5 Many stars have interesting person alities. Paragraph 6 At the agency, we always encourage people who we reject. Paragraph 7 All applicants should be t reated with respect and not made fun of. Paragraph 8 Most people will never become famous, unless they're very lucky.
C.
Read the second point in the Exam tip with t he class. Focu s on paragraph 2 and elicit the main idea. Ask students to read the sentences, and find one that matches th e topic (sentence C). Put students into pairs to match th e remaining sentences to th e topics in th e paragraphs. • Read the third point in the Exam tip with t he class. Refe r st udents to the gap in paragraph 2 and the sentence which matches th e top ic (C) . Read sentence C. focus ing on th e pronouns: Thev take from them a message that becoming famous is quick and easy. • Ask: Does this sentence fit the gap? What do the pronouns refer to? Ask students to read the sentences be fo re and after the gap to see if the pronouns match nouns in the text (they = young people, them = reality shows). • Students complete the exam task individually.
Vocabulary in context: personality
o.
Students wo rk individually to find the wo rds in the text.
Answer key 1 talent less 2 laz y 3 fiery 4 shy 5 eccentric 6 funny 7 arrogant 8 r ude 9 cruel 10 silly
Vocabulary extra • Ask students to find t hese words and expressions in the tex t and write definitions for t hem. 1 slogg ing yo ur way (pa ragra ph 2) 2 roc ket (paragraph 3) 3 catch our eye (paragraph 4) 4 the next big thing (paragraph 8) 5 make it to the top (paragraph 8) Answer key (sample answers) 1 working very hard 2 increase by a very large amou nt 3 be noticed by us 4 the next very successf ul star 5 become very successful
Smart answer key 1 C (the general mean ing of the paragraph matc hes, and the pronou ns they and them in se ntenc e C matc h th e nouns in t he preceding sentence in the paragra phs - young people, reality shows ) 2 F (t he sentences before and after the ga p are differ ent, suggesting the missing sentence shou ld contain a linker of contrast. The pronoun in F, them, matches the noun in t he preced ing sentence young hopefuls) 3 H (the general meaning of the paragraph matches that in the se ntence; t he preced ing sentence suggests the miss ing sentence will conta in a stateme nt saying what agencies are loo king for - this is confirmed by the following sen tence, which uses the lin ker of add it ion and to add anothe r point abou t what age ncies are looking for) 4 G (the beginning of sentence G, these distinctive personality tra its , refers back to pe rsona lit y t raits mentioned in the se ntence before t he gap) S D (sentence D repeats the general idea of th e two preceding sen t ences: reject applicants and positive fe edback) 6 B (t he linker of contrast however in t he sente nce fo llowing the gap suggests t hat the gap contai ns a co ntrasting idea - which sent ence B does. The pro noun they in sent ence B refers back to the nou n in t he preced ing sentence judges) 7 A (the general mean ing of th e sentence matches the mea ning of the sentences before and after the gap)
0: . ,
G!iiiUi~o!i o~ stL
Answer key (sample answers) 1 It seems eas ier t han applying for jobs or studying. 2 They don't have any talent and aren 't realist ic about their abilities. 3 They are looking for someone who has a real talent and is differen t or indi vi dual in some way. 4 She t r eats them with respect and te lls them wha t talents or qualities they have got. S You need to have a lot of talent. be very hard·working and determined, and have a lot of luck.
... Personality'" Workbook p. 10
Ove.. to you!
0: .
o. G. <
Students discuss the question in pairs. Students plan th eir own reality TV show in groups. Ask each group to present their idea to the cl ass. Have a class vote to decide on the best idea.
Grammar: relative clauses so p.20 Warmer • Write on the board: My brother is a singer. He appeared on X Factor. Ask: Ho w can we join these sentences together? • Elicit a sentence with a relati ve clause and write it on the board , e.g. My brother, who is a singer, appeared on X Factor . Underline the relati ve pronoun who. Ask students what other relative pronouns there are in Engli sh , and what rules th ey know about their use.
Reading extra • Write these sentences on the board. Ask students to read the t ext again and answer the questions in their own words. 1 Why does fame appeal to a lot of young people? 2 What is surprising about a large number of t he applicants? 3 What qua lities is t he talent agency looking for in applicants? 4 How does Saskia treat the people she is rejecting? 5 What things does Saskia say you need if you are going t o succeed?
Students work in pairs to discuss celeb rities and write sentences about their partner's vie ws. Ask some students to read their sentences to the class.
O. .
e.
Students choose their co lour individually, then discuss with a partner whether they agree wit h the analysis.
Students work individua lly or in pairs to put the relat ive pronouns into categories. • Check answers, then ask students to sa y what word the relative pronouns rep lace in A-H (A your; B white; C people; D classrooms and offices; E a red person; F at peaceful moments; G the reason; H he lping others). Refer students to the Language summary on pa ge 157.
Answer key people: that, who places: where possession: whose reasons: why things: which, t hat times: when
. • Read the rules with the class. St udents answer th e questions in pairs.
~
¥' Answer key 1 Sentence A: more than one brother; defin in g re lative clause. Sentence B: one brother; non-defining relative clause. 2 Sentence A: less formal; you can omit the re lative pronoun. Sentence B: more formal; you cannot omit the relative pronoun. 3 A non-defining B non-defining C defining D non-defining E non-d efining F non-defining G defining H defining
_-
.......
o
a ........a,!' b~ost
o
Answer key 1 when; which / that 2 who; who; where 4 who I that 5 What; when 6 why
e. o.
3 whom; whose o
Students discuss the question in pairs. 1 2 3 4 5 6 7 8
Put studen ts into groups of six or eight. Students divide their group into two teams and follow the instructions in the Student·s Book.
0
Language extra Write these sentences on the board. Ask students to co rrect the errors. 1 Do you live in a country which Big Brother is shown on TV? 2 I've got a friend who's dad is a tamous actor. 3 Tim is someone for who success is very important. 4 Th e final of X Factor is held at the Apollo Theatre, that is in London. 5 The show, what started five years ago, is still very popular. Check answe rs and make sure that students understand the difference between who's and whose. Refer them to the Language summary on page 157 .
o
o
Answer key Do you live in a country where Big Brother is shown on TV? I've got a friend whose dad is a famous actor. Tim is someone for whom success is very important. The final of X Factor is held at the Apollo Theatre, which is in London. 5 The show, which started five years ago, is still very popular.
1 2 3 4
Answer key 1 the 2 a / an
e. -
Get :ready: fashion
o
• students answer the questions in pairs. El icit some answers and reasons from the class. Read through the categories in the table with the class and make sure that students und erstand them. Students work in pairs to complete the table. • Check answers and elicit more words from the class. Write these on the board. Model the pronunciation of any words that are unfamil iar to students. 0
~ample answers) Clothes: hoodie, su it (mi ni skirt, jacket, jumper) Footwear: flip-flo ps, high heels, sa ndals (trainers, lace ' ups, open-toed sandals) Jewellery: bangle, earrings, pendant, piercing, ring (t oe ring, bracelet) Fit I Design I Material adjectives: baggy, denim, fitted, leather, patterned, woollen (loose-fitt ing, linen ) General style I appearance adjectives: casual, colourful , conservative, designer label, hippyish, t rendy, unconventi onal , scruffy, smart (stylish, dowdy)
Answer key (including
3 121
Students complete the quotations in pairs. Check answers, th en students answer the quest ion in pairs.
c
0
.
Background extra Oscar Wilde (1854-1900): Irish writer and dramatis t Arthur Ashe (1943-1994): American tennis player John Constable (1776-1837): English painter Groucho Marx (1890-1977): American comedian Danie l Webster (1782-1852): American politician
doesn't ta ke after who is a profess ional dancer has / have not performed for new / un know n people ma kes me is famous / known / well-known around the dislike (the) most about being whose brother is a I the singer rather do home work than watch
• Write the word fashion on the board and ask: Are you interested in fashion? What types of clothes do you like wearing? • Ask some students to describe what they are wearing.
Ask students to underline examples of a / an, the or no article in the definitions. Students complete the table individua ll y.
o
Read t he Exam tip and look at the example answer with the class. Point out that it uses the key word and uses between t wo and five words in total. Do the first question with the class as a further example, el iciting possible answers and getting students to check that the meaning is correct and the correct number of words is used. Students complete the exam tas k individually, then check their answers in pairs.
Wa:rme:r
Get :ready: articles 0
.. Articles" Workbook p. 13
Listening: Part 2 - Sentence completion so p.22
Use of English: Part 4 Key word transformations so p.21
o
5 The,0,0
Answer key
Overtoyou~
•
4 a
Exam p:ractice Exam g uide page J J . . 0
Read the Watch out! note with the class. Students complete the text individually then check the ir answers in pairs.
o
3 an
o
Read the Useful expressions with the class and make sure that students understand them . Put students into pairs to describe the peop le and answer the questions. Ask: Would you change your style if you were rich and famous? Why?
~~;U;;o!io!ii st
... Fashion'" Workbook p. 13
Exam practice Exam guide page 12
• Play the recording again for them to check their answers. Tell student s that they should use express ions like t hese for comparing photos. Answer key 1 in common 2 whereas 3 either 4 simila rity
o.
Read the Exam tip with the class. Students read t he sentences and tick the topics wh ich they think wil l be discussed. • Read the first gapped sentence wi th the class and
.
ask: What kind of information is missing? (a piece
of clothing). Ask students t o read all the sentences carefully and discuss in pairs what type of information is missing.
Exam practice Exam guide page 13
o.
Read the Exam tip with the class. • Revise language for comparing photos, e.g. both photos show ... ; In photo A we can see ... , whereas photo B shows ... • Revise phrases fo r sp eculating, e.g. The people look as if they're ... ; It seems as if he's ... ; She looks very ... ete. • Refe r st udents to the photos. Students work alone to dra w t heir diag rams and pr epare their ideas. The y underline the best ideas
Answer key ,/ Sylvie 's life now .I Sylvie's opinion of someone .I Sylvie 's clothes
C ~ 2.2
Transcript .... p.133
~ 2.4 Transcript ... p. 134
• Play the recording once for students to wr ite t he correct answers, then again for them to check.
• Play the reco rding. Students take turns to describe their phot os and take note s about their partne'-s.
Answer key 1 suit 2 boots 3 presenter 4 good friends 5 three 6 rest aurants 7 murder 8 glamorous model 9 dentist 10 tennis club
Over to
o.
Word building: people Warmer
• Refer stu dents back t o the photos on page 23. Ask: What colour is the girl's hair? Elicit fair and write on t he board: a fair-haired gir l. Ask: How is the man dressed? Elicit well and write: a well-dressed man. Eli cit that t hese are compound adjectives. Elicit other compound adjectives that can describe people, e.g.
vou.! ."
Students discuss the ir ideas and opinions in pa irs.
Speaking: Part 2 - long turn
SB p.23
Warmer
cfean-shaven, nervous-looking .
• Writ e the ph rase personal appearance on the boa rd and elicit that it refers to someone's face an d hair, and also their clothes. • Ask: Do you think that personal appearance is
o.
important? Why?
.
Focus on the photos and el icit descriptions of the people. • Students discuss the questions in pa irs.
o.
SB p.24
Compound adjectives
o.
Q . Read the explana t ion with t he class. Students -
Students match the adjectives, then sort them into the ir cat egories and wr it e the opposi tes.
Students work in pairs t o com plete the diagram.
Answer key (includ ing sample answers)
Answer key (includ ing sample an swe r s) Photo A: rebellious, unconventional style (scruffy, trendy. piercings) Both photos: wants to make an impression, image is importan t Photo B: smart ly dressed, making an effort, on a date, looks nervous (conventiona l st yle, conse rvative)
C 1 ,·3
Transcript
~ p.134
1 2 3 4 5
E; persona lity; broad-m inded / ope n D; appearance; badly / poorly dr essed B; appeara nce; fa ir-haired C; personality; sensit ive A; persona lity; co ld-heart ed
o. -
• Play the reco rding. Students compa re their ideas.
Listening extra • Write these gapped sentences on the board. 1 One thing they've got __ is t hat they both care about the way they look. 2 The singer looks rebellious, __ the boy is dressed co nservatively. 3 I don't thi nk __ of them dresses like that every day. 4 Another __ is tha t both of them are trying to make an impression. • Put students into pairs and ask them to complete the sent ences from memory.
students work in small groups to discuss the questions.
Put students into groups of t hree or four to write their paragraphs. • If students need help, el ici t som e compound adjectives that could describe Rosa and Matteo, and wri t e t hem on the board, e.g. well-built, blue-eyed, clean-shaven, round -faced, fair-skinned, etc. • Ask one student from each group to read their paragraph to the class. The class deci des which group desc ribed the most excit ing couple. Ask: Do you know of any celebrity couples like this one?
Phrasal verbs (1): relationships
C.. _.
Students form the phrasal verbs . Check their answers and ensu re that students understand the meani ng of the phrasal verbs.
Answer key
Answer key
2 go out 3 fallout 4 split up 5 make up 6 get back together 7 sett le down 8 bring up
good / amazing angry / fur ious attractive / gorgeous bad / terrible crowded I packed dirty I filthy funny / hilarious scared / terrified tired / exhaust ed ugly / hideous upset / devastated
O·
Students work in pairs to answer the question.
",w.<
Answer key You can use with + someone with al l the phrasa l verbs exce pt bring up, which takes the object children.
C . Students plan their ideas individually.
o.
Students wor k in pairs to talk about thei r memorable even ts. Ask some pa irs to report back on whose experience was more extreme.
Q. Students write the story individually or in pairs . Ask some students to read their stories to the class. Check that they have used the phrasal verbs correctly.
Language extra • Write these sentences on the board. Ask students to choose the correct adverbs. Check answers, then ask: Which adverbs can you use with extreme adjectives? 1 I was rather / comp letely angry with him. 2 We were totally / a bit exhausted! 3 She seemed absolutely / slightly scared. 4 We we re very / utterly devastated. 5 It was slightly / absolutely hilarious!
Language extra • Writ e these gapped sentences on the board. Ask students to complet e the ph rasal verbs. 1 He split up with his girlfriend because she cheated him. 2 They used to get on wel l, but they've gradually drifted 3 She's very good-looking - boys are always try ing to chat her 4 He really likes Kate, but he's too shy to ask her 5 She got fed up with Tom, so she decided to fin ish him.
Answer key 1 on
2 apart
3 up
4 out
5 wit h
Over to you!,
Answer key 1 rather 2 totally 3 slightly 4 utterly 5 absolutely You can use absolutely, completely, totally, and utterly with extreme adject ives.
o. .
Put students into groups of four, then divide each group into t wo teams of two. Groups decide which situation is t rue and prepare their questions and answers in their teams.
-
Ask grou ps of four to act out their role plays. • Students can write their summaries in their groups or pairs. Set a word limit of 30 words. Ask some students to read ou t their summaries.
'IO!!\2!~b~o~!~
.. Workbook p. 77
Use of English: Part 1 Multiple-choice cloze sa p,25 Warmer • Write good and bad on the board. Elicit adjectives with simi lar meanings and write t hem under the correct heading, e.g. wonderful, great, terrible, awful. • When you have a few adjectives, ask: Do all the adjectives under each heading have exactly the same meaning? Elicit that some have a stronger meaning than others.
Get ready: extreme adjectives
o.
Read the sentences with the class. Students work in pairs to answer the questions.
Answer key 1 astonished is more extreme. 2 a) astonished b) surprised c) both
f) .
e
Students work in pairs to forms pairs of adjectives. Elicit other possible pairs.
.. extreme adjectives" Workbook p . 11
Exam practice Exam guide page 11
o·
o.
· bo~t
o
Read the f irst point in the Exam t ip with the class. Students read the text quickly and answer the questions in pairs.
Answer key The author th inks that somet imes celebrity gossip goes too far, and sometimes seems cruel when it is about celebrities who are ill or upset.
C. .
Read the remaining point in t he Exam t ip with the class. Focus on the examp le answer and elicit why the other options are wrong . • Students complet e the exam task.
Smart answer key 1 D (crowded and busy both have the correct meaning, but only the adjective packed is an extreme adjective and so can fol low t he adverb absolutely) 2 C (the words are superficially similar, but only terrible has the correct meaning of very bad) 3 B (only especially has the correct meaning) 4 C (all the adjectives have a similar meaning, but they have different collocations - interested in, keen on, fascinated by, fond of; here, the preposition by shows that the answer must be fascinated) 5 A (out forms part of the phrasal verb going out with) 6 A (love would be correct in terms of meaning, but it would be follo wed by the preposition of; wish does not have a strong enough meaning for the context; want is not usually used as a singular noun) 7 D (disagree and deny have the wrong mean ing; accuse has the correct meaning, but cannot be followed by that) 8 8 (causing distress is the correct collocation; making is not correct because it does not co llocate with distress; resulting has a similar meaning, but must be followed by the preposition in) 9 D (thin -SKinned is the correct answer because its mean ing matches the following adjective sensitive) 108 (worth and charge are not usually followed by of; value can be followed by of, but the meaning is wrong here, as it would suggest something positive rather than negative)
11 B (complete!y is t he only on e of the f our adverbs that ca n be used with t he extreme adjective devastated ) 120 (th e verbs have sim llar meanin gs, but split is the only one that joins with up to form a phrasal verb with the correct mean ing of end a relationship)
Writing: Part 2 - An article so p.26 Warmer • Write t h e words inspire and inspiration on the board and elicit their meaning. (To inspire someone means to give them the confidence or enthusiasm to do something. An ins p ir ation is someone o r something w ho inspires people.)
• Ask: Which people inspire you? Who do you think is an inspiration to others?
4 commas Cl 5 apostrophes C) 6 capital lette rs (ABC) • As
e· o·
Read the task with the class. Students work individually to choose an inspiring person. Students brainsto r m their ideas individua lly. If
Analyse the task
students are struggling, you co u ld choose one o r t wo
students read the article and answer the questions.
Answer key
o· fZ) .
1 The stude nt is imp ressed by her persona l life story. 2 J. K. Rowli ng inspired the st udent to study literature at university.
Students work in pairs to tick the ideas and find examples in the art ic le.
inspir ing people and brainstorm ideas with the class. Students discuss t heir ideas in pairs and plan what to include in their article.
Read out t he Exam tip and remind students how the wr iter does each of t hese t hings in the model article. Refer them to the Writing reference on page 170. Students write a plan f or their article. Instruct students to write their article, using their plan as guidance.
-~-.
Answer key
Questions: Why is J. K. Rowling such an inspiration for me? Reasons for opinions: t he details of the author's life in second paragraph are the reason why t he writer finds the author an inspiratio n Linkers: ... but she didn't give up Examp les: she 's a very caring person who does a lot of char ity work Range of adjectives: amazi ng, f ascinat ing. best -selli ng, ca r ing
Improve your writing:
Refer students to t he checklist. Students swap articles with a part ner and suggest correctio ns.
Answer key See mode l answer on S8 page 26.
On target? ss p.20 Answer key 1 1 Salma Hayek wore a gorgeous dress. whic h was made
punctuation and spelhng
of si lk.
2 Gabriela Mistral. who is a poet from Ch ile, was t he first
Students wri t e the sentences individually then check answers in pairs . With the class, summarise when
answers in pairs.
Ready to write! Exam guide page 10
Students discuss the questions in pa irs.
o·
Students correct the mistakes, then check their
1 extremely 2 begin ning; journey; exp lorer; accommodation; which; really; uncomfortable 3 writing, who 's, biggest, they're, interesting
o.
e·
Students discuss who the people are, then check.
Answer key
Prepare
G'.
a class, revise the use of each point.
to
use capital letters, apostrophes and commas. Answer key 1 In my opin ion, this actor's best role was Capta in Jack Sparrow. 2 It's true that he's the only footba ll er to have won three Wo rld Cup medals. 3 What was the name of the director who made Jurassic Park and Jaws? 4 She's a Co lombia n si nger whose most famo us song is 'Whenever, Whe rever'. 5 I think he writes t he Simpsons cartoons, does n't he? 6 This actress has got beautiful long , blonde hair, and used to be married to Tom Cruise.
La nguage extra • With weaker classes, ask students to look at the text in Activity 3 and find examples of: 1 full stops (.) 2 exclamation marks (!) 3 question marks (?)
2
3 4 5 6
Lat in-American to win the Nobe l Prize. 3 I'll never forget the time when I met my hero Peh? 4 Li v Ty ler, whose father is the Aerosmith si nger, St eve Tyler, is an actress. 5 Roman Pola nski directed t he fil m The Ninth Gate, in whic h his wif e also st arred . 6 Pa blo Picasso was born in Malaga, whic h is also the birthplace of Anton io Banderas. 7 The Prada fashion label began in Mila n, where an annua l Fashio n Week is now held. 8 Graceland, which is now a museum, used to be Elvis's home. 9 Bob Marley, who is a famo us reggae songwrite r, died in 1981. 1 bald 2 wrinkle d 3 good-looki ng 4 broad -minded 5 skirt s 6 earrings 7 different 8 fa ll en out 9 conservative 10 packed 1 are wearing 2 hasn't beg un 3 rarely buys 4 trying 5 drew 6 walk ing 1 a 2 a 3 who 4 the 5 when 6 a 7 are 8 the 1 lik eable 2 arrogant 3 protective 4 tiri ng 5 greedy St udent s' ow n answers.
Adventure Topic vocabulary
Grammar
• travel narrat ive te nses • geog raphy and climate • comparative li nkers • acc ide nt and emergency
Word building • comparatives and superlatives verb patterns (2) • easi ly-confused nou ns
Warmer • With books closed, ask: Where do you usually go on holiday? Do you go with your family or with friends? Which do you prefer? What things do you enjoy doing on holidav? El icit a range of ideas.
o. ..
Focus on the photos and el icit vocabulary to describe the pictures, e.g. sunbathing , trekking, ete. • Students discuss the questions in pairs.
~ 3.1
Transcript
~ p. 134
• Play the record ing . Students make notes on which activit y the y think each speaker wou ld like the most an d the least. • In pairs students compare and discuss the ir answers.
Students complete the sent ences from memory. • Play the recording again for them to listen and check the ir answers.
Background extra Photo 1: storm chasers in the USA; the people are follow ing a storm fo r the thrill of witnessing and experiencing the extreme weather conditions Photo 2: driving through th e Sahara Desert Photo 3: climbing Mt Kilimanjaro in Kenya Photo 4: trekking through the rainforest
Answer key 1 off; most 2 up 3 on 4 off 5 out 6 behind 7 in; bac k
.. Travel .... Workbook p . 16
Speaking extra
• Focus on the photos and ask: What are these people doing? Elicit useful vocab ulary and write it on the board. Students rank t he activities in pairs.
oo ..
Students discuss the question in pairs.
Students read the reviews quickly and match the people to the photos. Remind students to read quickly, and not worry if they don't understand every wo rd. • Ask students who felt positive or less positive about the experience.
• Ask: Which of the three speakers do you resemble the most? Why? Put students into pairs to discuss the question.
Ovel' to YOq!
Answer key
et . .
Read the inst ructions with the class, and explain the term holiday package if necessary. • Divide the class into two groups. Tell one group they are going to be travel agents, and tell the other they will be tourists. • Travel agents work in pairs, designing their hol iday package. Tourists work in pairs and decide on their ideal holiday.
G.
Spread the travel agents around the classroom in their pairs. Ask the tourists to visit the travel agents and find out about the holidays they are offering.
Ask the tourists to report back on wh ich packages they liked and didn't like. Conduct a class vote to choose the best package.
• Ask students what kinds of things they enjoy doing on ho liday. • Elicit some ideas, then ask: Does anyone enjoy doing exciting or dangerous things on holiday? What things? Why?
0: .
• Ask students t o write three sentences that are true for them, using the phrasal verbs in Activity 3.
Listening Part 3 Speaking Part 3 Writing Part 2
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Speaker 1 most: snow boarding; least: t rekking Speaker 2 most music festiva l; least: beach holiday Speaker 3 most: beach ; least: city ho li day
Language extra
Use of English Parts 1 and 2
Reading: Part 3 - Multiple matching sa p.30
Answer key (sample answers)
Cjtii: r~ d h~t
Reading Part 3
• Put students into pairs or small groups and ask them to design a brochure advertising the winning holiday package. They should summarise the main benefits and try to persuade people to buy the package. • As a class, brainstorm some interesting adjectives to talk about the holiday and some persuasive language. • Display the brochures around the classroom.
o.
o
• linkers (2)
Exam preparation
Writing extra
Topic vocabulary: Travel .
Writing a story
lD2B3C4A Band 0 are pos itive; A and C are less positive
Exam practice Exam guide page 9
o. .
Read the first point in the Exam ti p with the class. Students work in pairs to underline the key words.
Answer key (sample answers)
Answer key
planning t o go back 2 wanting to try for a whi le not being allowed 4 wis hing ... do other things concerned ... someone's leadership 6 review ... incomp lete never forget 8 not ... adequately ad vised positive experience ... accommodation not ... sufficient skil ls 11 trave lli ng ... Iong way impressed ... expertise 13 unwe ll reading ... before travell in g 15 variety of landscapes
1
3 5 7
9 10 12
14
poured: verb, wet weather soa ki ng: adject ive, wet weather scorching: adjecti ve, temperature frost: noun, icy weather breeze: noun, windy weather mild: adject ive, temperature tempe rate: adjective, tempe rature glac iers: noun. icy weather froze: verb, icy weather hailstones: no un, icy weather downpour: noun, wet weat her thu nderstorms: noun, wet weat her blow: verb. windy wea ther humid: adjective, temperat ure
C·
Read the rema ining paints in the Exam tip with the class . Focus on the underlined words in the first question, and elicit possible paraphrases (hoping to return, will visit again, etc.). • Ask students to read the texts aga in and find t he part that relates to this question (a refurn climb next year; text C). • Students complete the exam task individually.
o.
Students prepare their ideas in groups.
• Groups present their ideas to the class. • Conduct a class vote to choose the best programme.
Answer key lC2D3C4 D 5A6C7B8 A 9 B 10 C 11 D 12 B 13 C 14 A 15 B
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... Geography and climate" Workbook p . 17
Ove.. tovou! Reading extra • Write these sentences on the board. Ask students to read the text again and answer the questions in their own words. What aspects of his trip didn't Jacek enjoy? 2 What is the 'little accident' that Lucy mentions? 3 How were Yara's expectations of her trip different from the reality? 4 What did Andrea espec ially enjoy about his trip?
Answer key (sample answers) 1 He didn't enjoy the weather, because it was wet ail the time . He also felt sc ared of insects and other animals in t he rainfo rest, and scared that he would catch a disease. 2 Their veh icle got stuck in a river. 3 She thoug h the cl imate would be mild, but in fact it was very cold, She ex pected to enjoy the climb, but in f act it was ext reme ly difficult. 4 He enjoyed the excitement and fear that he felt when he was very close t o a tornado.
Vocabulary in context: geography and climate
o.
Students work individually to find the words in the text.
~
• Students rat e the reviews in pairs. • Discuss any differences in ratings as a class.
(I) . Put students into groups of fou r or five. • Read the Useful expressions with the class. Tell students the y must discuss the different holidays and reac h an agreement. Ask groups to report back on which holiday they chose and why.
Grammar: narrative tenses Wanner
• With books closed, wr ite on the board: It was just before midnight, and I knew that something terrible was going to happen. • Ask: Where might you find this line? Elicit that it is probably the first line of a novel. Ask: Does it make you want to read more? Elicit that it is an attention grabber and gives a fee ling of excitement. • Tell students that when they write stories they should t ry to writ e an attention-grabbing first line.
Answer key 1 rainforest 2 du nes 3 gorge 4 slopes 5 glacier 6 summit
Students discuss the first lines in pairs.
o·
Students work individually or in pairs to complete th e r ules and discu ss th e t enses. Ref er them to the Language summary on page 158.
Language extra • Ask students to find these words and expressions in the text and write definitions for them. 1 given me a clue (review A) 2 a bit of a hiccup (review B) 3 invaluable (review B) 4 pretty generous (review C) 5 beyond brilliant (review D)
Answer key (sample answers) 1 he lped me to understand 2 a small problem 3 extremely helpful 4 quite generous 5 fantastic, wonderful
, • Students work in groups to answer the questions.
SB p,32
Answer key 1 3 A B C
past simple 2 past perfect past perfect co ntin uous 4 past co ntin uous past continuous, to set the scene past perfect, t o ta lk about the backgrou nd to t he story past perfect co ntin uous, to ta lk about actions that were happe ning before and were interrupt ed by the beginning of the story o past simple, to describe the main events in t he story
Language extra o
o
o
Ask students to identify the t ime expressions in the examples in the rules (ago, when, before, while). Write the names of the tenses on the board, and ask students to say wh ich tenses the time expressions can be used with. Write them under the correct tense heading, then elicit other time words that can be used with each tens e. Past simple: ago, when, as soon as, then Pas t continuous: while Past perfect: before, when, as soon as, after Write these sentences on the board. Ask st udents to complete them with a correct time expression. 1 I said goodbye, and __ left. 2 I met him __ I was li ving in Paris. 3 I clea ned up __ everyone had left. 4 I phoned her __ I got home.
Answer key 1 then 2 whi le 3 when / as soon as / after 4 when / as soon as / before I after o
o
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• Stu dents work in thei r groups to write commen ts using the expressions.
Answer key (samp le answers) It was so cold that we couldn't get wa rm. It was such thick ice that it was com pletel y safe. It was a bit too cold at night. There wasn't enough to do in the hotel. It's such a strange place that I would recommend you visi t it.
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Answer key
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Answer key ha d already led 2 had fi nished 3 t ra velled made 5 was working 6 met 7 invented
8 was livin g 9 had been encouraging 11 had been read ing 12 leapt 14 drunk I had drunk 15 died
o.
10 named
13 recommended 16 had written
Students write their first lines individua lly.
Over to you! o
Put students into groups of four t o six. Students write their stori es in thei r groups.
o
Ask some stu dents to read their stories to the class.
Use of English: Part 2 - Open cloze sa p,33 Get ready: so, such, too, enough
Students read th e text quick ly and an swer th e questions.
1 You can swim with crocodiles, 2 sharks, poisonous snakes, lions, rhinos
o
1 4
so, such, too , enough ~ Workbook p.19
Exam practice Exam guide page 11
o
Ask: Ha ve you seen any James Bond film s? What did you think of t hem ? Focus on t he te xt . Tell students t hey can use the time expressions in the text to hel p t hem choose the correct tenses. Students write the corre ct tense s, then check their answers in pa irs.
~
Read the Exam tip with the class. Focus on t he example answer. Elicit that the missing wo rd is a conj unction, and elicit that you need to read the whole sen ten ce be fore deciding on what word is missing. Focus on t he ne xt gap, and elicit that the missing wor d must follow the adjective exciting. Elicit the answe r (enough). Students comp lete the exam tas k individual ly, then check their answe rs in pairs.
Smart answer key 1 enough (enough is the only word that is used in this pattern, afte r an adjective and be fore for) 2 have (this must be a verb form, and must agree with the plural subject thrill-seekers) 3 too (fits into the pa ttern too + adjective + to + infinitive) 4 so (fits in to the pattern so + adjective + that) 5 ti mes (this must be a plura l noun, coming after several) 6 never (only a few time expressions can be used in th is slot, an d never fits with the meaning) 7 such (fits in to the pattern such + a + noun + that) 6 next (following would also fit with the meaning here, but wou ld need to be preceded by the article the) 9 to (coll ocates with close to form a compound preposition) 10 on (col locates with safari) 11 of / among (th is must be a preposit ion, coming before the pronoun us; of and among have the correct meaning.) 12 the (comes bef ore the superlative adject ive deadliest)
o
Students rea d th e comments and discuss the questions in pairs.
listening: Part 3 - Multiple matching sa p.34
o
Students work individually or in pairs to co mplete the tab le and answer the question.
Warmer
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Answer key 1 desc ribing cause and effect 2 more than is necessa ry 3 as much as is necessary 4 not as much as is necessary Too expresses a criticism.
• Students wo rk in groups of three or four to answer the questions. Answer key 1 We use so + adjective, such + uncountabl e noun, such a + countable noun. 2 We can use enough + noun, or adjective + enough.
• Focus on the photo and elicit some wor ds to descri be it.
o
Write the word accident on the board and elicit the meaning, Elicit some exa mples of accident s. Write emergency on th e board and elicit the meaning. Elici t some examples of emergencies. Ask students if they have ever had to deal with an accident or emergency .
Get ready: accident and emergency • Students answer the questions in pair s. Eli cit some answer s and reasons from the class. o
Put students into groups of three or four to do the matching task and write sen tence s.
• Ask each group to read out some of their sentences, and check that they have used the verb phrases correctly. • Elicit a description of each picture from the class. • Read the Watch out! box with the class and elicit other examples of get + past participle, e.g. get stuck, get confused, get dressed, get caught, get arrested.
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0- . Students make notes individually. With weaker classes,
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brainstorm some ideas with the whole class first.
.
Answer key A hurt oneself, sl ip on something B break down, get lost D feel sick, run a tempe rature
C attack, sting
o.
Students think of an ending for each story in pairs.
• Put students into groups of four to compare their endings. Ask pairs to report back on which endings were the most exciting. lII'~ost
...
Speaking: Part 3 - Collaborative task
" ' 3.2
• With books closed, ask students to imagine they are going on a school trip. Ask one or two students where they would like to go, and elicit a variety of responses . Write these on the board. • Tell students to imagine t hat with a friend they have to decide which place to choose. Ask: How will you decide? Elicit that they would talk about each one, then agree which one is best. Explain that in Part 3 of the FCE speaking exam they have to discuss different ideas and reach agreement.
Accident and emergency ... Workbook p. 16
Transcript
~ p. 135
• Read the Exam tip with the class. • Allow students time to read the items in the list, then play the recording of the first speaker. Tell students to choose the answer if they are able, or leave it blank if they are not. • Play the rest of the recording, t hen play the whole record ing a second time for students to complete their answers. Smart answer key 1 D (it was on one of those stops that we must have left the map behind) 2 A (I'd done some research and discovered it was possible to ski off-piste, which I decided would be more of a chaflenge for someone of my abilities. I rather fancied myself back then) 3 C (we should have asked ourselves why it was such a bargain, maybe done some investigation) 4 B (On our way out, Dad told us how to avoid the queues, but I don't think any of us paid attention) 5 F (I'm ashamed to say, my first impulse was to run)
o
• Focus on the advertisement. • Students discuss the questions in pa irs.
~ 3.3
Transcript
Answer key clim bing wall, ro llercoaster, wave pool , paintballing centre, reptile house, cinema They decide to go to the reptile house and the wave pool.
e.
Students complete the table in pairs. Elicit ideas from the class for more expressions to add. • Play the record ing for students to listen and tick the expressions they hear.
Answer key
• Write these gapped sentences on the board, and write the missing phrases A-E underneath. 1 We started to run out of water, which was _ _, 2 When they arrived, I was ~_ . 3 We took nets and insect repellent, but they ___. 4 We got stuck in this __. 5 . _' my first impulse was to run. A I'm not proud of this B quite f rightening C in great pain D didn't change anything at all E ve ry long line of cars • Ask students t o match the phrases A-E with the gaps, and ask if they can remember the words the speakers used to express these meanings. • Play the reco rding again. Ask students to complete the sentences with the actual words the speakers use. Check ans wers, and el icit or explain that expressions such as these add interest to stories.
first. First of all, let's
1 kind of scary, B 2 in agony, C 3 didn't make a blind bit of difference, 0 4 awful, endless traffic jam, E 5 I'm ashamed to say, A
~ p. 135
• Students listen and answer the questions.
Listening extra
Answer key
SB p.35
Warmer
Exam practice Exam guide page 12
e
Read the task with the class. Elicit some examples of extreme adjectives, and write them on the board . • Read the Useful expressions with the class and model the pronunciation and emphasis. • Students tell their stories in pairs. Ask one or two pairs to perform their dialogues for the class.
Starting a discussion: Let's sta rt with ... ./ Let's talk about .. Of
Agreeing or disagreeing: Me neither, Me too./, Neither do I, So do I ./, Sounds good to me ,/ Trying to reach a conclusion: OK, have we decided yet whic h ... , We need to make a dec ision'/, To sum up
Listening extra • Ask students what expressions you can use to ask for someone else's opinion. Elicit some ideas. • Play the recording again and ask students to write down expressions that the speakers use to ask for their partner's opinion. Elicit the answers and write them on the board. Answer key What do you think? What about the wave pool? What do you think about the reptile house?
Exant practice Exam guide page 13
o. ...
Read the Exam t ip with the class. Emphasise that students must interact with each other, using expressions for organising a discussion.
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Put students into pairs, then into groups of four. Read the exam task with the class, and ask one student from each listening pair to note down expressions that the speaking pair use to organise their discussion, and to ask for their part ner's opinion. Refer st udents to the photos. Te ll students not to worry if they don't know the words fo r all the jobs, as they can describe what the jobs involve without knowing specific vocabulary. Studen t s work in their groups to practise the task.
Word building: places and travel
Verb patterns (2): gerund or lntinitive with a change in m eamng
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Answer key 1 8
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Answer key
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1 driving; to as k 2 to sail; using 3 seeing; to bring 4 climbing; to become
Ove.. to YOU! "
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Comparatives and superlatives
0: .
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students wor k in pairs to guess the answers and check.
Students work in pairs to add the expressions to the table. Check answers and point out that we ca n use twice as ... as , and also three / four / five times as ... as.
• Writ e the words house and home on the board. Elicit that they have a very similar meaning, and in some sentences they can be used in t he same way, e.g. They've bought a new house / home. • Discuss as a class what differences there are between the t wo words, e.g. you can sa y at home but not a.f--lTeti5-e, and you can say go back home but not
go haell "oose. o
Answer key
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Po int out to students that they need to understand the differences bet ween words with sim ilar meanings.
Get ready: easily confused nouns • Students complete the sen t ences individually, then compare thei r answers in pa irs. • Point out that nature is used without an article in English. Point ou t that in sentence 7, trip is acceptable in American English .
La nguage ext ra o
.... Workbook p. 78
Wanner
Do the first sentence as an example. Students comp lete the remaining sentences individually.
1 Everest is easi ly the biggest / largest / ta ll est mountain in the wor ld. 2 The chalet is just as big as the vi ll a. 3 It was the worst holida y I'd ever been on. 4 Kara chi is not as crow ded as the beac h.
Students ask and answer th eir questions in pairs . Ask some st udents to report back to t he class about their partner's expe r iences.
Use of English: Part 1 Multiple-choice cloze S8 p.37
The same: just as + adjective + as Small difference: almost as + adjective + as; not quite as + adjective + as Big difference: t he + superlative + of all; much + comparative + than; tw ice as + adjective + as; by far the + superlative 0
Students prepare their questions individually.
orCl boost
Answer key
o
2 A
Students work in pairs to write the correct for ms of the verbs. If studen ts are struggling, refe r them t o the Language summary on page 158. Otherwise, allow them to complete the task, then refer them to the Language summary to check their answers.
.
S8 p.36
Ask th ree or four indi vidual students how t all they are, and wr ite thei r names and heights on the board. • Elic it sentences comparing the height of two of the students, then elicit a sentence comparing all the students. Elicit that we use comparatives for comparing t wo things, and superlatives for comparing more than two. • Revise the form of comparatives and su perlatives, including the use of less and least.
Students read the sen tences and ma tch them to the meanings.
Put students into pairs. Ask them to think of three shops or restaurants t hat they both know. Instruct them to write five sentences compa ring the places, using expressions from the table.
Answer key 1 sce nery 2 nature 3 view 4 coast 5 shores 6 beac h 7 journey 8 t ravel 9 way 10 t rip
Read the sen t ence wi th the class and elicit the answer.
:;;_ _ _ _ _
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boost
... Easily confused nouns ... Workbook p. 17
Answer key The first pa rt t ells us about the cause, and the second pa rt tells us about the result.
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Students complete the sentences individually, then compare answers in pairs. As k individual students to read some of their sentences to the class .
Exam practice Exam g wde page 11
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Students read the text quick ly. Ask the questions to the whole class.
Answer key 1 Busan hol ds a reco rd for the greatest number of parasols open on a beach. 2 The biggest pizza in t he wor ld was over 37 metres in diameter.
Answer key
• Read the Exa m tip with the class. Focus on t he example answer and elicit why the other op tio ns are wrong. Focus on the next gap and read out t he sentence, adding in each of t he fou r options in turn. Discuss which is t he correct option and why. • Students co mplete the exam task.
1 Paragraph C: as soon as, to begin with, eventually, f irst; Paragraph D: a short while later, as, just 2 (sample answers) before, while, when, fi nally, already, afte rwards
• Put students into pairs to study the sentences and answer the questions. Encourage them to add their own ideas when t hey answer quest ion 2.
Smart answer key 1 A (deep collocates with ocean) 2 C (th e other nouns have similar meanings, but would all require the art icle the) 3 C (after and since bo th require a noun or pronoun after them; next does not have the correct meaning. as it suggests
Answer key (including sample answers) 1 a) past sim ple b) past perfect c) past continuous 2 past simp le: by the time (when, before); past per fect: for, just (after, before, as soon as); past continuous; as (w hile) 3 By the time means 'w hen '. For indicates a period of time. Just shows tha t something happened very recently. As means 'while'.
one item in a sequence) 4 0 (went is the only verb which combines with on to form a phrasal verb with the correct meaning of continue) 5 0 (achievements is the only word with the correct meaning) 6 A (beach collocates with sandy) 7 C (peculiar means strange, so is not appropriate; different and distinct both imply a cont rast with other mounta ins. which is not appropriate; particular is t he on ly noun with the correct meaning of individual) 8 D (view has the correct mean ing, because it is what you can see from a high place) 9 C (take something seriously is an expression) 100 (t he words have similar mean ings, but journey is the only one t ha t collocates with make) 11 B (duration is the on ly word with the correct meaning of the amount of time that someth ing lasts) 12 B (set a record is a coll ocation )
Speaking extra
students comp lete the sentences with the time expressions.
Answer key 1 ago
• Students discuss the photos and answer the questions in pairs.
Analyse the task Students read the tex t quickly. Ask if their answers to the questions in Act ivit y 1 we re correct. • Students answer the questions in pairs. Discuss the answers as a class.
Answer key 1 The writ er uses a variety of te nses to make t he stor y more interesti ng. 2 unfort una tely, quickly, near ly, impatiently, quite, remarkable, largest, difficult. eventually, sil ly, short, soaking wet, waiting, loudly, absolutely delighted, less pleased, favourite. The writer uses a lot of adjectives and adverbs to make the story more interesting.
Improve your writing: time iJilkers
o.
In pairs, ask students to find the time linkers in the text. • Check answers, then set a time limit of 30 seconds for students to think of more in their pairs.
5 whi le
6 since
• Read the task wi t h the class. Students work individually to brainstorm ideas. • Studen t s wr ite their parag raph plan, o
Prepare
4 finally
Ready to write! Exam guide page la
Writing: Part 2 - Astory so p,38 Ask the class who has read a good story recen t ly. Ask: What was it about? What happened? Did you enjoy it? Why ? Why not?
3 for
Studen ts complete th e sentences individually, then compare thei r answers in pai rs. • Ask ind ividual students to read some of the ir sentences t o the class. Check that they have used tenses correctly.
• Ask students: What record would you like to break? Why? Ask them to discuss the questions in pairs.
Warmer
2 As soon as
• Studen ts work in pairs to tell their story to a partner
and make suggestions. • Read the Exam tip with the class, and tel l students to make sure that they follow all these ideas. Refe r students to the Writing reference on page 171. St udents check their story individually, or swap with another student and make corrections.
Q
..
Answer key
A good answer should conta in all the ideas in the Exam tip on page 39, and also a good range of vocabulary and in terest ing ideas. See the model story on page 38 for an example.
On target? SB p,40 Answer key 1 1 had al ready been trekking 2 was watching 3 had been wa itin g 4 missed 5 was cooki ng 6 had start ed 7 went on 8 has been saving up 9 had never experienced 2 1 easi ly 2 near ly 3 slightly 4 to bring 5 warning / to warn 6 going 3 (including sample an swers) 1 off (s it on the couch and watch TV.) 2 runs (walk to the nearest petrol station and ask for help.) 3 seeing (a Broadway musical for the first tim e.) 4 yourself (do too much exercise.) 4 1 acquaintances 2 we ll; out 3 Travel 4 in; well 5 nat ure; up
5 1 had left I left 2 spent
3 the youngest
4 has also flown 5 freezing 6 to survive 7 the most dangerous 8 catches 9 eating 6 Students' own answers.
Saving the planet Topic vocabulary
Grammar
WOl"d building
Writing
• environment • time
• future forms • other uses of the gerund and infinitive
Exam preparation Reading Part 2 Use of Engl ish Parts 3 and 4 Listening Part 4
Speaking Part 2 Writ ing Part 1
Warmer o
o
4 really guilty; disagreement
With books closed, write the phrase Saving the planet on the board. Ask: What problems does the planet face? Elicit a range of ideas, for example climate change, destruction of the environment, ete. Ask: What can individuals do to help save the planet? What can governments do? Elicit a range of ideas.
Topic vocabulary: Environment
o. .
students work in pairs to match the news stories to the headlines and complete the gaps.
Put students into groups of four and explain the task. Explain that students must choose the st ory that they think is most likely to influence people. Read the Useful language with the class. Students discuss the stories in their groups. Ask some groups to report back on which story they chose and why.
G/~ 4.1
Transcript'" p. 135
• Students record their opin ions on how environmentally conscious they are. o Play the recording. Students listen and complete the in formation about Fabio. Answer key (Fabic)
1X
2,/
3X
4,/
Listening extra o
o
Write these gapped sentences on the board. Explain that the y all contain expressions that Fabio uses to agree or disagree with the sta t ements. 1 It's not something 1_______ that much. 2 1____ wi th the first statement. 3 I think I'm this. 4 I feel _____ about this. S 1____ with this statement at _ _ . 6 This is __ ._ _ _ true for me . Play the record ing again. Students listen and complete the sentences, the n decide whether they express agreement or dlsagreement.
Wi th books closed, wr ite the word rubbish on the board. Elicit the meaning, t hen ask: How much rubbish do vou think vou produce each vear? What do vou think happens to that rubbish? Elicit useful vocabu la ry such as rub bish dump, land fill, incinerate and biodegradable.
Background extra o
According to EU statistics, the European Union generates 1.3 billion tonnes of waste each year, of which 40 million tonnes are hazardous. This amounts to 3.5 tonnes for each man, woman and child.
o. o o 0
Read the. Useful expressions with the class and elicit examples of their use. Students discuss the photos in pairs. Students read the article quickly and answer the questions. Tell students not to worry at this stage if they don' t understand every word in the artic le.
Exam practice Exam guide page 9
o
0 Read the Exam tip with the class. • Ask students to read the sentences and underline possible clues, e.g. pronouns or key words. o Focus on the first sentence and elicit the possible clues: the record, Fresh Kills Landli/l. o Focus on t he first gap and ask students to looK at the sentences before and after the gap. Ask if anything in those sentences relates to the clues. Elicit that the largest man-made structure relates to record, and rubbish dump relates to Fresh Kills Landli/l. o Students complete the exam task.
Smart answer key 1 A (record re lates back to largest man-made structure and Fresh Kills Landfill relates forward to This rubbish dump) 2 F (If that happens relates back to it may eventually spread .. ) 3 C (this small gesture relates back to a depressing task of transporting boatloads of rubbish back to the shore) 4 H (This is because relat es back to ocean refuse kills ... and poisons, and waste refers forward to pollution) 5 D (every year relates back to the reference to the present We are living today ... and 1.5 billion tonnes of waste refers forward to this figure)
6 E (in the pas t re lates forward to the contra sting phra se many modern items, and biodegradable refers forward to the contrasting phrase will not break down) 7 G (You refers back to the pronoun we in the previo us sentence, both refe r to people in genera l; it also refers forward to you in the following sentence)
• Ask students to report back on the expressions the other pairs in their group used .
Grammar: future forms Warmer
Reading extra o
o
Write these sentences on the board. Ask students to read the text again and decide whether they are true or false. 1 The writer believes that waste is the most serious problem facing the world today. 2 Scientists are worried that the is la nd of rubbish might cover a larger area in the future . 3 According to the writer, it might be dangerous to eat meat or fish . 4 There are fragme nts of old satell ites in some rubbish dumps. 5 Electr ical goods break down more quickly than things made of plastic.
o
Students read the predictions and discuss the questions in pairs.
0
o
1 False; it's one of the greatest problems. 2 Tr ue; it might spread throughout the Pacific. 3 True; meat and fish ea ters are potentially at risk. 4 False; they are orbiting the globe. S false; they can la st for thousands more years.
o
B present simple C will future D present continuous E may I might I could F future continuous G going to future 2 will future 3 going to future 4 present co ntinuou s S future conti nuous 6 futu re perfect 7 may I might I could A future perfect
Students work in pairs to find the verbs in the te xt and match the definitions. • Check answers, then ask students to cont inue working in pairs to complete the sentences. 0
Language extra
Answer key
Ask students to find examples of future forms in the text on page 43. • Elicit the answers, and discuss why each future form is used, referring to the rul es on page 44. o
spent: c passed: a take: d last: b 1 spend 2 last 3 passed 4 t ake
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Students work individua lly or in pairs to find the expressions in the text and match them to the meanings.
Answer key I'm taki ng some time out (paragraph 3) I'm going there (pa ragraph 3) may even tually spread (parag rap h 3) I'll have t ransported (paragraph 4) I'll be working (paragraph 4)
Answer key 1 for the time being
2 a waste of tim e 3 at times
4 taking some time out
S on ly tim e wil l te ll
It will be (paragraph 4)
Language extra o
Write these definitions on the board. Ask students to find words and expressions in the text to match the definitions. 1 a very strong smell (paragraph 1) 2 moving quickly round and round (paragraph 3) 3 getting rid of (paragraph 4) 4 rubbish (paragraph 5) 5 depressing (paragraph 8)
..
@!i.i!!lill,!~~ st
2 swirli ng
3 disposing of
4 refuse
5 dim
.... Time .... Workbook p. 22
Overtovou.!
0' .
o ...
0
Q
... effects of this pollution might be (pa ra graph 5) will eventually be passed (paragrap h 5) they' ll have to navigate (paragraph 6) will not break down (paragraph 7) may take thousands of years (paragraph 7 ) could have a rosier future (paragraph 8) might just save the planet (paragraph 8) 0
o
Students choose the correct verbs. Check answers, then ask students to wr ite their own postings.
Answer key
Answer key 1 stench
Students work individua lly or in pairs to match the ve rbs to the future forms in the list. Check answers, then ask students to complete the rules. Read the Watch out! note with the class and refer students to the Language summary on page 159.
Answer key
Vocabulary in context: time -
Refer students bac k to the reading text on page 43. Ask: Do you think this problem is going to get worse? How do you think people will solve the problem? Do you think that in ten years' time we will be producing more or less waste? Ask students to wor k in pairs and write three predictions based on the text. Ask some pa irs to read out their sentences. Write some sen t ences on the board and underline the fu t ure forms.
o. e
Answer key
o
S8 p.44
Students write their dialogues in pairs. Put students into groups of four to perform their dialogues.
1 '11 have 2 will say 3 leaves 4 'm having 5 is going to be 6 has dried 7 will be experiencing 8 wil l have invented 9 may 10 happens
o. o
Put students into groups of t hree or four to compa re the ir postings. Ask students to report back on how optimistic or pessimistic members of their group are.
• Elicit answers and write a list on the board. Elicit any other words that students know. o Ask: What's your favourite animal? Why?
Over to you!
Q
0
o. 0:
Read through the ideas with the class. Put students into grou ps to brainstorm ideas. Students write their stories in groups.
Ask one student from each group to read their story to the class. • Invite the class to vote for the most imaginative and the most believable stories. 0
.
Use of English: Part 4 Key word transformations
other uses of the gerund and the lnhnitive 0
O.
Students read the tex t and discuss t he questions pairs.
In
Students wor k in pairs to complete the table and add the ir own ideas. • Check answe rs and make sure that students understand the meaning of make someone do something (force them to do it) and let someone do something (allow them to do it). o Elicit other ideas to add to the table. Remind students that they have already learnt about verbs that are followed by a gerund or infinitive. 0
.
o
0
Students do the quiz in pairs and check their answers.
G·. Students write def initions individually, then swap ~
S8 p.45
Get ready:
o
Get ready: amma1s
o o
with a partner. • Ask some students to read out their de finitions to the class, omitting the bol d word. Ask other students to guess the missing word. • Focus on the words strange (question 2) and rare (question 4). Elicit or explain the difference in meaning (strange:: unusual; rare:: not many in existence). 0
..
o 0
o
Put students into groups of three or four to write their quiz questions. Monitor and help while students are working. Put groups together to ask each other the ir questions. They can repeat this with two or t hree diffe rent groups. Ask them to keep a record of their scores, and see which group got the most questions right.
Speaking extra o
o
Answer key (including sample answers) gerund: after a preposition; as a noun (after some verbs, e.g.
Writ e thes e words on the board: fur, feathers, beak, claws, hoo f, paw. scales, sting, tail, wing, web. Elicit that they are all to do with animals. Elicit other vocabulary to add to the list, e.g. antennae, horn,
antlers, mane, nest.
enjoy, like, hate; in some expressio ns, e.g. it's not worth doing .. ) infinitive with to: after an adjective: to express purpose (after some ver bs, e.g. want, hope, would liKe; in expressions with too and enough, e.g. too big to carry) infinitive without to: after make + object; afte r let + object: after modal verbs (after verbs of perception like feel, hear, notice + object)
o
o
Ask students to work individually to prepare two detailed descriptions of different animals. without giving the animal's name. Ask ind ividual students to read out their descriptions, and see if the class can guess the animals.
Woad. boost·
Cliiiiim;!Ll!:;..ji..i;s:tt
... Other uses of the gerund and the infinitive'" Workbook p. 25
Exam. practice Exam guide page 11 o
o
o
Read the Exam tip with the class and look at the example answer with t he students. Point out t hat al l the elements of the meaning of the sentence must be included in the second sentence. Focus on the next gap and elicit the meaning elements that must be included in the gap (reach and four hours). Elicit the answer from the class (takes four hours to reach). Students complete the exam task individually, then check their answers in pairs.
Answer key 1 takes four hours to reach 2 am inte rested in studying 3 is abou t to start 4 is a waste of time 5 looked up to 6 to take care of / to care for 7 temperatures will go up 8 what made the government close
listening: Part 4 - Multiple choice
S8 p.46
Warm.er • Put students into pairs and set a time limit of one minute for them to write down as many names of plants and animals as they can.
... Animals Ill- Workbook p. 22
Exam. practice Exam gujde page 12
o
~ 4.2
Transcript
~ p . 136
Read the Exam tip with the class. Read the rubric with the class, then put students into pairs and ask them to read the questions and underline the key words. • Play the recording as far as I know we're making a difference. Elicit the answer to the first question (8). o Play the rest of the recording. then play the whole record ing a second time for students to comp lete their answers. Remind students at this stage to choose an answer for every question even if they are not sure. o o
Smart answer key 1 A X (he says that many conservationists get depressed, but he doesn't say that he feels depressed) B,/ (I get impatient, because changes happen so slowly) C X (he knows that he can only save a few animals, but this isn't a concern - if I can save only one animal it's still all been worth it) 2 A,/ (this is statistica lly much more sign ificant than other factors) B X (he says this is immoral, but he doesn't say it's the biggest reason for extinctions) C X (this will become the most important factor in the coming decades, but isn't at t he moment) 3 A,/ Ut's easy to look good cuddling a cute baby seal) B X (not mentioned)
4
5
6
7
C X (he says that many people feel passionate abo ut wild life, but it appeals to celebrities because it's phot o-frie ndly) A j( (some days he wou ld like to work in a quiet, clean office, but not all the time) B X (he enjoys some parts, but not all - being bitten, stung and covered with droppings) C./ (they don't make the most considerate work colfeagues ) A ./ (I try not to allow personal preferences to influence m y work) B X (he says there are some he's grown fo nd of) C X (he ad mits that som e are more appea li ng t han others, such as lovable, furry mammals) A X (not ment ioned) B X (h e says it's not exactly pretty, but he doesn 't say it's very unattract ive) C./ (it isn't very bright) A X (not ment ioned ) B ./ (1'1/ be studying a very ra re purple frog) C X (he intended to track gorill as, but he had to cancel this)
e. .
Answer key 1 5 2 5 3 0 4 0 5 0 6 5 7 5 8 0 9 0 10 D (sample answers) The first picture shows ... whereas the second pict ure .. The pictures ar e simi lar in that they both ... Another difference is t hat .. One of t he ma in differences is that ..
Exam practice Exam guide page 137 O~ 4.4
o
Write these questions on the board. Ask students to wo rk in pairs and decide from memory whether they are t rue or false. 1 60,000 species are almost extinct. 2 Eddie thinks he is lucky because he is a very positive person. 3 Eddie thinks that wildlife charities should do more to save an imals that are less appealing. 4 Many ibises are now unable to migrate. S Eddie is going to go to Uganda next week. Play the reco rding again for students to check th eir answers.
Answer key 1 False; it 's 16,000. 2 True; I'm a natural optimist. 3 True; Who are we to decide which animals are more important? 4 True; they have forgotten how to fly. 5 False ; he was due to go to Uganda, but he had to cancel.
o
~ p. 137
0: . Students discuss the questions in pairs. Ask some students to report back on their diSCUSSions, and . encourage a whole -class discussion.
Speaking: Part 2 - Long turn ss p.47
0
Students give each other feedback in pairs.
Word building: problems and solutions ss p.4B Warmer o o
Write the words problem and solution on the board. Ask students what problems there are in the wo rld now, and then el icit poss ible solutions.
Determiners: coun table and uncountable nouns
«)
Ove.. to yo"! i. -
Transcript
Read the Exam tip with the class. o Point out that students wi ll be asked to compa re the photos and answer a specific question, and they must do bot h these things. • Emphasis e t hat they must use a range of expressions for comparing t he photos. o Al low students time to look at their photos and th ink about what they are going to say. o Play the record ing. Students follow the in structions and comp lete the task in pai rs. o
Listening extra o
Students catego r ise t he expressions in pairs an d try to think of more. • Check answers and elicit oth er express ions from the class.
0
Students read the quotation and discuss the questions in pairs.
e. .
Students answer the questions in pairs.
Answer key Problems is countable and work is uncounta ble. We can us e a number of with countable nouns and a grea t deal of wi th uncou ntable nouns.
Warmer o
0: .
e
Wi t h books closed, ask: Do you like animals? Do you have any pets? Would you like to work with animals? Why? What can peop le do to help animals that are endangered? Students discuss the questions in pairs. Elicit some ideas from the class.
~ 4.3 o
o
Transcript
~ p.136
Remind students that fo r Part 2 of their speaking exam they have to talk about t wo photos. Play the recording . Ask students which of the ir ideas Ak iko mentioned . Ask if she did the ta sk we ll or badly.
Answer key Akiko did the task well beca use she talked about bot h photos together and used a va riety of expressions for mak in g comparisons. She didn't waste too much t ime describing the photos in detail, and she answered the question. ~
Language extra • If st udents need more help with identifying countable and uncountable nouns, write these nouns on the board. Ask students to work in pairs and decide if t hey are countable, uncountable or both. information , research, job, problem, experience, solution, time, advice, rubbish • Check answers, and elicit example sentences of some of the words.
Answer key countable: job, problem, solution uncountable: information, research , advice, rubbish both: expe rience, time
e.
Put students into pairs to sort the exp ressions and add more. • Check answers and elicit other expressions that can be added.
Answer key
Answer key (including sample answers)
Countable nouns: a few, a/an, each, every, few, many Uncountable nouns: a little, a large amount of, much Both: all of, a lot of, any, enough, no, none of, some of, the (sample answers) Countable nouns: both of, the majority of, every single Uncountable nouns: a small amount of, a great deal of, a piece of Both: most of, loads of
Read the sentences with t he class and elicit the differences in meaning.
Answer key lA and 2A are more positive.
A little means a small amount; little means a very small amount. A few means a small number; few means a very small number.
Phrasal verbs (2): solving problems
e,.
Students work in their teams to complete the quiz and check their answers. • Ask students which questions they found the most difficult and why,
-,
O' -
Students work in pairs to match t he definitions to the phrasal verbs, and write definitions or example sentences for the remaining phrasal verbs.
Answer key 1 fi ll in 2 look into 3 find out 4 carry on 5 look after 6 come bac k (sample answers) come across: to find something mix up: to put things in a different ord er sort out: to solve something work out: to find the answer to something
Over to you!
0: . Students work -ir:l pairs to write questions about -'
vocabulary or grammar.
Q . Put students into groups of four to ask and answer "
their questions, Students can repeat the activity with two or three different pairs, keeping a count of their scores. • Ask which pai r has the most paints at the end, .b~o_~
o
e· 0: .
Warmer • Wi th books closed, write the word suffix on the board and elicit that we use suffixes to change the part of speech of a wo rd, El icit some examples from the class, e.g. examine, examination. • Elicit examples of su ff ixes that we add to words to form nouns.
Students work in' pairs to talk about their topic
Language extra Ask students to choose three more nouns from Activity 1 and write sentences about problems in the world today. Put students into pairs to read their sentences to each other and say whether they agree with their partner or noL • Ask some students to report back on whether they agreed with their partner's ideas. Cl!i~Jib~o~0t!''i:. t ... noun suffixes'" Workbook p. 23
Exam practice Exam guide page 11
o.
Students read the t ext quick ly. Ask the questions to the whole class.
Answer key The author mentions Blindness and Independence Day as examples of fi lms whic h have a negative view of our futu re. The author mentions Batman as an example of a film where a supe rhero saves the world.
c· •
... Workbook p. 79
Use of English: Part 3 - Word formation so p.49
Students write notes ind ividually.
•
• •
Read the Exam tip with the class, Point out that in this part of the exam students must spell the words correctly, Focus on the example answer and elicit that the gap must be a nou n because it occurs after an adjective (lively), Focus on the next gap and elicit that the missing word is an adjective because it occurs before a noun (warming), Elicit the correct answer (global), Students complete the exam tas k, Check answers. For each gap ask what part of speech is missing and why, and then elicit the answer.
Put students into groups of three or four to complete the tab le and add their own ideas, • Dra w the table on the board and ask students to add their answers and ideas.
Speaking extra • Ask students: Do you usually prefer films and books which have happy endings? Why? I Why not? Elicit a range of opinions in a class discussion.
Writing: Part 1 - Aformal email so p.50
Answer key 1 in order to, to, so as (not) to 2 because, so, so that, therefore
Warmer • As k: Ha ve you ever done something to raise money for charity? What did you do? How much money did you raise? Elicit a var ie ty of responses. • Ask: Ha ve you ever done voluntary work for a cha rity? Would you be willing to do this in the future? Why? What type of work might you do?
• Ask students to read the advertisemen t quickl y, ignoring the gaps. Ask: What will t he volunteers be doing? What can they do in their free time? • Students read th e ad vertisement aga in an d complete it individually, then check their answers in pair s. Answer key
Prepare
1 to I in order to / so as to 2 so I therefore 3 so tha t 4 In order not to / So as not to 5 Because 6 Because of
• St udent s discuss the photos and answer the ques tion s in pairs.
o.
Students read the advertisement and answer the question.
Ready to write! Exam guide page 10 • Read the task with the class. Elicit answers to the questions.
Answer key A rock concert and selling food are mentioned. I
Analyse the task • Students read the ad ve rtise ment again, then answer the questions in pairs. • Elici t answers from the class. Answer key 1 Yo u have to address all the notes. 2 Yo u should use formal language.
• St udents read the emai.1and identify the missing information.
• Check answers, then ask students to co rrect the email in pairs. Answer key She says that she can wor k for two hours. but she does not specify when.
C.
Student s re ad the email again and ans we r th e qu esti on s in pairs.
Answer key 1 Because she does not know th e name of the person she is wr iting to. 2 Beca use th ey are more polite. 3 Becau se we use Yours faithfully with Dear Sir or Madam. We use Yours Sincerely with Dear Mr / Mrs / Miss / Ms / Dr X [a person's name].
Improve your writing: hilkers (3) : purpose, reason and result • Students read t he sentences, t hen ans wer the
3 because of
Read the Exam tip with the cl ass. Students complete the tab le individually, t hen compare their answers in pairs. Refer t hem to the Writ ing referen ce on page 168. Elicit some pos sible answer s from the class. • Refer students back to the model email on page 50 and remind them that when th ey are asking for informatio n it is more polite to use indirect •
question s.
(f) . Students write their pa ra graph plan in dividua lly. With
G.
we aker classes, you co ul d do thi s as a class activity . Stude nts wr ite th eir emails individ ually.
• Refer students to the check list on p.169. Students check their emails individua lly, or swap with another stu dent, and ma ke correc t ions. Answer key (sample answer) Dear Sir or Madam, I am writing in response to your advertisement asking for volunteers in Mexico. I was very interested to read about your act ivit ies, because I believe that it is extremely important to save these beau tiful animals from extinction . I wou ld be very glad to ha ve the opportunity to work as a vo lunteer at your centre. I would be grateful if you could let me know exact ly when you need volunteers , an d for how long. I would also like to know a few more details abou t the accommoda tion. Wi ll we be camping, and wo ul d I need to bring a sleeping bag? I was delighted to read that there would be the possibil ity to go surfing at the weekends, as I am a very keen surfer. I am very pass ionate about conservati on and the env ironment. Last summer t worked on a conservat ion sc heme in my local area, helping to protect frogs and toads. I hope that I will have the opport unity to work at your centre this summer. I look forward to hearing from you. Yours faithfully,
questions in pa irs.
• Ask some pairs t o report back on whether they ag reed or disagreed with most of t he statements. • Elicit more li nkers to add to each category.
On target? so p.52 Answer key
Answer key (sample answers) Purpose: so as to Reason: due to, as Result: as a resul t, for this reason • Students answe r t he questions in pairs.
1 1 is going to be 2 '11 clean 3 working 4 leaves 5 will be interviewing 6 to recycle 7 will destroy 8 am meet in g 9 to sta rt 2 1 flood 2 away 3 after 4 work 5 stupidity 6 pleasure 7 spend 8 carbon 9 ex haust 10 species 3 1 Some 2 who 3 too 4 any 5 which 6 very 7 whose e a 9 the 4 Students' own answers . 5 Students' own answers.
City space Topic vocabulary places advertising
Grammar
Word building
Writing
Exam preparation
• conditiona ls 0 - 3 • condition allin kers
· compound nouns
• an essay
· collocations (l)
• linkers (4)
• · • ·
city life
· easily confused verbs
Readi ng Part 1 Use of English Parts 1 and 4 Listening Part 1 Speaking Parts 3 and 4
· Wr iting Part 2
Wanner
o
• Focus on t he photos. Ask: Wh ere do you think these places are? Have you been to places like these? Which would you like to visit? Why? • Elicit adjectives to describe each photo, e.g. busy, crowded, but don't teach any at this stage.
Topic vocabulary: Places
,boost
,.. Places .... Workbook p. 28
Over to you! " • Students discuss the question in groups. Encourage t hem to use the adjectives from Activity 3, and to agree and disagree with each other.
Reading: Part 1 - Multiple choice
SB p.54
Background e xtra Phot o A: Kleine Scheidegg, Swiss Alps Phot o B: Tallinn, Estonia Phot o C: New York, USA • Read t he Useful la nguage with the class and elicit an example to comple te each structure.
o
• Students compare the phot os in pai rs.
,", s., Transcript
advantages and disad va ntages are mentioned.
Answer key Speaker 2 C
• Write the word advertising on the board. Ask studen t s where they see advertising, e.g, TV, newspape rs, magazines, internet, streets. • Ask students if they enjoy seeing advertising in the streets. Elicit several students' opinions. • Focus on the photos and put stude nts in pairs t o discuss the questions.
~ p . 137
• Play the record ing once and ask st udents to match the people to the photos. • Play it aga in and ask students to make notes on wha t
1 Speaker 1 A
Wanner
Speaker 3 B
• Tell students t hey shou ld read the whole text quickly to find the answer, but they should not wor ry if they don't understand everything at this stage.
Answer key Photo A is Tokyo all advertising)
Phot o B is Sao Pau lo (after the removal of
2 Speake r 1 advan tages: peaceful; disadvantages: sometimes
lonely, only sees friends at school Speaker 2 advantages: busy, thousands of shops, wonderful restaurants, cosmopolita n, it's got everything; disadvantages: some districts are a bi t run down Speaker 3 advantages: picturesque, historic buildings; disadvantages: not modern, not much to do.
o.
Play the record ing a t hird t ime, pau sing after each speaker to allow students to writ e th e adjecti ves. • Check answers, and check tha t stu den ts understand all the adjectives.
• Discuss the meaning of the expressions as a class. Answer key 1 in a very remote place 2 not very we!! looked after 3 a strong feeling that people be long in the place and they support each other
• Students write their descript ions individual ly. Tel l students they should include at least fo ur adjectives and phrases from Activit ies 3 and 4. • Put students into pairs to compare their descriptions. Ask students t o repo rt back on which description sounded more attractive and why.
Exam prac tic e Exam guide page 9 • Read the Exam tip, then question 1 and the four options with the class. • Ask studen ts to read the fi rs t paragraph of the text and find evidence to support one of the opt ions. Emphasise that the evidence they find must give exact ly the same meaning as the option. Eli cit the cor rect opti on (A) and the ev idence (How many adverts ... ? / Astonishingly / Most of the time we're not even consciously aware of them) • As k st udent s to find parts of the first paragraph that relate to opti ons B, C and D of quest ion 1. Discuss as a class why these are not correct. Point out the misleading key words in the incorrect options. • Students to complete the exam task. Smart answer key 1 A ,/ (How many adverts ... ? / Astonishingly / Most of the time we're not even consciously aware of them) B X (the sentence ... irritating interruptions to our TV viewing ... matches the idea of being annoyed by television advertising. but it does not state that many people find them annoying) C X (the sentence .. . not consciously aware of them ... suggests that people do not pay attention to adverts, but it does not state that people do not pay enough attention) D X (the words town or city match those in the option, but it does not state that advertising has increased) 2 A X (Recent innovations include interactive adverts) B X (take your breath away and stunning are used to describe the advertising. but these do not indicate creativity)
c ~ (Tokyo takes urban advertising to the extreme) D X (Tokyo's temples are more impressive) A ~ (Where Tokyo leads, others soon follow) B X (the option suggests tha t all people agree - the text states that Tokyo is far from being universally admired) C)( (innovation and leadership are characteristics of advertising in To kyo, so others cannot be using the same techniq ues before Tokyo does) D X (Where Tokyo leads, others soon follow - but it does not state that all cities follow Tokyo) A ~ (there's simply nothing like it) B)( (the text mentions t hat Tokyo's advertising is a tourist attraction, but not that it is inviting) C X (other cities copy Tokyo's advertising models, but Tokyo is unique in its methods ) D X (the text states that you may not appreciate Tokyo, but does not say it is highly unattractive) A X (the text gives an example of a large advert in a rural area, but does not state t hat large adverts are often in rural areas) B X (a large advert in Aust r ia is ment ioned, but the text does not stat e the prob lem is particularly bad there) C ~ (advertising ... is taking over rural as well as urban areas) D X (the text mentions one large advert, but does not state that adve rts are increasing in size) A X (Roberta says advertising can also influence the way we think and fee l) B X (the opposite of fu lfilling dreams, advertising creates an illusion - you can't simply 'buy' a celebrity lifestyle at the shops) C)( (although an example of girls was give n, the text does not state it particularly affects women) D'/ (advertising wa nts 'ordinary' girls to feel inadequate in comparison, wh ic h direct ly lowers self ' confidence) A X (we have the option of not watch ing a TV ad because we can turn over, or switch off) B X (it is difficult to ignore ur ba n advertising because we can't be so choosy about our surroundings) C ~ (Although outdoor advertising may seem to make less of an immediate impression than TV commercials, its message can have greater force) D X (the t ext does not mention this) A X (some individuals responded positively, this made many local businesses unhappy, and some peop le t hought advertisement s hid grey office blocks and industrial estates ) B X (the mayor orde red th e removal of more than 15,000 adverts; advertisers did not have a choice) C X (local artists are not mentioned) D ~ (a more typical response was that they would have got rid of the adverts years ago and Sao Pau lo now looks wonderfu l)
3
4
5
6
7
8
Discussion extra • Ask: What do you think about Gilberto Kassab's decision? (paragraph 7) Do you think all cities should follow this idea? Why? / Why not?
Vocabulary in context: advertJsing
o.
Students work individually to find the words in the text.
Answer key 1 commercial break 2 bi llboards 3 slogan 4 logo 5 consumers 6 flyers 7 promotions 8 brands 9 marketing executi ve
_-
, ....
O~,~t
•
• As a class, discuss which two things you would most like to change about advertising and why.
Grammar: conditionals 0-3
SB p.56
Warmer • Write the word If ... on the board and elicit that we use it to link two ideas where the ma in idea depends on the second idea. • Elicit some sentences from the class using if .... Write them on the board and ask students what they think the mean ing is. For example: If I win the lottery, /'11 be rich = it's possible that t his wi ll happen in the future, and then I will be ric h. Elicit that t he tens es tel l you how likely a situa tion is. • Students discuss the question in pairs. Ask students which slogans they li ke the most and least. Ask if they can think of any other catchy advertising slogans.
e.
Ask students to work in pairs to match the slogans to the conditional forms. Refer students to the Language summary on page 160 for additional informat ion on conditional tenses.
.
Answer key A second
B fi rst
C third
D ze ro
• Students work in pairs to write t he rules and answer the question. Answer key
o present tense ... present tense 1 wi ll + inf initive ... present tense 2 past tense ... would + infinitive 3 past perfect ... would + have + past part iciple We use a comma to separat e the two clauses when the sentence begins wit h a conditionallinker (if).
o.
Students identify the conditionals and complete the sentences.
Remind students that the choice between first and second conditional depends on how possible or unlikely a future event is. • Read the first question with the class and elicit that it is poss ible (first conditiona l). Then read the second question and elicit t hat it is very unlikely (second cond itional). • Students complete the questions individually then ask and answer the questions in pairs. Answer key (including sample answers) 1 go (ca n you buy me a book?)
....
Advertising .... Workbook p. 28
Ove.. to vOU! '"
e.
0; . Put students into groups to discuss the questions.
Students discuss t he questions in pairs. ~s a class, discuss what makes an effect ive adver t, for example, a clear message, a catchy slogan, etc.
2 3 4 5 6
lived (what would you do all day?) would; be (advertis in g were banned?) saw (would you tell others about it?) were (what would you change?) would ; buy (you had an unli mited budget?)
• Read the situations and elici t that these t hings did not happen. Refer back t o Act ivity 2 and elici t that we use third conditional to talk about events t hat did not happen in the past. • Do t he first sentence as a class. then ask stu den t s to write the remaining sentences individua lly. Answer k ey (sa mpl e answers ) 1 If the government had ba nned all adverts last year, I wouldn't have bought so many th ings. 2 If I had been born in New Yo rk, I would have been American. 3 If no one had invented cars, they woul dn 't have caused any
• Ask studen ts to find the sentences t hat req uire a conditionallinker (2, 4 and 7). • Students comple te the activity individua lly, then check answers in pa irs.
Answer key 1 is just as picturesque as 2 (just) in case you want 3 you to look after 4 we don't miss 5 happier if I go shopping 6 set off
7 even though it was
e
hadn't left his map
Listening: Part 1- Multiple choice
SB p.58
po llution. 4 If I had grown up in a remote village, I wouldn't have met so many friends. 5 If I had spent all my money at the shops on Saturday, I wouldn't have gone to the cinema in the evening.
Ove.. to you!
Warmer • Write t he ph rase City life on the board and ask st udent s what t hings they think of when they think abou t life in a city. El icit a range of ideas.
Get ready: city life
• FOCUS on the photos and elici t the pro blems as a class, e.g. not enough litter bins, a lot of pickpockets in t he streets, ete. • Put students into groups to discuss what th ey would change and why. • Ask groups to re por t back on what t hings t hey wou ld change and why.
Use of English: Part 4 Key word transformations so p.57 Get ready: conditionallJflkers
• Students read t he extracts and discuss t he quest ions in pairs.
Answer key Ho Chi Minh City - motorbikes are very popular there Bloomington - the location of the biggest American
shopping mall Venice - mainly accessible by water
e.
Ask stu dent s to work in pai rs to complet e the table and add t heir own ideas. Check answers, and elicit ideas from students.
Answer k ey
• Stu dents complete th e sentences individually, t hen compa re answers in pairs.
Answer key lD 2 A 3 G 4 B 5 C 6F Sentence 3 is the most enthusiastic.
• Student s match t he linkers to the meanings.
traffic: motorbike/cycle, get around, taxi, public transport, helmet, set off, congestion, take a detou r, back st reets, head, getting there. can land, airport, catch a train directly to, canal. accessible by waterways. car-free lone, pedestrianised, explore shopping: bargains, on sa le, market stalls, treat yourse lf, shopping mall. store, high street names, designer outlets, commercial centre, chic boutiques things to do: movie screens, fasHood diners, theme park, culture, historic architecture, take in a gallery
Answer k ey 1 unless 2 providi ng that 3 in case 4 when 5 as long as 6 even tho ugh
• Ask st udent s to wr ite t heir slogan s by completing the sentences. Then they discuss t hem in pai rs. Answer ke y (sample answers)
• Student s wr it e t heir t ravel guides ind ividually. • Put st udents into pai rs to co mpare their guides. Ask t hem to repo rt back on wh ich sounds more exc iti ng. Oiaboost
.... City life .... Workbook p. 28
Exam practice Exam guide page 12
1 you'll feel the difference
2 you'll have no cavities to fear 3 you'll be clueless on all the celebrity news 4 you find yourself far from home
Ciiiiiiiii.!....iiJb!;o!;ot:....t
.... Conditional linkers .... Workbook p. 31
Exam practice Exam guide page 11
e
• Read the Exam tip wit h t he cl ass. As an example, ask students to f ind a key word t hat is a verb (look, questi on 3). Focus on the complete sentence and the gapped sen tence in question 3, and el ici t t hat t he pa rt that is missi ng in t he gapped sentence is Please take care of. Focus on the key wo rd (look) and elicit that look after means the same as take care of. Th en elicit the correct answer (you to look after).
Transcript
~
p . 137
• Read the Exam t ip wit h the class. Elicit other expressions to express opinions and to agree, and write them on the board: opinions: I think, I don't think, I would say, I really think, it seems to me; agreeing: I agree, yes, yeah, sure, right, all right • Give students time to read thro ugh the questions and possible answers. • Play the re cordi ng once for st udents to choose the correct ans we rs, th en aga in for them to chec k. Smart answer key 1 A'/ (I don't think there's enough on museums and galleries) B X (the speaker is positive about the style - it's not patronising, written by teenagers, so that helps) C X (there is some cultural information, but not enough)
2 A X (the speaker men tions his wife's passion for nature) B'/ (f find myself fantasising about getting a place in the country) C X (try to block out t houghts of the day ahead) 3 A'/ (what are we meant to do? No shops, no buses ... ) B X (t hey mention get into trouble but this is not the main problem they ar e discussing) C X (t hey talk about tourists, but t his is not t he main subject of the discuss ion) 4 A X (she recom mends to take in the sight s, but early in the morning) B X (she mentions that th e coast is lovely although it isn't quite as peaceful) C./ (s he recommends to escape the heat and the crowds altogether and get out of the city for a few days) 5 A ,/ (he says it's an attempt to create a community, the village was developed by a combination of people ... they decided to do it together) B X (if they were giving advice, they would use expr essio ns such as you should ... make sure you ... etc.) C X (they give a few detaifs of everyday life like J chat to my neighbours every day, but this is not t he main thing t hat t hey are discussi ng) 6 A X (she went to t he boutique for a change and won't be making a habit of it) B X (she used to shop at t he mall but doesn't like labels now) C ./ (you can get pretty much the same styles on the high street, at half the price, so I usually head there) 7 A X (she says there aren't any parking spaces round here but she does n't say t hat she would like to change this) B ./ (I really think they should pedestrianise the city centre) c X (there is a good cafe al ready - at last there's a decent cafe opened) 8 A ,/ (Nature therapy is a way of slowing things down ... learning how to be calm) B X (he ment ions nature, but sa ys the trea tme nt can work anywhere: you don't need a trip to the countryside every time it aI/gets too much) C X (he mentions urban lifestyles, but t his is not the main thing she is describing)
Speaking: Part 3 and 4 Collaborative task and discussion
S8 p.59
Warmer o
Ask studen ts: What cities have you visited? Did yo u like the cities? Why? / Why not? What do you usually see and do wh en you visit a new city?
o
Ask students to discuss t he questions in pairs.
Backgrou nd extra From left to right photos are from: Morocco, New York, Goa , Paris.
0 -'53 Transcript ~ p. 138 o
Play the recording for st udents to answer the questions.
Answer key They like A t he most. Neither of t hem like B. The mal e st udent also hat es the shops in D, but the female student likes them.
o
Students work in pairs to add expressions to the table. Elicit ideas from t he class and writ e them on the board.
o
Play the record ing again. Studen t s not e down th e expressions that the speakers use.
Answer key Asking for an opinion: I don't kno w about you, but ... ; Do you enjoy ... ?; ... don't you think?; ... does n't it?; Do you agree?; What do you think of t hem? Giving your opinion: This looks in te resti ng; I love; I'm not keen on ... ; I'm not t hat f ond of; I th in k if ... ; I imagine it's ... ; But I don't think ...; It's probably a gr ea t place for ... ; It looks like; Personally, I can't sta nd ... ; I can't see the appeal Responding to your partner: I cou ldn't ag ree more; No, I'm not that fond of t hem either; Oh, t otally; Yes, t hat's true; Yes, r see what you mean; r agree ... although I still pr efer; I'm sorry, but I completely disagree with you; I ca n see you r point of view, but ... ; We'll have to agree to disagree
Over to you! • Students answer the questions in pairs. Ask some stu dents to report back to the class on t he ir ideas.
Answer key 1 Speaker7
Exam practice Exam guide page 13
2 Speaker!
e
Listening ex t ra
Read the Exam t ip with the class. Read the questions. Tell stude nts t hey shoul d talk about all of the photos, and reach an agreement about which two are the most important. • Students wo rk in pairs and answer the questions. 0
o
o
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To help student s focus on the gist or main topic of each extrac t, write these sentences on the board. A My life is too hectic. B There are lots of things to do in my cou ntry. C I try to only buy t hings if they're at a good price. D I would neve r live anywhere else. E Li ving in t he countrysi de is boring. F The city cen t re is a disaster. G Ove rall, it's ve ry good. H You should try this to help you relax. Play th e record ing again, t hen ask students t o wo rk in pairs and decide who might say each sentence.
• Students discuss the questions in pairs. Ask stude nts to note which opinion expressions t heir par tner uses.
Word building: city life Warmer o
Answer key A Speaker 2 B Speaker 4 C Speakers 6
D Speaker 5 E Speakers F Speaker 7
G Speaker 1 H Speaker 8
S8 p.60
o
Write the wo rd street on the board, and underneath it wri te: map, light, high. Ask students if they can put any words together to make one noun. Elicit the words street map, street light. high street. Elicit that these are all com pound noun s. Ask if students can th ink of ot her words that co mbine with street (musician, corner, cfeaner) .
Compound nouns o
Students complete t he compound nouns, then check their answers in pairs. Poin t ou t that t he main st ress usua ll y lalls on the fi rst word in a compound noun.
1 exhaust fume s 2 traffic li ghts 3 stee ring wheel 4 pedestrian crossing 5 fast-food restaurant
6 underground station 0
o
7 one-way street
o
8 pushcha ir
St udents ma t ch t he compound nouns to the r ules. Ask students to think of one more noun to add to each category.
A exha ust fumes. traffic lights, pedestrian crossing B pushchair C fast-food restaurant, one-way st reet o underground station
Students complete the sentences, t hen check t heir answers in pairs.
Answer key 1 cycle lanes 2 skyscra pe r 3 t raffic jam 5 rush hour 6 outskirts 7 taxi rank
4 housing estate
Write these gapped sentences on th e board: You can all __ to my house. Let's all __ to Tom's house. Elicit the missing verbs (come and go), and explain that t he verbs have a similar but not identical meaning. Elicit the difference (come = towards t he speaker, go = away from the speaker).
Get ready: easily confused verbs o
Answer key
o
Warmer o
Answer key
o
Use of English: Part 1 Multiple-choice cloze SB p.61
Ask students t o comp le te the sentences.
Answer key 1 2 3 4 5 6 7 8 9
been (have been:;; have gone to a place and returned) gone (ha ve gone::: not returned yet) missed (miss:;; not catch a train, bus, etc) lost (lose::: not be ab le to find) won (win ::: a game or competition) beat (beat::: a person or team) go (go ::: travel) get (get::: arrive) bri ng (bring = towards th e spea ker) 10 ta ke (take;:; away from t he speaker)
Collocations (1): prepositions + nouns
o
o
Ask students to individually choose t he correct preposit ions, then co mpare t heir answer s in pairs. • Ask the question to t he whole class. 0
St udents writ e their own gapped sentences individually . t hen swap wit h a partner and complete th ei r pa rtn er's sen tences .
"""==10"0,",0,_,', .. Easily confused verbs "
Answer key 1 on 2 for 3 On 4 for 5 in 7 out of 8 on 9 at 10 out of
6 At
EXilnl
Workbook p . 29
practice Exam guide page J J
As k studen ts t o read the t ext quickly, the n ask: Why was SimCity so popular ? (because it was creat ive, not competitive). o Read the Exam ti p with th e class . • Focus on the example in the exam ta sk, and elicit that on sale is a collocation and the who le phrase first went on sale in 1989 makes sense. Ask which of the ot her options is also used with sale as pa rt of a collocation (for sale). Elicit that the phrase went for sale in 1989 doesn't 'look' right. It is not correct because f or sale is used wi th the verb to be , not to go. As k students to compete the task individually then compare their answers in pairs. • Check answers, and discuss as a class why the other opt ions are incorrect. o
Ove .. to vo.. !
o
0 Student s complete the questions indi vi dua ll y. • Check answers, then ask students to ask and answer the questions in pairs. Ask st udents to report back on what t hey learned abou t the ir partner.
_._-
3 on
4 skirts
Language extra o
o
Write these sentences on t he boa rd. , She was sitting __ the bus. We came bus. 2 Can you move your bag? It's __ t he way. I met Sam __ the way home. 3 We arrived just __ t ime to ca tch the bus. Make sure you arrive __ t ime. Ask students to complete them wi t h the correct prepositi ons. Point out that changing the preposition changes the mea ning.
Answer k ey 1 on; by
2 in; on
3 in; on
"""""'......"'0"'... =' .. Workbook p. 80
Smart answer key 1 C (the other words all refer to different aspects of time, but the word time is the on ly word that can follow of all '" as part of a collocation) 2 D (took by surprise is a collocation) 3 C (at once is a collocation, but th e meaning - immediately is wrong; beginning and start need the article the - at the beginning/start) 4 D (expect is the only verb that comb ines the cor rect meaning with to; hope to is grammatically correct but does not offer the same meaning) 5 A (action is the only noun that co mbine s with scene to make a compound noun) 6 C (think about is a phrasal verb) 7 C (traffic is the only word that com bin es with jam to form a compound noun) 8 B (quali ty is the only noun that combi nes in the colloca tion of life) 9 B (outskirts is the only word with the correct meaning - the edge of a city)
lOA (realistic has the correct meaning - similar to real life; true means 'happening in rea l life', wh ich is not the corr ect meaning here; reliable mea ns 'a lways working well') 11 C (win is the only one of the verbs that can be used without an object; beat and defeat both requ ire an object, and the object is a person or team) 12B (keep on is a ph r asal verb; stay on is also possible as a collocatio n, but the meaning is wro ng)
Writing: Part 2 - An essay
e·
Ask students to choose the correct answers individua lly, then check their answers in pairs. • Point out that despite and in spite of are followed by a noun, but all the other linkers are followed by a clause. Point out that as well is used at the end of a clause or sentence.
Answer key
SB p,62
1 In spite of 2 as well 3 whereas 4 To sum up 5 while 6 In addition
Warmer • Wr ite the words city and countryside on the board, • Students work in pairs and brainstorm vocabulary to write under each heading. • Ask: Is life better in the countryside or the city? Why? Elicit a few arguments in favour of each.
Prepare
• Students write their sentences individually. • Put students into pairs to compare their sentences.
Ask some students t o report back on wh ich was the funniest or most original.
Ready to write! Exam guide page 10
o.
C. .
Analyse the task
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Focus on the photo. Ask st udents to discuss the questions in groups of t hree or four.
,
e.
Read the task with the class. Put students in pairs to answer the questions.
.
Answer key (sample answers) 1 Your t eacher, and possibl y other students.
2 No, you don't have to ag r ee with the statement.
•
• Focus on the essay. Students read it quickly and . decide whether the writer agrees or di sagrees with the statement (agrees). Students discuss in pairs which of their ideas are included in the essay.
G.
Students answer the questions individua ll y. • Check answers with the class and tell students that they should use t his paragraph structure for any 'for and against' essay that they write.
Answer key lB2A3D4C
e.
Students answer the question in pa irs and find examples of formal or in forma l language.
Answer key Mainly formal. Lot s of fo rma l linkers (while, on the one hand, what is more, on the other hand, in addition, overall, however), no contractions, formal expressions (can be a very convenient way), etc.
Students discuss the questions in small groups. • Write For and Against on the board . Elicit arguments, and make notes on the board.
• Read the Exam tip with the class. Have students look back to the model essay on page 62, and point out that this is the structure the model essay uses. • Students copy the plan and add their own ideas. Refer them to the Writing refe rence on page 172.
(l) . Students wri te their essays individually. • Refer st udents to the checkli st, and rem ind them that they should always check their wo r k caref ully.
Answer key (sample answer) Many people enjoy the benefits of city life and believe there are a lot of advantages to li ving in a city. However, other people think that there are too many disadva ntages to living in a city and prefer to live in the countryside. On the one hand, there are lots of things to do in a city. There are shopping centres in cities, whereas peop le who live in the countryside have t o travel long distances to do their shopping. Cities also offer forms of entertainment such as cinemas and theatres, whereas life in the countrysi de can be bo r ing. On the ot her hand, life can be very hectic and stressed in a city, whereas it is quiet and peacef ul in the countrys ide. Ther e is also a lot of traffic and pollution in cities, wh ile in t he countryside the air is much cleaner. Overall, I agree with the stat ement. In my op ini on, it is better to live in a city in spite of the disadva nt ages. However, I th in k t hat the countryside has a lot of advantages as well, especially for holi days.
On target? IInprove your writing: linkers (4). additJon, con trast, and summarislng
o. .
students to comple te the table in pairs, then add more linkers from the t ext. • Check answers, and point out the use of commas between clauses (Many people enjoy using cars, while others think ... ) and after linkers at beginning of a sentence (In addition, ... ).
Answer key (including sample answers) Addition: as we ll , furthermore, moreover (and, also, what is more, in addition) Contrast: despite, in spite of, whereas, nevert he less (wh ile. on the one hand I on the other hand, however) Summarising: in conclusion, on the whole, to sum up (overall)
SB p,64
Answer key 1 1 rains 2 prov ided that 3 would be 4 in case S wou ldn't ha ve missed 6 Un less 7 hadn't run 8 would buy 2 1 out sk irts 2 underground 3 slogans 4 co nsumers S change 6 beat 7 won 8 successful 3 1 isn 't 2 named; remember; have kept 3 cont inues; t o grow; wil l have expanded 4 don't like; shou ldn't go; is; being 5 lies; are monitoring; to preve nt 6 hasn' t been; were fighting; served; had finished / finished; moved
Fit to r lite! Grammar modal verbs (1) • permission
Topic vocabulary health and fitness food
Writing
• adverbs
• a report
• Reading Part 3
• ph rasal ve r bs (3)
• formal language
• Use of Eng li sh Parts 1 and 2 • Li stening Part 2
• adver b collocations
movement
Exam preparation
Word building
• Speak ing Part 1
• Writing Part 2
Warmer o
W ri te the word fitness on the board. Ask: How fit do you think you are? How much exercise do you do? Do you have a healthy diet? Do you think you should do more to stay fit and healthy? Elic it a range of ideas.
o
Topic vocabulary: Health and fitness Background extra Jack Black is an Amer1can actor and musician, best known for his appearances in comedy films such as School of Rock. Beyonce is an American si nger and songwriter who rose to fame as the lead singer of the group Destiny's Child. Brad Pit! is an American actor who has starred in films such as Ocean's 11 and its sequels, Tray and The Curious Case of Benjamin Button. Madonna was born in 1958 and, as well as her singing success, is now known for her end uri ng attractiveness and good physique.
o.
Read the Watch out! box with the class. Elicit other examples of words with t he suffix over- or -under (e.g. o vercharge, overcook , underpaid, undercooked). • Students discuss the question in pairs. o Ask pairs to report back to the class on their decision and encou rage a genera l class discussion. 0
QiiiiJb~"!i.!!t,,,. ..... Health and fitness ~ Workbook p . 34
Ovell'tovou!
o .
0 Read the Useful language with the class. • Students discuss the question in pairs. • Ask a few pa irs how similar or different they are.
Reading: Part 3 - Multiple matching sa p.66 Warmer o
Students discuss the questions in pa irs.
G , .6.1
Transcript
~ p. 138
• Play the recording. Stude nts discuss the answers in pairs.
o
O· o
Answer key
o
Beyonce's is the healthiest. She follows a realistic di et and hea lth plan , and st rikes a good balance.
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Studen t s complete the expressions in pa irs, and t r y to guess which person each expression re fers to. Play the record ing again. Students list en and check their answers.
o
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Speaking extra o
Dicta te these questions to th e class. Check t he meaning of the phrases in bol d. Ask students t o discuss them in pairs. 1 Do you know anyone who is a health addict? 2 Do you think it's important to have a training regime? 3 How oft en do yo u eat balanced meals? 4 Do you ever starve yourself in order to lose weight? 5 What foods do you sometimes indulge in?
Elicit some ideas. Students discuss the questions in pa irs. Read the Watch out! box wi t h the class. Ask stu dents which photos illustrate sense 1 of diet (A, B, D) an d which illustrates sense 2 (C). Read the title of the article with the class and elici t what it is about. Students read the article quickly and match the people to th e il lust rations . Elicit which person is t he most positive about their diet.
Answer key E Ali cja F' Elisa G Jake Allcja is the most pos itive.
Answer key 1 in (Beyonce) 2 on (Brad Pitt) 3 bad (Jack Black) 4 occasio nal (Beyonce) 5 hard; over (Madonna ) 6 on; loses (Brad PiU) 7 food; does (Jack Black)
0
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Ask: What kinds of food do you enjoy eating? Do you eat certain foods because you like them, or because they are good for you? What foods do you avoid eating? Elicit a ran ge of ideas. Ask: How do you think food was differ ent in the past?
H Wang
Exam Practice Exam guide page 9
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Read the Exam tip wit h the class. Focus on the first question and el icit possible synonyms or paraph rases, e.g. had meals with friends . Ask st ude nts to wo rk in pairs and think of synonyms or paraphrases for the remaining questions. Elic it ideas from the class. Focus on the first question again . Ask stud ents to read the four texts quickly to find a co rres ponding synonym or paraphrase (some friends and 1- text C) . Students complete the exam task.
Smart answer key 1 C (some friends and I ... ; We replaced the chairs there with couches ... ) 2 A (f had to see a doctor, who wouldn't let me continue)
3 A (since the experiment, I've turned vegetarian) 4 B (I'm normally quite sporty) 5 0 (I used to think roast chicken was delicious, but when you've reduced it to mush, you might as well be eating cardboard) 6 0 (this makes meals stretch on forever) 7 C (we replaced the chairs there with couches from the lounge) 8 C (during dinner we listened to music and admired the tasteful artwork) 9 0 (! was keen to volunteer for this) lOB C.. which is a principle I admire in theory} 11 B (I just couldn't manage to keep it up) 12B (f felt awful about breaking the rules) 13A (f was horrified to discover that medieval people always drank beer or wine) 140 (I did seem to be in better shape afterwards) 15B (That made me feel slightly better)
Answer key 1 become 2 surrendered 3 like immediately 4 it's the same effect as
o
Answer key 1 2 3 4 5
False; she was relieved False; he expected to feel healthy Tr ue; she spilled as much as she ate True; he had put on a lot of weight over Christmas Tr ue; his girlfriend refused to dine with him
o.
Put students into groups to plan their cafes.
G ' Each group presents their ideas to the class. Ask the .
Answer key
"
• Students work individually to write foods that match the taste adjectives.
o. o.
Students compare their lists in pairs and answer the questions.
.-
Ask students to fi nd the words in the texts and work out their meanings. • Check answers, and expla in t hat tasteless can mean having no flavour (the opposite of tasty), but can also mean likely to offend people (the opposit~ of tasteful).
O'
Students discuss their experiences in pairs. Tell students that while they are listening to their partner, they should note down words from the article that they hear. • Ask some students to report back on what they learnt from the ir partner.
Language extra • Write these expressions on the board. 1 I've turned vegetarian. (A) 2 I eventually gave in and bought a fried doughnut. (B) 3 I didn't take to those dishes. (C) 4 You might as well be eating cardboard. (D) • Ask students to find the expressions in the text and write definitions for them.
SB p.68
Warmer • Ask: Do you know what an eating competition is? • Elicit some ideas, then explain that in an eat ing competition people try to eat as much as possible as quickly as possible. • Ask: What do you think the rules of an eating competition are? Elicit some ideas, but don't confirm or reject any at this stage.
G·
Focus on the photo. Ask: What are the people eating? • Students read the extracts and discuss the questions in pairs.
e.
Do an example with the class. • Put students in pairs to complete t he rules . • Check answers, then briefly revise the form of modals by asking questions, e.g. What kind of verb follows a modal? How do we form negatives and questions with modals? Refer students to the Language summary on page 161.
• Students work in pairs to find the words. • Check answers. Check understanding and model pronunciation of any words that are new to students. Taste: spicy, sweet, sugary, hot, salty, bland, taste less, delicious Food preparation: baked, stuffed, preserve, season, cook, raw, fried, dilute, flavou red, roast
class to decide which group should win the prize.
Grammar: modal verbs (1)
Vocabulary in context: food "
.... Food .... Workbook p. 34
Over to you!
Reading extra • Write these sentences on the board. Ask students to read the text again and decide whether they are true or false. 1 Elisa was sad when her diet ended. 2 Wang expeeled to feel ill on his diet. 3 Alicja made a mess whi le she was ea tin g. 4 Jake wanted to try his diet in order to lose we ight. 5 Jake had to eat alone.
boost
Answer key 1 ought to; should 2 need to; must 3 needn't; don't have to 4 mustn't
o. .
Students work in pairs to read the comments and answer the questions. • Check answers, and make sure that students understand the differences in meaning.
Answer key 1 no; we don't use must in the past 2 yes; no; he regrets his decision (we use should + have + past participle for regrets about past) 3 yes (we use needn't have when we did something we didn 't need to); no (we use didn't need to when it wasn't necessary to do something and we didn't do it)
Language extra • Write these sentences on the board. Ask students to work in pairs and rewrite them using the modal verbs in Activity 3. 1 It wasn't a good idea for you to spend so much money, 2 We were obliged to wait for two hours. 3 I took my umbrella, but it wasn't necessary. 4 The concert was free, so it wasn't necessary for us to pay.
Answer key 1 2 3 4
You shouldn't have spent so much money. We had to wait for two hours. I needn't have taken my umbrella. The concert was free, so we didn't need / have to pay.
• Students comp lete the exam task individually, then check their answers in pairs.
0: .
Students work in pairs to write their competition handbook. • Ask some students to read out some of their rules, and correct any mistakes in the use of modals.
Smart answer key 1
o.
Ask students to swa p 'handbooks' with another pair. Students write sentences describing what happened.
o.
need are both fo ll owed by to + infi ni tive)
4 at (part of the express ion at the same time ) 5 m uch (pa rt of the expression as much as)
Students read the text and discuss their answers in pairs.
-'
rat her (par t of the set phrase would rather not )
2 not (i n the pattern are + not + aI/owed) 3 have / need (the meaning is lack of necessity and have and
6 of (pa rt of t he expression get out of breath ) 7 lot (part of the ex pression a lot of) 8 Why (this must be a question wo rd, as there is a question mark at th e end of the sentence; why is followed by not to
Answer key The person is qu ite good now. He / She used to be very bad.
form negative questions)
9 to (part of the pattern allow someone to do something)
• Students complete the rules in pairs. • Check answers, and refer students to the Language summary on page 161.
10 able (pa rt of t he expression 11 must / shou ld (t he meaning should are both followed by 12 up (part of the ph rasa l verb
Answer key 1 could
2 ca n
3 be able t o
4 be able to; manage to
Ove.. to you! .
Listening: Part 2 - Sentence completion
• Put students into pairs and set a time limit of one minute for them to write down as many sports as they can. • Elicit answ ers and writ e a list on the board. Poin t to individual sports and ask students to describe how you play this sport , e.g. You kick the ball.
Allow students some time to prepare their ideas, . then put them into pairs to tell their partner abou t the ir experience. • Ask some students to tell the class about their partner's experience.
S8 p.69
Get ready: p ermission
o. o.
Students read the t ext and discuss the questions In pairs. Students work in pairs to complete the table.
Get ready: movement
o. o.
Read through the list of words with the class and make sure that students understand the meanings. • Students discuss the questions in pa irs. Students describe the pictures in pairs.
...-
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Answer key
Answer key
A balance
Permission in general: be allo wed t o; can; could
G kick
Permission on a specific occasion: be al lowed to; can; (be allowed to)
o.
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Students read the complaint and answer the question.
e.
«) . Students work in groups of four to read out their .
2 allow + object + infinitive wit h to
G~;;'i!iii~ i ~ ~~~ost
... Pennission ... Workbook p. 37
Exam practice Exam guide page 11 --
Students read the t ext quick ly and answer the questions in pairs.
Answer key Doing more housework.
o.
Read the Exam tip with the class and look at the example answer. Elicit that do is the right answer because the rest of the sentence is in the present tense, and it goes with the pronoun you. • Focus on the next gap. Elicit the meaning that is required (don't want to) and elicit that the word cannot be a normal verb, because it is followed by not. Elicit the answer (rather).
e
B catch C pu nch 0 be nd E lift F jog I t hrow J stretch K sprint L jump
H hit
Students complete the sent ences individually. rules and guess the sports.
Answer key 1 let + object + inf initive without to
o.
S8 p.70
Warmer
o.
Use of English: Part 2 - Open cloze
be able to) is necessity and must and an infinitive without to) tidy up)
... Movement ... Workbook p. 34
Exam practice Exam gwde p age 12
e.
Focus on the photo. St udents discuss the questions in pai rs. Elicit some ideas from the class.
O· ~
6,2
Transcript ... p. 139
• Read the Exam tip with the class. Make sure that students understand that they must write a minimum of one word and a maximum of three, and they should write the exact words that they hear. • Play the recording as far as like to jog after work. Elicit the missing words for the first gap (vegetable juice). • Play the remainder of the recording. Students complete the exam task. Ask students to compare their answers in pairs, then play the recording again for them to check.
Smart answer key
• Play the recording again. Students listen and answer
1 vegeta bl e ju ice (the sort that thrive on vegetable juice and energy bars) 2 living room (I found myself in my living room, trying to decide between virtual tennis, boxing or baseball) 3 boxing (I ruied out boxing almost immediately, as I'd heard that punching the air was surprisingly tiring, as well as looking ridiculous) 4 mum (I selected tennis - after all, my mum plays that on her own Wii) 5 scie nce fiction (Instead of reading adventure novels I would go for science fiction) 6 26 (I 'm actually 26) 7 girlfriend (When I told my girlfriend ( was doing yoga she was so amused she actually fell off the sofa) 8 post ure (People have commented that I look talfer, because my posture is better, and my agility has improved too) 9 sportspeople (But I don't know whether it would be sufficiently challenging for sportspeople) 10 ta il (My poor cat Mr Pebbles still hasn't forgiven me for landing on his tail after a ski jump)
Answer key
1 Speake r 1: Let me think; Speake r 2: That's difficult to say, really 2 A dish made with pork and beans which is abso lutel y delicious 3 His parents are good cooks and it's cheaper.
o. C.
.~
2 aw ay
3 get me
4 long way
Adverbs
o.
Students read the text and ans wer the question
in pairs.
Answer key He suffered headaches and ot her ser ious hea lth problems.
e.
Students work in pa irs to complete the table.
-
• Chec k answe rs, the n el icit how we form regular
adverbs. Ask stu dents if t hey know any irregu lar adverbs, and elicit a few, e.g. welf, fast, hard. Answer key
Q . Students discuss the questions in pairs . , • Put pairs together into grou ps of four t o compare
their ideas and agree on the t hree best ideas.
Speaking: Part 1 - Interview
SB p.7l
Warmer
manner: bravely, only, rapidly comment: shockingly , unsurprisingly degree: incredibly, very, seriously frequency: always, never time: after just a few weeks, again, now We usually form adverbs of ma nner and comment by ad ding the suffix "Iy to t he adject ive. • Stu dents dis cuss the question in pairs, t hen check
thei r answers on page 161.
• Wi t h books closed, ask: Do you ever go to
restaurants? What kind of restaurants do you like? What makes a good restaurant? Is it just the food? Elicit a range of ideas.
o. Q
Language extra • Writ e these sentences on the board. Students wo rk in pairs and decid e which sentences are co rre ct and correct the sentences which are wrong.
Students discuss t he q uesti ons in pai r s. Elicit some ideas from the class .
~6.3
Transcript
SB p.72
• With books closed, ask: Do you eat a lot of junk food? What effect do you think it has on your health? • Elicit some answe rs th en ask: What t hings could you do to improve your health?
5 touch my
Ove .. to VOu.! .
~.
Put students into pairs to ask and answer t he questions. Remind students to inc lude reasons and examples in their answers.
Warmer
Answer key 1 get out
Students read the questions and add one more question to each category.
Word building: food and fitness
Listening extra • Write these gapped sentences on t he board. 1 1____ of breath just lifting a coffee mug. 2 I selected solo mode and I was __ . 3 Why did Wi i fit ____ exercising? 4 I've sti ll got a ______ to go. S I can stretch, bend and . ___ ._ toes. • Ask students to try to guess the missing wo rds in pairs, t hen play the recording again for them to check. • Check that students understand I've got a long way to go (I still need to make a lot of progress) and I was away (I was enjoying myself a lot).
-
the questions in pairs.
1 2 3 4
~ p . 139
• Play the recording. Students listen, then work in pairs to guess the questions.
He ate quickly the hamburger. She leaves usually for work at 8 o'clock. I'm meet ing this evening my f riends. I finished my homework quickly.
5 Tom never is late.
6 She carefu lly opened the door. Answer key (sample answers)
• Check answe rs, then elic it the rule s:
1 Wh at is you r favourite restaurant? 2 Do you pre fer eating at home or going out to a restau rant?
1 We put adverbs of frequency after th e verb be but be fore other verbs. 2 We cannot put an adverb of manner or time
Exam practice Exam guide page 13
Q . Read the Exam tip with t he class. Model th e pronuncia t ion and in to nation o f the expressions.
• Allow students time to read the quest ions.
between a verb and its object. Answer key 1 2 3 5
He quickl y ate the hamburger I He ate the hamburger quickly. She usually feaves for work at 8 o'clock. I'm meet ing my friends this evening. 4 correct Tom is never late. 6 correct
, • Students rewrit e the sentences with the adverbs, Remind them that some of the adverbs may be
irregular.
Morgan usually prefers to eat a healt hy diet He was truly surprised by t he resu lts. His heal th deteriorated fast. Alarm ingly, he gained 11.1 kilograms in one month! Eating too much fast food is really bad for you!
e.
Student s work in pairs to choose the correct answers, • Check answe rs, and ask students to expla in why they made thei r choices .
o.
Students read the text quickly, Ask the questions to the whole class,
Answer key cassava: a type of vegetable popular in many countries fugu: a type of fish popular in Japan ackee: a type of fruit popular in Jamaica
o.
Read the Exam tip with the class, • Focus on the example answer and elicit that the words all have a similar meaning, but great is the only one that is used in the expression a great number of. • Focus on the next gap and elicit t hat the adverbs all have a similar meaning. Discuss each one as a class and elicit that the correc t answer is accidentally because the meaning matches perf ectly, • Students complete the exam task.
Answer key 1 high; highly
2 hardly; hard
3 lately; late
Phrasal verbs (3): health
o. -
Students read the resolutions and discuss the questions in pairs.
-
Students match the phrasal verbs with their meanings in pairs.
e.
Smart answer key 1 C (accidentally is the only word with t he cor rect meaning, which is not doing someth ing deliberately, and with a bad effect) 2 A (popular is a normal adjective, and extremely is the only adverb here which can be used with a normal adjective - the othe rs are all use d with extreme adjectives) 3 C (the other nouns have similar meanings, but order is the only one that can be used in the pattern in order to) 4 B (number ca n only be used with countable nouns; volume and supply have different mean ings) ·5 C (absolutely must be followed by an extreme adjective, and essential is the only extreme adjective in the list) 6 C (highly is the only adverb that collocates with poisonous) 7 A (incredibly is th e only adverb which can be fo llowed by another adverb) 8 A (irregular and rare have the wrong meani ngs; astonishing is an extreme adjective, and so cannot follo w very) 9 B (The space requires a linker of contrast; moreover and therefore have the wrong meaning, and despite has the correct meaning, but has to be followed by a nou n) 100 (make is t he only verb that can be used in the pattern make + noun/pronoun + adjective) 11 C (only tasty and tasteless are used to describe food, and only tasty has t he correct pos itive meaning) 120 (as part of th e phrasa l verb stick to)
Answer key 1 stop doing something you did before 2 start doing 3 going to restaurants 4 remove 5 lift weights 6 reduce 7 continue with 8 stop trying
Over to vou! '
o.
Students write their resolutions individual ly, • Put students into groups of four to compare their answers and resolutions. • Ask each group to report back on who is the most satisfied with their life, and which resolutions they all agreed on,
O~~J)!i o~st .
.... Workbook p. 81
Use of English: Part 1 Multiple-choice cloze SB p.73 Warmer • Ask students to imagine they are a celebrity, spending a lot of time travelling and in hotels, As k what t hings they might complain about Elicit some ideas, • Ask if they know of any things that real celebrities have complained about, or thi ngs th ey have asked fo r.
Writing: Part 2 - A report
e· ~.
• Ask: What things do you enjoy doing in your spare time? • Elicit some ideas, then ask: Do your parents enjoy the same activities as you? Do older people in general enjoy the same activities as young people? Elicit a range of ideas.
Students read the requests and discuss them in pairs. Students answer the questions in pairs, If students need rem inding about what extreme adjectives are, refer them back to page 25 for more examples,
__ e. Answer key
1 im portant is normal; insistent and essen tia l are extreme 2 abso lutely
.......-.....
.....
Students choose the correct adverbs.
,
,
Answer key
e
1 highly
2 fast
3 totally
4 wide
5 bitterly
SB p.74
Warmer
Get ready: adverb collocations
G.
... Adverb collocations'" Workbook p. 35
Exam practice Exam guide page 11 ,
Answer key 1 2 3 4 5
OM boo£!
Prepare
o. e. .
Students discuss the pictures and answer the questions in pairs.
Analyse the task Read the task with the class, Check that students understand what a report is, and what it should contain. • Elicit the answers to the questions.
Answer key
Answer key
A local business; t hree topics (popular sports, after-school activities, suggestions for cafl~)
advice on local sports facilities, advice on hea lthy cafes and restaurants, advice on places to go for relaxation
-_
• Students read the repo rt, then wo rk in pairs to add suitable headi ngs.
....
Stu dents brainstorm ideas in pai rs and choos e ideas to put in t heir repo rts.
(I) . Read the Exam tip wi t h the class.
Answer key
1 Introduction 2 Popular local sports 3 Suggestions for afte r-school activities
o.
4 Ideas for the cafe
Improve your writing: formal language • Students identify the for mal and informal sentences. • Discuss with t he class why each sentence is forma l or informa l.
• Students wr ite t heir paragraph plan individua lly. Refer them to the Writ ing reference on page 173. With wea ker classes, yo u co uld do th is as a class activity. Students wr ite their report s indiv idua lly. Refe r st udents t o the checkl ist on page 173. Students check th eir reports individually, or swap with anoth er student and make corrections.
Answer key
Answer key (sample answer)
1 informa l: brilliant is an informal adjective 2 formal: we often use the passive in formal writ ing 3 formal: the modal would is frequently used in formal writing; the collocation strongly recommend is also formal 4 informal: pretty is an informal adverb; clear to me is used in a more personal style of writing 5 forma l: the modal would is frequently used in formal writing 6 informa l: let's is usua lly used in informal English 7 formal: we often use ind irect expressions like this in more formal writing 8 formal: in forma l writ ing we often use a impe rsonal expr ession li ke this report ;s intended... rat her than a persona l expression like I am going to show; intend is qu it e a formal verb 9 informal: a bit is an informa l adverb
Introduction This r eport is intended to provide information to encourage students to improve their health and fitness. The r eport gives details of local sports facilities, cafes and restaurants that serve healthy food, and places wher e young people can relax. Sports facilities The Bushf ield Sports Centre provides excellent facilities for many different sports, including tennis, basketball and volleyba ll. In addition, it has a large public swimming pool. The town also has many ind ividual sports cl ubs, for examp le for football. Cafes and restaurants The Globe Cafe on t he high street se rves fres h hea lthy food such as soups and sa lads and is not too expensive. For sna cks, th e best pl ace to go is Jack's Diner, near the university , wh ic h offers healthy sandwiches and snacks at reasonable prices. Places to relax The pa rk is an excellent place for young people to meet and relax. There is a bar ther e, and there are often informal concerts by local bands . Furthermor e, there is plenty of space for an informal game of foot ba ll or volleyball ! Conclusion To sum up, the town of fers a good var iety of facilities for sport s and informal social gatherings, as well as opportunities for hea lthy eati ng.
• Students identify the expressions for starting a report.
Answer key 2; The aim of this report is to ..
• Students work in pairs to ident ify t he informal linkers. Ask students to find exa mples of linkers in t he repo rt on page 74 (in addition, however, therefore, moreover) . • Ask: Where mig ht you use the informallinkers? (Wh en speaki ng, or in informal lette rs or emai ls.)
---
Answer key anyway, by the way, mind you, well , you see
• Pu t students int o groups of t hree or fou r to comp lete the tab le and add more li nke rs.
Answer key (incl uding sa mple answe r s) addition: furthermore, in addition, moreover (secondly, third ly) contrast: al though, however (whereas, nevertheless, even though, in spite 00 resu lt: as a resul t, therefore (for th is reason)
• St udents write their sen t ences individually, then compare t heir answers in pairs. • Ask individual st ude nts to read some of their sentences to t he class, and chec k t hat they have used li nke rs cor rectl y.
Ready to write! Exam guide page 10 • Read the task with the class. Elicit answers to the questions.
On target? S8 p.76 Answer key 1 1 do not have to use / do not need to use / are not required to use 2 t hough he did not need 3 not to overdo it / t hings 4 absolutely must not cheat 5 shou ld not have taken 2 1 take 2 very 3 lift 4 throw 5 pu ll 6 hard 7 out 8 often exercise 9 put 10 fried 3 1 I'm cutting down on sweets because I want to lose weight. 2 By the end of this cou rse, you will be able to cook. 3 I'll join the gym as long as you come with me. 4 complete 5 I have always liked sweet foods, ever si nce I was a child. 6 complete 7 Pablo, whose mot her is a sports instructor, is ver y fit. 4 1 That is the che f who we were talking about. 2 I went jogg in g every day in order t o get fit. 3 You should go to the doctor's in case your cough is se ri ou s. 4 He isn't strong enough to win t he St rongest Man contest! 5 By t he tim e I arrived, the resta uran t had st opped serving food. 6 If I hadn 't eaten so much chocolat e, I wouldn't have felt sick. 5 1 posture 2 peaceful 3 t hrow 4 greedy 5 running 6 agi lity
Hi-tech Topic vocabulary
Granunar
Word building
Writing
· science and technology . the passive
• negative pref ixes
. a forma l letter
• com puters
· (ollocations (2)
. pronouns
. have / get something
· communication
done
· word stem transformations
Wanner o
Read the list of words with t he class and check that students understa nd them all. o Read the Useful language with th e cl ass and elicit examples for each expression. • Students discuss the questions in pairs. o
o
~ 7.1 Transcript Ill- p . 139 Students do the quiz in pa irs. Play the re cording fo r studen t s to check their answers.
Answer k ey l C
2 A
3 C
4 B
5 B
6 A
Listening e xtra o
o
universe?
3 was from Sweden? 4 sti ll admires Linnaeus today? 5 was born in 1452? 6 des igned a ca lculator? • Pu t studen ts into pa irs to answer the quest ions from memory. Play the reco rding aga in for them to check their answers. Answer key 1 Marie Curie
2 Aristotle 3 Carl Unnaeus
Put pairs together into groups of four and ask them to put their ideas together and agree on the three most impo rtant invent ions. Ask some groups to explain their choices to the cla ss.
Reading: Part 1- Multiple choice
SB p.78
Warmer o
Ask: Do you play computer games? What kinds of games do you play? How many hours a week do you spend playing? Do you think it can be dangerous to spend too much time playing computer gam es? Why? / Why not? El icit a rang e of ideas.
o
Read the questions with the class and make sure students understand th em. Students look at th e cart oo ns and discuss the questions in pairs.
Write these questions on th e boa rd: Which scientist ... 1 won two Nobel Prizes? 2 believed tha t the Earth was the ce nt re of the
o
---
Answer k ey 1 The verb uninstall is prima ri ly used regardi ng computer progra ms, but here it is applied to the man, implying that he has become so addicted to the computers that he has come to resemble them. The suffi x 'ahofic signifies ad diction. Normally this is used for addictions to substances or unhealthy behaviour, but in this instance, the man is addicted to using the compu ter (data).
--o
Exam practice Exam guide page 9
Answer key 1 set out
Reading Part 1 Use of English Parts 3 and 4 Lis tening Part 3 Speaking Part 2 Writi ng Pa rt 1
Ove.. to yoU!
With books closed, write t he word technology on the board. Ask students for examp les of modern technology, e.g. ca rs, planes, comput ers. Ask: What examples of technolog y are most im portant to you? Which have changed the world the most?
Topic vocabulary: Science and technology
o
Exam preparation
2 look in to 3 ca rry out
Ask students to read the text quickly and not worry if they don't understand every word. • Elici t the answers to th e questions. 0
Language e xt r a o
Wr ite t hese definitions on the board, and ask students to match t hem to other phrasal verbs in Act ivit y 1. 1 to t hink of an idea or t heory 2 to t hink of a new or stra nge idea 3 to discover something by using ca lcu lat ions
Answer k ey 1 come up with o
She didn 't use to be into them, but nOw she's a fan.
Read the Exam t ip with the class. Focus on th e first question and elicit the key words in each opt ion with the class (common problem, press exagge rates, gaming is harmfu l, gaming ... affects students' performance). o Ask students to read the first paragraph of the text careful ly and find the correct answer. Tel l them to unde rline the evidence for their answer. • Discuss as a class which option is correc t and why. o Students comp lete the exam task individually, co ntinuing to underline the evidence for their answers in the text. Check an swers with the class, discussing the evidence for each correct answer. o o
2 dream up
3 work out
Students complete the table individually or in pairs .
1 A X (the artic le mentions that accor ding to media hype it is a common problem, but it doesn't confirm that this is the case) B '/ (the latest media scare, media hype, ... is this concern realfy justified?) C X (th is is only accor ding to the media) o X (it says that parents and teac hers are concerned about th is, but mistakenly) 2 A ./ (the meaning of knowing a lot about technology is known from the preced ing phrase very technologically minded, and we know that geek must be a negative word, because Helen prides herself on not being one) B X (wrong meaning) C X (t his definition is too positive) D X (wrong meaning)
1 True; a high-flying student 2 True;' had a go in secret 3 False; she mentions one older friend, but she doesn't say t hat all her friends are older 4 False; t he average American spends more than ten hour s a week surfing the internet or watching TV 5 raise; it can't significantfy alter IQ
3 A '/ (I held my tongue) B X (she only t ried playing it later, not when he first
4
5
6
7
8
subscribed) C X (she thought it was ch ildish, but she didn't say anything) o X (she only became enthusiastic later, not when he first subscribed) A X (she considered spi lli ng coffee over the keyboard, but she didn't actually do it) B X (the idea of allowing him to play games isn't mentioned) C ./ (she got increasingly bother ed, and considered spilling coffee on his keyboard - it is these feelings that this refers to) D X (s he says that if she forced him to stop it would cause an argument. but she doesn't mention actua ll y having arguments) A X (it says that avatars are liberating, not the game itse lf) B X (the characters are rath er silly, not rea listic) C X (not men tioned) 0 ./ (you can't be judged by your looks, age or background) A X (the text mentions that people who read are considered clever, but it doesn't mention that people criticise gaming for not requiring muc h in telligence) B X (t he text says that it takes no more time than other hobbies such as watching TV ) C ./ (just because some hobbies have been around for longer doesn't mean they're necessarily better for you) o X (not mentioned) A X (cynics have claimed that this is t he case, but the text doesn't confirm this) B X (playing computer games can't alter your fQ, so can't make you more intell igent) C ./ (they do help people to become better at analysing details and work ing out solutions) D X (ga ming does reduce st ress, but t his is not the reason that institutions are using it) A X (they can have negative consequ ences if people play all the ti me - devoting yourself entirely to one activity is never healthy) B ./ (a few hours a week playing computer games might not be the end of the world after all) C X (t his is mentioned in paragrap h 4, but it is not the writer's main opinion in the article) D X (not mentioned)
Reading extra • Write these sentences on the board. Ask students to read t he text again and decide whether they are t rue or false. Ask them to underline the evidence for their answers in the text. 1 Helen is doing well at university. 2 She f irst tried a compu ter game without telling anyone. 3 She has only made fr iends with older people onl ine. 4 Most people in Ame rica spend more tha n ten hou rs a week playing computer games. 5 Playing compu t er games can make yo u more intelligent.
Vocabulary in context:
computers
• Students wo r k in pairs to find the words. • Ask st udents what they t hi nk the opposites of the verbs are in 1. 2 and 3 (switch on. up load. log on). Answer key 1 switch off 2 download 3 log out 5 virtual 6 surf 7 software
4 avatar
Language extra • With books closed, write these gapped sentences on the board. 1 Compu ter games are _ _ addictive. 2 Some people have called _ _ all games to be banned. 3 I though t Tom was too old _ _ that kind of stuff. 4 You can' t be judged _ _ your looks. 5 We don't sneer ___ people fo r being sports fana tics. • Ask st udents to work in pairs and guess t he missing wo rds. Students chec k their answers in t he text. Answer key 1 highly 0'" boost
2 for
3 fo r
4 by
5 at
.... Com puters .... Workbook p. 40
Ove .. to you! • Students work in groups to design their avatars.
Speaking extra • Ask: What does 'you can have too much of a good thing' mean in the final paragraph? 00 you agree? • Ask st udents to discuss the questions In pairs.
Grammar: the passive
SB p.80
Warmer • With books closed, ask students: How do you think technology will change our lives in the future? Elicit some ideas. If students don't mention robots or space travel, ask if they think these things will change our lives in t he future. • Focus on the phot o and elicit t hat it shows a robot. Ask students to read the text, and ask: What is special aboul ASIMO? • Students identify the act ive and passive verbs in pairs. Ask pairs to identify the tenses of the verbs. • Check answers, then ask: Whallhings would you like a robot to do for you? Answ er key ASIMO is a very advanced robot that can carry out complex tas ks. Active verbs: has; wi ll be Passive verbs: was designed; has been created; are equipped; cou ld be asked
Language extra
Answer key
• As a class, rewrite the passive sentences in Activity 1 as active sentences. Explain the changes in word order and the use of people as the subject in sentences 2, 4 and 6.
1 A t ime tr avel machine has been inven ted. 2 All scientific experiments on animals may be ban ned. 3 The average life expectancy is predicted to increase to 200 years. / It is predicted tha t the average life expectancy wi ll increase to 200 years. b The Nobel Prize for Physics has been awarded to a teenager. / A teenager has been awarded the Nobel Prize for Physics.
Answer key 1 Honda designed ASIMO.
2 It is one of the most advanced robots that people have ever created. 4 People equip the most advanced models to perform
complex t asks. 6 Peop le could ask them to cook dinner, walk the dog, or even help with homework.
o.
Over to you!
o.
Students work in groups of three or four to write th eir sentences. Monitor and check that stud ents are forming the passive sentences correctly.
,.
Read the rules wit h the class. Then read the questions and elicit the answers. • If necessary, revise the basic rules of passive formation with the class. Refer students t o the Language summary on page 162.
Answer key 1 In 1, ASIMO is the most important piece of informat ion; in 2, who created the robots is unknown or not important; in 3. the
active form is used as the robot does the activity; in 4, who equipped the robots is unimportant or unkn own; in 5, the active form is used as t he subject is more important than the object; in 6, we don't know who will ask the robots to do these th ings 2 In 1, it's impo rtant to say by Honda as this is important information - the sentence wou ld not be complete without it. In 2, the agent is not impo rtant - by some people / scientists would be superf luous, so it's omitted.
• Put groups together to read their sentences and guess which are true or false. Students can repeat this with more than one group if they enjoy it.
Use of English: Part 4 Key word transformations
S8 p.81
Get ready: have / get something done • Students discuss the illustrations in pairs. • Read the rules with the class. Elicit wh ich sentences describe each picture.
Answer key lB2A3B
Language extra Write these options on the board. 1 in news reports 2 in informal letters 3 in chats with friends 4 in academic I scientific writing • Ask: In which of these situations are we likely to use the passive? Elicit the answers (1 and 4) and elicit other situations where we might use the passive (in formal letters, in reports, etc.). • Students work in pa irs to read the sentences and answer the questions. • Check answers, and make sure that students und erstand how to form the passive.
Answer key 2 ... be + reporting verb + to + infinitive: Robots are believed to be too expensive. OR It + be + reporting verb + that + clause: It is believed that robots are too expensive. 3 indirect object + pass ive + direct object: Chifdren are given presents at Christmas. OR direct object + passive + to + indirect object: Presents are given to children at Christmas.
• Ask students to read the article quickly and ask: Would you like to be a space tourist? • Students complete the text indi vidually. Al low them t ime to compare the ir answers in pairs before you check with the class.
Answer key 1 4 6 9
C.
landed 2 have been faSCinated 3 was predicted isn't expected 5 are beginning / have begu n are allowed to travel 7 paid 8 was given spent 10 ~ight be built
Students work in pairs to rewrite the sentences. Ask: Which of these articles would you like to read?
• Students write their sentences individually. Encourage them to use a range of tenses and verb forms. • Put studen t s into pairs to compare their sentences. Ask some studen t s to report back on something they learnt about the ir partner.
~&:i~iitii~~o2:.~t
.... have / get something done ....
Workbook p. 43
Exam. practice Exam guide page 11 • Read the Exam tip with the class. • Focus on t he example with the class, then do the first question together as a further example. Remind students to check that they have used the correct number of words. • Students complete the exam task individually, then check their answers in pairs.
Answer key 1 2 4 6 8
be getting my computer repa ired / fixed / mended was being flown by 3 would rather write an email 2ble to work out 5 when someone t ook (that) we could not use 7 is said to have been have just had the program
Listening: Part 3 - Multiple matching
S8 p.82
Warmer • With books closed, wr ite the wo rd communication on the board. Ask students what dillerent forms of communication they know, and which forms they use. Elicit a range of ideas.
Get ready: commum'cation • Students describe what is happening in the photos.
1 I want to buy a new phone. 2 I talk to my gran a lot. 3 I don·t usually know where my mobile is. 4 A mobile phone is a useful way of communicati ng with people. 5 Mobile phones are fo r people of all ages.
• Check answers and elicit or teach the key vocabulary. then ask students to discuss the questions in pairs. Answer key (what people are doing in the photos) A talking face-ta-face B writing a letter C making a call
D talking in a chat room E send ing an email F writ ing a text message
Answer key 1 Speaker 4; I'm saving up for something with more functionality 2 Speaker 1; she's always calling my number by mistake, so we end up chatting quite a lot 3 Speaker 5; I often forget about mv mobile 4 Speaker 2; a mobile is simply a practical tool, a handy way to stay in touch with people 5 Speaker 3; it isn't just for the young
• Studen ts complete the list wit h the correct words. • Check answers. then ask: Which of these annoys you the most? Answer key 1 calls
2 hanging
3 losing; cu t
4 pic k
5 wrong
6 tone
Speaking: Part 2 - Long turn ..... boost
SB p.83
.... Communication .... Workbook p. 40
Exam practice Exam guide page 12
Warmer • Wi th books closed. ask: What jobs involve using technology? Elicit some ideas. then ask: Would you like to do a job like this? Why?
· .-< 7.2 Transcript ~ p. 140
• Read the Exam tip wi th the class. • Focus on sentence C and elicit that it is a positive commen t . so t he speaker will probably say posit ive things about mobile phones. Elicit what someone might say to convey the meaning in the sentence. • Play the recording of the first speaker. and elicit that the meaning matches sentence C. Play the recording again and elicit the ways in which the speaker conveys the meaning (That·s the great thing about mobiles. they help you to connect. I never feel like I'm by myself.) • Put stu dents into pairs to thi nk of ways in which speakers might paraph rase the remaining sentences. • Play the recording and ask st udents to complete the exam task. Play the recording again for them to check. • Ask studen ts if they can remember what t hey used as evidence to choose their answers. Play the recording again if necessary. pausing to highlight evidence for the correct answers.
Smart answer key Speaker 1 C (That's the great thing about mobiles, they help you to connect. I never feel like I'm by myself if I've got my
phone with me) Speaker 2 A (I'm sure people rarely use half of the stuff that's on their mobiles ) Speaker 3 E (I can't stand those idiots who make loud calls about their personal life on trains and buses - that's disrespectful) Speaker 4 0 (You see some people's phones, with all these fancy accessories ... well you know right off they're the sort who try too hard, maybe because they're lonely or insecure) Speaker 5 F (People who spend a/l their time chatting or texting on mobiles a/ways seem a bit lonely to me)
Ove .. to you! • Students complete the sentences individually. • Play the recording again for studen t s to check. • Ask: Which of these statements do you agree with? Why? Answer key 1 face-ta-face 2 make 3 stay in touch 4 keep up 5 take
Listening extra • Write these sen tences on the board. Ask st udents to listen again and say which speaker expresses each of th ese ideas. Check answers. and ask students if they can remember t he evidence they used to choose their answers.
• Focus on the photos and rea d the question with the class. • Studen ts th in k of sim il arities and differences in pairs. • Elicit ideas from the class. •
~ 7.3
Transcript'" p. 140
• Allow students t ime to read th e questions. • Play th e record ing. Stu dents listen. then wo rk in pai rs to answer the questi ons.
Q . St udents complete th e sentences from memory. • Play the record ing again for them to check. Answer key 1 think; could 2 imagine 3 though 4 probably; exactly 5 Maybe; kind 6 say 7 ask 8 must; like 9 anyway
Language e xtra • Distribute photocopies of transcript 7.3 on page 141. Ask students to work in pairs and fi nd expressions for compa ri ng and contrasting. Elici t expressions from the class. and ask them if they can th ink of any oth ers.
Answer key (including sample answers) Comparing: the re are several similarities between ... ; another thi ng th ey have in common is ... ; both jobs need n.; another similarity is ... (sim il arly; in both photos) Contrasting: in the fi rst picture "" but the second photo shows ... ; there's a big difference between ... in contrast (however, alt hough)
Exam practice Exam guide page 13 ....! 7.4 Transcript ... p. 141
• Read the Exam tip with the class. Refer students back to Activ ity 3 and elicit the expressions tha t are used for speculating. Elicit other expressions that can be used for specu lat ing (/ would guess that .... it seems likely that .... they appear to be ... ). • Put students into pairs and refer them to th eir photos. Allow th em tim e to thi nk about their answers. • Play the recording for stu dents to do the exam task. Tell stud ents to listen whi le their partner is talking and write down expressions they use for specu lating and com pari ng / contrasting. • Ask some students to tell th e class what expre ssions their partner used.
Word building: science
S8 p.84
• Read the Useful expressions with the class and elicit an exa mpl e using each one. • Students rank the pieces of technology in pairs. • Ask each group to report back on their dec is ion. and ask others whether t hey agree or disagre e.
Warmer • With book s closed. ask: What do you think are the main complaints that parents make about their teenage children? Put student s into pair s to discuss their ideas and decide on the three most common complaints.
Speaking extra • Wri te t hese questions on the board: 1 How much technology do you use? 2 Do you think people depend too much on tec hnology toda y? • Ask students to discuss the questions in pairs. Invite some students to repo rt back on their discussions, and ask: Wh ich of the two of you would manage to five best in a world without technology? Why?
Negative prefixes • students work in pairs to complete th e table. Answer key 1 is inconsiderate. 2 is unreliable. 4 is immature. 5 acts Illogically
3 is irresponsible.
• Students work in pa irs to complete the table and add more words. • Check answers, th en elicit that un - is the most common negative prefix. Elicit t he general spelling rules: il- (often used with wor ds beginn ing with I,) im- (often used wi th words beginn ing wi th m- / po) ir' (often used wi th words beginning with r-) • Point out that the spelling ru les above do not always appl y, e.g. unreasonable NOT iFr-ea56Ritb/e )
• Ask studen ts if they have a co mputer at home. Ask: Do you know when the first computer was built? What was it like? How big was it? Elicit a range of ideas, but don't confirm or reject any at thi s stage.
Get ready: word stem transformations
• Students copy and comp lete the tabl e in pairs. Ask them to add the word s they learnt in Activity 1, and add their own ideas. Point ou t that sometimes there might be more than one word in a slot. • Draw t he table on the board and ask students t o add th e ans wers in turn as well as their own ideas. Answer key 1 dead / deadly; death; die 2 3 4 5 6
Students read th e text quick ly. Ask the question to the whole class.
• Students complete the sentences individually. • Check answers, then pu t students into pai rs to discuss wh ich sta t ements they agree with. • Ask some pairs to report back to the cl ass on their discussions. Answer key
Ove.. to you!
Warmer
Answer key
• Ask students to write three sentences of their own, using the negative word s from Activity 2. • Invite st udents to read their sentences to each other in pairs, and say whether t hey agree or disagree.
1 with 2 about
Use of English: Part 3 - Word formation S8 p.85
1 depth 2 length 3 height 4 weight
Language extra
lB2E3 A
.. Workbook p. 82
.--
Answer key 2 disagree
boost
• Students read th e text and label the photograph. • Check answers, then ask: What changes in spelling did you need to maxe?
• Students complete th e sentences with th e correct words. Check answers, then put student s into pairs to ask and answer the quest ions. • Ask stu dents which t wo things they ag reed about. 1 unimportant
o
3 to
4 from
5 on
6 in
7 in
-Answer - -key
1 Many of his inventions had very negative side effects, including CFCs, which contribute to global warming.
• Read the Exam tip with the cl ass. • Focus on the example answer and elicit the suffix that has been added (-Iy) and the spelling change (e has been deleted). • Students complete th e exam task.
Answer key
Answer key 1 successful 2 numerous 3 environmenta l 5 destruction 6 life 7 inabilit y 8 death 9 unfor t unately 10 scientific
4 irrever sible
2 the lateness of the instructor
3 the students' lack of books
4 the experiments
• Students read the publicity leaflet and choose the cor rect words.
Speaking extra • Ask stu dents: What are the three worst or most dangerous inventions of all time? Tell students to discus s the question in pairs, then ask some students to report back to t he class.
Writing: Part 1 - A formal letter
1 the science cour se
SBp.86
Answer key 1 it 2 you 3 so mething 5 Which 6 any 7 t hese
4 everyone
Ready to write! Exam guide page 10 • Read the t ask with the class. Eli ci t answers to the questions.
Warmer • Ask: Do you enjoy studying science? Why? Elicit a range of idea s, then ask: Is learning in a classroom the best way to learn about science? Why? Eli cit some idea s.
Answer key 1 the cost and dirtiness of the cafes
2 Dear Mr Clinton; Your s sincerely (because we know the recipient's na me)
Prepare • St ud ents discuss the pictures and answer t he questions in pairs.
Analyse the tasl(
Complaints: instructor was late, no boo ks, students couldn't do ex periment s Positive comment: it was challenging
• Students work in pairs to match the expressions and linkers to the catego rie s.
1 firs t of all; furthermore; last but not least
2 although 3 since 4 I would recommend 5 I would like to r equest 6 it was unsatisfactory; I fel t t his was unaccepta ble; I was di sappointed by the f act
---
• Students find examples of the passive and answer the question.
Answer key we were not provided with any books; students were not allowed to do experiments; these were all performed by the instructor; I would recommend that students are given more practical experience We of t en use the passive in formal writing. In a letter 01 complaint. it may be pa rticu larly appropriate t o use the passive as it is more impersonal and less accusatory, and the refore more pol ite.
Improve your writing: pronouns • Students co mplete the rules about pronouns. • Check answers and elicit other kinds of pronouns, e.g. personal pronouns (h e, she), posse ssi ve pronoun s (his, her s) and relative pronouns (who, wh ich) .
. -Answer - key
G.
(t) . Students write their lelters ind ividually. (l) . Remi nd students that it is ex tremely important f or them to check their written work and correct mistakes. Refer them to the checklist on page 169.
Answer key (sample answer)
Answer key
2 They
(Il) . Read the Exam tip with th e class. • Studen ts wri te thei r paragraph plan individually. Refer them to the Writing r eference on page 168. With weaker classes, you could do this as a class activity.
Answer key
1 It
• Students wri te their notes individually, then co mpare with a partner. With weake r classes, yo u could do th is as a whole-class activity.
3 This
Students read the letter aga in and decide what the pronouns re f er t o.
Dear Mr Clinton. I am wr iting in response t o you r leaflet asking for feedback about the Sc ience Today museum. I am very keen on m useums and reg ularly visit t hem, especiall y dur ing t he summer holidays. I think they are a much mor e inte resting way to learn about science than books. I visited t he Science Today museum recently, and I was im pressed with some of the exhibits. I especia lly lik ed the Inside the Mind centre, because it was f ascina ting to see what happens inside our brains when we are think ing and makin g dec isions. However, I was slightly disappOinted by the Sky at Night exhibit, as I felt th at it was not particularly different or innovative. I have seen much better exhibits in other museums, with co mputer animations of the stars and pla net s. I was also very disappoint ed by the restaurants and cafes. Th e Solar Restaura nt was very expensive, and the Luna r Caf e was dirty and not pleasant to sit in, which was complet ely unacceptable.
I would recommend that you use more computers in your exhibits, to make them more interest ing for young people.
I would also suggest t hat you reduce the prices in t he restaura nts. and make sure that they ar e clean at all times. Yours Sincere ly,
On target?
SB p.88
Answer key 1 1 m ust be installed 4 2 1 3 1 5 41 5 1 5
2 is est ima ted 3 will be corrected occur 5 repa ir ed 6 is always guaranteed inven tion 2 psychiatri st 3 solve 4 download un- 2 off 3 ring 4 about out 6 up 7 out B 2 0 3 A 4 B many 2 If 3 much 4 as well as Since 6 Although 7 like 8 t oo
Don't worry, be happy Topic vocabulary
Grammar
• emotions
• modal verbs (2) • coordi nati ng linkers
• abstract nouns • laughter
Word building · responses
Writing • an informal letter
• Reading Pa rt 2
· phrasal verbs (4)
• word order
• Use of English Parts 1 and 2
· make and do
Warmer o
o
Listening Part 4 Speaking Parts 3 and 4 Writing Part 1
GiiiUii"i!'stL. .... Emotions ... Workbook p. 46
Ask: How are you feeling today? Elicit some answers, then ask: Are you feeling happy or sad? Why? El icit some responses, t hen ask: What makes you feel happy / sad / angry?
Topic vocabulary: Emotions o
Students read the song lyrics quickly. Elicit which songs are happy, and which are sad. Ask: Which emotions do pop singers usually sing about? Why do you think this is?
Ove.. to you! o
Students discuss the questions in pairs.
Reading: Part 2 - Gapped text o
Answer key Singer 1 is happy; singer 2 is unhappy; singer 3 is unhappy.
With books closed, wri te the word happiness on the board. Ask: What does happiness mean for you? What things in your life make you happy? Is happiness the same for everyone? Elicit a range of ideas.
o In pairs, studen ts match the photos to the topics. • Students discuss the question in pairs.
.......
~ 8,1 Transcript ... p. 141
Answer key
• Students work in pairs to guess the misSing words. o Play th e recording for students to listen and chec k.
A family and friends B your personality C where you live E school or work F the weather G money
o
0 Students rank the factors in pairs, then in fours. • Discuss as a class which factors are most important, and try to reach a class consensus.
o
Put students into groups of three to match the adjectives to the songs. • Check answers and understanding of th e adjectives. o Ask students to fi nd more emotion adjectives in the songs. El icit the answers, and check understanding. o Give students one minute to think of more emotion adjectives. o
Students work in pairs to guess the meaning of the words and decide what th e songs are about.
S8 p.90
Warmer
---
-
Exam preparation
Students read the text quick ly. Remind students that they shouldn't worry if they don't understand every word. Elicit the answer to the question .
Answer key pleasure, joy, contentment
Exam practice Exam guide page 9 Read the Exam tip with the class. Point out that the reference words before and after the firs t gap are al ready underlined. • Students discuss in pairs how the reference words show the example sentence is correct. • Discuss their answers as a class, then remind students that in the actua l exam there won't be an example answer. o
o
Answer key 1 very sad or upset 2 really happy or delighted 3 annoy me or make me feel angry 4 really in love with
Answer key
5 tired of (x 2)
At first connects to But .. soon in next sentence; this connects to Prof essor Mead's actions, mentioned in previous sentence.
Language extra
o
o
Write th ese definitions on the board and ask students to find expressions in the song lyrics in Activity 4 wh ich match the meanings. 1 something that makes me completely happy 2 I can't control my emotions 3 it made me fee l very upset
Answer key 1 the way to heaven 3 it hurt me so much
2 I just can't help myself
o
o
Focus on sentences A-H, and get students to work in pairs and underline t he important reference words. Remind students that they shou ld also try to understand the general flow of the text in order to help them choose the correct answers, and should use clues such as synonyms. Students complete the exam task individually. Check answers with the class, discussing the evidence for each correct answer.
Smart snswer key
Language ext ra
1 G (this general interest refers back to growing market for personal development books in the preceding sent ence; a little -discussed topic in academic circles refe rs forward to fashionable topic in university departments) 2 C (It refers back to misery in the preceding sentence; happiness being linked to superficiality refers forward to this drives me mad) 3 B (Wha t's more adds a second poi nt, and so fo llows on from For instance in t he preceding sentence; it refers back to happiness in t he preceding sentence; the fact that happiness can extend your li fe refers forwa rd to essential for your health) 4 F (Unfortunately refers back to has its downside; it refers back to enjo yment; doesn't last for long refe rs forward to when it passes) 5 D (However refers back to wrongly assume, which suggests a contrast; long -term happiness refers fo rward to only one year after) 6 E (Well introduces the answer to the question set up in so how". in the preced ing sentence; the idea that happiness varies from person to person contrasts with t he idea in the following sentence t hat there are certain key ingredients fo r happiness, with the contrast introduced by However in the fol lowing sentence) 7 H (this example refe rs back to the people of Costa Rica, who have a very high quality of life)
Students do the wri ting individually. Put students into pairs to compare their ideas. Ask some pairs to report back to the class on whet her they ag reed or disagreed.
Speaking extra • Write these statement s on the board: 1 Being happy is the most important goal in life. 2 Showing your feelings is a sign of weakness. 3 It's impossible to be happy all the time. Ask students to discuss the questions in pairs. Ask some students to report back to t he class on their discussions.
Students discuss the questions in pairs.
Grammar: modal verbs (2) so p.92
Answer key 1 Some people th ink that being sad I sad people are more interesting. 2 They enjoy a very high qua lity of life due to the fact they love where they live and are surrounded by friends and family.
Reading extra Write these sentences on the board. Ask students to read the text again and decide whether they are true or false. 1 Pro!. Mead is watching a Japanese comedy for entertainment and work. 2 More people at univerSity study depression t han happiness. 3 Happiness can make you richer. 4 Feeling joyful usually only lasts for a few weeks. 5 Living in a pleasant environment is more important than relationships for making us happy.
Answer key t True; not just for entertainment 2 True; depression is still a more fashionable topic 3 False; it can boost your confidence, which in turn can hefp you achieve greater success 4 False; it can fast about a year 5 False; relationships are even more significant
Vocabulary in context: abstract nouns
e. ..
• Ask students to look back at the emotion adjectives in Activity 3 on page 89 . Ask them to work in pairs and see which ones they can make into abstract nouns.
Students work in pairs to form the nouns and find them in t he article. • Ask students to find other abstract nou ns in the article (happiness, bliss, fu lfilment, co nfidence, health, pleasure, fun, joy, we ll-being, contentment).
Warmer • With books closed, ask: Do you know anyone who is always happy? Elicit answers, then ask: If you see your best friend and he / she looks really happy, what would you think? Elicit some ideas, and try to elicit sentences using might or could.
o. e.
Students work in pairs to rea d the ideas and add two more. • Elicit answers from the class.
Students complete the table with the modal verbs. • Point out that we use can't / couldn't, not mustn't, when we are sure that somet hing isn't true. Re fer students to the Language summary on page 163.
Answer key 1 may; might
2 must
3 can't; couldn't
0: .
Students work in pairs to answer the questions. • Check answers, then as a class elicit rules for how we use modals refer ring to the pres ent simple, present continuous and past: modal + infinitive, modal + be + -ing fo rm, modal + have + past participle.
Answer key 1 B 2 A,E 3 C,D,F
o·
Read the Watch out! box with the class. Read the first sentence beginning with the class and elicit one or two possible endings referring to the present simple, present continuous or past. Students write their sentences indi vidua lly then compare their answers in pairs. Ask individual students to read out some of t heir sentences and check that they have used modal ve rbs correctly.
e.
Students read the dialogue and answer the questions in pairs.
• Chec k answers with t he class, and elici t which answer s involved coordinati ng linke rs (3, 6 and 8). • Focus on numb er 9 and e licit t hat severa l wo rds
• Focus on the example answer, and do anot her wit h
the cl ass if necessary. Individually, stu de nts rew rit e the sentences using modal ve rb s.
are gra mmatica ll y possib le in th is gap (more, less, very, etc.). Elicit that it is imposs ible to determine the correct answer without reading the f ollowing
Answer key 1 2 3 4 5 6 7 8
it might / may not have been a cat it might / may / could have been some ki nd of monster it can't mean anyth ing good You must be feeling anxious The animal might I may I could represent a problem it must be my exams The animal might I may no t represe nt anythi ng at all It must have given you nightmares.
sen t ence.
Smart answer key 1 have (part of the present perfect tense) 2 one (in the expression in one respect) 3 and (part of t he coordinating linker both ... and ... ) 4 the (the definite article befo re same) 5 of (after each) 6 or (part of the coordinating linker either ... or) 7 despite (a linker of contrast is required, and despite is the on ly one that is followed by a noun) 8 only (part of t he coord inating link.er not only ... but also ) 9 less (more and less are both possible, but the meaning in the followi ng sentence shows that less is correct) 10 than (after rather) 11 as (part of the express ion as ... as) 12 To (part of the infinitive used to express purpose)
Language e xtra o
If studen ts need more consolidation of the form of modal s, write these sen tences on t he board. Ask st udents to work in pairs a nd correct t he errors.
I He must been feel ing down at t he moment. 2 Being rich might not makes you ha ppy. 3 They might don't have enjoyed t he film last night. 4 She didn't phone me - she must forgotten. 5 It's impossible - she can't have eat all tha t food! Answer key 1 2 3 4 5
He must be feeling down at the moment. Being rich might not make you happy. They might not have enjoyed the fi lm last night. She didn't phone me - she must have forgotten. It's impossible - she can't have eaten all t hat food!
Listening: Part 4 - Multiple choice Wanner
• Focus on the photos and elicit one or two examples
o
Over to you! o
Get ready: 1aughler
discuss the photos in pairs. Ask some pairs to report back to t he class.
Use of English: Part 2 - Open cloze
o
Answer key l C 2 A 3 B The most positive review is 2. The writer doesn't include any negative comments and includes strong expressions such as laugh out loud and the extreme adjective hilarious. The most negative review is 3. It's more negative than 1, which includes some posit ive comments about t he dialogue.
Students read t he extract and discuss the questions in pairs.
o
St udents match the linkers to the explanatio ns.
Answer key 1 not only ... but also: both ... and 2 neither ... nor 3 ei ther .. or
e. o
o
Stu dents complete the sentences with t heir own
G .... Coordinating linkers .... Workbook p . 49
Exam practice Exam guide page 11 o
• Discuss as a class the differences in meaning. Elicit that fun is a noun, and funny is an adjective.
Ask individual students to read out some of their sen tences, and check t hat they have used t he coordinating linkers correctly.
G!i'ii!mi;;.... ~b~o;-.os.
Students read t he text quickly, then answer the
---
AnSWer key 1 fun ny
o
Read t he Exam tip with the class. Remind student s that t hey should read the text careful ly for meaning, as well as just looking at t he words around the gap. Students complete the exam task ind ividual ly, t hen check t heir answers in pairs.
2 funny
=st range
3 fun
=enjoyable
some students if they agree wi t h t he reviews they have heard, or if the reviews would persuade t hem to see the show or fi lm.
Answer key
• 0
=a:using
• Students write their rev iews ind ividually or in pairs. • Put stude nts into groups to compare r eviews. Ask
questio ns in pairs.
a) Yes, t hey feel the same six basic emotions b) No, they express emotions differently
St udent s wo r k in pairs to write defi nitions.
Put pairs into groups of fou r. Ask t hem to take turns to read thei r definitions to each other, while t he
ot her pair tr ies to guess the words being defined.
ideas, t hen compare their ideas in pairs. o
Students match the reviews to the topics. Check answers, and elic it which is the most positive and nega ti ve rev iew and why.
S8 p.93
Get ready: coordinallng 1mkers o
from each category A- C. Put stu dents int o pa irs and ask t hem to t hink of t wo examples for each of the categori es t hat they bot h agree are funny. Ask some pai rs to report back on whether they have similar tastes.
Refer st udents to th e photos on page 153. El icit one or two sen t ences using modal verbs. St udents
o
S8 p.94
Cliiiu!!oii,,!!:st .... Laug hter .... Workbook p. 46 Exam practice Exam guide page 12 .-
8.2 Transcripl ~ p. 141
Read t he Exam tip with the class.
~
¥
• FOCUS on th e fir st quest ion and opt ions. Elicit ways in which Zadie co uld express t he ideas in t he th ree opti ons. • Play t he recording as far as while I'm having a break an d el icit th e co rrect an sw er (C) an d th e evidence (it does wear me out). • Allow stu de nts t ime to read the rema ining questions and opti ons. • Play the reco rd ing t hrou gh for st udents to co mplete the exam t ask. Play t he record ing aga in fo r them t o chec k th eir answers.
• Stu den t s discuss the ques ti ons in pair s. • Ask some students to report back on t heir discussions and repea t their pa rtn er' s joke to t he class.
Speaking: Parts 3 and 4 Collaborative task and discussion Wa r mer
• With books closed, ask: When did you las t go to a party? What were you celebrating? Who was there? Do you ever organise parties? When ?
Smart answe r key 1 A X (she says that TV work is pretty ted ious, not performing
• Students discuss the photos and an swer t he questions in pairs. • Elici t ideas f r om t he class.
live on st age) B X (she suggests it is well paid - / could probably make a good liv;ng that way) C ./ (it does wear me out) 2 A X (he r mum and dad encouraged her t o follow a more conventional path) B ./ (her granddaddy used to be an entertainer. which
S8 p.95
e "'..
3 Transcript
~ p.142
• Go thr ough th e difference betwee n Par t 3 an d Part 4 of the speaking exam wit h th e class. • Play th e recording once for st udents to identif y which part of the speaking exa m th e speaker s are answering. Play the recording again for them to list the topi cs.
seemed like a dream job to me) C )( (her t eac hers described her as a co media n in her school reports. but they didn't encourage her) 3 A ./ (I was a sunny kid) B X (she got less than brilliant grades) C )( (her teachers' opin ion on her perfo r ming isn't ment ioned) 4 A X (she knew t here would be negative cr itic is m, that's all
Answe r key Part 4; music, food, gu ests
part ofthe job) B X (she did n't mind puttin g in t he hou rs) C ./ (sh e had be en keen to share jokes and ideas , but found t hat other comedians were t oo com petit ive t o do this) 5 A X (she often laug hs at stories in t he news, but she t ends t o avo id ma king jokes about the ne ws) B X (she watches other comedi ans not so much for inspiration as ent ertainment ) C ./ (t he things I've heard people say in cafes or on buses) 6 A X (ther e are stiff a few empty seats) B '/ (she's thin king of gett ing some dark glasses for disguise beca use people come up to her in t he street) C X (s he's thinking of upda ting her wardrobe, but she hasn't done it yet) 7 A '/ (sta y true to yourself and don't pretend to be something you're not) B X (setting out to be st ra nge or unique rarefy works) C X (trying to make everyon e like you is a waste of time)
Listening e xtra • Wri te t hese sentences on t he board: 1 It' s hard to beat the ___ (feeling of excitement) yo u get from st andi ng in f ront of an audi ence . 2 Sitco ms and sket ch shows help me pay the bill s while I'm _ _. (not work ing). 3 I bet you were _ _ (diff icu lt to manage) at sch ool. 4 I've always been energetic so I didn't mind ___ (working hard). 5 I always see _ _ (t he humour in a situation). • Explai n that t he defin it ions in bracke t s show th e meaning of the missing word or expre ssion. Ask st uden ts if they can remembe r any of th e missing expr essions. • Pla y th e record ing and ask students t o compl ete t he sent ences. • Check ans wers, then ask: What gi ves you a buzz? Do you try to see the fun n y side of things? Ar e you willing to put in the hours to become successful?
Answer key 1 buzz 2 having a break 3 a hand ful 4 putting in the hours 5 t he fun ny side of t hings
Ovel' to you!
Exa m pra ctice Exam guide page J3 •
• Read th e Exam tip with the cl ass. Re ad the ex tr act s wit h the class and ask st udent s if t hey can remember any of t he responses. • Play the recording for students to listen and not e down the responses. Elici t which are used for agreeing (1, 3,4) and which for disag reeing politely (2).
---
Answer k ey
1 Absol utely_ 2 Yes ... to a cert ain deg ree. 3 Oh no, definitely not. 4 (Yeah I Yes) I know what you mean.
• Studen t s wo rk in pairs to match th e expres sions with the ir functi ons and add more expressions.
Answer key (i ncl uding sample answers) 1 3 4 5
B (So; Yes) 2 A (Second ly; Next) F (I t seems to me; I wou ld sa y) G (So to sum up; So what we 've ag reed is) D (Do you wa nt t o add any thin g? ; Have we f or gotten anythi ng?) 6 E (One mor e thing; Another point is) 7 C (As you poin t ed ou t )
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• Refe r st udents t o t he pic t ur es on page 155. • Students wor k in pairs to discuss t he questions. • Ask st udent s to rep ort back on how well they and their part ner did the t ask, and what ex pressions from Act ivit ies 3 an d 4 th ey used. • s tu dents work in pair s t o add on e more ques tio n, then discuss t he question s. • Ask studen t s t o rep or t ba ck on what opinions t hey have in common.
Word building: behaviour
S8 p.96
Warmer • With books closed, t ell st udents about somet hing good or surp rising that has happened to you recently, e.g. I've jus t moved to a new house.
o
Ask students to think of something good or su rprisi ng tha t has ha ppened to t hem recently. Ask some st udents t o tel l you their news, and respond appropria t ely. Write the expressions you use to r espond on the board, and ask students wha t other expr essions th ey can use to respond. Elicit suggestions, but don't conf irm or reject any at this stage.
C!!5!i!J!,;oEo;:;.!!'~
Use of English: Part 1 Multiple-choice cloze S8 p,97 Warmer • Ask: Do you ever do questionnaires in magazines? Elicit some answers, then ask: Do you ever do personality questionnaires? Do you think these questionnaires are useful? Do you belie ve the results?
Responses
o .
students wor k in pairs to match the comm ents t o the r esponses . POint out that more than one res pons e 15 possible for each comment. • Ask some pairs to read the comments and responses to the class , and encourage them to use t he correct intonation. 0
Get ready: make and do
o
Answer key 1 A, D, F
2 B, I, L
3 E, H, J
4 C, G, K
Q . Students work in pairs t o give news and respond. Phrasal verbs (4): behaviour
C. o
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Focus on t he names of the st ar signs and ask st udents what st ar signs they are. Model the pr onunciation of the star signs if necessary. Ask students if t hey read their horoscopes regul arly, and why. Elicit a range of res ponses. Students read the text and discuss in pairs whether they agree wi th what it says.
o
o.
Students wor k in pairs to match the phrasal verbs t o the mean ings and write definitions.
•
-...;...,---," e· .
Students work in pairs to identify which phrasal verbs are separable.
Answer key cheer up; tire out; ca lm down; make up; let down
Ove.. toyou!
Q .. Students prepare their ideas ind iv idually.
0 -· -~
Students work in pairs to t alk about th eir experience and resp ond appropriate ly.
Speaking extra o
o
Write these questions on the board: 1 Do you rush in t o things, or do you think before yo u act? 2 Wha t helps t o calm you down when you're stressed? 3 Do you like to fit in with t he crowd, or do you like to be different? Why? 4 Do you always tell the truth, or do you sometimes make things up? Why? Ask students t o discuss the question in pairs. Ask some students to report back on their discu ssions.
Stu dents work in pa irs to comple te the tab le with the ex pr essions, and add mo re. • Check answers, and elicit other ex pressions. 0
do: someone a favour; a cou rse; bad ly; business: harm; homework; housework; your best (someone a good turn; well; nothing) make: plans; a living; an appointment; an effort; an offer; money; t he best of somet hing (an excuse; a mistake: a suggestion)
Stu dent s wo rk individually t o wr ite questions using the expressions. With weaker classes , you could brainstorm ideas with the whole class firs t , • Ask some students to read out theit:" questions and check that the y have used the expressions correctly. • Put students into pairs to ask and answer t heir questions. o Ask students to report back on what they learnt about thei r pa rt ner. 0
o
Answer key A 5 8 7 C 4 D 10 E 1 (sample answers) tire out: ma ke someone very tired calm down: make someone fee l relaxed fit in with: be the same as (other people) stand up for: say that you support (someone or somet hing) rely on: depend on
• Students read the tex t and answer the question in pairs.
Answer key
Monitor and chec k that students are using appropria te responses and the cor re ct intonat ion.
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,.. Workbook p. 83
'
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make and do ... Workbook p . 41
Exam practice Exam guide page 11
0 -
Ask students to re ad the te xt quickly, ignoring the gaps. Ask: How does Derren Brown work out what people are th inking or feeling? If vou could read people's minds, what kind of things would you want to find out? Elicit a range of answer s. o Read the Exam tip wit h the class. o Focus on the example answer and elicit that the correct answer is experts because it has th e correct meaning and ca n also col locate wit h in. o Students complete the exam task. • Check answers, and ask st udents which answers invo lve d a collocation with make or do (2, 9, 10, 12) 0
Smart answer key 1 A (appear is the only ve rb with the correct meaning which can be followed by an infinitive; look is usually fol lowed by an adjecti ve; show and demonstrate require an object) 2 0 (make is t he onl y verb wh ich collocates with choice) 3 B (the other adverbs exp res s certainty ; on ly really can be used in a question to ask whether something is true) 4 C (magic is uncountable, so cannot fo llow a; disguise and fake ha ve t he wrong meaning) 5 B (i n the expression it's a matter of ... ) 6 C (close is the only adjective that collocates with attention) 7 A (part of the ph rasal verb working out; solving has the correct meaning, but can not be followed by out; getting and turning both form phrasal verbs with out, but not wi th the correct meaning) 8 C (part of the expression in addition) 9 0 (opinions and ideas don't collocate with make; offers and suggestions both collocate with make, but only suggestions has the correct meaning)
lOA (the correct word must be an adverb, because it follows the verb does; good is an adjective, so is not possible; really is an intensifying adverb, so must be followed by an adjective or a verb; truly does not ha ve the correct meani ng; only right has the correct meaning of correctly and can occur after a verb) 11 A (a ll the nouns can occur after expressing, but only concern has the correct meaning of worr y) 12C (only harm collocates with do; hurt has a simi lar meaning, but is not used after do)
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Students discuss the question in pairs.
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•
Answer key 1 before; after 2 end 3 befo re 4 after 5 indirect; direct 6 direct; indirect
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Writing: Part 1 - An informal letter
SB p.98
1 2 3 4 5 6
• As k: What was the last fjme you celebrated something? What were you celebrating? What did you do?
Prepare Students discuss the photos and answer the questJOns In pairs.
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Students read the letter and answer the question In pairs.
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Read the exam task with the class. Students pre pare the ir Ideas Individually. With weaker classes, you could do this as a class activi ty.
.
She might have a party or go to a football match,
linalyse the task Focus on the notes in the letter, then on the expressions. • Students work in pairs to complete the table and add their own ideas.
Answer key (including sample answers) red: You must be fee ling ... ; Good luck (I'll be thi nking of you) blue: If I were you, ... ; I think you should ... (Why don't you ...7) green: I'd love to come; ... is the best time for me (I 'm free any ti me in July) purple: I haven't decided how ... ; I'm planning to ... (I t hink I
might ... )
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....-...::-;.;;.--~ -.
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Students complete the reply with the correct expressions.
Answer key 1 Good luck 2 If I were you 3 I'd love to come 4 would be t he best time for me 5 I'm planning to 6 I haven' t decided how
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Students read the letter aga in and find the examples of different kinds of la nguage.
you will never believe I did really we)) the judges awarded me the second prize if we have enough time especially rea lly funny Hol lywood comedies The ju dges explained t o me
Ready to write! Exam guide page 10
Answer key
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Students rewrite the letter, writing t he sentences in t he correct order.
Answer key
Wanner
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Students complete the rules. Check answers, and briefly revise any points that students find difficult.
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Read the Exam tip wit h the class. Students plan their vocabulary and grammar individually. Refer them to the Writing phrases on page 168. With weaker classes, you could do th is as a class activity. Students write their letters individually. Remind th em th at it is extremely important for them t o check their written wo rk and correct mis takes.
Answer key (sample answer) Dear Jon, Well done for coming second in the short story competition.- I think you've done brilliantly! I could never write a sho rt story, 50 I'm really impressed that you did so well! Yes, I'd love to come to the fil m fest ival with you. I'm really into films. In fact I've just done a course on film ' making, which was great fun. The funniest f ilm I've ever seen is Madagascar 2. It was created by DreamWorks animat ion, and the cartoon animations are brilliant. Although it's a ca rtoon, the characters are really strong, and the voices fit the different characters rea lly well. It's a great story, and there are loads of la ughs! If I were you, I' d give the money to a charity. There are so many people who need he lp. What about a charity t hat helps homeless children in Brazil? I saw a TV programme about it recent ly, and their life is really hard. Loo king forward to seeing you soon and watching some fa ntastic films!
Answer key t must; could; would; might 2 brilliantly; later; hard; soon 3 present simp le; will future; present cont in uous for present and future use; going to future 4 stressed; great; biggest 5 cheer ... up; have ... round; go out; look forward 6 tho ugh; as; so; but ; or
Improve your writing: word order
o. .
Students rewrite th e sentences, adding the bold words. • Check answers with t he class.
Answer key 1 3 4 5
She never laughed at his jokes. 2 He told the joke bad ly. They're both funny Italian actors. Tha t pe rformer isn't confident enough. She told me a joke. 6 The comedian expla in ed it to us.
On target? SB p.100 Answer key 1 1 mig ht / may / could have broken 2 can never forg ive 3 might calm him 4 could not have known 5 only an actor but 6 neither afraid / frightened nor 2 1 joy 2 cheer 3 tel l 4 down 5 up 6 fee lings 7 out 8 crazy ·9 sense 10 take 3 (sample answers) 1 shoc ked 2 confused 3 sad / cryi ng 4 bo red / tired I yawn 4 1 is not give n 2 bel ieve 3 being; to be 4 to be 5 holding; happens 5 t t ired 2 stressful 3 irrational 4 scientists 5 actuaJly 6 scientific 7 cooperation 8 relief 9 advise 10 worse
Go for it! Topic vocabulary
Grammar
success and fa ilure
• wishes and regrets • m ixed conditionals • be / get used to
sport body idioms
Writing
Word building
set text (an artic le) . approp riate language
words with similar meanings
collocations (3) word families
Exam preparation Reading Part 3 Use of En glish Pa rts 3 and 4 Listen ing Part 1 Speak ing Parts 3 and 4
Writing Part 2
Warmer o
Wri t e the word ambition on the board and check understanding. Ask: What are your ambitions in life? What will you need to do to be successful? Is it important to have goals and ambitions? Elicit a range of ideas and opinions.
Reading: Part 3 - Multiple matching ss p.102 Warmer • Write these questions on the board: 1 Which sports do you enjoy play ing and watching? Why? 2 If you could be a world champion in any sport. which would you choose? Why? 3 Would you enjoy being a pro fessional sportsperson? Why? I Why not? • Ask students to discuss the questions in pairs, then invite some students to report back to the class on their discussions.
Topic vocabulary: Success and failure
o e. 0
o
o
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students study the photos and discuss the questions in pairs.
Put students into groups of four to agree on the three most important ingredients for success. Ask grou ps to report back on their answers, and have a brief class discussion. Students read the notes and discuss the question in pairs.
~ 9.1
Transcript .... p . 142
• Students work in pairs to guess the missing words. o Play the reco r ding for students to listen and complete the notes. Explain that sometimes more than one answer is possible, but students need to listen to the words the speaker actually uses.
---
Answer key 1 in 2 goa ls; realise 4 turn
0: .
5 crowd
3 Take
6 better; give
Students discuss the question in pairs. Ill- Success and failure Ill- Workbook p. 52
Listening extra • Write these sentences on the board. Accordi ng to the speaker ... 1 dreams are more important than practical goals. 2 you should make a list of your ambitions. 3 not everyone who has become successful has worked hard. 4 sometimes you will feel upset about the things people say about you. • Put students into pairs to decide from memory whether t he statements are true or false. Play the recording again for them to check. Answer key 1 False; it isn't enough to have dreams - you need goals too 2 True; write down a list of everything you want to do 3 False; they've all got this in common: they put in a whole lot of time and effort 4 True; you're gonna have people criticising you, and it's gonna hurt
Ove.. to VOU!
g.
0
Students work in pairs to play the challenges game. Be prepared to step in and arbitrate if there are disagreements.
0 0
0
Students discuss t he question in pairs.
0
Students read the t ext quick ly and identi f y the sports. Remind students that they shouldn't worry at this stage if they don't understand every word.
Answer key A free running D surfing
B tenn is C cheerleading E wheelchair rugby
Exam practice Exam guide page 9 Read the Exam tip with the class. Point out to students that some sentences may contain some of the elements of an answer, but they must find the part of the tex t t hat contains all the elements. o Students complete the exam task individually. Ask students to underline the evidence they use to support their answers. • Check answers as a class, discussing the evidence that students have underlined.
Smart answer key 1 A (There are too many distractions when you play sports in groups. Alone, you can concentrate on each movement) 2 E (Sadly, the modified chairs don't come cheap) 3 8 (You see players trying to cheat by intimidating opponents or shouting at refer ees. I really can't relate to that) 4 C (I have seen instances of bullying among team mates, which isjust terrible) 5 D (It can be a lonely sport. If you're getting up at dawn every day to catch the best waves, then you don't want to go out much in the evenings) 6 A (Coming second in the free running world championship has landed me roles in music videos, but it doesn't bring in quite enough to get by) 7 D (for me, second place is as bad as last place) 8 D (I don't care how many times I fall off the board or how man y bruises I get) 9 8 (it nearly put me off tennis for life) tOE (Now I regularly hear them cheering in the stands - they nearly deafen me each time I score) 11 C (When I tell people what I do they often laugh) 12D (If I see someone doing a new trick it obsesses me. I study all their moves and work out how to copy them) 138 (I was practically falling asleep on my desk)
14C (I work out a lot, often to the point of being completely worn out) 15A (Free Spirit. That's me! I don't run on a track, I go wherever I want. I don't let any obstacles or worries about danger hold me back)
• If necessary, elicit some expressions for arguing for or against, e.g. We strongly support / oppose the idea that .. ., There are many reasons why this is a good / bad idea, First of all, ... , Secondly, ... , Last but not least, .... , To sum up, .. .. • Monito r and help while students are preparing their ideas.
Reading extra • Write these sentences on the board. Ask students to read the text again and decide whether they are true or false. Ask them to underline the evidence for their answers. 1 Django enjoys his job as a bike courier. 2 Tomas doesn't have the same trainer now. 3 Most cheerleaders don't get pa id for their job. 4 Most surfers are really laid-back. 5 More and more people are watching wheelchair rugby now.
Answer key 1 False; That isn't ideal ... I try to stop it getting me down 2 True; since I got rid of my coach 3 True; cheerfeading is largely an amateur sport
G·
Ask the nominated speakers from each group to put the ir arguments to the class. Allow other class members to ask them questions. • Ask the class which arguments they found more convincing, then ask students to express their own opinions. You could have a class vote to decide whether the class is for or against each statement.
Grammar: wishes and regrets; mixed conditionals SB p.104 Warmer • With books closed, writ e the word regret on the board and elicit the meaning. Give an example of something you have regretted, e.g. I spent £200 on a jacket, but I regretted it because when I got it home I realised that I didn't really like it. Ask: Have you ever done something that you have later regretted? Elicit a range of ideas.
4 False; There's still this stereotype ... If only that were true 5 True; it's becoming increasingly popular with spectators
Vocabulary in context: sport
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Students wor k in pairs to find the words.
Answer key sports: free running, tennis, cheer leading, surfing, wheelcha ir rugby people: sponsor, coach, opponent, referee, team mates, spectators equipment: racquet, board, modified chairs places: track, court actions: run, win, lose, cheat. train, wo rk out, succeed, score, take up, fall off, cheering competitions: wor ld championships, j unior championsh ips other: sport swea r company, amateur, professi onal. acrobatic, competitive, second pla ce, trophies
O· -
Answer key He's apologising fer shout ing at the refe ree.
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Students wor k individually to wri te their rules. Briefly revise the use of modals for rules if neces sary. • Put students into pairs to read the ir partner's rules and suggest improvements.
Answer key 1 get by 2 work on 3 put someone off 4 work out 5 ta ke up
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... Sport .... Workbook p . 52
Ovell'toyou1
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Divide the class into two teams. Tell one team that they mus t prepare argume nts for statements 1 and 2, and tell the other to prepare arguments for statements 3 and 4. Tel l them not to worry at t his stage if the arguments they are preparing don't reflec! their real opinions, as they will have a chance to ex press their own opinions later. • Ask each team t o nominate one or two speakers for each statement.
Students work in pairs to study the expressions and complete t he rules. • Check ans wers, and point out that for rule 1, we often use wish / if only + stative verbs (I wish I was ... If only I had ... etc.). Refer students to the Language summary on page 164 to review the rules.
Answer key
Language extra • Writ e these definitions on the board: 1 earn enough money to live (paragraph A) 2 try to achieve something (paragraph A) 3 make someone not enjoy something any more (paragraph B) 4 discover or understand (paragraph D) 5 start a sport (paragraph E) • Ask students t o find phrasal verbs in the text to match the definitions .
Students read the extract. Ask the questions to the whole class.
1 A
2 D
3 B, E, F
4 C
Language extra • Refe r students back to paragraphs C and D of the readi ng text on page 103. Ask them to find examples of I wish and if only (I wish it wasn't an issue, paragraph C; If only it were true, paragraph D). • Point out the use of were in If only it were true. Explain that after if or I wish we often use were instead of was, especially in formal English.
e. -
Ask students to read the text. Ask: What did he / she do? Do you think he / she is genuinely sorry? Why? • Students choose the correct alternatives. Encourage students to use the rules in Activ ity 2 to help them.
Answer key 1 were 2 would stop 3 could go 5 shou ldn't 6 had seen
4 cheatin g
• Students work in pairs to write sentences. • Check answers, and ensure t hat st udents are using I wish an d if only correctly.
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Read the rules wi t h the class. • Students work in pairs to identify the clauses referring to the past and present.
• Check answers, then refer students to th e Lang uage summary on page 164. Answer key If I'd trained hardera:YiQUl d still be in the tea!j};) ~ be rich to a
if I'd won the contest!
If I was fitter,
• Students answer th e questions individually or in pairs. • Put stud ents into groups of four to compare t heir answers. Ask each group to report back on the most interesting or unusual answers to each question. Language extra • If students need more consolidation of t he form of I wish / if only and mixed conditionals, write these sentences on the board. 1 If I hadn't cheated yesterda y, they wouldn't disqual ified me. 2 If he had been honest, he didn't be in prison now. 3 The accid ent was my fault - if only I driven more . carefully! 4 I'm hopel ess at sport - I really wish I am bett er! • As k stu dents to wo rk in pairs and correct t he errors in th em. Answer key 1 If I hadn't cheat ed yeste rda y, they wouldn't have
disq ualified me. 2 If he had been honest, he wouldn't be in prison now. 3 The accident was my fault - if only I had driven more carefully! 4 I'm hopeless at sport - I really wish I was I were better!
Ove .. to you! • Al low students time to prepa re their questions and
respon ses. Monitor and help as necessary. • Students perfo rm their dialogues in pairs. • Students ca n swap roles and prepare another dialogue. • Dec ide whether t he celebri ty has made a good impression and why. • Ask some pairs to perfo rm their dialogues for the class.
Use of English: Part 4 Key word transformations ss p_105 Get ready: be I get used 10 • St udents read th e extract and discuss the questions in pairs. Background extra Vinnie Jones was born in 1965. He played football professiona lly from 1984 to 1996, playing for, among oth ers, Leeds United and Chelsea. During his professi onal ca reer he developed an image as a 'hard man', being sent off 12 times, once after only 3 seconds of play! He used his hard-man image to brea k into acting, playing tough fighting men in films such as X-Men and Strength and Honour.
o. ..
Student s compl ete the rules in pairs. Elicit whi ch expressions ca n be followed by a noun or a gerund.
Answer key 1 used to 2 be used to 3 get used to be / get used to can be followed by a noun or gerund
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e
Read th e exam ple caref ully with t he class and make sure that students understand the task. If necessary,
elicit some possible answers for the nex t sen tence as a cl ass. • Studen ts wr ite sentences in pairs. aiiiiiiiii!!L!~o~o~"!..
... be I get use d to .... Workbook p. 55
Exam practice Exam guide page 11 • Read the Exam tip with the class. • Focus on the example answer and elici t that it makes all the necessary cha nges, bu t doesn 't change any thing that it's not necessary t o change. • Students complete th e exa m tas k indiv idual ly, then check their answers in pairs.
Answer key 1 I had not lied to 2 only I had taken 3 am not used to being 4 I should not have let
5 wou ld net be (as / so) successful 6 a few people have been 7 got used to working 8 did not use to set
Listening: Part 1 - Multiple choice ss p.106 Warmer • With books closed, put students into pairs and ask them to write down as many part s of t he body as they can in one mi nute. • Elicit wo rds from the class and write them on the board. Elicit some more unusual words such as shin , th igh, nostril, fo rehead, etc. Check understanding by asking students to point to these pa rt s of their own body.
Get ready: body idioms • Students read the tex t qu ick ly and suggest a t itle. Acc ept an y suita bl e ans wer. Answer key (sample answer) Teenage success stories
• Students work in pa irs to match th e idioms to the definitions. • Check answers, then elicit other body id ioms. • Ask: When might we use idioms? El icit that we use them in spok en English and in f orm al written Engl ish such as emails and art icles. Point out that one or two idioms can add interest to wr iting, bu t too many can sound unnatural. Answer key 1 gave him
a hand 2 an arm and a leg 3 her heart was n't in it
4 up to her eyes in
5 see eye to eye 6 a good head for
• Students wr ite their quest ions individually. Elicit a few questions from the class and check that studen t s are using the idioms correctly. • Put students into pairs to interview each other and make notes. • St udents repeat their interviews with three or four more students, then wri te their arti cles. • Ask students to exchange their articles with a partner. Invite some students to repo rt back on interesting thin gs that they and their partner found out. CljjiJ~o!io!i" !f
... Body idioms .... Workbook p. 52
Exam practice Exam guide page 12
e
~9.Z
Transcript" p.142
Speaking: Parts 3 and 4 Collaborative task and discussion
Read the Exam tip with the class. • Focus on the first question and options, and elicit the key words (man want to ... defend / politician, criticise / media, discuss / crime). Elicit possible synonyms and paraphrases of these. Ask students to work in pairs to read the questions and options, underline the key words and think of synonyms and paraphrases. o Play the recording for st udents to complete the exam task. Play the recording again for them to check.
Warmer
Smart answer key
0"9.3
1 A ~ (he certainly can't carry on working in politics after lying
like that)
• With books closed, write the word Achievement on the board and elicit the meaning (something good that someone has managed to do). Ask: What things have you achieved in your life? What achievements
o.
are you most proud of?
Exam practice Exam guide page 13
o o
4
5
6
7
8
Listening extra o
o
Tell students they are going to retell two of the situations to a part ner. Play the recording again and allow students time to make notes and prepare. Put students into pairs to retell the situations in their When they have finished, ask: Have you ever been in a similar situation to one of these people? What did you do? Invite students to discuss the questions in pairs.
~ p.143
Read the Exam tip with the class. Play the recording for students to listen and decide which pair is most successful.
(least successful) B,
0:
C. A (most
successful)
students discuss their answers in pairs. Discuss the answers as a class, playing the recording again if necessary to help students understand why A is the most successfu l (see answers below).
Answer key (suggested
answer) In discuss ion B, t he speakers do not fully discuss each picture, and they do not give a full response to each others' opinions and questlons. In discussion C, the speakers make a better attempt to answer the question and discuss each picture, but they do not interact with each other sufficiently. The female speaker sometimes hesit ates to speak, and spends too much time describing the deta il of the pictu r e of the child reading, rather than answering the question. Discussion A is the most successfu l because the speakers answer the examiner's question, discuss each photo fully, and make a good attempt t o interact with each ot her.
~ 9.4 Transcript .... p. 144 o
o
Focus on the table and ask students if they ca n remember any expressions that the speakers used. Play the first discussion again. Put st udents into pairs to complete the table and add their own ideas.
Answer key Adding points: what's more; in any case Giving examples: like; such as Responding: right ; oh, totally; they do, don't they?; Yeah , that's true!; Yes, maybe ..
0: . Ask students to report back on how well they and Students work in pairs to discuss the questions.
_..
0
their partner did the task, and what expressions from Activity 4 they used.
e. o
own words . o
Transcript
Answer key (sample answer)
football) C./ (of course they wanted to talk about Tom - her br other) A ./ (It ga ve me my first chance to work in a studio, and I learnt a fat from that) B ;< (he doesn' t say specifica ll y whethe r he enjoyed it or not, but suggests he didn't - I think they rather enjoyed themselves at my expense) C ;< (I took the role in the expectation that it would lead on to better things, which turned out to be wishful thinking) A;< (not mentioned) B ./ (it's important for those of us in government to have upto-date advice) C X (he has a background in law, but he's not a lawyer) A ;< (she thinks she is good enough, but wonders is that enough?) B./ (I need to put something on this form that makes me look a bit different) C ;< (I think I'll probably do OK when they interview me face -ta -face) A'/ (I could end up with permanent damage if I carried on ) B X (she was successfu l: I wasn't quite the top ballerina in the company back then, but I was getting pretty close) C;< (it wasn't really a question of changing my mind about ballet - I gave up dancing because I felt I had to) A ./ (there's the fact that you lied to me. I could have forgiven everything else) B;< (she has spent a lot of money, but t his isn't the main thing that has upset he r) C X (did you think I was going to ... leave you just because you lost your job?)
Students discuss the questions in pairs.
, • Elicit ideas from the class.
8'/ (I'm concerned about the reaction of the press) C X Ca crime is mentioned, but the main aim is not to discuss the crime) 2 A X (s he doesn't t eel guilty - sh e says don't be sorry) B X (she isn't disappointed - she says the pressure just disappeared w hen she got her results) C ,/ (the pressure just disappeared) 3 A X (she thought at first t hat was the reason she was inv ited, the n she realised it wasn't) B X (she doesn't mention how much she knows about
SB p,107
Students discuss the questions in pa irs. Ask students to report back on what things they disagree about.
Word building: talent
SB p.108
Warmer o
With books closed, wr ite the word talent on the board. Elicit names of famous people who have great
talents, e,g. sports people, singers, actors, etc. Ask: Do you wish you had a great talent? Why? What talent would it be? Elici t a ra nge of ideas.
Answer key 1 compete (verb); competition (noun); competitor (noun); competi tiveness (noun); competitive (adjective); competi tively (adverb); uncompetitive (adjective) 2 competition, competitor, competi tiveness (all nouns) (sample answers) competition: an event in which people try to win something competitor: a person who is participat ing in a com petit ion competitiveness: the feeling of wanting to win
Words with sintilar meanings o
o
0
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Students read th e text quickly and discuss th e ques tions in pairs. Students wor k in pairs to complete the gaps. Check answers, and discuss as a class why the other options are wrong.
Put students into pai rs. Have th em create word families . • Go over ans wers as a class. o
(~:I:~r key l B 2 B
3 D 4 D S A
Answer key
• St uden ts work individua ll y to write thei r sentences. o
Students work in pairs to complete their partner's sentences. Studen ts can repeat t his with more than one partner.
Collocations (3): adjectives + prepositions o
Students work in pairs to match the jobs to t he descripti ons and choose the correct prepositions.
Answer key 1 4 7 9
spy; at 2 environmentalist; about 3 chef; wit h pri me minister; in 5 police officer; of 6 nu rse; to psychiatrist; by 8 football manager; for website des igner; on 10 songwriter; about
• Stu den ts work in pairs to write more sen tences. Remind them to include an adject ive and collocating preposition. o Ask students to read som e of their sentences to t he class, and ask the class wheth er they agree or not.
Ask students to read the tex t quickl y, igno ring th e gaps. Students answer the quest ions in pairs.
Answer key 1 Accordi ng to the text: a) these peop le are all ge niuses, and b) the ir success depended on their personal cir cumstances, hard work, and othe r factors, not just natural ability . o
o
o
Read the Exam tip wit h the class. Focus on the example answer and elicit that the gap requires a plural noun, so achievements is the correct answer. Students complete th e exam task.
Put students into groups and ask t hem to take turn s to co nvince the group that their genius is the greatest. Ask eac h group to decide which order thei r geniuses should appear on the website (with number 1 being th e most important). Ask groups to report back to th e class, then have a class discussion to decide on the top 5.
O!iiiii!!:o~o~.!!t
.. Workbook p. 84
Speaking extra o
Writing: Part 2 - Set text (an article) so p.11O Warmer o
Use of English: Part 3 Word formation so p.109 Warmer o
Write the term word family on the board and elicit the meaning. Elici t examples of word famili es, e.g. enjoy, enjoyment, enjoyable. Remind stud ents that sometimes there are spell ing change s bet ween different members of word families.
Get ready: word families o
Students identify the parts of speech. Elicit t he three wo rd s with the same part of speech, and t he differences in meaning.
Ask: What does 'there's no inspiration without pe rspiration' mean? Do you agree? Ask students to discuss the questions in pairs.
Ask students what films they have seen rece ntly. Elicit some titles, th en ask student s who the main characters are in the fi lms. Ask: Who is your favourite character in the film? What is he / she like? Are there any unpleasant characters in the film?
Prepare o
Students discuss the photos and answer the ques ti ons in pairs.
• Students discuss their favouri te characters in pairs. Ask some students to report back on their partner's choices.
Analyse the task
o·
Students read the text. Ask the questions of the who le class. Students read the article and answer the questions. Discuss as a class the writer's opinion and the reasons the writer gives.
• Students rewrite the extract. • Ask students to swap with a partner and comment each other's articles.
Ready to write! Exam guide page 10
o. .,
~
Answer key The writer thinks that Miss Havisham is an unp leasant and un kind person because she is cruel to EsteUa and Pip. However, th e writer also feels sorry for her because she has exper ienced tragedy in her life an d finally suffers a terrible death.
.....
• Students answer the question and identify t he main topic of each paragraph.
Read the exam task with the class. Students prepare their Ideas Individually.
• Students plan their ideas individually. With weaker classes, you could do this as a class activity.
Q) . Students plan their pa ragraphs indiv idua ll y. With
e.
weaker classes, you could do this as a class activity.
.
Read the Exam tip wit h the class. Read the task with the class and eliCit the answers to the questions . Refer students to the Writing reference on pages
170-175. Answer key The writer has used paragra phs to organise his I her id eas. There are four paragraphs - one for each of the main ideas.
Answer key An article; lively, interesting language.
Paragraph 1 introduction to t he topic Paragraph 2 evidence for Miss Havisham's unpleasant character Paragraph 3 reasons for Miss Havisham's behaviour Paragraph 4 conclusion - a personal view of Miss Havisham
Improve your writing: appropriate language
o.
Students write their articles individually. Remind students that it is extremely important for them to check their written work and co rrect mistakes.
Answer key (sample answer) Teamwork
Discuss as a class the difference between an essay and an article. Elicit that an essay is a serious discussion of a subject, with arguments and evidence, whereas an article is more informal , written to interest or entertain the reader. • Students read the extracts and decide whether they are essays or art ic les. Discuss the answers and reasons as a class.
Answer key 1 Essay. Evidence: a more formal style incl uding use of forma l linkers such as therefore and moreover, and the fixed expression In my opinion 2 Article. Evidence: lively, informal style that directly addresses the reader (you) and uses idiomatic language (crying with faughter) 3 Article. Evidence: lively, informa l style that is designed to catch the reader's int erest (What's amazing ... No one can guess·... !). Info r mal expressions such as extreme adjectives (amazing) and No one can guess rather than the more formal It is impossible to predict 4 Essay. Evidence: a more formal style with fixed formal expressions for giving an opin ion (I believe that) and summing up (In conclusion)
e.
Students find the language in the article.
Answer key 1 2 3 4 5
Surely no one deserves that ... ? sorry for; unkind to; crue l to; sympathetic towards fal! in love; break his hea rt; changes her mind let (her) down; make (th in gs) up ... who she teaches to be completely heartless, ... : who she encourages to fa ll in love with Este lla ...; ... the man she loved ... 6 yet; however; but; for this reason; even th ough; as not even
o·
-
Discuss as a class why the extract is not very good. Elicit ideas for improving it, and wr ite them on the board, e.g. very short simple sentences with no linkers, limi t ed range of adjecti ves, repetition of vocabulary (kill, book, nice), no expressions or idioms, no interesting details about the character.
Harry Potter has to do many difficult and da nge rous things in Harry Potter and the Philosopher 's Stone, but in some ways the most cha ll enging t ask is at the end of t he book, when he has to get th rough the obst acles which th e teache rs have set, in or der to reach the philosopher's stone. Harry goes down th rough the trapdoor with Ran and Hermi one, and they are f ac ed with a ser ies of very difficult cha ll enges, with the poss ibility t hat they will be kil led if t hey don't succeed. Fo rtu nate ly, they rise to the challenge and work t ogether as a team to get thro ugh the obstacles. Ro n uses his knowledge of chess to fi nd his way through the gia nt chessboard, Hermione uses her great intelligence t o solve the problem of the potions, and they all use bravery and skill to cat ch the flying keys. This is definitely one of the most exciting parts of the boo k, because th e tasks are filled with danger, but Harry and his friends have to get th roug h them if they want to achieve their goal of finding the phi losopher's stone.
On target?
S8 p.112
Answer key 1 1 would be 2 would stop 3 shouldn't have copied 4 had kept 5 we re 2 1 am very grateful for all your support 2 are sorry fo r disappo inting ou r fans 3 isn 't keen on competitive sports 4 is fascina ted by Law 5 was wrong about the election results 3 1 successfu ll y 2 amb itions 3 compet ition 4 imagination 5 unbeli evable 4 1 have 2 unless 3 got 4 only 5 whose 6 as 5 1 beating 2 scoring 3 turned 4 took 5 wo n 6 carried 7 tiring 8 looki ng 9 doing
Blockbuster Topic vocabulary
Granunaz
· film, fiction and TV
• reported speech
• action and atmosphere . reporting verb s
• thought
Word building Writing · expressions with mind . a review • opinions • phrasal verbs (5) · words with similar forms
Warmer • Ask: What's your favourite film? What's it about? Who plays the main characters? Why do you like it? Elicit a range of ideas and opinions from different students.
Topic vocabulary: Film, fiction and TV • Students stud y t he photos and discuss the questions in pairs. .-< . ~ · 10.1 Transcnpt.....- p.
144
• Check understanding of the words in the box. • Play the recording. Students discuss the answers in pairs. • Check answers with the class, then elicit and revise other genre words for films and books, e.g . horror, comedy, war, adventure.
Reading Part 1 Use of English Parts 2 and 3 Listen ing Part 2
Speaking Part 1 Writing Part 2
o.
Ask students t o tell the class if they would like to read or see the book, film or TV programme their partner described.
Reading: Part 1 - Multiple choice
SB p.114
Warmer • Ask: Do you know any books that have been made into films? Elicit some ideas, then ask: Do you think it's difficult to make a book into a film? Why? . • Discuss the question as a class.
Answer key A Pride and Prejudice by Jane Austen (1813) B The Godfather by Mario Puzo (1969) C The Lord of the Rings (a trilogy consisting of The Fellowship of the Ring. The Two Towers, and The Return of the King) by
J.R.R. Tolkien t1954-1955)
Answer key 1 musical
Exam preparation
2 thri ll er
3 animated film
Background extra • Photocopy the transcript on page 144 of this guide and distribute it to the class. • Students work in pairs to find the nouns in the transcript. • Ask students in turn to read out some of their words. Check understanding of the words where necessary. Answer key movie (F) animation I manga (F, romance (F, T. N)
T)
soundtrack (F, T)
musical (F) sequel (F) plot (F, T,
N)
actor (F, T) heroine (F, T, N)
acting tF, T)
episode (T) series (T) cast (F, T) th ri ll er (F, N) special effects (F, T) stu nt (F, T) scene (F, T) historica l drama (F. T) set CF, T) channel (T) sitcom (T) book (N) chapter (N) fantasy CF, T, N) story (F, T, N) action (F, T, N) characters (F, T, N)
o.
Students work in pairs to find the adjectives in the tapescript. • Check answers, and elicit other adjectives that can be used to describe films, novels or TV programmes.
• Jane Austen (born in 177 5) wrote anonymously, so did not achieve recognition as an author during her lifetime. Her novels oft en highlight women's dependence on marriage to secure t heir position in society. • Mario PUlO was born in 1920 to parents of Italian descent living in New York. He once said in an interview that he wrote the book The Godfather in order to make money. • J.R.R. Tolkien (born in 1892) was a professor of English Language and Literature at Oxford University.
0: ~ 10'2
Transcript'" p.144
• Play the recording. Students li sten and check their answers . Speaking extra • Ask: In general, do you think that films are better or worse than the original books? Why? Do you know any films that are better than the original book?
• Put studen ts into pairs and ask them to tr y to remember the expressions the teacher uses to start talking about each new photo, Then refer students to the transcript to check their answers. • Remind students that they can use expressions such as these in the speaking exam, when they discuss photos wi th a partner.
.id boost
lilt- Film, fiction and TV lilt- Workbook p. S8
Ove .. to yOU!
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Read the Useful language wi th the class. • Allow students time to prepare their ideas individual ly. • Students work in pairs to talk about a book, film or TV programme.
Answer key So, picture A .. OK, so, Photo B So, moving on then ... what about Photo C?
o.
Students discuss the questions in pairs. • Elicit ideas from students and ask: Who do you think should play the main roles?
Exam. practice Exam guide page 9
Reading extra
0 ,.
Tell students they are going to read an extract from .a novel. Focus on the photo and ask: Do you know the name of the film or book? What do you think it is about? • Read the firs t point in the Exam lip with the class, Ask students la read the whole text quickly, then elicit what it is about. Continue reading the rest of the Exam tip with the class. Read the first question with the class, then ask students to read the first ten lines of the text carefully and underline the part that gives the answer (was written by her in a two-day tempest of composition). Refer students to the options and discuss as a class which one best matches the information in the text (B). • Students complete the exam task individually, • Check answers as a class, discussing the evidence for each answer.
Answer key 1 A X (she missed only a breakfast and a lunch - not all her meals) B,/ (was written bV her in a two-day tempest of composition) C X (the preparations were complete before her cousi ns arrived) D X (the text mentions that she contemplated the fin ished draft, not revised it) 2 A X (the play has a happy ending, with Arabe ll a marrying the doctor) B X (the characte rs in the play don't act rationally, but it doesn't say that t his is the theme of the play) C X (not mentioned) 0,/ (whose message ... was that love which did not build a foundation on good sense was doomed) 3 A'/ (he is a prince in disguise because he has good qualities which are hidden) B X (not me ntioned) C X (not mentioned) o X (not ment ioned) 4 A'/ (Briony studied her mother's face for every trace of shifting emotion) B X (not mentioned) c X (not mentioned) o X (not mentioned) 5 A X (not mentioned) B,/ (the text says that Mrs Ta llis obliged, suggesting that she responded in t his way to make her daughter happy) C X (she thinks tha t Briony is still a chi ld , but this is not a negative thing) o X (not mentioned) 6 A ,/ (the prcject's highest poi nt of fulfillment)
BX ex
DX 7 A X (her cousins are in the play) B ,/ (to ... guide him away from his careless succession of girlfriends, towards the right form of wife, the one who would persuade him to return to the countryside) C X (the text says that she would like to be a bridesmaid, but this is not the main reason for wr iti ng the play) o X (not mentioned) 8 A X (this may be true, bu t it is not mentioned in the text) B X (not mentioned) C ,/ (Briony's [room] was a shrine to her controlling demon) o X (not ment ioned)
Speaking extra • Ask: What do you think will happen next? Why? Ask students to discuss their ideas with a partner.
• Write these sentences on the board, Ask students to read the text again and decide whether they are true or false. Ask them to underline the evidence for the ir answers. 1 Briony's cousins are going to act in the play. 2 The play is exciting and sad. 3 In the play, Arabella marries a foreign count. 4 Briony likes to imagine that her brother is proud of her, S Briony's sister is even tidier than Briony.
Answer key 1 True; There would be time for only one day of rehearsal before her brother arrived 2 True; at some moments chilling, at others desperatefy sad 3 False; she intends to marry him - her intended - but she is desert ed by him 4 True; boasting to a group of friends ... my sister, Briony Tallis, the writer 5 False; Briony's was the only tidy upstairs room in the house
Vocabulary in context: action and atmosphere
c·
Students work in pairs to find the words, Ask students to note which words describe action, and which atmosphere,
CiriLiii..ii..ii.i-.:" ... Action and atmosphere ... Workbook p. 58 Ove.. toyou!
o ·. -
students work in pairs to write their stories. Display the stories arou nd the classroom and get students to read them and vote for the most exciting, and the one that uses the best range of adjectives, adverbs, verbs and nouns.
o·
Students read the stories, then discuss in small groups which they think would make the best novel/ film and why, Ask groups to report back to the class,
Grammar: reported speech
S8 p.116
Warm.er • With books closed, ask: Are you interested in celebrity gossip? Why? / Why not? Elicit a range of ideas.
o.
Students read the interview and the report Elicit the answer to the question.
-
Answer key He doesn't believe her.
O..
Read the ru les with the class. Students work in pairs to find the examples. • Check answers, and ask students what other modals change in reported speech (may changes to might).
Answer key (sample answers) 1 2 3 4
She told me that they'd been frien ds since last year Adora says she's still single. She said I shouldn't liste n to rumo urs! She told me he would be staying until the following week.
e. .
o
Students work individually or in pairs to find the reported quest ions and complete the rules. Check answers, and refe r st udents to t he La ng uage summary on page 165.
Reported quest ions: I asked her whether it's true t hat she 's seeing ... ; I as ked her why Brett had flown over ...; she asked if we cou ld please ask her about somethi ng else 1 affirmative 2 don 't use 3 yes or no
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0
Get ready: reporting verbs
o o -
Answer key
o.
Use of English: Part 2 - Open cloze sa p.117 0
have won an Oscar. • Students read the text and answe r the question in pairs. 0
t?
Students work in pairs an swer the questions. Check answers and remind students that pronouns also often change between direct speech and reported speech.
more ve r bs. Po in t out that some of the verbs may
Answer key (including sample answers) 1 3 4 6
o
0
o
• Check answers with the class and revise any aspects of reported speech tha t studen ts fi nd difficu lt
1 2 3 4
(t hat) she'd got a feeling that t hey weren't in Ka nsas anymore. (tha t) a boy's best fri end is his mother. what he was rebelli ng aga inst. (that) some of them might die, but that was a sac rifice he was willi ng to ma ke. S what planet she had come from .
Language extra o
Over to you.! .
0, 0: . 0
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o
o
o
Put stude nts into grou ps of three and al low the m time to prepare their notes, Ask students to decide i n each group who is A, Band
C Refer students to the appropriate pages. Allow students t ime to prepare their ideas individually before they comp let e the activity in their groups. Ask the TV presenter in each group to re po rt back to the class. If stu dent s have time, ask them to swap roles and complete the activity again.
La nguage extra o
o
Ask students to write two lists. Lis t A should be fi ve things t hat people have said to them t his week, using the exact words the y said. List B should be a list of the people wh o said the things, but in a different order to List A. Ask stud ents to swap lists with a pa rtneL They look at the lists th eir partner has given them and try to match the quotations to the people. Ask them to discuss the ir answers in their pairs, using reported
speech to exp lain their ideas, e.g. I think your mother told you that you should tidy your bedroom.
Allow students time to prepare th eir ideas individually. Put students into pairs to talk about t heir
boost
Q
.. Reporting verbs'" Workbook p . 61
Exam. practice Exam guide page 11
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Students read the article quic kl y. Elicit the answers to t he questions from the class. .
Answer key Nick Pa rk is an animator who created t he Wa lla ce and Grom it fil ms. They took a long wh ile to make because moving the cl ay mode ls is very ti me-consuming.
In pairs, ask students to write three film quotations that the y know. Tell them not to write the names of the fi lms. Students excha nge quotations with another
pair and rewrite them in re ported speech . • Check answe rs, and ask students if they can guess whic h f il ms the q uota tions came from,
refuse (promise) 2 ask (tel l. force, in vite) explain, insist. deny, inform (a gree, admit, compl ain) (pe rsuade) 5 deny (ad mit) cong ratulate someone on, insist on
experiences. Mon itor while stu dents are working. an d correct any err ors in a feedback sessio n at the end .
C . Students work in pairs to rewr ite t he quotations. Answer key
Read through the tab le wi t h the class and elicit an example of each pattern. Students wo rk in pairs to comp lete the table and add belong in more than one category.
Answer key t We use: say (+ that) + clause; tell + ind ir ect object (+ t hat) + clause 2 a) t he previous time b) the day before c) the following wee k d) t here e) t hat 3 because the reporter was report ing shortly after speaking with Adora, the time last year is still va lid
Ask students if t hey know any films or actors that
Read the Exam tip with the class. Focus on the example answer and elicit that th e
missing word is has because this forms part of the present perfect tense. Focus on t he next gap. El icit that the meaning required for t he gap is not, but the missing word is neither because it fits into the express ion neither .. . nor. • Students comp lete the exa m ta sk indi v id uall y, t hen check their answers in pairs.
Smart answer key 1 neithe r (part of neither ... nor ... ) 2 on (coll oca tes with congratulate someone) 3 Though / Alt hough (t he mea ning of the sentence calls for a linker of contra st, and though / although are the only ones that will fit in this position at the beginn ing of the first clause) 4 t o (part of the pattern advise + object + infinitive) 5 that (a fter explain) 6 As (pa rt of t he expressio n as a r es ult) 7 such (pa rt of the linker such as) 8 is (pa rt of the passive verb is used) 9 from (part of the expression from .. to ...) 10 fo r (part of the pattern blame + object + for + -ing ) 11 of (part of the pattern accuse + object + of + -ing) 12 more (to form the comparative of reliable, fo ll ow ing the comparat ive cheaper)
Speaking extra o
Write these questions on the board. Ask students to discuss t he questions in pairs, Elicit some answers f rom t he class and hold a brief class d isc ussion.
1 Do you enjoy watching animated films? Why? 2 What good film stunts have you seen? Can you tell the difference between real stunts and those created by CGI?
9 pat ience (You'll need an eye for detail, understanding and patience - the last one is essential) 10 cafe (I'll be in the main hall, in the cafe till midday)
Listening extra
listening: Part 2 Sentence completion so p.118
o
Warmer • With books closed, ask: Who likes writing stories? Do you have a good imagination? Elicit some ideas, then ask: Who likes doing puzzles and solving problems? Are you good at logical thinking? Eli ci t some ideas, and ask students if th ey think the same person can be good at doing both of these things.
Get ready:
o o .
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Answer key t She used to be a pop singer. 2 It lasts for fo ur wee ks. 3 There are olive trees. 4 There are three new works hops. 5 There are ru mours about a ghost in the woods. 6 She published a novel called Swan.
thought
Students do the quiz individually and check t heir answers. Put t hem into pairs to discuss the re sults .
Students work in pa irs to underli ne the thinking verbs and think of more. • Check answers, and check understa nding of the verbs.
0
Speaking: Part 1- Interview so p.119 Warmer o
Answer key (includ ing sample answers) 1 analysing, wondering
2 remember
3 understa nd , thinking, guess
4 imagine, conside r
(ca lculate, reflect on, grasj::, perceive)
e.
Read through the expressions in the box an d make sure t hat students understand them. • Students discuss the questions in pa irs. Ask some students to repo rt back on similari tie s or differences between them and their partner.
orc'-j;~ost
... Thought'" Workbook p. 58
Exam practice Exam guide page 12
o.
10.3 Transcript
.
e
Students discuss the questions in pa irs . • Elic it ideas from the class. 0
o
o
Play t he record ing for stude nts to listen and answer the questions.
Answer key A Do you and your family like the same television programmes?
B What's you r favourite television programme?
Read the Exa m tip with the class. o Focus on the first gap and elic it t he t ype of in format ion that is missing (a job). o Ask students to work in pa irs and predict what is missing in th e remaining sentences. o Play the reco rdi ng for students to complet e t he task. Play the reco rd ing again for th em t o check. • Before you check answers, rem ind students to read the completed sen tences and check that they make sense. Remind them to make sure th ey have completed all the sentences. o When you have checked answers, ask: Would you like to go on a course like this? Why? o
C How often do you watch TV?
Language extra o
o
Smart answer key a teacher ... and also a crime writer) 2 1983 (I joined Ihe slaff in 1983)
1 cri me writer (I'm
it's at)
Students prepare their questions individually, t hen ask and answer them in pa irs. Ask some students to tell the class what they learnt about their partner.
~ 10.4 Transcript .. p. 145 o
~ p. xx
3 mountain (We're on a mountain, overlooking ...) 4 Sunday (you'll have Sunday off to explore, as well as the occasional Wednesday or Friday) 5 stranger (the book he launched his career with, Stranger in the Night) 6 castle (running day trips to a nearby castle) 7 award (a unique 'Get it Write' award will be presented to the best one) 8 celebrities (If you want to make a fortune, celebrities is where
Ask: How much TV do you watch every week? What kinds of programmes do you enjoy watching? What kinds of programmes do you dislike? Why? Elicit a ra nge of ideas and opinions.
o.
Students discuss the questions in pa irs.
C~
Write these sentences on the board. Ask students to listen again and cor re ct the mistakes in them. 1 Kelly used to be an actress. 2 The summer course lasts fo r six weeks. 3 Below the villa there are orange trees. 4 There are two completely new workshops. 5 There are rumou rs about a ghost in the cast le. 6 Naomi Campbell published a novel called Bird.
Refer students t o the transcript (see page 145 of this guide). Ask them t o study it in pa irs and find: 1 An expression for giving a personal opinion (Speaker A) 2 An expression for giving an opinion that is not very strong (Speaker B) 3 An expressions meaning 'I don't know' (Speaker C) Check answers, and re mind students that they should vary the expressions that the y use during their speaking exams.
Answer key 1 Persona lly, I thi nk. .
2 I guess ... probably
3 I'm not sure
Exam practice Exam guide page 13
o o ~,
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Read the Exam tip wi t h the class. Put students into pairs and ask them to follow th e instruct ions and practise in pairs. Students tell each other about two areas in which they think they are sim ilar or diss imilar.
Word building: mind and action
SB p.120
Warmer • With books closed. write the word mind on the board . Ask students if t hey know any expressions that use the word mind. Elicit a few, e.g. I don't mind, never mind, make up your mind.
Expressions with mind
o.
students work in pairs to wr ite the expressions with the pictures.
-- - -
..,.-Answer ........ key....
~
A I don't mind. B Mind out! C Mind your own business! o Never mind. E Would you mind ... ? F What's on your mind?
Qc. . the Students work in pairs to match the expressions to definitions, • Check answers. Refer students back to the expressions in the box in Activ ity 1. Focus on Don't mind me (= pay no attention to me) and I've changed my mind (= I've changed my opinion) and elicit or teach the meaning.
4 That's a weight off my mind. S Do you mind!
• Put students into pairs and ask them to draw three new pictures illustrating the expressions in Activity 1. Ask them not to write the expressions. • Ask students to close their books, then swap drawings with another pair and see if they can guess the expressions. Students can swap their pictures and repeat the activity two or three times with different partners. Students work in pairs to write their dia logues. If students are struggling, provide some scenarios to help them , e.g. a young couple choosing clothes in a clothes shop, two people having a meal in a restaurant, or two people discussing how a car accident happened.
• Students work in grou~s to act out their dialogues -and guess the expressions. • Ask some st udents to perform the ir dialogues for the class and see if other members of the class can guess the expressions.
Phrasal verbs (5): life's dramas Students work in pairs to match the quotations to the films.
Answer key 1 A
o.
2 B
3 B
4 A
5 C
6 B
7 C
8 A
9 C 10 A
Students work in pairs to match the phrasal verbs to the meanings. 82
CS
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Students work in groups to choose a film and write a summary about it using expressions or phrasal verbs from the page .
• Groups then compare their ideas with other groups and answer the questions.
Use of English: Part 3 - Word formation
09
SB p.121
• Ask: Are many films made in your country? Which country has the biggest film industry in the world? Elic it answers, but don't confirm or reject any at this stage. Explain that students will find out later.
Get ready: words with slmiJar forms
o.
Students choose the correct words. Check answers and ask students to explain t he differences in meaning .
Answer key 1 A bored B boring A person feels bored, but a situation or thing is boring. 2 A fun
B funny Something which is fun is enjoyable, something which is funny either makes you laugh or is strange.
o.
Students work individually or in pairs to complete the sentences.
Answer key 1 historic 2 historica l 3 advise 4 advice 5 sensitive 6 sensible 7 breath 8 breathe
e.
Students prepare the ir gapped sentences individually, then swap with a partner. Allow students to use their dictionaries to do this activity if necessary.
....,= '"' ",,,,005t
Answer key A6
Ovea- to you! "
Warmer
Language extra
O·
Answer key Take an object: get thro ugh; turn down; get over; build up; call off; put up with Separable: turn down; build up; call off Inseparable: get through; get over; put up with
..:!••!: ... Workbook p. 85
1 You 're out of your mindl 2 Make up your mind! 3 My mind went blank.
"
• Focus on the phrasal verbs in Activity 5, and ask students to note the position of the objects. Ask: Which phrasal verbs take an object? Which are separable, and which are inseparable? • Check answers, then ask students to work in pairs and write three sentences using the phrasal verbs. Ask some st udents to read their sentences to the class, and check that they are using the phrasal verbs correctly.
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Answer key
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Language extra
E7
F4
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H3
18
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... Words with similar forms .... Workbook p. 59
Exam practice Exam guide p age 11
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Students read the text quick ly, then ans wer the questions in pairs.
IInprove your writing: opinions
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Answer key
Answer key
Bollywood is the Indian film industry. Arnold Schwarzenegger starred in a fi lm made in Bollywood.
1 in my view; feeling disa ppointed; I t hink is a fascinating idea; is weak; we don't learn; in my opinion, this makes it difficult t o sympath ise; seem a bit tedious; I don't mean that; to my mind 2 Peop le who ... mig ht find ... ; if you' re a fa n ... I wouldn 't recommend it; you'd be better off ...
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Read the Exa m tip with the class. Focus on the first gap and elicit t hat it requires an adverb because it follows a ve rb. Elicit the ans wer incorrectly. Point out that the adverb correctly would also be possible, and students must read the follow ing sentence in order t o choose the correct word. Students complete the exam task.
Warmer • Ask students jf they ever read reviews of films be fore they watch them. Ask: What kind of information do you find in a review? Elicit a range of ideas, but don't confirm or reject any at this st age.
Prepare 0 Read the Useful language with the class. • Students discuss the questions in pa irs . o Ask some stud ents to report back on the ir discussions, then ask: Do you belong to a film club? Would you like to?
Analyse the task
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Students choose the informa t ion they would like to find in a review. Students read the review and identify t he points that are included .
Answer key
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2 C, D, F, H
Students work in pairs to underline the words that make the opinions strong.
Answer key
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Students read the revi ew again and find the expressions.
Point s 2, 4 and 5
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1 I ~ ouldn't wai t to leave. 2 The wea k plot completely ruined t he film. 3 The acting couldn't have been worse. 4 I loved it from start to finish. 5 Do n't miss th is fil m! 6 The cha racte risation was utter rubbish.
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Students write their accounts individually, then discuss them in pairs . Ask some students to report back on their partner's experience.
Ready to write! Exam guide page 10
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Read the Exam t ip with the class. Students plan their paragraphs individually. With weaker classes, you could do this as a class act ivity. • Refe r students to the Writing reference on page 174. 0
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Read the exam task with the class. Students prepare their ideas individually.
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Students plan the ir language individually. Ask students to compare with a partner. Students write the ir reviews . Re fer them to the checklist on page 174. Remind students that they should always check their work and try to correct mistakes.
On target? SB p.124 Answer key
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.
Students read the review again and discuss the answers to the quest ions In pairs.
Answer key (suggested answers) 1 2 3 4
It is really complicated and gets boring after a while. They show imagination and they are believable. The fi lm is well acted. This is poor because we don't find out why characters do things or how t hey feel.
1 1 congratu lated the director for winn ing 2 not to fo ll ow her there 3 work out who 4 for being late fo r 5 Did you find out / Have you found out 6 never to walk out 2 1 would you mind 2 find 3 characte r 4 for 5 build 6 realise 7 put 8 business 9 up 3 1 about 2 a 3 Who 4 make 5 be ing 6 extremel y 7 published 8 must 9 don't read 10 often 11 in which 12 ever 13 seems 4 St udents' ow n answe rs.
Sound and vision Topic vocabulary
Grammar
Word building
Writing
Exam preparation
• art and culture
• pa rticiple clauses • inver sion
• comparative
• an inf orma l email • prepar ing for Part 1
• Reading Pa rt 2 • Use of English Parts 1 and 2
• the senses
expressions
• collocations (4)
• music
• Listening Part 3 • Speaking Part 2 • Writi ng Part 1
Warmer o
CrililLlioiio !i!.st
Write The arts on the board and elicit the meaning. Elicit the different types of art forms, e.g. art, theatre, literature, music, etc. Ask: What art forms are you interested in? What art galleries have you visited? When did you last go to the theatre? Did you enjoy it? Elicit a range of ideas and opinions.
Topic vocabulary: Art and culture
o .
Students comp lete the table in pairs and think of people to match the categories. • Check answers, then ask students to work in pairs and t hink of more abstract nouns and peop le to do with art and culture (music / musician, literature / writer, dance / dancer). 0
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2 dramati st
5 designer
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3 photography
6 architecture
Transcript
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of art.
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Students discuss the paintings in pairs.
Background extra o
match them to the different art fo rms in the pictures: abstract, aria, classical, landscape, lyrics, opera, poetic, portrait, soprano, stage, verse, still life, brush strokes. Ask students if they can t hink of an y other words or
graffiti artist. His works often cri t icise the government and big businesses, or make political st atements .. o
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the speakers and decide what the pronouns refer to. o
If students are struggling, refe r them t o the transcript to help them.
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Put pairs togethe r into groups of four to compare their definitions. Ask some groups to read out a pair
of definitions and say which they t hink is better. Answer key (samp le answers) a turn -off :;: something that doesn't appea l to me it passes me by =it doesn't appea l to me now and again:::: sometimes, but not very often I grew out of =I stopped liking as I got older
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Put students into pairs and explain that they mus t
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Read the Usefu l express ions with the class.
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Students debate their ideas in pai rs and see if there are areas of agreement.
If your students are interested, hold a brie f class discussion, giving students the opportunity to express their own opinions.
Exam practice Exam guide p age 9
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Students wo r k in pairs to write thei r def initions.
Swoon is a female graffiti artist who began working in New York City but is now int ernational. She has not re leased her real name for fear of arres t, as graffiti is heavily prosecuted in New York.
prepare their arguments for or against, regardless of the ir own personal opinions. • Students prepare thei r ideas.
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Answer key 1 Speaker One; which =si nging in musicals 2 Speaker Three; it =classical music 3 Speaker Two; those =landscapes 4_ Speaker One; something•. =wanting to be a Hollywood actress . . . ._ ___
Gualicho (which means witches' brew) is the nickname of Pablo Harymbat, born in Buenos Aires in 1977.
• 8anksy is the name used by an anonymous English
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play the recording again. Put students into pairs to match the expressions to
With books closed, write the word gra f fiti on the board and elicit the meaning. Ask: How much graffiti is there near where you live? Can you think of any good or bad examples?
o.
Allow students time to read the exp ressions, t hen
o
a class vote to choose the best Item for
Warmer
Allow students time to read the quest ions.
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Ask each group to present its ideas to th.e class.
Conduct
Reading: Part 2 - Gapped text ss p.126
7 poet ry
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each category.
expressions re lated to the art fo r ms. • Play the recording. Students choose t he correct answers, and compare thei r answers in pairs.
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If you thi nk your students wi ll struggle wit h this activity in class, ask th em to prepa re for the class by
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• Write these words on the board and ask students to
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... Workbook p. 64
doing some research beforehand. • Put students into small groups to choose their works
4 sc ulptor
~ p. 145
and culture
Ove.. to YOU! ~
Answer key 1 art ist
.. Art
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Students complete the Exam t ip in pairs. Elicit ideas from the class to complete the sentences.
Answer key (sample answers) 1 underline key words. 2 the best sentence for each gap. 3 reference words in the sentence mat ch the information in the text. 4 the completed sentence makes sense.
e.
Students complete the exam task individually.
• Check answers as a class, discussing the evidence for each answer. Smart answer key 1 B (It refers back to this secrecy; media interest refers forward to the idea of mass exposure ) 2 E (The sentences before and after the gap suggest that the missing sentence should contain a linker of contrast, because the sentence before is positive about 8anksy' s work, but the sentence after is negative; The local authorities refers forward to they) 3 H (one of these occasions refers back to spent a lot of time running away from the police; under a train carriage refers forward to stinking oil fumes and fuel tank) 4 A (style and colour refer back to bright spray paints and monochrome palette) 5 F (it refers back to one of his most famous pieces; the amusing slogan refers forward to this mischievous sense of humOUr) 6 0 (made much more money refers back to costly) 7 G (surprising materials refers forwa rd to live elephant, with its rough skin painted)
Speaking extra • Ask: Do you think that Banks y is an artist or a criminal? What should happen to his works? Ask st udents to discuss their ideas with a partner. Reading extra • Write these sentences on the board. Ask students to read th e text again and decide whether they are tru e or false. Ask them to underline the evidence for their answe rs. 1 So me of Banksy's exhibitions have been ex tremely popular. 2 Banksy got the idea of using stencils from a number on a tra in. 3 Banksy uses his art to make people t hink rather than give pleasure. 4 Some councils have covered his art to stop it from washing away. 5 His version of the Mona Lisa didn't remain in t he gallery for long.
Answer key 1 2 3 4
True; they have been sell-out events True; the number painted on the tank inspired him False; he tries to challenge his audience as wefl as charm them Fa lse; some murals have bee n covered ... to protect them from vandals 5 Tr ue; the portrait was hurriedly removed
Vocabulary in context: the senses
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Students wo rk in pairs to match the words to the ca t egories and add their own ideas to each ca tegory. • Write the categories on the board and elicit the answers and students' own ideas. • Ask students wha t sense adjectives t hey could use to desc ribe places they know, e.g. the school cafe, the town market , a place they have been on holiday.
Answer key (suggested answer) producing or expressing a mix ture of both positive and negative emotions
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boost
.... The senses .... Workbook p. 64
Ove .. to you! • Put students into small groups to brainstorm adjecti ves t o describe the paintings. • Elicit adjectives from the class and wr it e th em on the board, checking understanding where necessary. Background extra • Andy Warho l (1928-1987) was an American artist and one of t he leaders of t he pop ar t movement. During th e 19605 he made painting s of iconic American products such as Coca -Cola bottles, and also celebrities. • Claude Monet (1840-1926) was a French impressionist painter who often pa inted landscapes or bui ldings in pastel sha des, capt uring th e effects of different types of light. • M. C. Escher (1898 -1 972) was a Dutch graphic art ist whose works involve a strong ma thema tical component. • St udents choose which artwork they would like. • Elicit a va riet y of ideas and opinions, and encoura ge students to agree and disagree with each other. Conduct a class vo te to choose the most popular work.
Grammar: participle clauses; inversion
S8 p.12S
Warmer • Wi th books closed, ask: What artists do you know? What are their paintings like? What do you know about t hem as people? Elicit a range of ideas. • Stu dents read about the artists and answer the question in pairs. Background extra • Caravaggio (1571-1610) was an Ita lian baroque painter whose paintings are known for their dramatic use of light and shade. • Wladyslaw Podkowiri ski (1886-1955) was a Polish impressionist painter. Vincent Van Gogh (1853-1890) was a Dutch postimpressionist painter. He suffered from recurrent bouts of mental illnes s and committed suici de at the age of 37. • J ackson Pollock (191 2-1956) was an American abstract artist who used different techniques of pouring and dripp ing liquid paint to produce his wor ks of art. • Rea d the ru les wit h t he class. • students wor k in pairs to ma tch the sentences to the rules and decide why each participle is used. • Check answers, and refer students to the Language summary on page 166 .
Answer key 1 A
2 C 3 B, D
• Ask students to read the text quick ly, and elicit the unusual things about Con go. • Students work individually or in pairs to re writ e the clauses.
• Check answers, then elicit ways in which students can rev ise the materia! in the course for their exam.
Answer key Congo is a chimpanzee, and he produced paintings. 1 presented by Desmond Morris 2 Having given Congo a brush 3 pa inted by Congo 4 Receiving / Havin g received a painting as a present 5 specia lising in art 6 Sold for more than $25,000
Answer key 1 by; it 2 Have ; been; did 3 the; an 4 If; which 5 make; an 6 would; up
• Students ask and answer the questions in their pairs. • Ask some studen ts to report back on what t hey and the ir partne r ha ve in common.
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Students work in pa irs t o read th e comments and answer the question. • Ask: What do you think MOBA stands for? (Museum of Bad Art)
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Answer key
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MOBA is special in that it contains bad works of art.
Exam practice Exam guide page 11 -,
Background extra • MOBA was set up in 1994 by an antique dealer who had come across some examples of bad art. To be in the museum, works must be intended ~s serious wor ks of art but have important f laws.
1 At (pa rt of the exp ression at first) 2 with (part of t he phrasal verb deal with) 3 not (pa rt of the expression not only ... but also) 4 such (part of the express ion such as) 5 whose (referring to the lyrics of Tupac Shakur) 6 in (part of the expression in particular) 7 ma de / took (both these verbs collocate with decision) 8 other (part of the exp ress io n each other) 9 the / this (definite artic le because we know which dramatist we are referring to) 10 to (part of the expression according to) 11 like (like meaning similar to + noun) 12 if (pa rt of a third condit iona l sentence)
• Studen t s answer the question in pairs. • Check answers, t hen ask students to identify which sentences contain negative or restrictive expressions, and which have conditiona l clauses. • Refer students to t he Language summ ary on page 166.
Answer key 1 A (conditional)
2 B (negative / restr ictive) 3 B (negative / restrictive)
o.
Students wo rk individua lly to rewr ite the sentences, t hen compare their answers in pa irs . • Check answers, then ask students to discuss in pairs wh ich sen ten ces they agree wi th.
Speaking extra • Write these questions on the board. Ask students to discuss the questions in pairs. Elicit some answers and hold a brief class discussion. 1 How do you th ink t hat rap or pop lyrics compare with traditional poetry? 2 Have you ever heard a song with really good or really bad lyrics? What was it? What did you like I hate about it?
Answer key 1 Never have I seen worse paintings than t hose in Activity 4. 2 Were I an artist. I would refuse to let MO SA exh ib it my pa intings. 3 Shou ld I ever be in the area, I wou ld pay MOBA a visit.
G . Students complete the fi rst lines individually, t hen """
swap with a partner and conti nue the stories. • Ask students t o compare their lines in pairs and decide which stories sound the most in teresting. Ask students to report back on whic h st ories sound interesting. Ask: How do you think the story will end?
Use of English: Part 2 - Open cloze
S8 p.129
Get ready for the exam
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Read the Exam tip with th e class. • Students write their lists in pa irs.
Students complete the questions in pairs. • Point out that the vocabulary and structures in the questions are all used in this course, so are revis ion.
Refer students back to the fi rst point in th e Exam tip. Ask them to read t he text quickly for gist, and elicit what it is abou!' • Tel l students to use the Exam tip to he lp them if they are struggling to th ink of the correct answers. • Students com plete t he exam tas k individually, then check their answers in pairs.
Smart answer key
Q . Read the rules with the class.
Ove.. toyou!
... Revision'" Workbook p . 67
listening: Part 3 - Multiple matching
S8 p,130
Warmer • With books closed, ask: What kind of music do you like? What kinds of music do you hate? Elicit some ideas, then ask: Have you ever been to a concert or music festival? What singers I bands did you see? Did you enjoy it?
Get ready: music
o.
Students discuss the photo in pairs.
O· .-
Students discuss the musical genres in pairs. Elicit other musical genres from the class.
Answer key (samp le answers) hlphop, R & B. reggae, world music
0: .
Allow students t ime to read the questionnaire. • Read through the expressions in the box and make sure that students understand them. • Students work in pairs and add two more questions.
• Check answers as a class, discussing the evidence for each answer.
Smart answer key 1 B (It refer s back to this secrecy; media interest refers forward to the idea of mass exposure) 2 E (The sentences before and afte r the gap suggest that the missing sentence should conta in a finke r of contrast, because the sen ten ce before is positive about Banksy's work, but the sentence after is negat ive: The local authorities refers forward to they) 3 H (one of these occasions refers back to spent a lot of time running away from the police; under a train carriage refers forward to stinking oil fumes and fue l tank) 4 A (style and colour refer back to bright spray paints and monochrome palette) 5 F (it refers back to one of his most famous pieces; the amusing slogan refers forward to this mischievous sense of humour) 6 0 (made much more money refers back to costly) 7 G (surprising materials refers forwa rd to live elephant. with its rough skin painted)
Speaking extra • Ask: Do you think Ihal Banksy is an arlisl or a criminal? Whal should happen 10 his works? Ask students to discuss their ideas with a partner. Reading extra • Write these sentences on the board. Ask students to read the text again and decide wheth er they are true or false. Ask them to underline the evidence for their answers. 1 Some of Banksy's exhibitions have been extremely popular. 2 Banksy got the idea of using stencils from a number on a train. 3 Banksy uses his art to make people think rather than give pleasure. 4 Some councils have covered his art to stop it from washing away. S His vers ion of the Mona Usa didn't remain in the gallery for long.
Answer key 1 True; they have been sell-out events 2 True; the number painted on the tank inspired him 3 False; he tries to challenge his audience as well as charm them 4 f alse; some murals ha ve been covered ... to protect them from vandals 5 True; the portrait was hurriedly removed
Vocabulary in context: the senses
C. .'
Students wor k in pairs to match the words to the categor ies and add their own ideas to each category. • Write the categories on the board and elicit t he answers and st udents' own ideas. • Ask students what sense adjectives they could use to desc ribe places they know, e.g. the school cafe. the town market, a place they have been on holiday.
o~t
.-cl
.. The senses" Workbook p. 64
Overtoyou.!
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Put students into small groups to brainstorm adjectives to describe the paintings. • Elicit adjectives from the class and write them on the board, checking understanding where necessary.
Background extra • Andy Warhol (1928-1987) was an Amer ican artist and one of t he leaders of t he pop art movement. During the 1960s he made paintings of iconic American products such as Coca-Cola bottles, and also celebrities. • Claude Monet (1840-1926) was a French impressionist painter who often painted landscapes or bui ldings in pastel shades, capturing the effects of different types of light. • M. C. Escher (1898-1972) was a Dutch graphic artist who se works involve a strong mathematical component.
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Students choose which artwork t hey would like. • Elicit a variety of ideas and opinions, and encourage students to agree and disagree with each other. Conduct a class vote to choose the most popular work.
Grammar: participle clauses; inversion so p.128 Warmer • With books closed, ask : What artists do you know? Whal are their paintings like? What do you know about them as people? Elicit a range of ideas .
o.
Students read about the artists and answer the question in pairs.
Background extra • Caravaggio (1571-1610) was an Ita lian baroque painter whose paintings are known for their dramatic use of lig ht and shade. • Wladyslaw Podkowiriski (1886-1955) was a Polish impressionist painter. • Vincent Van Gogh (1853-1890) was a Dut ch postimpressionist painter. He suffered from recurrent bouts of mental illness and committed suiCide at the age of 37. • Jackson Pollock (1912-1956) was an American abstract artist who used different techniques of pouring and dripping liquid paint to produce his works of art.
e.
Answer key
Read the rules wi t h the class. • Students work in pairs to match the sentences to th e rules and deCide why each participle is used. • Check answers, and refer students to the Language summary on page 166.
Students discuss the meaning in pairs. r--~ Answer key (suggested an'swer) producing or expressing a mixture of both posit ive and negative emotions
Answer key
o.
Ask students to read the text quickly, and elicit the unusual things about Congo. Students work individually or in pairs to rewrite the clauses.
• Check answers, then elicit ways in which students
Answer key Congo is a chimpanzee, and he produced pa in tings. 1 presented by Desmo nd Morris 2 Having given Co ngo a brush 3 painted by Congo 4 Receiving / Having rece ived a painting as a present 5 specialising in art 6 Sold for more than $25,000
O· .
Students work in pairs to read the comments an d answer the question.
• Ask: What do you think MOBA stands for? (Museum of Bad Art)
Answer key MOBA is special in that it contains bad works of art.
Background extra • MOBA was set up in 1994 by an antique dealer who had come across some examples of bad art. To be
can revise t he material in the course for their exam.
Answer key 1 by; it 2 Have; been; did 3 the; an 4 If; which 5 make; an 6 would; up
e.
afi!!m;b !f0 2.!o~~;!t
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Read the rules with the class..
.
• Students answer the question In pairs.
• Check answers, then ask students to identify which sentences contain negative or rest ri ctive expressions, and wh ich have conditional clauses. • Refer students to the Language summary on
page 166.
Answer key 1 A (conditional) 2 B (negative / restrictive) 3 B (negative / restrictive)
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Students work individually to rewrite the sentences,
then compa r e their answers in pairs.
• Check answers, then ask students to discuss in pairs
.
Refer st udents back t o the first point in the Exam tip. Ask them to read the text qUickly for gist. and eliCit what it is about. • Tell students to use the Exam tip to help them if they are struggling to think of the correct answers. • Students complete the exam task individually, then check their answers in pairs.
Smart answer key 1 2 3 4 5 6 7 8 9
At (part of the expression at first) wit h (part of the phrasal verb dea l with) not (part of the expression not only ... but also) such (pa rt of the expression such as) whose (referring to the lyrics of Tupac Shaku r) in (part of the expression in particular) mad e / took (both these verbs collocate with decision ) othe r (part of the expression each other) the / t his (definite article because we know whi ch dramatist we are referring to) 10 to (part of t he expressio n according to) 11 like (like meaning similar to + noun) 12 if (part of a th ird conditio nal sentence)
Speaking extra • Write these questions on the board, Ask students to d iscuss the questions in pairs. Elicit some answers
and hold a brief class discussion. 1 How do you think that rap or pop lyrics compare with traditional poetry? 2 Have you ever heard a song with rea lly good or really bad lyrics? What was it? What did you like! hate about it?
Answer key 1 Never have I seen worse pai ntings than those in Activity 4. 2 Were I an art ist, I would ref use to let MOBA exhibit my paintings. 3 Should I ever be in the area, I wou ld pay MOBA a visit.
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Students complete the first lines individually, then swap wi t h a partner and continue the stories.
• Ask students t o compare the i r lines in pairs and
decide which stories sound the most interesting. • Ask students t o report back on which stories sound interesting. Ask: How do you think the story will end?
Use of English: Part 2 - Open cloze sa p.129 Get ready for the exam
o.
Read the Exam tip with the class.
Listening: Part 3 - Multiple matching sa p.130 Warmer • With books closed, ask: What kind of music do you like? What kinds of music do you hate? Elicit some ideas, then ask: Have you ever been to a concert or music festival? What singers / bands did you see? Did you enjoy it?
Get ready: music • Students discuss t he photo in pairs.
Students complete th e questions in pairs. . • Point out that the vocabulary and structures in the questions are all used in this course, so are revision.
67
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which sentences they agree with.
Ove.. toyou!
.. Revision" Workbook p.
Exam practice Exam guide page 11
in the museum, works must be intended as serious
works of art but have important flaws.
Students ask and answer the questions in their pairs.
• Ask some students to report back on what they and the ir partner have in common.
Students discuss t he musical genres in pairs. Elicit
other musical genres from t he class.
Answer key (sample answers) hiphop, R & B, reggae, world music
o.
Allow students t ime t o read the questionnaire. • Read through the expressions in the box and make sure that students understand them. • Students work in pairs and add two more questions.
• Put stUdents into groups of four, each with a different poster. • Tell stUdents that they are going to practise a collaborative task like the one in Part 3 of the speak ing exam. • Students in each group take tUrns to work in pairs. They should discuss the four festivals on their posters and agree wh ich one they will go to. • The other pair should listen and note down expressions that they use to express agreement and disagreement, and to ask for their partner's opin ion.
O·. Students ask and answer the questions in pairs. • Ask some students to report back on how similar their tast es are, and what they agree and disagree about. .. boost
Ill- Music'" Workbook p . 64
Exam practice Exam guide page 12
o. -
Students read the Exam tip and work in pairs to order the pOints. • Elicit other possible t ips from the cla ss.
(
Answer key
Q
~ 11.2
C,A,S
Speaking: Part 2 - Long turn Warmer
Transcript ... p . 146
• Allow students time to read the rubric and the statements. • Put students into pairs to read the statements and predict how each speaker might express the ideas A-F. • Play the recording for students to complete the t ask. Play the recording again for them to check. • Before you check answers, remind students to give an answer for every speaker.
• Ask: When do you listen to music? Why? Elicit some ideas, then ask: Are there times when you don't enjoy listening to music?
o.
e
1 A (the entrance fee was far from cheap) 2 C (you need to get a ticket from the tourist office first) 3 F (they wouldn't let youngsters in, you know, school age kids) 4 E (you all camp in a big field) 5 B (I'm not sure they rea lly put their hearts into it, which was
a pity)
Listening extra • Write these questions on the board. Ask students to listen again and answer the questions. Wh ich speaker ... 1 says t hat things got slightly out of control at the festival? 2 has had a problem with thieves at a fest ival? 3 went to a festival that wasn't their favourite kind of music? 4 took a young child with them to a festival? 5 thinks that live music is much better than music on COs?
Put students into groups of four or five to plan their festival.
Ask each group to present its festival to the class. , • The class can vote to dec ide the best festival. Speaking extra
~.
• Ask students t o work individua lly and prepare a post er advertising their ideal festival. Tell them it shou ld include the information listed in Activity 7.
Transcript .... p. 146
1 lsabe l. Because she's been speaking for one min ute , 2 Peter. Because he wou ld li ke to hea r the quest ion again, 3 (sample answer) In ge nera l, both Isabe l and Peter do the task well. Both answer the questions, use a range of language, and speak clearly and accurately,
C. .
Students work i,n pairs ,to complete the p~rases. • Play the recording again for students to listen and check.
Answer key 1 for; different 3 as; favourite
2 Simila rly; also 4 Personally; find
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Students work in pairs to complete the table and add their own ideas.
Answer key (including sample answers) Similarities: Similar ly ... also '.. (a nothe r similarity is that moreover) Differences: for very different reasons; in contrast (however; on the other hand ) Personal opinions: persona lly , I find that .. (I think ... ; in my opinion ... ; J wou ld say that ... )
Exam practice Exam guide page 13 . . . Students work in pairs to complete the Exam tip.
Over to you!
o. o.
~ 11.3
Answer key
Answer key 1 Speaker 5 (it got a bit wild at times) 2 Speaker 1 (at other festivals, I've had my bag and my mobile stolen ) 3 Speaker 3 (indie and emo stuff is more my thing) 4 Speaker 4 (people often 1001< twice when they see me struggling with the pushchair) 5 Spea ker 2 (recorded music just isn't the same)
Students compare the photos and discuss the question in pairs.
• Play the record ing for students to listen. • Ask the questions to the whole class.
Smart answer key
,
S8 p.131
Answer key
o
1 Do
2 Do
3 Don't
4 Do
~11.4
Transcript .... p. 147
5 Don't
6 Do
• Put students into groups of th ree and refer them to the appropriate pages. • Play the record ing and ask students to complete the task.
Word building: the senses ss p.132
Use of English: Part 1 Multiple-choice cloze ss p,133
Warmer • With books closed, ask: Do you enjoy quiz shows on TV or radio? What shows do you watch / listen to? What do the contestants have to do? Elicit a range
Warmer • Ask: When did you last visit a museum? Did you enjoy it? What do you think is the best way to learn about the past? Elicit a range of ideas, e.g. watching films, reading books, visiting 'living museums', etc.
of ideas.
Comparative expressions
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Transcript
Get ready for the exam
~ p. 147
Play the record ing fo r students to listen. Put students into pairs to guess the things being described.
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• Check answers and elicit more ideas from the class. Answer key (sample answers) 1 words with sim ilar mean ings, collocat ions, prepositional phrases, phrasal verbs and linkers. 2 the text for gist. 3 each gapped sen t ence, especial ly the words before and after
Students work in pairs to complete the sentences. Play the record ing again for studen ts to check.
Answer key 2 as 3 like 4 as
1 as
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Ihe gap. 4 the options that do not fit t he context. S make sense? / look right?
5 like
6 as
7 like
8 as
Read the rules with t he class. Students work in pairs to match the rules to the
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• Check answers. Write on the board: He works as a teacher. He looks like a teacher. Elicit the difference in use between as a teacher (be ing a teacher) and like a teacher (similar to a teacher). Point out that we don't say: Ue hGFXslilre a t ea Efl Er.
Answer key lF2D3B4D5A6E7CBF
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Students work in pairs to complete the quiz.
Answer key (sample answers) 1 believe, consider, ref lect 2 a mistake, a fuss, a mess 3 similar to, frightened of, sorry for 4 look up, wake up, make up 5 howeve r, although, but 6 well -dressed, old-fashioned , brand-new 7 be down in the dumps, be over th e moon, be up to your eyes in something
sentences .
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Students work in pairs to read the Exam tip and complete the se ntences and th ink of more Ideas.
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Students work in pairs to complete the sentences.
Students write their se ntences individually. Put st udents
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into pairs to read their sentences to their partner and guess which of their partner's sentences is false.
Answer key 1 as; 0; like 2 as though / as if / like; like; 0
3 (21; as; li ke
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Revision'" Workbook p.
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Exam practice Exam guide page 11
Collocations (4): verbs + nouns
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Students read the text quickly. Ask: Why are smells important? (t hey can affect our mind and emotions) • Students wor k in pairs to choose the correct answers. 0
Refer st udents back to the second point in the
Exam tip (read the text for gist). Ask students to read the text quickly to understand the general meaning. Ask: Why is the text called 'Touching the past?' (because it is about a machine that can recreate the fee l of the past). Tell students to refer back to the Exam tip to help them with the task if they are struggling.
Answer key
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1 have 2 done 3 made 4 tak ing 5 get 6 take 7 taking 8 maki ng
• Students complete the exam task.
Ovezo to you! ,
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Students discuss the question in pairs.
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Ask students to think about a time when a particular sound, smell or taste reminded them of a person, place or event.
• Ask them to write 100 words about their memory, using expressions from Activities 3 and 5. o
Tell students to compare their descriptions with a partner and give feedback on the language they have used.
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.... The senses Ill'- Workbook p. 64
Smart answer key 1 C (this is the on ly verb in the options that is fo llowed by a direct object) 2 D (such as and just like both have the correct meaning of similar to, but they are followed by a noun; as if is followed by a clause) 3 C (all the prepositions are used t o form phrasal verbs with come, but come up with is the correct meaning) 4 B (the verbs all have similar meanings, but allow is the only one that can occur in the pattern allow + object + infinitive) 5 A (the nouns all have similar meanings, but range is t he only one that collocates with wide) 6 A (all the verbs can be fol lowed by out to form phrasa l ve rbs , but find out has the correct meaning) 7 C (al l these nouns can form expressions with in, but in existence has the correct meaning) 8 B (the nouns all have similar meanings, but keen is the only one that IS followed by on)
9 B (actual is only used before a noun, so is not possible grammatica lly; the other adjectives are possible grammatically, but con vincing has the correct meaning) lOA (though and despite are also linkers of contrast, but only however occurs at the beginning of a sentence, followed by a comma; moreover is a linker of addit ion and so has the wrong meaning) 11 D (the words have similar meanings, but on ly advantage occurs in the expression take advantage oD 12B (a ll the ph rasal ve rbs fit in the gap grammatically, but only weighing up has the correct meaning)
4 Would you like to come to my house on Saturday morning? • Ask students to work in pairs and try to remember how Isabel expressed these ideas in her email. • Students can check their answers in t he email. Elicit that Isabel's expressions are all informal.
Answer key 1 Great to hear from you! 2 Your project sounds great! 3 I'd love to help out. 4 Why don't you come round on Sat urday morning?
Speaking extra • Ask: If you could go back in time and visit any artist, writer or musician from history, who would you meet? Why? • Invite students to discuss the questions in pairs,
Writing: Part 1 - An informal email
SB p,134
Wanner • Ask: Do you have any objects that are special to you? What is your special object? Why is it special? Elicit a range of ideas.
Prepare
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Students look at the photographs and answer the questions in pairs.
Analyse the tasi{
G . St~dents pairs.
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Refer students to the Exam t ip and the check list. • Students work in pa irs to ma tch t he parts of the Exam tip and answer the questions. • Check answers, then refer students to t he Writing reference on page 168.
Answer key l lD,2B,3C,4E,5A, 6F 2 a fo rma l or informal letter or ema il 3 usually 4 4 If you are replying to a frien d or someone you know well you shou ld use informa l language. If yo u are writing to someone you do not know, or to apply for a job, then you should use forma l language. 5 a) Yours sincerely, (if you know the name of t he pe rson you are writing to); Yours faithfu lly, (if you do not know the name of the person you are writing to). b) Best wishes. Love, Take care, Speak soon, See you soon
read the emails and answer the Questions in
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Answer key (sample answer) Rory is doing a photogra phy project about people and personal ity, and wants to take a photo of Isabel. He wants to inc lude a special object in the photo that says a little bit about who Isabel is. Isabel chooses her dog, because she is very interested in animals.
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Preparing for Part 1
Students work in pa irs to check Isabel's email. • Check answers, then elicit possible improvements to t he email.
Answer key (sampl e answer) Dea r Rory, Great to hear from you! I'm rea lly glad you're enjoy ing your new art class . Yes, I am quite interested in art, especially comic book artists, like Art Spiegelman. I like some abstract art too, but I don't know much about it. Your project sounds great, and of course I'd love to hel p out. Why don't you come round on Saturday morning? You could stay for lunch afterwards. I've spent a lot of time t hinking about a special object for the photo. It's hard to choose just one! In the end I decided on my dog, Berto. As you know, I'm really into animals and nature, and I love looking after Berto. Do you ne ed me to wear any spec ial clothes for the photo, or would jeans and a T·shirt be OK? Looking fo rward to seeing you soon! Take ca re, Isabel
Language extra • Ask students to close their books. Wri te these sentences on the board: 1 It was nice to receive your email. 2 I think your project is very interest ing . 3 I wou ld be willing to help.
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Exam practice
C . Read the instructions with t he class. Remi nd stud ents that in the exam t hey will have 1 hour 20 min utes to complete bo t h Parts 1 and 2, so they should aim to spend around 40 minutes on this task. • Students comp lete the exam task.
Answer key (sam ple answer) Hi Caroline, I'm looking forward to your visit too! Yes, the re are plenty of galleries and museums near here. There's t he main art ga ll ery in the city, which has got a good collection of modern art works - I'm sure you'll love t hat ! I've got loads of music on CD that you can list en to. I mainly listen to American mus ic, especia lly rap. My favo urite singer is Kanye West. But there's a music festiva l on when you' re here, with lots of bands from this area, so we can go to t hat. It's very kin d of you to bring me a present. I'd rea ll y love a book about American rap mus ic and cu lture - t hat wo uld be fantastic! Thanks for inviting me to stay with you. Unfortunately, I won't be able to t hi s summer because I've already organised a summer job. Maybe I cou ld come next year? See you soon,
On target? SB p.136 Answer key 1 1 owned by
2 3 4
5
2 paying (any) attent ion t o 3 did he see such 4 she arrived tha n / when someone t ook 5 years la te r was the cathedral 1 poet; like 2 musician; as if I tho ugh / like 3 artist; 0 4 as; philosop he r; mathematician; like 1 pay 2 on 3 on 1 have 2 is 3 the 4 Making / Ea rning 5 as 6 were 7 so 8 said / re porte d / believed 9 by 10 such 11 to 12 to / towards 13 left 14 which 15 but 1 reliab le 2 trut hful 3 psychiatrist 4 talent 5 invent
Just the job Topic vocabulary
Grammar
• work • crime
• review of tenses and verb patterns
Writing
Word building • affixes
• a forma l letter • prepar ing for Part 2
• phrasal verbs (6)
• learning
Warmer
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• Put students into pairs and give t hem one minute to write down as many types of jobs as they can. • When time is up, elicit the jobs from the class and write them on the board. Ask: Which jobs would you like to do? Why? Which jobs wouldn't you like to do? Why?
Topic vocabulary: Work ~ 12.1 o
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Fo cus on the photos and read the Useful language with the class. Students discuss the questions in pairs. Play the recording for students to listen and check.
Speaker 1 chef, restaurant owner and TV prese nter; footba ll er Speaker 2 act ress and comedian; bricklayer Speaker 3 actor and director; carpenter Speaker 4 pop singer; McDonald's emp loyee
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Students read the advertisements and discuss the question in pairs.
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... Work'" Workbook p. 70
Students discuss the questions in pairs.
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Students discuss the questions in pairs.
Background extra
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G tour gu ide
Students answer the questions in pairs. Check answers, and discuss which wo rds gave the answer to each question.
Answer key
With books closed, ask: What are the most popular TV dramas in your country? Do you watch them? What jobs are shown in these TV dramas? Elicit a range of ideas.
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Photo A: Law & Order: UK, a police and law drama set in London while profiles a police investigation and legal and court proceedings. Photo B: ER, a medial drama set in the emergency room of a fictional hospital in Chicago. Photo C: Rescue Me, a fire-fighter drama profiling the lives of a group of New York City fir e fighters. Photo D: CSI Miami, a pol ice drama portraying the work of forensic scientists and police officers. 0
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Answer key
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Photo A: Gordon Ramsay, a restaurant owner and TV celebrity chef Photo B: the actress Whoopi Goldberg Photo c: the actor Harrison Ford Photo D: the singer Pink
F bar person
Readi ng Part 3 Use of English Parts 3 and 4 Listen ing Part 4 Speaking Parts 3 and 4 Writing Part 2
Elicit the differences in meaning between them (career = the work you do over your lifetime; job = a specific thing you do to earn money; work ~ a general word for anything you to do earn money) .
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Background extra
E hotel receptionist
• • • •
Reading: Part 3 - Multiple matching so p.138
Transcript .... p . 147
Answer key
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Exam preparation
Students read the text quickly and answer the questions In pairs.
Answer key The people all work in jobs connected to crime and law.
Exam practice Exam guide page 9
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1 G; temporar y 2 E; nine -ta-five 3 F; occasional overtime 4 E; good promotion prospects, make a career 5 F; t ips
Students complete the Exam tip in pairs. Check answers, and elicit other ti ps.
Answer key (sample answers)
0, ~ 12.2 Transcript ~ p . 147 o
Play the recording. Students listen and match the jobs to the people, then discuss the questions in pairs.
Answer key lG2EJF
Language extra o
Refer students back to the advertisements. Ask them to find the words career, job and work. Ask: Which are countable and which is uncountable? (work is uncountable, job and career are countable).
o .
1 2 3 4 S
underline the key words. and find the evidence you need. synonyms and paraphrases. that you write an answer for every prompt. check your work again.
0 Students complete the exam task individually. • Check answers as a class, discussing the evidence for each answer.
Smart answer key 1 C (f generally have to tell people I'm a bank manager) 2 D (if there's been a drama that shows prison officers in a flattering light, I haven't seen it) 3 B (what's true is that real-life courtrooms can be just
as dramatic) 4 B (I'm not claiming that the profession's reputation is 5
6
7 8
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entirely undeserved) A (You can't live and breathe this job 365 days a year - it isn't healthy) E (Only a few years ago, the subject was deemed to be a bit unusual and 'out there', which I suppose was part of its original appeal for me) A (but there's also a lot of paperwork) D (trying to keep order in a prison full of unhappy, locked-up inmates can sometimes feel less than rewarding) 0 (One former thief I worked with is now a very successful
chef) 10E (I'm always being pestered by eager students with endless questions) 11 B (nothing will change their minds. I know, I've tried) 12C (In the James Bond films, spies lead tremendously exciting lives. Much as I'd love that to be true ... ) 13C (It's lucky that I'm quite a patient person as sometimes you have to cover the same ground over and over until you spot a clue) 14A (you're committed, not for the glamour or the salary) 158 (regardless of their guilt or innocence, everyone deserves a fair trial)
Reading extra Write these sent ences on the board. Ask stu dents to read the text again and find which person expresses these ideas. Ask students to underline the expressions used to express the ideas.
1 A lot more people want to do my job now. 2 It's difficult for me to forget about my work sometimes.
3 People who do my job like to fee l t hat they are helping people. 4 Sometimes I find it difficult to feel I really want to do t his job. 5 I don't often have the opportunity to talk about my work and impress people.
Answer key 1 E (applications to study forensics have rocketed) 2 B (I find it hard to switch off) 3 0 (officers are genuinely motivated by feeling they can make a difference) 4 A (it's a struggle to stay motivated) 5 C (I rarely get the chance to show off about my work)
Vocabulary in context: crime • Students underline words related to crime, then work in pairs to match words to the meanings.
Language extra • Ask pairs of students t o choose three more of th e underlined words and write definitions for them (without using the word they are defining). Ask t hem to swap with another pair and see if they can use t he definitions to find the words in th e t ext.
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Students discuss the meanings in pairs.
Answer key You steal a thing; you rob a person or place.
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.... Crime .... Workbook p. 70
Over to yOU! • Students discuss the questions in pairs_
Grammar: review of tenses and verb patterns SB p.140 Warmer • With books closed, ask: Do you think that laws are the same in all countries? What differences do you think there are? Do you know of any strange laws in any country? El icit a range of ideas. • Students discuss the laws in pairs. Ask: Are there any new laws you would like to create? • With the whole class, elicit the names of t he tenses and the reason for t heir use. • Ask: Which verbs are in the passive? Elicit t he passive forms and the reason t hey are used in the sentences.
Answer key 1 fu ture perfect; present simple 2 past simple; past cont inuous 3 present perfect continuous; past perfect co ntinuous; past simple (passive) 4 present simple; present continuous; present simp le (passive) 5 future continuous; present simple; presen t perfect 6 past simple
• Students complete the text individually. then compa re thei r answers in pai rs. • Check answers with the class , and discuss why each tense is used. • Students discuss the question in pa irs. Ask: Is there anything that you would like to ban? Why?
Answer key 1 3 5 8
made 2 had been costing / was costing was introduced 4 has decreased I has been decreasing isn't 6 is growing 7 is estimated will have been sold / will be sold 9 wo n't be
• Students work in pa irs to write the ru les. • Refer students to the Language summary on page 167 to check their answers .
Answer key 1 as a noun, e.g. practising with a bow is .. after certain verbs, e.g. to end up being 2 after modal verbs, e.g. can refuse after make or let + object, e.g. let you get after had better and would rather, e.g. had better not play 3 after adjectives. e.g. unlikely to end up, illegal ... to take after certain ver bs, e.g. refuse to let, decides to overturn after certain nouns, e.g. offence for someone to forget to express purpose, e.g. to reduce litter ..
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Listening: Part 4 - Multiple choice
Students complete the t ext with the correct verb forms.
War:mer
Answer key 1 to hand 2 go 3 to arrest 4 to complain 5 to get 6 crawling 7 escap in g 8 falling 11 watchin g 12 feel 13 to find
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.BJle su~ary
9 leave
• With books closed, ask: How much time do you usually spend revising for exams? What's the best way for you to revise? What tips have you used to help you revise? Elicit a range of ideas.
10 to turn
Get ready: learning
.. p. 167
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Over to you! '
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Students wor k in pairs to complete the revision tips and discuss their ideas.
Students answer t he questions in pairs.
Answer key
Writing extra Ask students t o write up t he story in the picture, using a ra nge of tenses and verb forms.
Use of English: Part 4 Key word transformations
1 on; for 2 remember; take 3 up; down 4 own; by 5 stay; calm 6 heart; repeat
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SB p.141
Students discuss the cartoons in pairs. • Ask some st udents to report back on whether they agreed or not.
Students re write the cartoon jokes in pairs. • Refer students back t o the Con t ents on pages 2-3. Ask: Which grammar and vocabulary did you find most difficult? How can you revise these language areas before your exam? Discuss any tips t hat students have.
Answer key (sample answers)
Answer key
I'm not quite sure about This is n't guaranteed Eati ng fish is cert ainly good for you This is a good tip A mixture of the two methods is ideal I think th is is an odd one I don 't t hink there's any real scient ific evidence for this This is us uall y a te rri ble idea Don't waste your time fo llowing this tip
1 if he took 2 you are n't good 3 him to watch 4 on ly I had n't taken
CiMlimlii"l!!''st .. Revision .... Workbook p. 73 Exa:m practice Exam guide page JJ
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Students add more usef~1 t ips in pairs. • Ask stu dents to read their tips to the class. As a ciass, decide on t he bes t Exam tips for this part of the exam.
Answer key (sample answers) 1 Count the num ber of words you write carefully. Contract ions count as two words. 2 The key wo rd must stay exact ly t he same, so never add verb endings or plurals . 3 Look at t he key word and identify what kind of word it is. Then consider how we use this kind of word. Th ink about your grammar and co ll ocat ions.
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Students complete the exam task ind ividually then check their answers In pairs.
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Answer key 1 4 6 8
is said to have got 2 carried on work ing 3 wish I had set better tha n (all ) the other 5 being employed by should not have asked 7 what made Lucy ap ply making an effort / making every effort
~ p . 148
• Ask students if they can remember any of the expressions the speaker used to say that something is a good idea or a bad idea. • Elicit some examples, then piay the recording again for students to write down the expressions. Students can check their answers by looking at the tapescript. • Remind students that they should vary the way in which they express their opin ions during the speaking exam.
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Transcript
Listeni ng extra
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~ 12.3
• Play the recording. Students discuss in the ir pairs whether t he expert agreed with their ideas.
Get ready for the exa:m .
SB p.142
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• Put students into groups of three or four to agree on the ir top tips. • Ask each group to report back, and as a class decide on the best five tips. pl'db.!"~
.. Learning .. Workbook p. 70
Exa:m practice Exam guide page J2
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Students wor k in pairs to read the Exam t ip and order the points.
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Answer key
. __ B, 0, A, C.
G ~ 12'4
Transcript" p,148
• Allow students t ime to read the rubric, questions and options. Ask them to underline any key words. • Put students into pairs to pred ict what the speakers might say for each option. • Play the recording for students to compiete the task. Play again for them to check. • Before you check answers, remind students to choose an option for every question.
Smart answer key 1 A;< (I would never have done anything about it) B ./ (One of the guys I teach with made the suggestion to them ) c)< (t he students fill ed in the applicat ion form , but it wasn't their idea initially) 2 A ./ (he was just so different. He was realfy quiet and reserved, and Iknew if we didn't fix that then nothing else would matter) B X (Ma rk didn't know much about music, but this wasn't what Alice was most worried about) C ;< (she mentions his appearance, but it wasn't what she was most worried about) 3 A X (learning stuff by heart was the least of our worries) B X (musically, he wasn't bad at all) C ./ (he was so uptight all the time that his DJ-ing came across as reafly wooden and unconvincing) 4 A'/ (You often hear a particular fine or tune over and Over, which could get boring if you're listening at home) B X (he mentions t hat it is loud, but it isn't a criticism) C X (it's ver y creative) 5 A)< (the thought of his students being there helped hi m to stay focused) B X (he was worried about looking an idiot, but it wasn't his main worry) C ./ (f didn't want to let them down. That was my greatest fear) 6 A X (your lessons could do with being easier) B '/ (they loved the way you encouraged them to talk about the subject) C X (they also said that geography was duI/) 7 A X (I've gone back to wearing jumpers and corduroys) B)< (I still prefer the Rolling Stones fa Sasha or Darude) C./ (I think that's affected how I work in the classroom)
Listening extra • Wri te these questions on the board: 1 Why and how did Mark appl y for the programme? 2 What was Alice wor ried about at th e start? 3 How did Mark feel when he was DJ -ing in Ibiza? 4 How does Mark think he has and hasn't changed after t he experience? • Ask student s to discuss the answers to the questions in pairs, t hen pla y the recording again for them to check.
Answe r key 1 A colleague suggested to some students t hat they should app ly for him. They did t his wit hout tell ing him. 2 She was worried because Mark was very qui et , and he didn't kn ow anything about dance music. She thought t here was t oo much for him to learn . 3 He felt very nervous, and worried tha t he would let everyone down. Seeing his students ther e helped him to concentr ate. 4 He hasn't cha nged the way he dresses, but he is more will ing to consider new ideas now.
Ove .. to you!
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Students discuss the question in pairs. As k: What other job do you think would suit your teacher? Why?
Speaking: Parts 3 and 4 Collaborative task and discussion
SB p.143
• St udents work in pairs to discuss t he different speakers and choose th e bes t t wo. Re mind them that t hey should talk about all the speakers. • As k for feedback f rom th e class to see wh ich t wo we re the most popular.
-" 12.5 Transcript ~ p . 149 • Pla y the recording for students to listen. • Ask the questio ns with the who le class.
~erkey ,
~ ~~~y choose the engineer and the vet. 2 How impo rtant is it to learn about different jobs while you are at school?
3 Ther e is some hesitat ion, bu t in general t he students do the task we ll, using a range of language, addressing the task and responding to each ot her.
• Allow studen t s time to rea d the expressions in the tabl e. • Play the recording again. Studen ts listen and tick t he expressions th ey hear.
Answer key Opinions: I think ... ; to me that seems ... ; I've got a feeling that ... ; To me, ... ; I'm not sure; I hadn't thought of that Agreeing and disagreeing: I suppose so; That 's a good point; Absolutely; That makes se nse; Me neither; I agree up t o a point,
but .. Moving a discussion on: Sha ll we sta rt with ... ; So have we decided which .. Giving yourself time to think: I haven't thought much aboul this before; I mean; Righ t; Well
Exam practice Exam guide page 13 • Students work in pairs to decide which part s of the . exam the sent ences refer to,
Answer key 1 3
2 3
3 3
4 4
5 8
• Put students into groups of four. Tell them that they wi ll work in pairs to do the exam task, and th e other pair will listen and give t hem feedb ack on ho w well they did.
Word building: work
SB p.144
Warmer • With book s closed, ask: What jobs would you hate t o do? Why? What do you think are the worst jobs in the world? Why? Do you think that there were worse jobs in the past?
Affixes: review • Students read t he article and match the jobs to the pictures. • Pu t students in to pairs to discuss t he questions.
Warmer • With books closed, ask: Where can you go to get advice about what job to choose? Have you ever been given useful advice? By whom? Who are the best people to advise young people on jobs?
• Stu dents work in pairs to match th e affixes to the ca t egories. Expl ain if necessary that affix i s a genera l term meaning either suffix o r prefix.
• Check answers, then elicit other affixes and examples from the cl ass .
• Students complete th e sentences in pairs.
Answer key
Answer key
1 un (u nlikely), in (inadequa te), dis (d isli ke), non (nonvegetar ian), ir (irresponsible), anti (ant i socia l) 2 th (strength), ance (endurance), ation (sta r vation), ment (requirement), ity (opportunity), ence (existence), tion (isolation) 3 er (lover), ist (optimist), ian (vegetarian) 4 less (careless), ed (delighted), ful (wonderful), ous (poisonous), lng (scorching), ible (irresponsible), al (antisocial), ent (impatient), able (suitable) 5 ise (advertise), en (blacken) 6 Iy (properly. obviously)
Students work in pair s to complete the sentences with the correct ve rb forms. • Check answers , t hen ask students to discuss the statements in their pairs.
3 criticise 6 employees
• Students work in pairs to wri te two more sentences. Students swap with another pair an d try to complete the sentences. . . boost
.... Revision .... Workbook p. 71
Exam practice Exam guide page 11 • Students complete the exam task. • Check answers, then ask: How stressed do you usually feel before an exam? What can you do in order to feel more relaxed?
Answer key Answer key 1 impossible; historica l 2 enjoyable; wealthy 3 profession; personality 4 effect ively; independently
Phrasal verbs (6): work . • Students read the advertisements and discuss the questions in pairs. • Students match the phrasal verbs to t he definitions. • Check answers. Ask studen ts to write defin itions for the remaini ng phrasal verbs, then compare their answers in pairs.
Answer key 1 come up against 2 get across 3 sort out 4 take in 5 see through 6 jump at
Warmer • Ask: Have you ever had a job in the summer holidays? What kind of job would you like to do during the summer? Why? Would you like a job in which you use English? Elicit a range of ideas.
Prepare • Students discuss the questions in pairs.
Analyse the task Ove.. to you! • Students write their descriptions individual ly. • Display the descriptions around the classroom. Students re ad them and try to match each job to a person. Ask the questions to the whole class and elicit a range of ideas. c!!NiUii!o~ o:; .tL
.... Workbook p. 87
Use of English: Part 3 Word formation S8 p.145 Warmer • Ask: Why do you think there are often problems between workers and their boss? What should a good boss be like? Do you know anyone who doesn't get on with his / her boss? Elici t a range of ideas.
Get ready for the exam . • Students work in pairs to complete the Exam tip. Check answers as a class.
Answer key (suggested answers) 1 2 3 4
parts of speech suffixes, prefixes and spelling changes grammar: Singular or plural? What tense or form? meaning
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Focus on the photo and elicit that it shows an internet cafe. • Students read the task and discuss the questions in pairs.
• Elicit answers to the questions from the class.
Answer key Formal. The task tells us that we need to write a 'letter of application', which is somethi ng which we need t o write in a formal style.
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Students read the letter and identify the main top ic of each paragraph.
Answer key A giving a reason lor writing B tal king about her knowledge of and interest in computers C talking about her work experience o talking abo ut her English abil ity
• students work in pairs to complete t he email.
Answer key 1 7 8 9
am writing 2 apply 3 in 4 to study 5 for 6 that have studied I have been studying am going to take I am taking / wi ll be taking like I be keen 10 do not 11 forward 12 sincerely
Preparing for Part 2
O·. Students work in pairs to comple te the Exam tip. • Check answers, then refer students to the Writing reference on pages 170-175. Answer key 1 one
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2 120
3 five
4 two
Put students into small groups to copy and complete the table.
Answer key (sample answers) Informal letter: info rmal; informal letter style, a new paragraph for each new idea; Hi, how are you? See you soon; infor mal expressions, phrasal ver bs Essay: formal; introduction. main paragraphs. conclusion; In conclusion , To sum up; linkers, formal language, passive verbs Article: a mixture of formal and informal; in paragraphs, a new paragraph for each new idea ; questions, linkers to connect ideas, interesting adject ives Story: formal or informal; a new paragraph for eac h pa rt of the story; time linkers. descriptive language Report: formal; introduction, mai n paragraphs, conclusion; it is clear that ... , it seems that ... ; formal language, linkers of add ition, contrast and result Review: a mixture of f orma l and informal; in my opinion, I would say t hat; language to add emphasis
-----.-
.......... 0: -
Students discuss the questions in groups. . • Ask each group to report back on their discussions, and have a class brainstorm ing session on ways to prepare for t he exam.
o.
Allow students time to read the exam task. • Read the instructions with t he class. Remind students that in the exam they will have 1 hour 20 minutes to complete both Parts 1 and 2, so they should aim to spend around 40 minut es on this task. • Students complete the exam task. Encourage students to finish writing in good t ime to check the ir work and make corrections.
On target? SB p.148 Answer key 1 1 left; ret urned; was wearing 2 kept laughing 3 know; will! wou ld you marry 4 Will you be wo r king; to have 5 announced; hadn' t had; to ea t 6 feel; smashing 7 to take; was kidnapped! had been kidnapped 8 were asking; switched 21B 20 3B 4A 5B 6A 7 C 8 B 9 C 100 11 C 12 D
Photocopiable activities
Teacher's notes 1a Those were the days
• Working in groups of four or five, students discuss the events. The y share if they celebrated each event as a child and if they continue to do so today.
o.
Students look at the pictures and read the text quickly, ignoring the gaps. Then they choose which ce lebration fits in the gaps.
o·
2b Loved up
C.
Students work in pairs. Have them cut out the sentence halves and shuffle them. They then match the halves so that they make sense. Next. pairs put the sentences in order to make a story_
Answer key Christmas
C . In pairs, inv,ite students to discuss how the writer,
o. .
Answer key 1 3A 2 nc
spends Chnstmas now versus when she was a child.
In the same pairs as Activity 3, students identify if the phrases from the t ext refer to past actions or states.
e.
3 5J
state
5 6
past action (could use either) past action (could use either)
C..
Individually, students complete the text with either would or used to. Tell them to write would if both are possible.
e.
Answer key 1
used to
2 would
o. 3
would
4
would
5 would
7 used to 8 would
6
9
would
10 used to
wou ld
In small groups of four or five, have students discuss which celebration they enjoyed most as a child. Tell each student to write notes about their thoughts and then discuss them as a group.
..
o.
Students work in small groups and discuss the celebrity signatures.
Direct students' attention to the handwriting samples. Students read the descriptions and match them with the sample. Point out what t-bars / crossbars on the letter tare.
Answer key lA2C304B
0' .
Have students categorize the underlined words in the correct column and writ e their adjective form.
Answer key High self-esteem: determined, enthusiastic, ambitious,
Students work individually choosing four of the phrasal verbs from Activity 2 and using them in a short text.
In pairs, students read the sentences in Activity 2 and decide if they are true or false for each student. Pairs share their thoughts.
~
Have students read the sentences again and decide when the verb in bold happened in relationship to the other verb.
Answer key 1
before
6
2 at the same time / before
Ensure each student has a counter and each group has a die.
o.
10 91
o. o.
O.. Students work in groups of four and play the game. 2a Character analysis
6 lH
7 10F 8 2E 9 8K
3a It was meant to be
1b Tell me about yourself .
4 60 5 7B
In different pairs, students cut out the word cards. If possible, mount them on construction paper to make the cards slightly easier to handle. • Pa irs shuff le the cards and place them face down on a surface. They each take turns turning over two cards at a time, looking for matching phrasal verbs. If they find a pair. they keep the cards, otherwise they turn them back over. The student with the most pairs wins.
Answer key 1 state 2 past action (could use either) 3 past action
4
Students copy the same text from Act ivity 2 and exchange it with a partner. They then analyse each other's handwriting.
before
3 after
7 at the same time 8 at the same time / after
4 at the same time
9 before
5 before / at the same t ime
Q . As a class, look at the pictures. Discuss how you think
o. .
each of the characters are related.
Tell students to read the description quickly and label the different characters by name.
.
Answer key A Sarah B Mark C
Philip
D Joshua E Ingrid F" Yoko
• Students complete the description of the characters with the gerund or infinitive form of the verbs in brackets. Answer key 1 2 3
0: .
working to leave being
4 5 6
to behave to sack raising
7 8 9
seeing to keep to make
10 to find 11 to know
Have students individually write a short summary of the next episode of the soap opera. Tell them to use at least eight words from the list.
• Invite different students to pre sent th eir summaries. As a class, decide on which one is the most convincing.
o
3b Whodunnit? o
o
o
Put students in groups of six. Cut out each of the characters from t he gam e and distribu te one to each student. Students read the background informat ion and th eir profile. Have each student give his / her group a summary of the cha ra cter. Then have stud ents ask each other quest ions in order to com pl ete the infor mat ion in th e chart.
• Put studen ts in groups of fou r and have them discuss their find ings. Ask if yo ur class's vision of the future is optim istic or pessimist ic.
4b Climate change o
Answer key 1 Alibi: Vou were talking with Irene Forbes about her summer plans Motive: She got the Director of Stud ies job over yo u 2 Alibi: Yo u were in your office chatting to Loui sa Minnelli Motive: You want to get a promotion to senior teacher Incri minati ng evidence: nla 3 Alibi: You were in the school ga rden drinking Motive: You failed yo ur fina l exam Incri minating evidence: A half a bottle of vodka was found on the scene and you were prev iously drinking 4 Alib i: You were ta lking with Felix Esposito Motive: You wa nted more respons ibility at work Incriminating evidence: nla 5 Al ibi: You were talk ing to Mr Bowles Motive: Vou told her something to make her upset Incri minating evidence: nla 6 Alibi: You found the body Motive: She foun d out about your relationship with the school caretaker In crimin ati ng evidence: You were in Card iff three weeks ago, and she has a receipt from a Cardiff hotel o
o
Students work individually to co mplete the solution to t he murder mystery. Invite groups to share their t houghts on the solution.
Answer key 1 had been having 2 tho ugh t 3 liked 5 decided I was going to deCide
6 had hoped 7 had been making 8 had threatened
o
Invite students to read the statements, ignoring the options. As a class, discuss if students agree or disagree with th em.
o
Students wo rk individually to choose t he correct fu ture form.
Answer key 9 10 11 12 13 14 15
o
The small groups agree on what wi ll happen next and draw a picture.
o
Have the smal l groups eXCha nge t heir picture with an opposite group. Then they specula te on wha t is happenin g in the drawn picture they receiv e.
o
The smal l groups agree on what the original picture is and draws it.
o
Put the small A and B groups together to com pare what the y drew and what the origi nal picture is. Encourage studen ts to use the phra ses included in t he Useful ex pressions.
o
5a What would you do? o
Students complete the sentences individually.
o
Tell student s to read the situation s and then wr ite a th ird opt ion. Ensure the y use the correct ver b tense.
• Stu dent s ex chan ge their papers in pairs and ans wer the quiz. Next t hey guess wh at their part ner' s re sponses we re. They tally the corre ct ones and check their sco res.
5b Your free guide to
4a Back to the future
will mak e will have increased will live will cause will recycle are goi ng to rise will be fou nd will be destroyed
o
Divide the class into two groups: A and B. Give each group their co rrespo ndi ng task. Within each group A and B, divid e st uden ts into small groups of two or three. Have each sma ll group look at t he picture and talk about what they thi nk is happening.
• In pairs, ask stud en ts wri te a similar quiz, bu t to include all three opt ions. They then exchan ge their quizzes with another pair and guess each other's answers.
4 helped
1 2 3 4 5 6 7 8
Students walk around the classroom and ask if their classm at es agree or not wi th the statements. When they fi nd someone who agrees, the student wr ites his / her name, and includes the reason why the person believes it is true.
will result will die out is going to drive will have dried up will be will look will become
00.
• In pairs, have studen ts look at th e pi ctu res and discuss them. Wh ich activities wou ld they prefer to do t ogether? o
Students mat ch the descriptions to the pictures.
Answer key lE2D3 C o
4 A
5 B
Put students in groups of fo ur. Tel l them to eac h choose a profile and create an itinerary for that person.
• Groups share their itineraries. Have th em decide wh ich one they th ink is t he most fun / cult ural / acti ve.
6a I have to tell you something
• Students mak e questions individually.
; • Te ll students to read the email, ignoring the gaps. Ask: What is Laura's main reason for writing?
e.
Answer key 1 2 3 4 5 6
Students complete the email.
Answer key 1 have to wake up 2 can shower 3 don't have to 4 couldn't sit
5 should have told 6 needn't worry 7 must explore
e.
o.
.
Pair s exchange emails and gues s th eir partner's problem.
2 3 4 5 6
1 2 3 4 5 6 7
Answer key
o.
4 down
5 take 6 hugely 7 absolutely 8 high ly
Have students complete the article.
Answer key
Students ci rcle th e correct word.
1 lately 2 strongly 3 work
Roberto Romano he was fed up wait ing for taxis city travel it is powered by solar energy €50,OOO
O'
6b I think therefore I am
0' .
o. -
Using the letters in th e bo x, students make words. Give st udents t wo minutes to complete the activity.
Students answer the questi ons in Act ivi t y 4.
Answer key 1 City Seagull
Put studen ts in pairs. Cut out the emails at the bottom of the page and distribute one to each student. • Students r ead the emails and wri t e a r eply. Remind them not to mention their problem in the email.
o.
What is the invention called? Who was it invented by? Why was it inve nted ? What is it / will it be used for? How does / will it work? What is / will be the estimated cost?
was invented is designed is powered can be parked can be programmed being tested was leaked
is said to be launched was to be broadcasted are expect ed is estimated 13 will be enjoyed
8 9 10 11 12
Students wo rk in pairs to discuss whic h in ven t ion they wo uld prefer.
7b Unmatched strength
Answer key (sample answers)
set, eat. see, eel, sets, eats, sees, lets, seat
• Put studen t s in pairs and distribute one works heet per pair. They cut out the card s and turn th em over. They take turns turning over two cards. If they make a negative adjective, they keep th e cards. otherwise they turn the cards over. The person wi th the most
Students match the verbs and particles t o complet e th e definitions. Give students one minu te to complete the activity.
-
o.
.
Have students work in small groups. They choose
a situation and wr ite a short story using negative adjectives.
Answer key 1 cut down 2 stick to 3 eat out
o.
Q . Invite groups to share their stories with ot hers. 8a Depicting the everyday
4 give up 5 take up 6 cut out
Students add up the number of correct answers. See
who is the brainiest person in th e class.
7a The latest inventions
0: .
o.
Put students in pairs and have them di scuss what t he
invention is. Pairs read the article and check t heir predictions.
• Students circle the cor rect form of th e verbs. Answer key 1 2 3 4 5
~
can display was developed are equippe can be sent can be down loaded
6 7 8 9 10
adjust have chosen has been inserted can be ordered are being t est ed
• Ask students to wo r k in small groups and discuss the paintings.
o.
Students write the miss ing phrase s in the gaps.
Answer key l C 2 A 3 E 4 8
5D
• Students underline the adjective and then find the ir opposites. Answer key 1 2 3 4 5 6
open liberal unhappy, depressed, seri ous sociable grumpy easy-going
0: .
Students complete the sentences with the correct adjective.
10a Catch a film • Students work individually to match the words
Answer key
.
1 lo nely
4 funny
2 alone 3 good fun
5 terrific 6 terrible
Answer key 1 2
3 4 5 6
, . In pairs. students discuss which sentences in Activ ity 4 are true for them.
Bb Write a comment .. .
o.
Students work in pairs and order the comments. Then ask them to add one.
.
7
B
e.
1a b 2a b 3a b 4a b
1 Damion, Helena, Katy, James 2 Robe rta, George, Fern, Maria 3 Ma t t. Andre, Joanne, Anna
Have students pass their pa pers and add a comment. Students write three more comments for each picture, t hen decide on which one they agree with.
Sa b
9a Changes
6a
o. e.
Answer key
e.
l C 2 B 3F4DSA6E
--
forms. was used to
1 2 3 4 5
.
o·
Students complete the text using the appropriate
Answer key
0 ,.
b 7a b Ba b
As a class, look at the pictures and answer t he questions.
Stu dents match the sentences to the pictures.
got used to am getting used to used to can 't get used to
Have students work in pairs. They cut out one set of the cards and place them face down on their desk. Pairs take turns choos ing a card and talking for one minute. The other partner guesses the situation being described.
Answer key 1 The Dia ry of Anne Frank 2 Harry Potter and the Phi losopher's stone 3 Animal Farm 4 Romeo and Juliet
Put students in pairs. Give one the A sheet, and the other the B sheet. First, students write the sentences in direct speech .
.
Answer key 2 'I have never seen her before: 3 4
e.
Put students in groups and ask t hem to share their sentences from Act ivity 3.
I
characters with
Answer key Student A lD2A3B4C Student B lC2B3A4D
o.
Student A reports the quotes, while Student B identif ies who said them.
Answer key student A 1 He advised that if at first you didn't succeed , give up. 2 He claimed an eye for an eye only ended up maki ng the whole world blind. 3 He asked who had been eating his po r ridge. 4 She announced she was going to suspen d her campaign .
Answer key Ind ividually, students complete the sentences.
'Call me.' 'Let's do it t oget her:
Have students match the people their descriptions
the definitions.
o· o·
'I recomme nd you see it:
1
Q .. Have students match the elements of a story with lB2F3A4CSG6D7E
Ask student s to replace the words in italics in Activity 2 with their own answers. Then they share them with a partner.
o.
o. -,
historic moment historic drama stro ngly ad vised soun d advice sens it ive issue sensible idea idea l candidate idea listic beliefs childlike enthus iasm childlike behaviour ter rifyi ng scene ter rific performance organisational ability organised crime building site catc h sight
10b She said what?!
9b Literary pursuits Individually students read t he descriptions and write the names of the novels.
Have students complete the sentences.
Answer key
Answer key
~
hist orical drama, hist or ic decision legal advice, sound advice, strong ly adv ise sensible idea, sensitive issue, sens itive skin idea l candidate, idea l world, idealist ic beliefs childish behaviour, ch il dlike enthusiasm, chi ldlike innocence terrific performance, te r rific va lue, terrif ying scene organisational ability, organised crime, organised relig ion bu il ding sit e, sorry sigh t, catch sight
o. •
Student B reports the quotes, whi le Student A identifies who said them.
Answer key
12a Caught red-handed
Student B He promised he would keep doing Bond till his knees went. She claimed what big eyes he had. He predicted there would be difficult times ahead. He warned if you couldn't explain it simply, you didn't under stand it well enough.
1 2 3 4
Have students look at the pictures of Michael J ackson, and in small groups discuss his physical changes .
.
Students complete the statements individually.
Answer key 1 2
3 4 S 6
of; he
S had; in
who to; and
6 without 7 was
soon
8 would; the
Answer key 1 2 3 4 5 6 7
ar rested stabbed susp icion possession officers stabbing inconsistent
• Students choose one of the other pictures fr om Activity 1 and ans we r the questions to make a short art icle.
had; in withou t
• Students unscramble the sen t ences.
Answer key 1 His father hard ly ever said anything good about him. 2 Not only did his album Thriller go straight to number one but it also sold 47 million copies worldwide. 3 No sooner than it had hit the charts , 'Billie Jean' went to number one. 4 Not until 2003 did Matt Groening admi t that Jackson had
provided a voiceover. 5 Seldom did he make appearances in public without a mask. 6 It was only because he was unable to payoff his debts that he agreed to tour again. 7 Little did the fans who bought tickets for his 2009 tour thi nk he would die before it started.
• Have student s underline the structures t hat make the sente nces in Activ ity 3 more dramatic. • Instruct st udents to write five unusual facts about a famous person without using his / her name. The st udent reads the facts to their partner, who tries to guess who is being described.
11b First impressions • Ask students to read the paragraph individua lly and decide if it refe rs to photo A or B. Answer key Photo A
• Students complete the paragraph indiVidual ly. Answer key 1 looks as though / if 2 looks like 3 seems 4 seems
• Pairs decide which picture is being descri bed. (A) • Have studen t s individually complete the story with the co rrect form of the verbs in brackets.
11a The King of Pop
o. e.
• Put students in pairs and have them discuss what is happening in the pictures.
S looks like
6 li ke 7 as 8 Like
• Put students in pairs and have them choose an image and writ e fi ve sentences about it. • Pairs read th eir descriptions for th e rest of t he class to identify.
• In small groups, studen ts read their stories and decide wh ich is the most plausible. • In the same group, students choose one of the stor ies and act it out. The rest of the class guesses which picture they are referring to.
12b Work in progress • Put students in groups of four to play th e ga me. They throw the die and mo ve round t he board. The first person to the finish wins. Answer key 1 referral 2 take
3 at 4 S 6 7 8 9 10 11 12 13 14
come will be wouldn't have become through to work would work liaising coordinatin g have lived have been working don't have
lS St udying 16 unlikely 17 leadership 18 financial 19 competitive 20 get 21 promotion 22 qualifications 23 had been 24 through 25 cope 26 ca ught 27 strengt hs 28 had spent
Common errors worksheet
Answer Key
Common errors worksheet 1
Common errors worksheet 2
Using the present perfect
Present tenses for future Ineaning
e,
o
B
Z
0'
e
A
present perfect Z past simple 3 present perfect I went to New York last year, 2 Correct 3 I've known Tim for five years. 4 Correct 5 I met Paolo when I lived in Italy, 6 I don't know where Sara is - I haven' t seen her for three weeks,
Questions
0' C '2
B
Z
e, C '2
3 4 5 6
2
Very
A
3
2
Too
When to use the
the 3 -; the 4
5
0'
2 the
3 4 5 the 6 the 7
8
'm playing 2 starts 3 '11 stay 4 '11 make 5 doesn't close 6 're having
if or unless? B
2
A
3 unless
very kind too young very funny fit enough too fast enough money
B 0 ' 0 ,2
8
4 if
Why didn't Paul come to the party? Has the car broken down? Can you help me wit h my suitcase? Where are you going? Who did t hey give the prize to? Will you phone me la ter?
B
3
unless 2 if
too, very or enough?
0'
B
e,
01
be fore before
3 after
Z 3 4 5 6
2
1 the present continuous 2 the present simple 3 will
0'
3 B
A
B
2
A
znust, znustn't and (don't) have to B
2
A
3
B
0 '2
A
3
I won't phone you unless there's a problem, 2 You'll freeze if you don't put your coat on. 3 I'll retake my exams unless I pass them al l first time,
Enough
obligation haveto 3 mustn't 4 don't have to
0 '2
both had to 3 will have to
0 '2
don't have to mustn't 3 mustn't 4 doesn't have to
Indirect questions
0,B
C'
2
B
3
A
indirect
2 statements 3 ind irect
e, 2 3 4 5 6
Can you tell me what time it is? I wonde r who he is getting married to, Cou ld you tell me where the st ation is? Do you know if the film has started? Have you any idea who he shares a flat with? Can you tell me if the library is open on Sundays?
Common errors worksheet 3
Common errors worksheet 4
Passive reporting verbs
say or tell?
0' G,'2
o
A
2
A
B
0'
to infinitive -ing form
She's rumoured to be planning a tour next year. The company is thought to employ over ' 0,000 staff. He is suspected of being involved in some way. He is known to be unhappy at work. He was assumed to be guilty.
3 4 5
Verbs that need an object
0'
03 .
B
2
A
O~
We aren't going out together any more - we've split up. Listen carefully to the information and write it down. I know I can always re ly on you. Correct The car broke down on the motorway. It's true - I'm not making it up!
They haven't arrived yet. She is still trying to find a job. She has already spent most of the money. Has their plan landed yet? I still haven't received an apology. I'm afraid Anna has already left.
like
2 like 3 as 4 as 5 as
3 4
5 6
2
A
3
A
Progress and Diagnostic tests
Answer Key Diagnostic test
Progress Test 1 (Units 1-3)
0
O~ ~
~
1
have been work ing, haven't finished (Unit 1)
2 have I seen (Unit 3) 3 were told, came (Unit 10) have to / must reply (Unit 6) had been opened (Uni t 7) have you known (Unit 1) hadn't eaten, wouldn't feel (Unit 5) 8 used to enjoy (Unit 1) 9 get (Unit 4) 10 hadn't offered (Unit 9) 4 5 6 7
(Unit 10) Having been judged the best in the competition, Laura won £1,000. (Unit 7) 3 I'm sorry but there's only a little coffee in the jar. (Unit 4) 4 The restaurant on the corner of Market Street sells excellent seafood. (Unit 11) 5 Pam is studying engineering at Bristol Un iversity. (Unit 2) 6 The guide told us to wait in the reception area whi le he checked our cards. (Unit 10) 7 The policeman warned Anna not to drive with only one headlight. (Unit 10) 8 If I had asked him, I know he would have agreed. (Unit 5) 9 On a clear night, I like to look at the moon from the back garden. (Unit 2) 10 The new film was directed by James Cameron. (Unit 7) 2
2
3 4 5
6
Jenny told me she'd pick me up at 7.30 that evening. (Unit 10) Ideas had been discussed at least th ree years ago for a new 3D fi lm. / Ideas for a new 3D film had been discussed at least three years ago. (Unit 7) If Jake had more money for the deposit, he'd buy a new house. (Unit 5) This new Vista operating system isn't as easy to use as what I had before. (Unit 3) My parents wouldn 't allow me to have a mobile phone until I was 12 years old. (Unit 6) In spite of the bad weather, we still went for a walk through the forest. (Unit 7)
9 C
B
what taking / bringing got whe n during used such little 23 whose 24 so
15 16 17 18 19 20 21 22
2 3
0 1 Leo asked us wha t we had been doing in town .
3
D
o ~! ::~ing
Q1
don't have to (Unit 6, 8) discussing (Unit 4) could not (Unit 8) 4 that (Unit 2) 5 unless (Unit 5) 6 meeting up (Unit 3) 7 no (Unit 4) 8 use (Unit 1) 9 easier (Unit 3) 10 as (Unit 3)
2 C 8
C 25 .
presenter 26 frust rat ing 27 re latives / relations 28 conventional
29 30 31 32 33 34
talented shocked discouraging re liable hoping magical
0:. 3536 get along (well) we would 37 isn't as long as 38 you fancy coming
39 40 41 42
the train had just left
a lot in common with weren't difficult enough who I did not like
35 sort it out 36 as long as 37 do not let the dog 38 out of breath 39 good at taking 40 In spite of 41 in the middle of nowhere 42 when car manufacturers build built
20 21
I
can build
I have
e
Progress Test 3 (Units 7-9)
.
14 15 16 17 18 19
20 21
22 23 24
2 C
3
8
9 C
was wish fed used such left be been do only make learn out
36 if I had not gone 37 neither Anna nor I agreed 38 having a new window put I installed 39 must have gone 40 are being discussed 41 looks down on 42 get it off your chest
7
33 cruelty 34 solution
D
35 to get used to driving
01 0 13
31 freedom
01 B 7 A 0 13
34 achievement
Progress Test 4 (Units 10-12)
30 environmental
o
25 dedication 26 competitions 27 success
A
4 D 10 B
5 B 11 A
6 12
C C
22 23 24
B A
2 8
C A
3 A 9 D
4 B 10 B
5 D 11 C
6 A 12 C
author After I Following top adaptations has like told who to whether I if as as
35 announced (that) rehearsal would be 36 should mind their own business 37 warned us not to leave 38 jumped at the offer I chance I opportunit y to 39 After having spoken with I to 40 Jamie what the time was 41 if I were to accept 42 to get your ideas across
Diagnostic test : Name:
o
Date:
Complete the sentences with the correct form of the verbs in brackets.
2 3 4 5 6 7
Find and correct the mistakes in the sentences.
_ _ _ _ (work) on this assignment for ages and I still _____ (not finish) it. Never ~ _ _ _ _ (I see) such a beautiful picture ~ I stood and looked at it for half an hour. You can·t go in! We (tell) to wait here until the receptionist (come) back ~ I~ (reply) to all my emai ls by 5.15 and then we can leave~ I complained because the letter __ ~ ____ (open) before we got it. How long _ _ _ _ (you know) Keira? If I (not eat) so much last night, I _ _ _ _ (fee l) so ill today!
(enjoy) sci-f i fi lms but he 8 Dan really doesn't watch many these days. 9 As soon as they _ _ _ _ (get) here, I'll phone you. 10 I wish I (not offer) to babysit this evening.
C Underline the correct alternatives to complete the sentences. You mustn't I don't have to make a decision now. You can tell me later. 2 After discussing I to discuss it with Ben I've decided to hold the meeting on Friday afternoon. 3 Christian might not I could not have finished his assignment already. It's only been ten minutes. 4 Have you read the text what I that Frank sent to everyone yesterday7 5 I'm not coming to the party provided that I unless you play some decent music! 6 Mary suggested to meet I meeting up after college. What do you think? 7 I'm very sorry but there are any I no tickets left for the concert. 8 Where in Paris did you used I use to live? 9 This recipe is much more easy I easier to fo llow than the other one ~ 10 The last film in the series wasn't as good as I than the first two.
2 3 4 5 6
7 8 9 10
o
Leo asked us what had we been doing in town 7 Been judged the best in the competition, Laura won £1,000. I'm sorry but there's only a few coffee left in the jar. The restaurant where is on the corner of Market Street sells excellent seafood ~ Pam is studying the engineering at the Bristol Un iversity. The guide said us to wait in the reception area while he checked our cards. The policeman warned Anna to drive with only one headlight. If I would have asked him, I know he would have agreed. On the clear night, I like to look at the moon from a back garden. The new film was directed from James Cameron.
Rewrite the sentences starting with the words given. The meaning must be the same. 'I'll pick you up at 7.30 this evening: Jenny said to me. Jenny told _ _ _ _ _ _ _ __ 2 They had discussed ideas for a new 3D film at least three years ago~ Ideas 3 Jake can't buy a new house because he hasn't got enough money for the deposit. If 4 This new Vista operating system is much more complicated to use than what I had before. This new Vista software isn't _ _____ ___ ___
~
5 I wasn't allowed to have a mobile phone until I was 12 years old. My parents _ _ _ ~_ _ _ _ _ _ _ _ _ __ 6 The weather was really bad but we still went for a walk through the forest. In spite _ _ _ _ _ _ __
....
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Those were the days . Work in groups. Talk about if you celebrated the events below as a child. Do you celebrate them now? Christmas
o
New Year"s Day
Halloween
Your country's national day
Your birthday
Read the text and write the celebration from above that fits in the gaps.
~
today is so much mo re commercia l than it used to be when I was young. I remem ber we used ___ Eve, we would hang up our stockings at the end of the bed for Santa to fill. Imagine! We used to actually believe he cam e down the chimney with his huge sack. We were so excited we couldn't sleep, although we 'd final ly drop off, ~nlY to wake up at the crack of dawn, delighted to discover what Santa had brought. On _~_~_._ Day my grandparents used to come for lunch; we would always have turkey with vegetables and gravy. The thing I liked best was pulling the .crackers. We would wear those silly hats and read those stupid jokes all day long .
I ~happy with a few littl e presents, but now kids expect so much more. On _ I
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Work in pairs. Take turns to talk about the differences between how the writer spends Christmas now, and when she was a child . Did she enjoy it as a child? Does she enjoy it now? Work in pairs and write if the phrases from the text refer to a past action or a state. Where could you use either would or used to? 1 We used to be so happy. _ ~_~~_~ 2 We would hang up our stockings. _ _ __ 3 We'd finally drop off. _ _ __
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4 We used to believe he came down the chimney! ___ ~_ 5 My grandparents used t o come for lunch. _ _ __ 6 We would wear silly hats. _ _ __
Complete the text with would or used to. If both are possible, use would. -----When I was a child, my favourite celebration (1) be Halloween, whi ch takes place on October 31st. At home, my mother (2) ___ ~_ al ways bake an apple pie and put coins inside for us to find. My dad (3) hang an apple on a string from the ceiling and we (4) try to take a bite out of it with our hands behind our backs - it was almost impossible, I can tell you! In the evening, we (5) _ _ _ _ have so much fun putting on witch masks or 'false faces' as we called them, and going out into the street with our friends. Some of the naughty boys in the village (6) go to people's gardens, take the gates off the fences and hide them, or even throw them in the ri ver. The y also (7) _ ____ let the air out of car tyres. Every year, my fath er (8) lock the gates and the tyres in the garage the day before Hal loween. The girls were tamer. We (9) ring doorbells and run away! All in all, we (10) have great fun!
O'Work in small groups. Which celebration did you most enjoy as a child? Make notes and then tell your group about it.
PHOTOCOPlABLE
Tell me about yourself o
Work in groups of four. Place your counters on start and roll a die to move around the board. Ask and answer the questions. The first person to reach the finish wins.
®
CD Who do you get on with best in your fo.mily?
o.re the ® Who.t do you ® Who.t three most enjoy doing with your friends?
@ Who.t ~
do you do to cheer yourself up if you o.re feeling down?
interesting plo.ces you ho.ve visited?
® Who.t's your neighbourhood like?
Is there o.nything you used to believe in tho.t you no longer think is true?
(j) Go bo.ck 2 spo.ces.
@ Who.t's
your most prized possession?
® Who.t's
the best present you ho.ve ever received?
® Who.t did you do on your Io.st birthdo.y?
® Move o.heo.d 1 spo.ce.
® Miss
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turn.
WhiCh film would you like to see o.go.in?
@ Who.t
things do you normo.lly not enjoy doing?
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@) Who do you think should be po.ld more, 0. footbo.ller or 0. politicio.n? Why?
~
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@ Who.t
kind of things do you prefer to do o.lone?
- -
@ Who.t's your eo.rliest memory?
@ How does your lifestyle cho.nge when you o.re studying for exo.ms?
® Who.t Wo.s the Io.st event you celebro.ted?
@ Who.t @ Miss
0.
turn.
do you dislike o.bout the plo.ce you live in?
@ Ho.s @ Go bo.ck 3 spo.ces.
o.nything ho.ppened in your life tho.t you will never forget?
W:~~!!~~~~~!!,dPUblishing, 2010
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Character analysis Work in small groups. Discuss what you think the signatures of these people reveal about their personalities.
Pablo Picasso
J.K. Rowling
Leonardo DiCaprio
Barack Obama
Match the handwriting samples (A - D) with the descriptions. B (IV" '-\
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.£lit" fodz/ ;C~'IC /,/1 ~6/& __ Firm and long downward strokes ind icate determination. Looking at th e crossbar on the t, you'l l notice that it slants upwards, whi ch corresponds with enthusiasm and ambition. The overa ll movement of the script is slanted t o the r ight: a strong indicator of success. 2 __ Rou nd and large handwriting shows self' interest. The exaggera t ed size and use of space can indicate indulgence. This love of luxury can lead to selfish ten dencies and indifference towards others, but oft en indica t es populari ty and energx,
3 _ . This handwriting is very loose and com fortable. It shows relaxation and confidence. The large size combined with how the word s take up a lot of space horizontally show cas ualness when approaching life's many challenges. 4 __ Light pres sure ca n indicate amiability and sweetness or sadness and isolation , There is very litt le difference in the height of the upper and lower strokes, which suggests inactivit y. The t -bars are crossed low on the stem and the dot s on the i are missing, which could sig nify either clumsiness or tha t the writer is a dreamer.
Write the adjective form of the underlined words in the correct column . High self-esteem
Low self-esteem
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Work in pairs. Write out the text in Activi t y 2 in your own handwriting and exchange it with you r partner, Write a handwriting analysis of your partner's handwriting.
E ,,r 5 She could hardly believe how well t hey got up and went thei r sepa rate ways. , , __________________________________________________ +, __ _____________________________________________ _ __ ,, I
Play Concentration in pairs. Turn over two cards. If they make a phrasal verb, keep the cards. If not, turn them back over. The player with the most pairs wins .
It was meant to be Work in pairs. Read the sentences below and decide if they are true or false for you. Tell your partner.
G Look at the verbs in bold and write if they refer to actions which happened a} before, b) at the same time or c) after the other action.
o 2 3 4 5 6 7 8 9
I remember seeing sno w for the first time. before I always remember to look over my notes before English class. _ __ _ I so metimes forget to remove my pen drive from the compu t er. _ _ __ I have forgotten having made an arrangement to meet someone more than once. _ _ __ I tried bungee jumping once. _ _ __ I sometimes try to stay awake all night to study for an exam, but I always fall asleep. _ _ __ I always mean to save my money, but I usually end up spending it. _ _ __ Summer fo r me means lazing around on the beach. _ _ __ I stopped eating sweet things when I put on weight. _ _ __ I rarely stop to think about how I could improve my life. _ _ __
Look at the characters from the soap opera 'Family Fates'. How do you think they are related?
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Read the description, ignoring the gaps, and label the photos.
4) Complete the description with the gerund or infinitive form of the verb in brackets. Mark and Philip were brothers whose feelings of rivalry prevented them from (0 [email protected].!2... get on) with each other. They hated (1 work) together but neither wanted (2 leave) their well 'paid jobs in t he family firm. Their father, Joshua, didn't mind th em (3 be) competitive, but expected them (4 _ __ behave) like adults, and threatened (5 ____ sack) both of them if they even considered (6 ____ raise) their voices at work. Their mother, Sarah, a stay-at-home housewife, couldn't stand (7 see) them argue and tried (8 keep) everybody happy. Mark, the more conservative and older of the two, was married to a beautiful blonde, ambitious Swedish woman, Ingrid, who intended (9 make) sure her husband became head of t he company one day. She didn't kn ow that Yoko, Philip's Japanese wife, had con tract ed a pri va t e detective (10 find out) what dark secrets Mark was hiding from the fami ly. As for Mark, he wanted (11 _ __ know) who the young, green-eyed brunette he saw dining with his father in the exclu sive Mu restaurant was ... L -_ _ _ _ _ _ _ __ __ _ _ __ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Write a summary of the next episode of the soap opera. Use at least eight of the verbs from the list. want expect like love can't stand deny try forget avoid pretend threaten manage remember suggest mean admit plan persuade hope offer decide refuse agree stop _ Present your summary to the class. Which one do you think is most convincing?
Work in groups of six to play a murder-mystery game. You are at a school where someone is murdered. Anyone of you could be . the murderer. Exchange information to find the guilty person. ,--------------!
i
i
u rin g tIle end of the year party, a loud scream was heard {[Om o ne of tbc offices. It was 5.64 p.TU. exactly. It \ViiS A.nn )o11es, one of the teachers, W\1 0 bad scr ea m ed. SlIe Ilacl go ne to speal", to M s Forsytile, tbe middl e- aged Director of
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4 Ms Loui sa Minnelli _._-----
5 Mrs hene
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reaJ: O n e word about
_._._._._ .... _._._ ... _____ . _____ ..
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will be sorry! JE. In her wallet was Cl receipt fo r £2 4 0 for a b otel in Ca rdiff from three weeks ago. :
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wound, suggesting she bad been wouncled rece n tly. Beside 11er on the fl oor was the glass ball sb e used as a paperweight. On her desk was Pe ter C raig's f-:inal exam marked 'Fai I: In bee bag tbere was cl note written
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Yo"""ifltlis arej B.
Bowles
head. Blood wa s still b:ickling out of th e
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I Mr John
-foLLlld her lyi ng dead on t he floor in l1er office. S11e had \Jeen hit on the
in fo unlain pen.
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Ul is to anyb ody and
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Studies, and I
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6 Ms Ann Jones - _.
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Complete the solution with the correct tense of the verbs. ~~~~~~~~-~------ . ---.------ - -
Ms Forsythe (1 __~ have) an affair with Felix Esposito, who was ten years her junior. She (2 .~ __ think) he looked like James Bond and (3 _ _ like) to call him JB. Felix was a happily married man and father, but Ms Forsythe was his boss and would give him lots of overtime that (4 _ _ help) pay for his children 's education . Not only that, she was the One who (5 _ _ decide) who would become senior teacher when Mr Forbes retired in July. and Felix (6 ___ hope) he would recei ve special treatment. Lately. however, she (7 _~ make) a lot of demands and expected him to go away for the weekend with her. Not only that, she (8 _ _ threaten) to tell his wife about their affair, and to give the promotion to Mr Bowles.
-------------------- ____________ T , ______________________ -----------T--------------------------------. Jl.1r Jolm. Bowles You are a colleague 1 of Ms Forsythe's and were furious when she got the Director of Studies job over you three years ago. You have been hoping that she will give you the promotion you need to help finance the refmbislmlent of your holiday home in Wales, where you hope to retire, but you fear she doesn't respect you. You were talking to Irene Forbes about her summer plans at the time of the murder. !
j'v h Fe.Iix Espos _ito You are the
Peter Craig You are a final-year
Spanish teacher at the school. You are a father of three and you do al l the overtime you can to help pay for your children's education. You know Ms Forsythe likes you and you are hoping to get a much-needed promotion to senior teacher. You 'were in your office chatting to Lo uisa Minnelli \-vhcn you h cl ' ear Ann Jones scream. I :
student at th e schooJ and you can't wail lo leave and go to physical education college. You think. MUl'jol'ie Forsyth e is condescending and you can't stand her. She failed your last exam and you gave her a pieee of your mind earlier tha t evening. You were in the school garden alone when you savv the other teachers runniufT to Ms b Forsythe's ollkc.
!VIes hene Forbes You are the school secretary thanks to Ms Forsythe, who was a friend of your mother. You've known her since you were a child, so you felt y ou could warn her that you'd noticed her 'borrowing' from the school account. However she flew into a rage and now you think you are going to lose your job. You were at the party chatting t o boring Mr Bow1es about your summer holiday to Spain.
Ms LOl1isa Jl.linnelli You are a ciflssrDom assist a nt a t the school. You had been a pupil of Ms rorsylhe's but ended up i11 prison for st ealing afte r s ome p robl ems at hume. Yuu had got the job lhanks la Ms Forsythe, who gave you a second cha11ce afteryou rrehabilitation. She had been really cold to you ever silK e lhat nice Mr Esposito s uggest ed yo u be given more respons ibility Hnd more pay You had just popped into Felix·s office to sec jf he wdl1tcd to come to the party.
!VIs Ann Joncs YOll are a n ew teacher at the school, and are still on probation. You are a bit afraid of Ms Forsythe especially since she saw you in Cardiff a few weeks ago. You were there with the caretaker of the school, and you t hink she m ay not approve of your relationship. YOll were go ing to speak to her about your posi tion nex t year when you
Back to the future Look at the statements in the first column of the table. Do you agree or disagree with them?
o o
Choose the correct future forms in bold to complete the statements. Find someone who answers 'yes' to the following questions and ask him / her to justify his / her answer.
~.
Find someone who bel ieves tha t ...
Name
Justification
11 buying carbon credits when you Ily will make / will have made a difference to protect ing the environment. .. .. _-----
•
!
_
.. _ - - - -
~ ~;~ hole in the~:~:lay~~;~:~:asi~-g / will have I increased by more than 10 percent in I ive years' tim e.
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man will live / is living on the moon in his / her
r;- ~::~~;(hange will~us~/ ~usin are his / her country in the near luture.
1
Is
l~17
--
_ . _ - - - - 1--_._-g droughts in
--
most people will recycle / is recycling lrom now on to help preserve natura l resources. - _
.
water levels are going to rise / rise. ca using cities like New York. Tokyo and Mumbai to 110od. ._-_.
--
new sources 01 energy will be found / have been found in the near luture. . - . -~-----
8
the planet is being destroyed / will b e destroyed by a nuclear war one day.
9
global warming will result / will have resulted in the extinction 01 some species over the next 20 years.
. -- . ~-
.. _ - - - 1 - - - -.
._-
-- ----_._-_._----
--.- .- -
10 endangered species like lions are dying out / will die out completely belore long.
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11 everyone is going to drive / is driving as little as possible in the luture to help reduce carbon admissions. . _.
__
.
12 natural resources will dry up / will have dried up by th e time his / her grandchildren have be come adults.
--
13 lile lor the next generation is / will be less stresslul than now. 14 history will look / will be looking bac k at the present as a golden age. 15 humans will become / are becoming 21 st century.
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extm~_in th~r
Work in groups of four and discuss your findings. Is your class's vision of the future optimistic or pessimistic on the whole?
In groups, look at the photograph and speculate on what could be happening. Agree on what will probably happen next. Draw a picture to illustrate your ideas. Exchange drawings with someone from Group B. Speculate on what is happening in the drawing you have been given. Agree on what you think the original picture looks like. Draw a picture to illustrate your ideas. Compare what you drew with the original photo. What are the differences?
It looks like a photo of ... It looks as if ... They might / may / could ... They seems to be ... In the background I can see ...
Group B
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In groups, look at the photograph and speculate on what could be happening. Agree on what will probably happen next. Draw a picture to illustrate your ideas. Exchange drawings with someone from Group A. Speculate on what is happening in the drawing you have been given. Agree on what you think the original picture looks like. Draw a picture to illustrate your ideas. Compare what you drew with the original photo. What are the differences?
. Useful expression~~%\~~ It looks like a photo of ... It looks as if ... He might / may / could ... He seems to be '" In the background I can see ...
_ _"-_ _ _.;;..Richmond
Publi~hing, 2010
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What would you do? «) Complete the sentences.
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1 2 3 4 5 6
If I were late for school during rush hour, _. If my favourite band comes to play in my city, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ If my house were in a skyscraper, If I live in this city all my life, _ _________ _ I'd always eat breakfast before sc hool if I wouldn't have said anything to the bus driver if _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Read the following situations and write a third option.
o
If you wanted to run the London Marathon, but you had never exercised in your life, what would you do?
o
o I'd loi n a gym. G I'd go jogging in the park e f) What would you
have done if a woman had approached you when you were on your way home last night, saying she had been robbed and needed some change to take the bus home?
o I would have given it back. o I would have reported her to the manager. G _ _ __
o
o I would have g iven her the cha nge. You never know when you'll
@
be
I would have ignored her. She's probably told a million people the same thing .
Imagine you had to get to the airport for a flight in an hour's time. If you were on the underground platform waiting for a train but your train was delayed, what would you do?
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I'd leove the station and hail a taxi.
t!) I'd wait and take the underground to the airport. Delays are never that long.
Imagine it was midnight on Saturday night and your neighbours were having a really loud party upstairs. If you had a job interview first thing the next morning, what would you do?
':£I
in a simi lar situatio n.
I'd join the party. They always throw amazing ones.
G I'd phone the police I really wont the job. G _ _ _ _ _ _ __
~ ---
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If you had been given too much change by the assistant when you bought a coffee this morning, what would you have done z
"
If you had spent a lot of money on non·refundable tickets to a major football match but at the last minute couldn't go, what would you do?
G
I'd go to the stadi um and try to sell them.
e I'd send oul a moss emo il lo ever·yone in my address baok. Someone migh t be inter.ested.
G _ _ _ _ _ _._ __
G
o
In pairs, exchange papers and answer the quiz. Then guess what your partner's answer was for each question.
o o
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t o " right: Your. partner. doesn't need to bare his / her soul to you. You've already got him / her figured out! to
0
to
f) right:
right: You've got a good idea about what makes your partner tick, but you' re far from being a mind reader. You don't know wh ich end is up when it comes to understondir,g you r partner.
In pairs, write a similar quiz. Include all three options for each question. Exchange your quiz with another pair and answer the questions. Can you guess each other's answers?
Look at the pictures (A-E) of free things to do in London. In pairs, discuss which two activities you would most like to do together. Match the descript ions with the pictures in Acti vity 1.
2 3 4 S
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The Port obello Road Market takes place every Sa turday. It has over 2,000 stalls sel lin g second-hand books, cl othing, antique furni ture, ch ina and more - all completely fr ee to browse. London has always had a great line-up for free gigs. The choice is yours wi th everything from big-name ba nds to up-and-coming indie artists. Knowi ng how to da nce has become a must -have skill, and t he Royal Festival Hall is offering free bal lroom dance lessons all summer long. The Nottin g Hill Carnival celebrates Caribbean culture. With sound stag es featuring reggae and ska music and plenty of Caribbean delicacies to try, it's no wonder ove r half a million people enjoy the part y every year. The British Mu seum houses a vast collection of world art and artefacts and is free to all visitors. Highl ights include ancient Egyptian mummies and the Rosetta Stone.
Work in groups of four. Choose a different profile each, and create a personalised, one-day itinerary of free things to do in your town or city for the person.
------ -------
_________ ___ _____________
---------.,.--- ----- ------- - -- -----------------------------~ , I
3 Matteo spends much of his day in front of the computer monitor as an html programmer. He's really into gaming and graph ic novels. Surprisingly, he also is a bit of a thrill-seeker and loves off-piste skiing and surnng.
I Jessica works for a public relations company but
has a secret dream of becoming a marine biologisl. She enjoys her job of putting together campaigns for big brands, but reads National Geographlc ID
.----------------and 2 Nel'l is a graphi c des i gner by day t 1 ght. ' plays in a heavy meta 1 b an d an He ' s not terribly outspoke n , butlS very up - to - date on worl d po 11 t 1 cs and is tak i ng Spanls h classes . 1
_____________________________ _
4 Amanda w ill be starting universi ty in the autumn h t ng and plans to study hi story. Se's very ou gal I cl I and isa member of her school counci an pays in the jazz banc!. She also spends one afternoon a weekvolunteerin gat a primaryschool.
---~--------------------
--- - -- - ---------
:
___________ A
~--------------
Share your itineraries with your group. Then compare them with other students who had the same profile. Whose day out would be the most fun / cultural/active?
Hi Rose, How's it going' I would have written before, but we (0 weren'tallowed to use use) our computers for the first few days. The organisers said something about ignoring the distractions of the outside i world and concentrating on our own spiritual journey. It's been an entire change of pace for me . We (1 wake up) at 5 a.m. and do one hour of meditation before we (2 ______ shower) or go to a morning yoga session. After breakfast, our teachers recommend that we take some time to go over our objectives for the retreat. Attending the afternoon yoga session is optional, and even though I (3 go), I'm really enjoying learning more about yoga and my body. But it's come at a price - on the second day my muscles ached so much, I (4 sit) down properly at breakfast. I felt like an old woman' So one of the reasons I'm writing is to tell you that I won't be able to go with you to Greece next week as we had planned. To be honest, t he entire experience has been such an awakening for me that I 've decided to stay for another week. I know I (5 told) you earlier, but I never imagined the impact it would all have on me. You (6 worry) about my share of the cost though. I've already contacted the tour company and paid my part. I'm sure this takes you by surprise, and I hope you understand. It's the first time I 've ever fe lt something like this in my life, and I know I (7 explore) it fuller. Take care, Laura
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Work in pairs. Student A, look at emaill. Student S, look at email 2. Write a reply on a separate piece of paper. Don't mention the problem in your email. Read your partner's reply. Can you guess what the problem is?
I'm in deep trouble ' The other day I cheated in my English exam. I'm sure Ms 5mythe saw me copying even though she didn't say anything at the time. I'm rea lly scared she's going fai l me, and even worse, she'l l tel l my parents. Either way my parents will be really angry and probably won't let me go to the footbal l game with you next weekend. You've got to help me out!
Hey there! You know that I've got the basketball final tomorrow' Well, just my luck' I hurt my ankle in practice today and I think I might have sprained it . I haven't told anybody because I rea ll y want to play, and the team is depending on me, especial ly because I'm the captain. Any quick fix solutions, mate?
I think therefore I am Do you ask yourselF quest ions like 'Where did J leave my keys?' or 'J know her Face but J just can't remember her name?' Have you noticed (1 lately / ultimately / often) that you keep Forgetting thi ngs? IF so, r would (:2 greatly / extremely / strongly) recomme nd that you try brain lraini ng. The concepl comes From Or Kawashima who cia ims Ih al we need 10 (3 try / work / Fill) out our brains as well as our bodies on a daily basis to improve brain power and prevent signs of ageing such as memory loss. So cui (4 off / down / out) on TV and (5 take / get / give) up word games such as Ihese below, which have already become (6 deeply / utterly / hugely) popular in Japan Be warned though, it's (7 quite / absolutely / very) essenlial you limit how long you play every day because these games are (8 greatly / highly / rapidly) addictive'
Circle the correct word to complete the article.
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to
Make as many words as possible from the follo wing letlers. You have two minutes to complete the activity.
s
e
t
a
s
e
s
t
Match the words with the correct prefix or suffix. You have one minute to complete the activity. poi son
Match the verbs and the particles to complete the definitions. You have one minute to complete the activity. 1 2 3 4 5 6
to reduce intake don·t change (your plans) have dinner in a restaurant stop trying or doing start do ing something new eliminate something from our diet
Each correct answer on this page is worth one point. Add up your score and compare it with your classmates. Wh o is the brainiest person in the class?
The latest inventions In pairs, discuss what you think the invention pictured is.
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Read the article quickly, and check your predictions.
The greatest gadget? The latest breakthrough in mobile communications is i-glasses, a lightweight, comfortable and portable way to view everything from video games to feature films to your Facebook account. The brainchild of Sophie Schlosser, a precocious, but sociable 22-year-old university graduate, i-glasses (1 can display I can be displayed) anything you do on your computer, mp3 player or mobile phone. The combination of a high-quality display and surroundsound stereo (2 was developed I developed) initially so that users could view information from small mobile devices like their mobile phones, and the latest models (3 are equipped I equipped) to provide full-computer functionality. Integrated w ireless broad band technology means emails (4 can be sent! can send), fi lms (5 can download I can be down loaded) and viewed , and gamers can choose a 3D option for certain games.
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The i-glasses have different display options, and light and volume (6 are adjusted I adjust) automatically according to the function you (7 have chosen I have been chosen) for different tasks. A microphone (8 has inserted I has been inserted) into the frame, enabling you to chat with friends or video conference with work colleagues. There are over 100 applications w hich (9 can be ordered I can order) online. Currently, another 30 applications (10 are tested I are being tested).
Circle the correct form of the verbs in bold in Activity 2. Make questions using the prompts. 2 3 4 5 6
What I invention I call? Who / invent / by? Why / it / invent? What / it I use / for? How I it I work? What / estim ated cost?
Read the article, ignoring the gaps, and answer the questions in Activity 4 with a partner.
The bird of the future! The latest invention for city dwellers is the City Seagul l. It (1 ____ invent) by a young Italian entrepreneur. Roberto Romano. Romano, fed up wit h waitin g for ages for taxis to take him to his favouri te nightclubs in his native, traffic-cong ested Rome came up with t he idea which experts predict w ill revolutionise ci ty t rave l. The Seagull (2 ______ design) to carry two passengers. It (3 ______ power) by so lar energy and (4 ____ park) on the roof of your apartment bUilding. It has built-in GPS and (5 ____ program) to fly wherever you want in the fastest time possible.
o
Complete the article with the passive form of the verbs in brackets.
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I !
Although the mach ines are st ill (6 _____ test) and none of them has been put on the market yet, news of I' the invention (7 ______ Ieak) by an unnamed source worki ng on th e project. Romano (8 say) to be furious as he wanted his invention (9 _____ Iaunch) at a star-filled event which (10 _______ broadcast) internationally As prices (1 1 ._____ expect) to start at around €50,OOO, it (12 _____ estimate) that for the moment, short distance air travel only (13 _____ _ enjoy) by the privi leged few.
Discuss with a partner which of these two inventions you would prefer and why.
Unmatched strength Play Concentration in pairs. Turn over one prefix card and one adjective card. If they make a negative adjective, keep the cards. If not, turn them back over. The player with the most pairs wins . • _________ ~ _________ T
Work in groups. Choose one of the situations below and write a short story (120-180 words). Use as many negative adjectives as possible. Think about who the people are, what will happen, and how you can make your story interesting to the reader. In a school chemistry class, a student makes an error with an experiment and accidentally discovers something amazing ... 2 The world has a new superhero! Something unusual happened to give an ordinary person superhuman powers ... 3 A spaceship has just return ed from a mission to outer space and the astronauts have brought back proof of sophisticated life on another planet! Read other groups' stories. Which was the most unusual/unbelievable? '-
In small groups, look at the paintings and discuss what you see. Do you recognise them? What do they describe? Do you like them? Read the article about the artist who painted these works, and match the missing phrases (A-E) to the gaps (1-5). A could sometimes sit B was generally good company C depict rural and urban scenes
D was a lot more easy-going E had never tried to paint
EdwClrd Hopper (New York. 1882-.]967) wcx, Cl prominent reCllist pClinter whose works portrClY the loneliness, isolCltion. boredom Clnd. ultimCltely, resignCltion he perceived in AmericCln life. His pClintings (1 __). They Clre usuCllly of women Cllone, seen reClding or looking out of windows or couples together. but uncommunicCltive. Despite his proliftc output, he (2 __) for dClYs, unhClppy Clnd depressed, wo.iting for inspirotion.
Hopper once fClmously claimed he ( 3 ____) the American scene. just himself. By ClIl Clccounts. he wcx, Cl secretive, conservCltive person with Cl quiet sense of humour who (4 _ .-J, Cllthough sometimes he could be grumpy ClOd Clnxious. He wcx, Cl serious person who gClve frClnk opinions when cx,ked whClt he thought of the art of others. His wife. by contrcx,t, wcx, Cln open. cheerful. good-humoured, sociClble IiberClI. All in all. she (5 __). She died, childless. just ten months Clfter him .
Underline these adjectives in the text, then search again for their opposites. 1 secretive
2 co nserva ti ve 3 cheerful
4 uncommunicative 5 good-humoured 6 anxious
Choose the correct adjective to complete the sentences.
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1 2 3 4 5 6
I wish I had more friends. I fe el so (ionely I alone). I'm a sociable person but sometimes I like being (alone I lonely). My last holiday was real ly (funny I good fun). I thoroughly enjoyed it. One of my teachers is quite (funny I good fun). He always makes me laugh. I went t o see a (terrific I terrible) film recently. I'd strongly recommen d it. It doesn't happen often, but if th e film is really (terrific I terrible), I leave the cinema.
Work in pairs. Which of the sentences in Activity 4 are true for you? DISCUSS your answers with a partner.
Work in pairs. Put the comments in order for each picture. Then add one comment to each one. Pass your paper to another pair. Add a comment to each picture on your new page. Repeat Activity 2 three times, then return the page to its original owner. Which comment do you agree with most for each picture? ' Helena, She might be an actress who didn't get t he ~ Va n,
Anybody who'd st an d her up must be bl ind - she's
gorgeous. Damion: I think she may have just re ceived some bad news .
_ Katy:
Dou bt she's an actress. I reckon she may have been stood up by her date.
IL~_ Mario:
, I
Looks a bit anxious and forlorn ro me. She could be wairing for one of her kids and they might have forgotten all about her. ... George: Or she could just berich. She might be married to amillionaire. _" Roberta: This dame looks rea lly elegant. She might have been afamous fashion designer in her day. _~ Fern: Oh, so just because she's awoman you think she must have got rich through marriage) She might have been asuccessful entrepreneur, you know l
Anna:
And it may not have been acceptable in those days to show your feelings. [] Andre: Really? She looks really bored to me. She can't be very tnterested in him.
Joannc: You never know. she might have had her heart broken in the past and now she wants to play it coo l. Matt: Looks to me like they could be dati ng.
2~~~~[~R~1~'C~h~m~o~n~d Publishing. 2010
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Changes A
B
I L__________.___ Look at pictures and answer the questions. 4 Was he happy there at first? Why? / Why not? 5 Does he like it there now? Why? / Why not?
Where is he from? 2 Does he like it there? Why? / Why not? 3 Where did he move to? Match the sentences (1 - 6) to pictures A - F above.
In England, I couldn't get used to playing football in the rain. 2 I was used to playing footbal l in hot weather. 3 I can't get used to living on my own.
4 I got used to the parties fair ly quickly. 5 I used to live with my family in Cameroon. 6 I'm slowly getting used to the food.
Read the text and complete the sentences using the appropriate form of be used to, (can't) get used to or used to. I came to live in southern Spain about four month s ago and I have to say I love it. Mind you , it's not all plain sailing. I arrived in July and I (0) wuldn'tgetused to the heat - it was 38° C in the shade! I'm from chi lly Scotland, so I (1) 24° C being referred to as a heat wave. No wonder people have siestas here! I found it difficult to sleep at first but I (2) it and I even have to use an alarm to wake up. One thing I slowly (3) is the different work timetable. I (4) have a 9 a.m. to 5 p.m. timetable in Britain, but here it's 9 a.m. to 2 p.m. and then 5 p.m. to 8 p.m. It's long day, but it makes sense in the heat, I suppose. The shops are closed in the middle of t he day for three hours too. I still (5) that, and frequently fi nd myself without anyth ing to cook fo r lu nch !
Work in pairs. Take turns to choose a situation card and talk for one minute using be used to, (can't) get used to and used to. Guess the event your partner is describing.
Literary pursuits Read the descriptions of novels and write the titles. There is one title you will not use. Harry Potter and the Philosopher's stone The Li ves of Animals Romeo and Juliet Animal Farm The Diary of Anne Frank 1
The narrator is a young Jewish girl hiding from th e Nazis in World War 11, who records her day·to-day life in her diary. Most of the story takes place indoors, and it is a moving portrayal of an ordinary family trying 'I to deal with life under extraordinary circumstances.
-j 2
It
In the first book of the series, the main cho.rocters are about 11 ,yeo.rs old. They ore tro.ining to be wizards o.t 0. magical boording school set in 0. fictional ploce. The protogonist is an orphan who is looked after by unloving non-wizard relatives. He is an independent. intelligent, fold,y serious child with a. strong sense of justice.
I
This book is set on a farm and is about a group of animals who get rid of their human oppressors and take over the farm. Quickly. however, internal co nAi cts and hunger for power replace the originaJ ideals of equal ity, cooperation and power shari ng. The book is really a comment on extreme government, and leads the reader to an ana lysis of his I her own political beliefs and understanding of human nalure.
1
----4 _ - - : -_ __
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Perhaps the o rigina l love story, this tragic drama sees the two yOW1g protagon isLS, th e children of two waITin g fami li es, comm it suicide rath er than live without each other. The m ain themes are passion, conflict and the devastatingly destructive power of both. The inspiration for many songs and films, the story was w r itten in the 16th cen tury but still captures the minds and imaginations of people today.
Match the elements of a story with the definitions. narra tor protagonist setting characters plot 6 conflict 7 theme
1 2 3 4 5
o
A B C D E F G
where the story takes place the person telling the st ory the people, animals or things who take part in the story the strugg le between opposing forces in t he story the central idea of the story the ma in chara ct er the storyl ine
Complete the sentences about a book you have read.
1 Thi s book was written by 2 The setting is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ __ 3 Th e characters are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 4 The prota gonist is
, whi le the an t agonist is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
5 The plot -,-,-.,-----,_ 6 Th e conflict is (exte rnal/ interna l), and is between _ ________________________
o
7 The main th eme(s) of the book is / are _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ _ __ __ _ __ 8 In my opinion, _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Work in groups. Take turns to read out your sentences. Can the rest of the group guess the title of the book? •
Catch a film Match the words to make common collocations. In each group you will need to use one word in each group twice.
historic ' " historical ~-"-'------'"
drama '" moment
_ _ _h_~
--.----.~
2 legal sound
,
decision
l
5 childish childlike
)
advice
behaviour enthusiasm
innocence
6 terrific
advise
terrifying
strongly
)
performance scene value
~
3 sensible sensitive
- ......... 4 ideal
o
-
idealistic
..
idea
7 organisational
issue
organised
skin
ability
crime religion
-~~-~.-~-
beliefs
4 building
site
candidate
sorry
sight
world
catch
)
J
Complete t he sentences with collocations fro m Activity 1. la A: Can you think of a film that captures an important 7 B: When the America n army arrives in Normandy in Saving Private Ryan. b A: Name a you liked. B: I loved watching Gladiator. 2a A: Name a book you have been ___. _ _ _ to read. B: I've been told The Girl with the Dragon Tattoo by Stieg Larsson is brill iant. b The person who recommended I see Slumdog Millionaire gave me _ _ ~. ___ . 3a A: What film that you 've seen deals with a __. _ _. _? B: My Life Without Me deals with someone facing t heir own death. b It just didn't seem like a _ _ ____._.. to make a sequel, and the box office rece ipts proved it. The Matrix: Reloaded was a f lop. 4a b 5a b
I think the for a lifetime achievement awa rd in lit erature would be Gabriel Garcia Marquez. The lilm Gandhi is based on the of one man fo r the independence of his country. Most Bollywood films reflect a ______ for life. seemed to reflect a refusal to grow up. Michael Jackson's oft en
6a The most b Sean Penn put in a
I have ever seen in a film is the hand coming out of the grave in Carrie. in Milk.
7a A: Which does a film director most need? B: The ability to keep the overa ll picture in mind when filming individual scenes has got to be important. b The TV series The Sopranos portrays __• _ _ _ very realistically. Ba There was a great car chase scene on a _ _ __ b I rea ll y wanted to see Brad Pit! while I was in Hollywood, and I did _ _ _ _ _ of him bri efly on my last day. Replace the words in italics with your own answers. Then exchange information with a partner. Is there anything you disagree on?
She said what?! ~-------~--------------------------------------¥----------------------------------------------------------~
Student A
Write the sentences in direct speech.
o
He apologised and promised not to do it again. .'I'm 50rrfj./ won'tdo Itaf)aiJ1~... She recommended going to see it. u
_
3 She reminded him to call.
_ ____ .
4 She suggested doing it together.
2 He claimed he had never seen her before. ----- ---- -~
..
--.-...
~
..
Match the famou s people / characters with their descriptions.
o
1 2 3 4
Little Red Riding Hood Barak Obama Albert Einstein Daniel Craig
A B C 0
first African-American president of the USA scienti st and winner of Nobel Prize for Physics actor famous for playing James Bond character from children's story Little Red Riding Hood
Use each verb from the box once to report the famous quotes to your partner. Do not say the person's name, use He I She. claim
announce
ask
warn
advise
'If at first you don't succeed, give up!, Homer Simpson, cartoon character 2 'An eye for an eye only ends up making the whole world blind.' Mahatma Gandhi, 20th century Indian political and spiritual leader 3 'Who's been eating my porridge?' Baby Bear, a character in the children's stor y Goldilocks and the Three Bears 4 'I am going to suspend my campa ign.' Hillary Clinton, pol itician who ran for the US presidency Listen to your partner report quotes and decide which person / character from Activity 2 said them.
Write the sentences in direct speech. o He apologised and prom ised not to do it again. 'I'm 50rrfj./ won'tdo itaf)ain' She recommended going to see it. 2 He claimed he had never seen her before.
3 She reminded him to call. 4 She suggested doing it together.
- - - - - - - - - - - - -. -
Match the famous people / characters with their descriptions. Hill ary Cli nton 2 Homer Sim pson 3 Mahatma Gandhi 4 Baby Bear
A 20th century Indian political and spiritual leader B character from the cartoon show The Simpsons C politician who ran for the US presidency o charac ter in chi ldren's st ory Goldilocks and the Three Bears
Listen to your partner report quotes and decide which person / character from Activit y 2 said them. Use each verb from the box once to report the famous quotes to your partner. Do not say the person's name, use He I She. wa rn 1 2 3 4
predict
cla im
tell
promise
'I'll keep doing Bond ti ll my knees go.' Daniel Craig, actor famous for playing James Bond 'What great big eyes you've got.' Little Red Riding Hood, character from the children's story Little Red Riding Hood 'There will be difficult times ahead.' Barak Obama, first African-American president of th e USA 'If you can't expla in it simply, you don't understand it well enough.' Albert Einstein, sc ientist
The King of P Look at the pictures of Michael Jackson. In small groups, discuss what changes have occurred and what you think brought them about.
o
Complete the statements about Michael Jackson, using the clues to help you.
2 3
4 5
6 7 8
Michael Jackson was a devoted father three who gave millions to help ch ildren and claimed ~_ would never, ever harm a child. (preposition, pronoun) He had a very bad relationship with his own father _~_ never said anything good about him. (pron oun) His album Thriller went straight _~ number one ___ sold 47 million copies worldwide. (preposition, conjunction) As as 'Billie Jean' hit the charts it went to number one. (adverb) In 2003 Matt Groening, the creator of The Simpsons, admitted that Jackson _ _ provided a voiceover for an episode _~ 1991. (auxiliary, preposition) He didn't make public appearances __ _ a mask and he never went to the beach. (preposition) Because he _~ unable to pay 011 his debts, he agreed to tour again. (verb form) The fans who bought tickets for the 2009 tour didn't think he die before tour started. (verb form, article)
Unscramble the sentences to present the information from Activity 2 in a more dramatic way.
o
would / under / Jackson / a / no / harm / circumstances / claimed / ever / he / child / that
Jilcksol1 claimed fi1at"l1deY 110 ClYc"Ynstal?UJs 11I,-o"", u!""d-<-h",e->ee",ve"y-"-
Underline the structures that make the second version in Activity 3 more dramatic. Write five unusual or dramatic facts about a famous person. Don't use the person's name. Read the sentences to your partner. Can he / she guess who the person is?
Read the paragraph, ignoring the gaps. Decide if it refers to photo A or B.
-.
he is suspe nded in air. It (2) a sunny day and he (3) _ _ __ This per son (1) to be in an urba n en vi ronm ent. He (4) t o be co ncentrati ng hard on what he is doing. He (5) an adve nturo us type, and he probably enjoys ext reme spor ts (6) off'pist e sk iing and rockc limbing. He might be doing th is (7) a dare or because he likes taking risks. (8) other adventure seekers t hough, I'm sure he's had his fair share of injuries!
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Complete the paragraph above with as, like, looks as though / if, looks like or seems. In pairs, choose one of the images below and write five sentences about it using the structures in Acti vity 2. Do not mention any of the objects in the picture by name.
Read your description out loud. Can your classmates identify the correct picture?
In pairs, look at the pictures and discuss what you think is happening. Read the story below, ignoring the gaps, and decide which picture is being described. Complete the story wit h the correct form of the word in brackets.
A
gang member wh o cut him self acciden ta lly h as been (I) . Th e Urban Guerillas gan g rnember who (2) hjmself il l Ule stomach "vbil e sharpening his mach ete with a Japanese wate r stone was a rrested on (5) _~ __ of (4) of a da nger ous weapon.
(IIlTes l) (stab) (suspcct) (posse ss)
Th e man, 24, fil's ttold police (5) ~~~_ he had been sta bbed by a ri va l gang me mber. Th e detective investiga ting IIl e (6) ~~~~, w hich w as not life threate ning, decid eclth e stab wounds were (7) with the man's s tatement. The gan g m ember eventnally told th e (8) the truth.
(office) (stab) (consistcn t) (detect)
After being treated, he w a s h eld in custody and (9) ~~~_ w ith possessing a dan gel'Ou s weapon while havin g a prior crimin a l r ecord, an d was in (10) ~~~_ of hi s pl'o bation. He could be (U) to ten years .in prison iHound gUilty.
cla imed Uw t his client u sed the machete for gardening purposes, His (12) and th a t (15) _~~~_ would be unlawful. He a ccused tb e police of unfair (14) of his client. Choose one of the other pictures from Activity 1 and write a short article. Answer the following questions:
o
1 What was the suspect doi ng? 2 What happened?
3 Why was he / she caught ? 4 What was the outcome?
Read your stories in small groups. Which story is the most plausible? In small groups, choose one of the stories and act it out. Can the rest of the class guess which picture you are referring to?
Work in progress Play the game in groups of four. Take turns to throw a die and move round the board, filling in the gaps. The first person to the finish wins.
--,-
To get the job, it's important to your ideas across effectively in the interview.
START
The company needs to be more to succeed.
After being fired, it is difficult to ask for a good
Due to serious _ _ _ problems, the company is downsizing.
REFER
FINANCE
PROMOTE
is essential for Effective a company to be successful.
He's a nice person, but unfortunately he doesn't have the right for the job.
COMPETE
GO I GET I TAKE ,
If I had accepted the I'd be earning a lot more.
- -When you start a new job, it can be difficult to in all the new information.
LEAD
GET I TAKE I COME
QUALIFY -
I love Ireland, so I jumped the chance to open the company's new branch in Dublin.
He's been with the companyfo r to '7 years, so he's change jobs now.
TO I AT I FOR
LIKE
Dealing w ith the public means you _ _ _ _ up against all kinds of difficult characters.
_ _ _ _ English now wi ll help your job prospects in the future.
BE
STUDY
RUN I COME I TAKE
I'm self-employed, a boss. so I
BE
HAVE
Few people are able to with the pressure of work ing a 60-hour week.
WORK I COPE I BE
for my present company for four months
If you lie on your CV,you might be out at the interview.
WORK
CATCH
_. _ _ _ Iies during an interview.
He's fluent in German so he must _ _ ___ in Germany in the past.
Before deciding on a ca reer, you should think about your and weaknesses.
IN lOVER I THROUGH
LIVE
BECOME Experienced interviewers can see
One of the requirements of a journa list is the abi lity to deadlines.
WORK I
If I could cha nge jobs, for a non-governmental orga nisation.
WORK
I
Part of my job consists of sorting the problems other people cause.
IN I THROUGH lOUT
promoted to Hopefully I head manager by the time I'm 40.
If I had n't moved to Fra nce, I so proficient in French.
I got a gold watch as I _ _ _ _ with the company for 25 years.
STRONG
Thejob involves the work of small groups.
COORDINATE A key part of the job is between the shop floor and management.
LIAISE
more time with I wish I my fam ily w hen they were young and less time at the office.
Common errors worksheet 1 Using the present perfect
Questions
Choose the correct sentences.
Choose the correct sentences.
A We live here since 2002. B We've lived here since 2002. 2 A I saw th at film last yea r. B I've seen that film las t year.
A You have finished th e painting? B Have you fi nished t he painting? 2 A Why did you leave so early? B Why you did leave so early? 3 A Where to are you tra velling? B Where are you travel ling to?
Choose the correct words to complete the rules.
o
We use present perfect f past simple for past act ions where we don't speci fy a time. 2 We use present simple f past simple for past act ions where we specify a time. 3 We use present perfect f present simple fo r action s t ha t start ed in the past and cont inue in t he pre sent.
,
Correct the sentences with a mistake in them.
Write the words in the correct order to make questions.
1 I've been to New York last year. 2 I don·t want to see t hat fi lm - I've seen it before. 3 I kn ow Tim for five years. 4 Did Isabel call you last night? 5 I've met Paol o when I lived in Italy. 6 I don't know where Sara is - I didn't see her for three weeks.
1 2 3 4 5 6
-----
1
....._-_. --- - - - .........,
Choose the correct sentences.
Choose the correct sentences.
A My uncle couldn 't come - he was very ill to trave l. B My uncle couldn't come - he was too ill to travel. 2 A This soup is very ta sty! B This soup is t oo ta st y! 3 A The box isn't big enough for everything. B The box isn't enough big for every thing.
A She's very interested in th e po litics. B She's very interes ted in politics. 2 A Where's th e food I left on the table ? B Where's food I left on t he table? Complete the rules with the or - (no article).
Complete the rules with too, very and enough. mea ns 'a lot'. We use it before adjectives and adverbs. mea ns 'more than you need'. We use 2 it before adjectives and adverbs. 3 means 'a s much as you need', We use it after adject ives and ad verbs, but before nou ns. Complete the sentences with too, very or enough and the words in brackets. 1 Thank you - that's (kind) of you. 2 I'm sorry, you can' t see that fil m - you're _ _ _ _ (young). 3 He told some _.,--___ (funny) jokes! 4 Do you thin k you're (fi t) to run a marathon? 5 The pol ice stopped me becau se I was driving _ _ _ _ (fa st). 6 I can't afford a holiday this year - I haven't got _ _ _ __ (m oney).
o
, We use __ to talk about things in genera l. 2 We use __ to talk about a specific thing, or on e th at has been mentioned before. 3 We use __ wi th most countries, e.g. Britain, but wit h USA. we use 4 We use __ wi t h breakfast, lunch, and dinner. S We use __ in some expression s, e.g. at home, go to school. Complete the sentences by adding the where necessary. 1 2 3 4 5 6
What time are we having __ dinner? He gave me back __ DV Ds he borrowed. This cafe is very popular with __ artists. Georg e isn't here - he's at __ work. Next year I'm going to __ USA. Did you see __ programme about vol canoes last night? 7 Have you ever been to __ Spain? 8 She's a veg etarian - she doesn't eat __ meat.
Write six more sentences with too, very and enough. ___ •
---- .................. __ . __
When to use the
,
o
didn 't f Paul f t he f come f why f party f to ? t he f broken f ear / has / down? with / can / suitcase / you / me / help / my ? going / you / where / are? prize / to / t hey / who / t he / give / did? you / later / me / will / ph one 7
Choose the correct words to complete the rules. 1 In questions, t he auxiliary or moda l verb comes before f after the subject. 2 Question words come before f after the auxiliary or mod al verb. 3 Prepositions come before I after the ma in verb.
Common errors worksheet 2 Present tenses for future meaning
if or unless?
Choose th e correct sentences.
Choose the correct sentences,
A I can't phone you thi s evening because I'll go out. B I can't phone you this evening because I'm going out. 2 A What time wi ll your fl ight leave tomorrow? B What times does your fl ight leave tomorrow? 3 A It's OK - I help you. B It's OK - I'll help you.
A I'll come to the party if I'm too busy. B I'll come to the part y unless I'm too busy. 2 A We won't eat outside if it rains. B We won't eat outside unless it rains. Read the rule and example,
0 ,Choose the correct words to complete the rules, 1 We use will/present continuous for fixed arrangements in th e future. 2 We use will/present simple for tim etables and schedu les. 3 We use will / present continuous for decisions we make
as we are speaking.
Complete the sentences with the correct form of the verbs,
2 3 4 5 6
o
_ _ _ _ (pla y) tennis at 10 o'clock on Saturday, so I can meet you after t hat. The film (s tart) at 7.30. I'm rea lly tired -I think I (stay) in toni ght. Come in and sit down - 1_ __ _ (make) some coffee. It's OK - the library (not close) until B pm, We (have) a party next weekend - wou ld you like to come?
Write six more sentences about the future using the present simple and present continuous.
must, mustn't and (don't) have to
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Unless means if not: I'll get some tickets unfess they're very expensive = I'ff get some tickets if they aren't ver y expensive. Complete the sentences with if or unfess, 1 You'll be ill you eat a healthy diet. 2 We' ll get wet it ra ins. 3 Hurry up' We'll be late we leave right now! 4 I'll put the heating on it's cold.
Complete the second sentence so it means the same as the first. Use the word in brackets, I'll phone you if there's a problem. I won't . (un less) 2 You'll freeze un less you put your coat on! You'll freeze , (if) 3 I'll retake my exams if I don't pass them all first tim e. I' ll retake my exams _ __ _ ___. (unless)
Indirect questions
Choose the correct sentences.
Choose the correct sentences,
A The car park was full, so we must park on the road. B The car park was full, so we had to park on the road. 2 A I mustn't forget my passport ! B I don't have to forget my passport! 3 A It's free - we mustn't pay. B It'S free - we don't have to pay.
A Do you know where does she live? B Do you know where she lives? 2 A I wonder why is she so unhappy? B I wonder why she is so unhappy. 3 A Can you tell me if she is marri ed? B Can you te ll me is she married?
Choose the correct words to complete the rules,
Choose the correct words to complete the rules,
1 We can use must and have to to ta lk about obligation / possibility. 2 We use form s of have to / must for past and future tenses. 3 We use mustn't / don't have to to say that something is forbidden. 4 We use mustn't / don't have to to say that something is not necessary.
1 We use expressions such as Do you know .... Coufd you tell me ... , and I wonder ... in direct / indirect questions. 2 In indirect questions, the word order is the same as in statements I questions. 3 In yes / no questions, we use if in direct / indirect questions.
Choose the correct words in the sentences. Sometimes
Rewrite the questions as shown,
both are possible,
1 What time is it? Ca n you tell me ? 2 Who is he getting married to? I wond er _ ____,
I I must / have to fi nish my essay before I can go out. 2 I didn't have enough ca sh, so I must / had to pa y by cheque. 3 If it's raining tomorrow, we must / will have to stay at home. Complete the sentences with mustn't or don't/doesn't have to, 1 You com e with us - you ca n stay here if you like, be late! 2 Hurry up! We 3 You let the sauce boil, or it will spoil. 4 Jack get up very early because he lives right next to the sch ool.
3 Where's the station?
Could you tell me ? 4 Has t he film started? Do you know ? 5 Who does he share a flat with? Have you any idea ? 6 Is the library open on Sundays? Can you tell me ? Write six more indirect questions.
Choose the correct sentences. 1 A He is believed to be living in the United States. 8 He is believed that he is living in the United States. 2 A She was suspected that she was a double agent. 8 She was suspected of being a double agent. Choose the correct words to complete the rules.
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1 For most verbs, we use be + past participle + to infinitive / -ing form. 2 For suspect, we use be + past participle + of + to infinitive / -ing form . Write the verbs in the correct place. eelievee tMeu~flt understood rumoured known assumed suspected Expressing certainty: believed ________ _ Expressing uncertainty: thought _______ _
Complete the second sentence so it has the same . meaning as the first.
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1 There's a rumour that she's planning a tour next year. She's rumoured __________ ~ ____________ _ 2 We think the company employs over 10,000 staff. The company ___ _
Choose the correct sentences. 1 A Don't worry, I'll sort out. 8 Don·t worry, I'll sort it out. 2 A Don't throw that bag away - I need it! B Don·t throwaway that bag - I need it! Choose the correct words to complete the rules. 1 These phrasal verbs need / don't need an object: go out, lie down, stand up, break down, split up. 2 These phrasal verbs need / don't need an object: sort out, call off, throwaway, bring up, write down, make up. 3 With inseparable phrasal ve rbs, the object always comes before / after the particle. 4 With separable phrasal verbs, the object comes before or after the particle when it is a noun, and before / after the particle when it is a pronoun. Correct the mistakes in the sentences. One sentence is correct.
2 3 4
3 The pol ice suspect that he is involved in some way.
He is ----c---c----c---:----4 Everyone knows that he's unhappy at work. Heis ____________ _ 5 People assumed that he was guilty. Hewas ______________
hope or wish?
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Choose the correct sentences.
Choose the correct words to complete the rules.
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1 We use hope / wish for something we think is likely or possible in the future or past.
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Write six more sentences using the phrasal verbs in the ones in Activity 2.
Where do still, yet and already go?
1 A I hope she likes her present. 8 I wish she likes her present. 2 A I wish I could speak Chinese. 8 I hope I could speak Chinese. 3 A I wish I had worked harder for my exams! 8 I wish I worked harder for my exam last month'
2 We use hope
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We aren't going out together any more - we've split us up. Listen carefully to the information and wri te down it. I know I can always rely you on. We had to call the match off because of the bad weather. The car broke it down on the motorway. It's true - I'm not making up!
I wish + past tense for
unlikely or impossible. 3 We use wish + past simple regret about the past.
something that is
I past perfect to express a
Complete the sentences with hope or wish. 1 I you enjoyed your holiday. 2 I had a bit more money! 3 He's worked very hard - I he does well in his exams. 4 It was obviously a great party - I _____ I'd gone' 5 I I could play a musical instrument. but I just don't have time to practise. 6 I I'll be ab le to come and visit you one day. Write six more sentences with hope and wish.
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Choose the correct sentences. 1 A I haven't yet finished. B I haven't finished yet. 2 A It's still raining' B It's ra ining still! 3 A I've seen already that film. B I've already seen that film. Choose the correct words to complete the rules. 1 We use yet in questions and negative I affirmative sentences when we expect something to happen soon. Yet goes in the middle / at the end of the sentence_ 2 We use stiff when something continues for longer than we expect. We use stiff before I after the main verb. 3 We use already when something happens sooner that we expec t. We use already before / after the main verb.
Write the words in the correct order to make sentences. they / yet / arrived / haven't 2 find / a / job / still/ she / trying / to / is 3 spent / most / already / she / of / the money / has 4 the ir / has / yet / plane / landed? 5 1/ an / received / still/ apology / haven't 6 afraid / has / Anna / already / I'm /Ieft Write six more sentences with still, yet and already.
A She said that she had really enjoyed the film. B She said me that she had really enjoyed the film. 2 A She didn't tell what the argument was about. B She didn't tell us what the argument was about. 3 A He said to me that she was lying. B He told to me that she was lying.
good or well?
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Choose the correct words to complete the rules. We always use a direct object after say / tell. 2 We use say / tell without a direct object. We can add an indirect object using to.
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A She plays the piano quite well. B She plays the piano qu ite good. 2 A He's a very well singer. B He's a very good singer. 3 A I'm staying in bed because I'm not very we ll. B I'm staying in bed because I'm not very good.
Choose the correct words to complete the rules. 1 Good is an adjective / adverb. We use it before a noun, or after the verb be. 2 Well is an adjective / adverb. We use it after a
verb. Complete the sentences with the correct form of say or tell. I
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Choose the correct sentences.
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Malt _____ me that he'd won some money on the lottery. Don't forget to __ ~ __ ~_ Oscar about t he party. She looked awful, but she she felt fine. He to me th at he was rea lly enjoying his new job. I know he spent a lot of money on it, but he wouldn't -::::--::_-..,. how much! I' ll call you later and ___, __ you all about it!
3 We can also use well as an adverb / adjective when it means 'healthy'.
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Complete the sentences with good or well. I
The whole tea m played _____ today.
2 'Are you OK?' 'N o, I'm not very ___ ~_.' 3 He's a very _____ artist. 4 I'm not very at skiing. 5 She loves her job, and it's quite pa id. 6 We had a really time on holiday.
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Write six more sentences using good and well.
Write six more sentences with say and tell.
like or as?
Choose the correct sentences.
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Choose the correct words to complete the rules, then study the list of words. With some words, we double / omit the final consonant before -ing, -ed, -er and -est. 2 A lot of adjectives end in ~ful / -full. 3 Be careful with the spelling of these words: accommodation, advertisement, apply, because, beginning, believe, definitely, different, environment, experience, opportunity, really, suitable, which
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A I enjoy t raveling. B I enjoy travelling. 2 A What a beautiful dress' B What a beautifull dress'
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Write six more sentences with the words in the list . in Activity 2.
Choose the correct words to complete the rules. 1 We use look/taste/sound + as / like to talk about a similarity. 2 We use as / like to describe someone or something. 3 We use as big/small/tall + as / like to make comparisons. 4 We use the same + as / like to talk about a similarity. 5 We use work + as / like to talk about someone's job.
Correct the spelling mistakes in the sentences. One sentence is correct. I am writing in response to your advertisment. 2 We had a wonderfull holiday. 3 I belive that I am suitable for the job. 4 I would like the oportunity to work for your company. 5 The two brothers are complete ly different. 6 I can start work at the begining of April. 7 They are geting married next year. S The accomodation was really nice.
Choose the correct sentences.
1 A Their house isn't as big like ours. B Their house isn't as big as ours. 2 A Do you know Sa m? Wha t's he like? B Do you know Sam? How is he? 3 A She looks like her mother. B She looks as her mother.
Complete the sentences with as or like.
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Mark looks just _~_ his dad! Those shoes are the same Jenna's. The second fi lm wasn't as good __ ~_ the first. What was that noise? It sounded thunder! I've been working ___ a nurse for over ten years. Your bedroom is _~ a rubbish tip!
Magazines have been retouching (1) ... .. photos for a very long time now, but it's only recently that people have begun to worry that perhaps the process has gone too far. It's true that stars are definitely looking (2) .. .... more glamorous and (3) .... .. than they used to, and editors admit that in fact, very few
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photos are not retouched . Look carefully and you'll see that your favourite actresses and models have (4) .. .... longer legs than they
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do in real life, their eyes are clearer, their (5) .... " is thicker and their waists are slimmer. Even photos of male celebrities are retouched. They have bigger muscles, darker tans and bluer eyes into the (6) ...... ! Famous people want to (7) ...... an impression and publishers obviously want to sell more magazines .
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We are constantly being told how unimportant it is to be so concerned about our appearance, but I don't think it's being (10) ...... -minded to suggest that there is a problem here. Magazines might say that they are only thinking about artistic presentation , but when some children (11) .... .. are as young as six years of age start to worry about being thin enough to (12) .. .... into clothes a size smaller, then it may be time to follow in the footsteps of France and other European countries and pass some laws about it.
For questions 13-24, read the text below and think of the word which best fits each gap. Use only one word in each gap.
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How did he survive? Just how sensible is illo go off for a walk in (13) ...... Australian bush alone, without (14) ..... anyone you're going and without your mobile? Well, that's exactly (15) .. ... . 19-year-old Jamie Neale did in June 2009. He had good reason to regret not (16) ...... his phone with him when he (17) ...... lost and had to survive for 12 days on wild seeds and berries. Rescuers were amazed to see him (18) ... ... he walked out of the bush looking in good shape.
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(19) .... . his time in the bush the temperatures at night had been below freezing, and a local man who (20) .. .. . to go hiking in the area when he was younger was surprised that Jamie had survived (21) cold weather. Some people are questioning whether this was perhaps a stunt to sell a story. How did he manage to survive the conditions with very (22) .... .. experience? Jamie, (23) ...... family are being very supportive, hasn't spoken in much detail about his adventure, (24) .. perhaps we'll just have to wait to
For questions 25-34, 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. Write your anSWer in CAPITAL LETTERS.
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From a (28) .... . background, Clive entered show business at the age of ten when a friend of the family who worked in the industry discovered he was a (29) . singer. However, five years ago he was (30) . . by the death of his mother and he started to look into his family history. Without expert help he fou nd the search difficult and (31) ...... The second time around Clive is having a lot more success and the production team have delivered (32) . . .. results. He has discovered family in all continents! Clive is (33) .... .. that viewers watching his (34) .... .. journey will be encouraged to use the many websites and databases available today to trace their roots.
35 I have a very good relationship with my brothers and sisters. GET I .... ...... ... ... with my brothers and sisters. 36 It was a custom in our family to always open our birthday presents in the evening. WOU~
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For questions 35-42, 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. Write only the missing words in CAPITAL LETTERS.
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The popular TV show that takes famous people back in time to trace their family history returns to our screens this evening. Clive O'Neil, TV (25) ..... . and actor, talks about how (26) .... .. the search can be, but also how amazing it is to find blood (27) ... ... that you had never suspected existed.
In our family ..... open our birthday presents in the evening. 37 The flight from here to the USA is shorter than the flight to Cuba. The flight from here to the USA .. . . , ... the fl ight to Cuba. AS 38 Would you like to come with us to the football match on Wednesday? FANCY Do .... .. ..... . ........ ... .... , ... to the football match on Wednesday?
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39 The train left a few seconds before we got to the station. JUST When we golto the station . , .... ... .. .......... .. . 40 David and I like a lot of the same things. COMMON I have .. .... ...... .. .. . .. .......... David.
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. . ... ... .. .. ..... ... ....... .. for the top class. 42 I didn't like one of the waiters at the restaurant, but he's left. WHO The waiter .. ............... has leflthe restaurant.
City centres have (1) .... .. problems these days, from crime to sufficient parking to keeping them clean. On top of these, an excess of what is known as street furniture has made city centres ugly and confusing . Street furniture not only refers to benches, lights and lamp posts, but also to the hundreds of road signs, litter and (2) . . ,.,. bins that clutter the roadside and block the pavement. There are signs for everything from speed limits to no parking, many of which are completely unnecessary and block important signs such as those for (3) .... . . In fact, a lot of the signs aimed at easing traffic (4) ..... in city centres do the opposite. Drivers are distracted and accidents happen w hich cause more hold ups.
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This problem is not limited to busy city centres but also affects towns and villages (5) ...... once picturesque streets are (6) , .. . . . cluttered with ugly, unnecessary signs. There is, however, a sign of hope. The UK Governrnent is looking (7) .. .... the problem and will be trying to cut (8) .... .. on the number of signs. It can definit ely be done, One town in Germany has (9) .. . rid of all its street clutter, Since they did this, even (10) ..... . there is nothing to control the motorists apart from their own common sense, there have been (11) ...... accidents at all! (12) . that British motorists use their common sense too, there should be no problern for us either'
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Tristram Stuart spends a lot of his time (13) .. ... through rubbish bins outside supermarkets. He finds what he needs to live on from the stuff the rest of us throw (14) .. .. ' Tristram has found furniture and clothes, and he regularly cooks meals from food he has found in supermarket bins, food which was destined for the rubbish (15) .. .... . He (16) .... . . to li ve very well (17) ...... purchasing many items from the shops at all.
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It isn't a lack of rnoney that (18) .. .... Tristram do th is; it's a matter of principle. Tristram is a freegan. There are many definitions of freeganism , but for Tristram it's a way of protesting against the huge (19) . of waste that our society produces. Apparently the British are among the worst culprits, discarding around 5,4 million tonnes of food a year. This includes 1.6 billion untouched apples and a staggering 2.6 billion slices of bread' Tristram also points out that (20) ..... . we include all stages of the food supply chain, then as (21) . ... as a third of global food supplies is actually wasted. It's almost beyond bel ief. Tristram has become an expert on how supermarkets handle their waste and believes that there (22) ... . to be more publicity about it, and that only a (23) ...... people realise how enorrnous the problem is. It is the belief of freegans the world over that if we didn't waste so much food, fewer people in the world (24) ... ... go hungry. It's a simple equation and it's hard to disagree with them.
For questions 25-34, 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. Write your answer in CAPITAL LETTERS.
When did you last eat a burger? Watch the (25) ... ... successful film Fast Food Nation and you may never eat one again. It is a dark and (26) .. film about the meat· packing industry in the USA and follows an (27) .. .... by one of the directors of a fast-food chain to find out how safe and (28) .... .. the burgers really are. He uncovers a trail of surprises, not least of which is th e (29) . high number of accidents that happen at the packing plant. The film also traces the lives of the illegal Mexican immigrants who work at the plant and the actions of the (30) .... .. protestors who are concerned about the welfare of the cattle and their (31) ...... to move around. The film is visually quite stunning too. Viewers are taken from the (32) ...... scenes of the thousands of cattle grazing on the pastures to the claustrophobia of the cows' last moments in the plant. The impression many are left with at the end of the film is one of an overwhelming sense of (33) ... .. . and the real isat ion that no one is particularly
For questions 35-42, 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. Write only the missing words in CAPITAL LETTERS.
There's some confusion about the meeting t imes and I need to .
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36 We should be home by 7.30 if the plane arrives on t ime. LONG We should be home by 7.30 ..... 37 The dog isn't allowed to go in the bedrooms. LET We .. . . .. .... in the bedrooms.
.. the plane arrives on time.
38 After the sprint finish, Mike was completely breathless for a few minutes. BREATH After th e sprint finish, Mike was completely .
.. , .................... for a few minutes.
39 Lucy doesn't take criticism easily. GOOD Lucy isn't .
.. .... ... .. ... .. .. ....
.. ...... criticism.
40 My workload is too heavy, but I really love my job. IN . my workload, I really love my job.
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41 Jackie and Ben live in a very isolated area. MIDDLE Jackie and Ben live .. .. .. . .. .. .......... .
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42 Car manufacturers need to build even more fuel-efficient cars to improve air pollution. WHEN Air pollution will improve .. ..... .. ...... .... ...... .. even more fuel-effic ient cars
On a train recently, I couldn't (1) .... .. my eyes. A 4-year-old girl was using a bright pink mobile phone, not playing with it, but using it. She was obviously talking to a friend and got quite upset when we went through a tunnel and she lostthe (2) . , ... .. But a few moments later she was pressing the bright red buttons and calling her friend (3) ... ... . My first thought was that her parents (4) ...... have been insane to have given their young daughter a real mobile phone and my second thought was that whoever (5) . up with the idea of a phone for 4-year-olds was completely irresponsible.
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I had always thought that parents were generally against their children having mobiles. However, I have (6) ...... learnt that parental attitudes have undergone a change in recent years because scientific research has not proven any related health problems. Nevertheless, experts agree that mobile phones can still (7) ...... a lot of harm to children psychologically. Around 40 percent of 6- and 7 -year-olds are considered sleep deprived because they stay up texting late at night! The general view is that parents should be discouraged (8) ... ... giving mobile phones to children under the age of 12. (9) ...... this, the UK seems to be a long way behind other countries, The sale of phones to children under 6 (10) , banned recently in France, along with advertising phones which target children under 16,
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Maria Parnell (13) .... .. recently dismissed from her job as a sales assistant, not because of incompetence, but because she was too miserable and didn't smile enough. 'I'm a really emotional person,' said Maria. 'Sometimes I (14) ." ... I could hide my feelings more. I know it's important to make the customer feel good, but that's not always very easy if you're feeling a bit (15) ...... up with where your life is going . I just couldn 't get (16) .. . . to smiling this big, fake smile all the time, and because of that I'm now unemployed. If I weren't (17) . .. . an open person, I wouldn't have (18) ...... my job.' Apparently the correct term for faking emotion is 'emotional labour' and it seems that it can create big problems for workers. To a certain extent, it's understandable. Who wants to hear a gloomy voice on a hotel reception phone or (19) ...... served by a depressed flight attendant on a plane? However, it has (20) ...... shown that hiding our emotions for long periods can actually (21) ...... us a lot of harm. Not (22) . .... can it cause frustration, but also depression - in some cases quite severe. However, as long as we need to (23) .... .. a living, we must try to carry (24) .. .... our duties with a smile on our face, even though it may be a bit forced and unnatural.
For questions 25-34, 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. Write your answer in CAPITAL LETTERS.
In the past athletes have relied on years of hard physical training and (25) to prepare them for their many (26) ..... .. Today they also consult psychologists in the search for (27) , .. " . and one of the most popular techniques they use is visualisation, This involves (28) .. " .. a mental picture of the perfect moment, which may be anything from sprinting past their (29) .,' ,. to the finishing line to throwing a javelin far beyond everyone else's. an ) d over Theathlettlehmu/sthkefePlthis Pdicbtulre in htiS /thter heabd adnd repHeat it ove(r3O again un I e s e ee s an e leves ha I can e one. owever ..... this may sound, visualisation has proven to be a very (31) "" ,. way to improve an athlete's (32) .. , ,. , and many believe that these techniques can definitely (33) , . . .. his / her chances of winning. Research has also shown that visualisation techniques can result in (34) . .... in other areas of our lives such as work, education and relationships.
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For questions 35-42, 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. Vou must use between two and five words, including the word given. Write only the missing words in CAPITAL LETTERS.
35 When we were on holiday I had to drive on the other side of the road, which was difficult GET " " ", ., .. . , on the other side of the road on holiday. It was difficult .,. 36 I've got a cold because I went for a walk in the freezing rain without a coat on, IF I wouldn't have a cold , .... for a walk in the freezing rain without a coat 37 When the judges' decision was announced, Anna and I both disagreed with it NEITHER with it When the judges' decision was announced .. ..... ... , ... . 38 I'm getting a builder to put a new window in my room to give me more light HAVING I'm , .. in my room to give me more light 39 These techniques are only taught at art schools, so I can only assume Tim learnt them there, GONE .. . ... .. to art school as there is no other way he could have learnt Tim , these techniques.
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Penny .. .. ,.. ... .... " . her classmates because she's rich . 42 If you 're feeling guilty about something it's a good idea to tell someone about it
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As well as the unusual storylines, the (9) .. ... held other surprises in the language it used . Gone was the usual attempt to imitate the language of the time and (10) ..... , viewers were given a wealth of modern idiom and street language designed to attract a younger audience. (11) .. . have been mixed. Many have praised the producers for making the classical story accessible to a wider audience, while some traditionalists have (12) . .... to watch the film on principle.
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B heroes B highlight B probable B to B novelists B past B events B off B play B instead B summaries B denied
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Audiences have always enjoyed seeing famous legends brought to life on the screen and one of the most recent (1) ... ... to have been given the cinematic treatment is England 's own Robin Hood. Robin has been portrayed many, many times over the years and the (2) .. ... for this film was to produce something that was not (3) ... ... and that would appeal (4) ..... a modern audience. To achieve this, the (5). . played around with the (6) . .. .. accuracy and delivered a very imaginative interpretation of Robin and his world with a wildly original (7) .. .. , which kept the audience guessing as to what would happen next. For the first time we saw a female Sheriff of Nottingham, a black Friar Tuck and a Marian who ended (8) .. ... dying early on at the hands of Robin's (unknown) half brother!
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. of the Millennium series, has been spectacular. The books have beef nhhighhlYdPbraiskeddftOr theitrhstyle, chbarackterisattiOtn anhd Pt IOtthco(m15P)lexity. (1 4)h ' b " .. tthe II runaway success 0 tear ac e I Ions, e paper ac wen S ralg t 0 e . .. .. 0 f t e es -se er lists. Film (16) . . have already been made and fans can't wait for them to be screened. Rarely (17) ... ... a writer achieved fame so rapidly, but unfortunately, (18) ...... so many other writers before him, Stieg didn't see the full extent of his success. He died shortly after handing over the final manuscript of the third novel. His Swedish publisher, Eva Gedin, (19) ... ... us that Stieg had been a workaholic and everyone (20) ..... . knew him had advised him (21) ... .. slow down. Sadly he ignored the warnings and died from a heart attack at the age of 50 . Many have asked (22) .. ... . his untimely death was somehow linked to the work he did (23) ... .. a journalist, campaigning against extremist organisations. However, it seems (24) .... . though this wasn't the case - he died as a result of pushing himself too hard. The three books he did leave us will definitely ensure him a place high in the rankings of classy crime fiction. The rise of Stieg Larsson, the famous Swedish (13) .
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For questions 25-34, 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. Write your answer in CAPITAL LETTERS. : :.:.' • • • • ,;. • • , ,;. • . • '
:: Are you looking for a way to (25) . .. . your experience while waiting to take up a university place or start a new job? Perhaps you want a change of (26) .. .... entirely and need a break before you make that decision? Then why not do some volunteer work overseas? There are many (27) ... ... that can point you in the right direction. You don't need to worry about having the right qualifications - the basic (28) . for any volunteer work are determination and (29) .. ... . And, depending on where you choose to go, (30) .. .. .. could also be an important consideration! Whether you're helping out on an animal conservation project or working on a project to build houses for communities hit by natural disasters, you are (31) .... .. to ever regret your decision to become a volunteer.
:~ ."
In return, you 'll be encouraged to learn and develop your own skills, work with people from a huge (32) .. . .. . of backgrounds, earn (33) .. .. .. compensation and benefits, and the chance to combine your professional skills with a good cause. Plus it will look great on your CV for future (34) .
For questions 35-42, 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. Write only the missing words in CAPITAL LETTERS. -
35 'Rehearsal will be at 10.30 tomorrow morning: said Mr. Green. ANNOUNCED Mr. Green
at 10.30 the following morning .
36 In my opinion people shouldn't interfere in other people's affairs . MIND In my opinion people _ _ _ 37 'Don't leave the front door unlocked,' my father said to us. WARNED My father _ _ _ _ _ _ _. ____ the front door unlocked.
38 Jackie immediately accepted the offer to go to the Snow Patrol concert. JUMPED Jackie
go to the Snow Patrol concert.
39 After I spoke with my cousin in Australia I went straight back to bed! HAVING _ _ _ __ ______ __
WAS The teacher asked __________._ __
::.
. ·. ·. ::
· · ·
.~
"~"
~.
:: :: :::
,,',
· ·
.
I
my cousin in Australia I went straight back to bed.
40 'What's the time Jamie?' asked the teacher.
·
~::
41 If I accepted the job, what would my salary be? WERE What would my salary be, _ _ _ _ _ _ _ _ _ _ _ _ the job? 42 It's not always easy to communicate your ideas. GET It's not always easy ___ ._._________
The first picture, the armchair, represents someone you fee l comfo rtable with. Most people write the name of someone they have known for a very long time, suc h as a parent or grandparent. This person is someone yo u get on well with, an d you enjoy each other's co mpan y.
Boy: GIRL:
2. EXPERT:
The comet represents excitement an d new possibil ities. Maybe yo u've wr itten the name of someone yo u've just met. For example, it could be a new classmate or colleague. You might not have a lot in com mon with th em, in fact, yo u might not even like them very much - perhaps this is someone who drives you mad! However. this person has some quality in them wh ich you find in te resting. You never know, it coul d be a case of opposites attract!
4, Last Christmas, my gran gave me a book of Sudoku instead of the usual socks and ties. Now, in case you 've never heard of it, Sudoku is a kind of puzzle, a bit like a crossword. Bu t unlike crosswords, you don't need ta lents like good spelling or a big vocabu lary. In fact, if yo u can count to nine, you're away. Wa nti ng to humour Gran, I gave it a go. And here's a warn ing for anyone who hasn't tried Sudoku yet - don't! It will tak e over your life. Over the past year, I've probably spen t more time doing sudoku than I have playing co mputer games - and that's saying something!
3. E XPERr:
As you might expect, these numbers stan d for learning. Most people wri te the name of an authorit y figure here, such as a teacher. a boss, or an elderly relative, Thi s is someone you look up to, someone whose opinions you respect.
4. E XPER T:
5,
When you look in to a mirror, you usually see yourself reflected back at you! Perhaps you wrote the name of a relative t hat yo u take after - for instance, an
W OMAN:
au nt or an uncle who shares your temperament and
interests. Or perh aps you wrote the name of a best friend , or even a person yo u've fa llen in love with -
someone who you feel rea lly close to at t he moment.
1.2
Page 10, Activity 4 You wil l hear people ta lking in eight different situations. For questions 1 - 8, choose the best
answer (A, B or Cl.
1. G,RL:
Yea h, it was fun at th e barbecue ... What? ... Steve? Yes, he seemed OK. I mean, we seemed to have lots in common. Like, we' re bot h into hiphop music, and it turned out he's a ska teboarder too 50, yea h, that was interesting. The conversa tion did tend to be all about him, though, which ... I know, he was probabl y nervous, but still ... Yeah, he was a bit of a comedian, I suppose, but I actually thought some of t he stuff he said was pretty fu nny. And he was really sweet at th e end, when he offered to wa lk me home. So it wasn't all bad.
2, MAN:
Well, wha t did you say? I didn't come ou t wi t h it immediately. I start ed by talki ng about the pressure I'd been under, what with the exams and every thin g. I mean, last month I hardly went out, I was too exhausted. Hmm, I know the feeling. So? We ll, they seemed pretty sy mpathetic, so I got to th e point. I sa id I'd just be having my cl osest fr iends round , playing a bit of music, and we'd t idy everything up afterwards. I sa id it was a one-off thing, and then I cou ld spend the whole Sunday wit h them going shopping or whatever. Mum seemed keen on that bit; she's always going on about us doing more stuff t ogether.
The first rule abou t starting a collection is t o put aside any notio n of making a fortune. The main, t he essential factor is t ha t you must feel some kind of passion for the objects you collect. A lot of people choose coins or stamps, maybe because they've rea d abou t th ese hobbies in a magazine, and they think it'll be easy to ge t started. But I wonder how many of these people keep t heir collect ions going 10 yea rs down the li ne? They way I look at it, it's something t o be enjoyed, and if you happen to make some money or impress some friends along the way, it's a bonu s.
As any bird-watcher knows, observing songbirds in your own garden is a constant source of in terest and delight. But attracting birds is not always strai ghtforward. Make yo ur garden an in vi t ing place by putting out the right foods and - crucia lly providing a water supply. People often forget that, but it's probably the single most helpful thing you ca n do. If you're really keen, yo u could think about plantin g bird-friendly trees and shrubs too. La st but not least, co nsider keeping your pet cat in at night. Every year, cats kill an estimated one mi llion song birds in Eng land alone - not t he biggest factor in songbird decline by any means, bu t sign ificant nonetheless.
6, MAN:
I've onl y ever had one rea l hobby and that's music. I took after my dad that way. He was a brilliant jazz musician, but we we re always broke - the band came first, even when the bills needed paying. So it sent my mother up the wa ll when I ca me home with my first gui tar and announced I was leaving school! I was a pretty good Maths student, so I think she was hoping I'd work in accounting, some thing with a good salary. But for me ... we ll, I'd rather be poor, as long as I'm doing something I love. Luckily for me, I didn 't have to ch oose ...
7.
6.
MAN:
GIRL:
We ought to do something. We shouldn·t just watch TV all the time. WOMAN: Do you reall y th ink we do? A lot of the time ifs just on in the background. MAN: Whatever - I still think we should get out more. I met this student in lectures today, and he does all this stuff, like rock climbing and photography and volunteering ... it made me feel reall y boring. WOMAN: Oh, you 're not boring' But perhap s we shou ld do something else, like ... oh, I don't know, maybe go for a bike ride tomorrow? MAN: That's one option ... although I think we could probably come up with something even better. Let's th ink.
reading or listening to music alone, but wh en I go out, ifs always with friends. I think, in general maybe, I'd pro babl y rather be with friends. It's more fun wh en you get to share things.
Unit 2 2.1
especially their faces, in order to find out hidden
truths about their personality. The actor Bruce Wil lis has go t very interesting features. For instance, his famous ly stubbly chin is a strong, square shape. That te lls us that he's a practical. sensible person who can be counted on in a crisis. But he's also got quite a large forehead. That shows he's also got an intelligent. thoughtful si de. He's a thinker as well as a man of action - quite an unusual combin ati on! Oprah Win frey, the television presenter, has got a wonderfu l. curvy figure - some migh t describe it as plump, but personally I think she always looks gorgeous. People with a wide round face like Oprah 's are usually lively, extrovert people. Her hairstyle is also interesting. People with cur ly hair are often very co nfident - but they ca n be stubborn too! Actress and party girl Lind say Lohan obviously wo rks hard to look stunning, as you can see from her dyed hair and tanned skin. But her fac e gives away a few secrets. Do you notice her fu ll, thick eyebrows? Thick eyebrows often indicate tha t a person is sensitive and maybe also perhaps a bit moody. And you might notice tha t she's quite freckled too - that ca n also be a mark of vu lnerabil ity. My feeling is that Lindsay isn't quite as co nfident as she wants the wo rld to think! The South African politician and hero Nelson Mandela isn't conven ti onally good-looking. but he's got a very appealing smile. His wide mouth and full lips show that he is kind and car ing, whi le his high cheekbones tell us that he is quite an emotional person. He may be old and wrinkled now, but I th ink it's a beautiful fa ce.
WOMAN: I didn't use to be very outdoors·y. My idea of a good weekend used to be ma ybe watching some TV, catch ing up wit h the papers. I suppose at the ba ck of my mind I'd ha ve liked to be more active but if it hadn't been for my mate Kate want ing someone to practise with, I don't think I'd ever have taken it up. Riding was n't something that I really knew anything about, but I soon became an expert - something like th at, anyway! The house is full of horse kit, hors e books - there are even horses on the curtains and sofa cushions! I guess I ended up getting really ca rried away.
Page 11, Activities 3 and 4
1. Boy:
Well, there are four of us: my dad, my mum, my older sister and me. We all like comp letely different things. Mum's really into yoga and going to the gym. My dad, um, well he can't stan d yoga, and he prefers jogging, or watching TV. My sister's favourite hobby's shopping an d Ilike computer games!
2. Oh, th at' s easy - 4 o'clock! That's the time when co llege fini shes for the day, and I ca n start to relax. Ifs a good feeling!
3. Boy:
Yes, I like lots of sports. I'm in the football and swimming teams at school. and in summer I go surf ing. I absolutely love sailing, but I don't get to go very often, because it's quite expensi ve.
2.2
show Fashion Fix. For questions 1-10, complete the sentences. PRC
PR"
5.
Boy:
Erm , well, I suppose my friend Marie has quite an unusual hobby. Marie's really interested in spiders, and she keeps a pet tarantula. She feed s it insects and even baby mice, which is pretty disgusting to watch !
Page 22, Activity 5 You will hear an interview with a wom an called Sylvie Brand, who appeared on the television
4. Um, I probably spend quite a lot of ti me at home. I usually go home strai ght after school. I'm not keen on sport , so most of my hobbies are kind of indoor hobbies, like, um, reading. I'm into graphic novels, like th e Dark Knight Batman series, tha t's one of my favou rites. I mostly get on OK with my fami ly, so I don't mind spending time with them.
Page 17, Activities 4 and 5
EXPERT: I'm a 'face reader' . I study people's appearance,
8.
1.3
Hmm, well that depends, doesn't it? I mean, I prefer
SB: PR"
= PRESENTER
SB: = 5Y LVIE BRAN D Hello and welcome to part three of Transformations. the show about life-chang ing experiences. Today we're ta lking to Sylvie Brand. One year ago today, Sylvie starred in the style makeover show, Fashion Fix. And I must say, Sylvie, you're looking drop-dead gorgeous ... Thank you! But I must admit, I did make a special effort this morning. I don't wear a suit every day! No? Are you still secretly fond of baggy tracksuits then?
Oh, goodness, no! I haven't worn anything as casual as that for ... well, since the show! But I tend to be a bit less formal than this - maybe a smart top with jeans, over some boots. That was a look Kenj i taught me. By the way, for the tiny handful of listeners who might not have wa tched the show last year, Kenji Nomura - the editor of Fashion Mag - was the eccentric, and occasionally cruel presenter. Oh, no, not at all! He might have been eccent r ic, but he was always very kind to me. In fact he's become more than a mentor - we're not exactly soul mat es, bu t certain ly good friends ! I' ve seen enough of him to make my boyfriend j ea lous, anyway! No, really? Oh, do tell us more ... Well, urn, Kenji ra ng me four or five weeks after th e show ... hang on, no, it was more like three weeks, because my hair was still really short then. Anyway, he wanted to find out how I was doing, that sort of thin g, But we ended up having such a laugh toget her, we arranged to meet up. I've seen him probably six times in the last year, at restaurants and concerts. We were even going to go dancing at a clu b one nigh t, but sadly t hat go t cancelled. Wow, that's quite amazing, isn't it, because you used to be rea ll y shy. Oh, it was dreadful! I had such a terri ble self image, I hardly ever we nt out. Bu t there was a counsello r on t he show, wasn't there? Yes, and she was brilliant. She set me lot s of task s to improve my confidence. For example, I went to a mystery even ing, whe re all the guests had to so lve clues about this im aginary mu rd er. We all had to dress up and act out differ ent roles. Like, there was an arrogant rap st ar in all these designer labels, a mad professo r, and a glamorous model (that was me of course!). For a shy person, it was just amazingl y ,liberat ing, 'cause it allowed me t o forget about myself, ju st enjoy the moment. Sou nds like fu n ... Oh yes, it was all fun . No, wa it, that 's not true. Actually, my f irst day was terr ifyin g! I th ink the team must have been exhaus ted afterwards, because they rushed me arou nd everywhere. I went to the denti st t o ge t my teeth fixed, I met the style conSU ltant, I had a make-up lesso n, I ... oh, well I ca n't re member it all now, but it was pretty fu ll on! I wasn't used to getting so much attention - we ll, any attention, really, and I didn't know how to deal with it. I remember crying my eyes out for hours afterwards. That's so sad, because one of th e thing s that was so lovely to see was ... it was, urn , just so obvious you were such a wonderfu l, caring person. Oh, you're too nice! Well, I st ill woul dn't describe myself as wonderful, exactly, but I do f eel much happier, yes. For me, that's the best th in g about the exper ience. Sure, t he fashion t ips we re nice. and of course I love my new hairstyle, but what Kenji really did was show me that anyth ing is possible. Would you believe it. I'm actually at college now, training to be a journa li st l And [' m giving lessons at a tenni s c lub, I do volunteer wo r k ... I'm the 'me' I always wanted to be but never dared t o be. And on that insp iring note, I'd jus t like to say a big thank you, Sylvie, for sharing you r st ory, and we wish you th e ve ry best of luck.
2.3
Page 23, Activity 3
STUDENT: Righ t, wel l, the photos show people, urn, two people with really different styles. One t hing they've got in common, though, is th at both of th em care about t he way they look. In the first phot o, there's a gir l, a si nger dressed in quite unconven t ional clothe s. while the second phot o shows a boy in a suit waiting for someone ... I think he must be on a da t e. So, er, I think the Singer is try ing to look a bit r ebellious, that's part of her image as a ro ck star, whereas t he boy, he's dressed more conservative ly, because he wants to show that he cares about this date. Both of them have made a lot of effort with their clothes - I don't think either of them dresses like that every day. Uh, so another simil ari ty is that both of them are trying to make an impression on other people. The girl, she wants her audience to think she's exciting, a bi t shockin g maybe. In cont rast. the boy wa nts his new girl friend to like him. I thi nk it's more difficu lt for t he boy - the girl get s t o wea r some fun , crazy clothes, that actually quite suit her, and she seems as though she's having fun. But the boy seems really nervous, and his shirt looks really uncomfort able!
2.4
Page 23, Activity 5
EXAMINER: In t his part of the test. I'm going to give each of you two photograph s. I'd like you t o talk about your photog raphs on your own for about a minute, and also to answer a short question abou t your partner' s photographs. Student A, it's your turn first. Your photog raphs show people who work in fa shion. I'd like you to compare the photographs, and say what you think might be difficult about doing t hese jobs. All right? [pause of 1 minute] Thank you. Student B, which of these jobs wou ld you prefer to do? [pause of 25 seconds] Thank you . Now, Studen t B, here are your two photographs. They show different styles of wed dings. I'd like you to compare the photos, and say why you t hink people might choose to have wed dings like th ese. All right? [pause of 1 minute] Thank you . Student A, which of th ese weddings would you prefer t o go to? [pause of 25 seco nds] Thank you.
Unit 3 3. 1
Page 29, Activities 2 and 3
1. MAN:
I don't take a brea k ve ry often, 'cause my life's ver y busy. So, uh, when I do get a couple of days off, we ll, I want to make t he most of them. I don't mind saving up for something special. I'd rather spend a couple of days doing something fantastic than a week doing so met hing average. My girlfriend loves walk ing in the countryside, but that just isn't for me - I get bored easily, so I need to do somet hing more exciting. That's why I usually go on sporty holi days, like sai ling or paragliding trips.
WOMAN: I'm a student, so I don't have much money for holidays. Bu t t hat's OK, you don't need to be loaded to have a good time. I've go t lots of friends, and we have a laugh together. We' r e all rea ll y into music, so we see a lot of bands, maybe go to some of the fre e events. If you set off early, yo u can often get a rea lly good place next to the stage, and it doesn't cost you anything. None of us are r eal ly keen on th e typical package holiday stuff, y'know, like spending all day at the beach . So, er, I don't th ink we're really missing out.
MAN:
asked ourselves why it was such a bargain, maybe done some investigation. Sure enough, it turned out the cruise was right in the middle of the mosquit o season. We took nets and insect repellent, but they didn' t make a blind bit of di fference, we still got bitten. 50phie had an allergic reaction, and she was running a te mperatur e for most of t he trip. I rec kon we'd ha ve been better off staying at home - it would have been more relaxing!
3. MAN :
For me, holidays are all about re laxin g, leaving my
4.
worries behind. I like to go somewhere nice and hot
WONAN: We'd been planning this festival trip for ages. The morning we set off we were all so excited, we almost forgot the tickets! On our way out. Dad told us how to avoid t he queues, but I don't th ink any of us paid attention. So in the ca r we were all arguing about what he'd said, but none of us were co nfident we'd remembered properl y. Anyway, we missed the junct ion where we were supposed to turn off the mot orway. And tha t was it, we got stuck in this awful , end less traffic jam, and the car couldn't take it - we broke down. We ended up listening to the bands on the radio!
and lie out in the sun all day, get a bit of a tan. But everyone's different. My parents are into the kind of hOliday where you need an itinerary. You know. like Wed nesday is museum day, Thursday we go the cathedra l. They're al ways desperate to fi t in as much as possible before they have to head back to the airport. For me, that isn't a holiday - it feels like too much hard work!
3.2
Page 34, Activity 5 You wi ll hear fi ve different people talking about a tim e when something went wrong. For quest ions 1' 5, choose from the list (A-F) the reason each speaker gives. Use the letters only on ce . The re is one extra letter which you do not need to use. You now ha ve 30 seconds to look at the task.
5. MAN:
At night, forests are surprisingly noisy places. One night, I beca me ce rtain I'd heard a bear. Now I'd read the books, I knew that t he best thing to do was to stay perfectly still. Bu t I'm ashamed to say, my first impulse was to run. On my way I managed t o kick over a log from our campfi re . Luckily, I'd woken Ka t ie up, and she came to the rescue. Eff icien t as always, she'd br ought along a small fire extinguisher, so we managed to save most of our gear before it caught fire. We never did find out whet her there'd been a bear. Unsurprisingl y, we never went camping again, either ...
3.3
Page 35, Actlvitles 2 and 3
[pause of 30 seconds]
1. MAN:
When we found t his cheap deal to Eg ypt we leapt at the chance. I mean, who would n' t? But there's always a ca tch, isn't there, and we shoul d have
Friends had warned us how hot it got there, so we followed t heir advice ca reful ly and planned in lots of rest stops. Only, it was on one of those stops that we must have left the map behind. About an hour later the path we were following seemed, uh, to disappear. We immediately tried to retrace our steps, but it was pretty hopeless - I mean, if you've ever been to the park, you'll know how big it is. After a wh ile, some of us started t o run out of wate r, which was kind of
scary. So you ca n imagine our relief when we ra n into one of th e park wa rdens.
51: 51:
2. WOMAN: I was really lucky. Appa rently someone saw me crash and called the rescue services. When they arrived I was in agony - they told me I'd broken my leg in two places. Bu t at the time, the paramedic who treated me wasn' t ve ry sympathetic - in fact he ca lled me an idiot. I wasn 't on the officia l slope, yo u see. The previous day I'd done some research and discovered it was possible to ski off-piste, which I decided would be more of a challenge for someone of my abili t ies. I rather fanc ied myself back then. I'd got top-o fthe-line equipment and I'd done all th e courses, so I thought I knew it all!
52:
51:
52:
51: 52:
51: 52: 51:
=SPEAK ER 1
=
52: SPEAKER 2 Um, OK. Let's start with the cl im bing wa ll. Yes, I think that wou ld be quite enjoyable. It soun ds difficu lt, but it'd be a challenge, so it wou ld feel like an achievement. What do you th ink? Well , I'm afraid of height s so I don't think I'd get very far! That's why I'm not very keen on the r ollercoaste r either. Rea ll y? Oh, that's a shame - I love rolle rcoasters, they're so exciting. So t hen, what about the wave pool? I love messing about in the water. Yea h, so do I. And it's more sociable too - you can tal k to people at th e same time. But. er, I think maybe the paintballing centre would be even better. Oh? Why's that? Oh, I, er ... I thin k I'd prefer paintballing because I enjoy doing things in a team. You know, everyone working t ogether. OK, yes, doing something with a gr oup wou ld be fun. Alth ough it sou nds a bit ... er, what's the word ... Violent? Yeah, vio lent, t hat 's it! I wo nder how often people get hurt by paint balls ...
We ll, OK then, what do you think about the reptile house? I mean, it cou ld be interesting to see the snakes ... actually, they're one of my favourite
EDDIE:
animals. 51: 52:
51:
52:
51:
Me too! OK, so we' ll definitely go to the reptile house then ... So what else should we do? Hang on, we haven't talked about the cinema yet. Do you think it might be a good contrast to do something more relaxing? ... Although it depends what films are on, really. Yes ... and isn't it a bit boring to watch films at an adventure park? No, I th ink we should do something more unusual. Hmm, I think we need to make a decision. What about the reptile house, and ... and the wave pool? I think we both liked that. Yeah, OK. Sounds good to me!
EDDIE:
Page 41 , Activity 3
PR£:
PRE:
Unit 4 4.1
WOMAN: So, Fabio, do you always recycle? FABIO: Hmm. To be honest, it's not something I really worry about that much, wh ich is bad, isn't it? When I'm out, if I buy a magazine or a bottle of cola, I don't think about taking it to a recycling bin afterwards. So maybe I should say I complete ly disagree with the first statement. WOMAN: OK, next one, Do you always switch the lights off when you leave a room? FABIO: Yes. We ll I mean I th ink so, it's not the kind of thing you really remember, is it? But probably most of the time. Yeah, I think I'm pretty good at this, even if I'm not exactly perfect. WOMAN: So, what about the travel and transport question? FABIO: OK,I feel really guilty about this. No, I don't agree with this statement at all. The thing is, I'm always running late for things, and so Mum and Dad give me a tot of lifts. I never have enough money for the bus, and I find wa lking rea lly boring so I try to avoid doing it as much as possible. That sounds awful, doesn't it? Maybe I shou ldn't be so lazy. WOMAN: Finally, the last one. Do you only buy things which are absolutely essenlial? FABIO: Oh, yes, definitely, this is one hundred percent true for me! The truth is, I can't stand shopping! My sisler's always moaning at me because all my clothes are old and scruffy, but I don't care. So, what, this makes me an environmentalist? Brilliant! I'll remember to tell Carmela that the next time she starts having a go.
4.2
Page 46, Activity 5
EOOIE:
PRE: EDDIE:
PRE: EDDlE:
PRE: EOOlE:
You will hear an interview with a conservationist, Eddie 5cherbaum, who talks about his work with animals. For questions 1-7, choose the best answer (A, B or C). You now have 1 minute to look at th e task. Ipause of 1 minute] P RE: ;;; P RESENTER
PRE:
On Nature Watch today we're talking to Eddie Scherbaum, a leading researcher at the Internat ional Union for the Conservation of Nature. Eddie, is it true that over 16,000 different species are close to extinct ion today?
PRE:
That's correct, and that's hard for some conservationists to deal with. Many get quite depressed. because it's impossible to save every species, but I guess I'm lucky, in that I'm a natural optimist! For me, if I can save only one animal it's still all been worth it. Sometimes, yes, I get impatient. because changes happen so slowly, but still, alHn -all, I know we're making a difference. Why do you think so many animals have become endangered? Phew - tough question! We ll, I think the media is right to focus on the unlawful ki lli ng of animals for meat or fur, which in my view is completely immoral. Nevertheless, t his is statistical ly much less significant than our destruction of forests and other natural environments, leaving animals without homes or food. And then there's the fact the planet's getting hotter. The effects of this are only just starting to be felt today, but I think it wi ll become the single most important factor in the com ing decades. Conservation seems to be in the news a lot at the moment, particularly in the celebrity magazines ... Yes, I think conservation is one of the more 'glamorous' green issues. By that. I suppose I mean that it's easier for people to feel passionate about wild life than say, er, pollution. It's also more photo-friendly, which is why it appea ls to so many celebrities. It's easy to look good cudd ling a cute baby seal - it's a bit harder when you're standing next to a rubbish dump! Quite! I take it you r work with wi ldlife is a bit more challenging ... Oh yes. I love my job, but there've been days I've fantasised about sitting in a quiet, clean office! People who don't work with animals tend to get sentimental, and imagine it must be delightful. And of course, sometimes it is. But I' ve been bitten, stung, and covered with droppings more times than I care to remember~ No, animals don't make the most considerate wo rk co lleagues. Luckily, I find them fascinating all the same! Do you have a favourite animal? Oh, I don't really agree with that, I'm afraid. Of course, there are some I've grown fond of, but I try not to allow personal preferences to influence my work. Many wildlife char ities prioritise aid to lovable, furry mammals rather than ugly beetles, or dangerous predators, like sharks. But who are we to decide which animals are more important? However, it is fair to say that some species are harder to save than others! Do give us an example ... Sure, well, the waldrapp ibis is a very rare bird that's almost extinct in Europe, its native home. It's not exactly pretty, but in my eyes it's got a kind of scruffy charm that's quite appealing. Unfortunately, it isn't very bright! To survive, it needs to migrate that is, fly long distances in order to breed. But many of these birds have forgotten how to fly. And if they do take off, they often get lost. Conservationists are currently taking to the sky in planes in order to teach the birds the right route l Wow, that's, uh, quite incredible! So what's your next project? Something less difficult, I hope?
Well, different anyway! Actually, I've just had to change my plans. I was due to go to Uganda next week, where I was going to track gorillas in the wild. Due to visa problems, though, I had to cancel, and now I'm off to India. I'll be studying a very rare purple frog, only discovered in 2003. This bizarre animal lives underground, feeding on a diet of termites, It's quite a hideous thing, round and slimy, rather like a gia nt slug! But I feel privileged to be working with such a remarkable creature. Eurgh. Rather you than me! ... Well, I wish you the best of luck ...
5.1 G IRL:
you prefer to have as a pet?
[pause of 25 seconds] Thank you. Now, Student B, here are your two photographs. They show people looking at some animals, I'd like you to compare the photos, and say what the people might enjoy about the ir experiences. All right? [pause of 1minute] Thank you, Student A, which of these activities would you prefer to do?
[pa use of twenty-five seconds] Thank you.
Erm ". I guess you'd describe it as remote! We live in the middle of nowhere, about, um, 60 kilometres from the nearest town. That's difficu lt sometimes, especially as there are only a few houses here. A t rip to the supermarket is like a day out! Sure, it's peace ful and everything, and the views are spectacular, but rural life can feel isolated. Most of my friends live in town , so I only really get to see them at school.
2, WOMAN: Oh I'm definitely an urban girl - being stuck somewhere without any shops or nightlife would send me round the bend. It's huge, busy and exciting here, and there's always so much going on. I love the fact that it's so cosmopolitan too - there are people from all kinds of nationalities and backgrounds, it creates a really lively atmosphere. The bad points? Well, I suppose some districts are a bit run down. It could do with being smartened up in places. But I wouldn't want to live anywhere else!
3, Boy:
It's very picturesque, with historic buildings all clustered round the square and the river flowing through the centre. We get busloads of tourists in summer ... they want to bu y gifts from the market, take photos, that sort of stuff. One thing Ilike about it is that there's a strong sense of community here - it's a friendly, welcoming place. But, if I COUld, I'd rather live in a big, modern city. There isn't much to do here if you're a teenager, especially in the evenings.
5.2
Page 58, Activity 4 You will hear people talking in eight different situations. For questions 1-8, choose the best answer (A, B or C),
1. G,RL:
Page 47, Activity 4
EXAMINER:ln this part of the test, I'm going to give each of you two photographs. I'd like you to talk about your photographs on your own for about a minute, and also to answer a short question about your partner's photographs. Student A, it's your turn first. Here are your photographs. They show different kinds of pets. I'd like you to compare the photographs, and say what people might enjoy about keeping these animals. All right? [pause of 1 minute] Thank you. Student B, which of these animals would
Page 53, Activities 2 and 3
1.
Page 47, Activity 2
EXAM1NER:ln this part of the test I'm going to give each of you two photographs. I'd like you to talk about your photographs on your own for about a minute, and also to answer a short question about your partner's photographs. Akiko, it's your turn first. Here are your photographs. They show people who are try ing to help the environment. I'd like you to compare the photographs, and say why you t hink the people are doing these things. All right? MART': OK, so, both pictures are connected to the theme of conservation, and both of them show people work ing wi th animals. But, uh, the main difference between the two pictures is that ... the activities the people are doing are comp letely different. In the first picture, people are helping to clean a bird but in the second picture a man is, um, working with a bird ... I think he's setting it free. The people in the fi r st photo are trying to rescue some birds that have been covered in oil. The man in the second photo might be trying to he lp an endangered species of bird so that it doesn't become extinct. So ... er, another similarity is that I think that all these people care a lot about wildlife. I think the person in the second photo has probably been wor king just as hard as the people in the first photo, but he must be much happier, I think that's probably because it must be fun to see the birds go free I In contrast, t he people in the other photo look more serious. I think their work is probably less enjoyable because they're watching animals suffer.
4.4
Unit 5
Yeah, I really liked this book. Well, it misses out a few th ings, but it's generally good. The great thing is that it's not patron isi ng. Most of it's actually written by teenagers, so that helps. It's got sections on cheap places to eat, shops where you can pick up a bargain, bus and subway timeta bles (and the maps are great). There's a rea lly useful section on entertainment, which tells you where all the cinemas are and places like that. But I don't think there's enough on museums and galleries. Just because you're a teenager it doesn't mean you're a shopaholic!
2. MAN:
My day starts at 6.30. I work in the commercial centre, so I've got to set off early. The commute, at rush hour, is pretty horrendous. It's only about 15 kilometres, but it can take over an hour some mornings. I sit there in the traffic jams, breathing in the exhaust fumes, and sometimes, well, I drift off a bit. I try to block out thoughts of t he day ahead - that's too stressful. More an d more often, I find myself fantaSising about getting a place in the country. My wife's always had a passion for nature and, well, I'd love a bit of peace and quiet.
B.
3. Boy:
It's nice, but ... Yeah, it's like it's great for tourists, but not if you live here. No ... I hate it when you see them in the vi llage, and they're like. 'Oh, you're so lucky to live here'. Yeah, like it's the best place on Ea rt h. But for us ... well, we're here all the time. You know, what are we meant to do, go for walks every day? Right, we're totally stuck here, no shops, no buses, no nothing. And the evenings ar e even worse. That's why some people just hang around, or get into troub le with the police. And then everyone comp lains about th at ...
G IRL:
Boy: G IR L:
Boy: GIRL:
Boy: 4. WOMAN:
The summer isn't rea lly the best time to come. It's hot and humid, and heaving with tourists. But if you do book a summer holiday, then plan your itinerary carefully. Take in the sights by all means, but try to go early in the morning. Better still, escape the heat and the crowds altogether and get out of the city for a few days. Take a tip from the locals, who head west. Hardly any foreign visitors go there. which is a real shame, because the woods and val leys are rea lly beautiful, and much cooler. The coast is lovely too, although it isn't quite as peaceful.
MAN:
It's ve ry simple really ... it's a new term for an old theory. There's been plenty of literature on the subject of ... urn, on the co nnection between na t ure and happiness, and this is now overwhelmingly supported by scientific evidence. The pace of city life is unnaturally fast , there's too much commercia lism, too much traffic and congest ion. Nature therapy is a way of slowing things down ... learning how t o be calm , how to feel connected. And the beauty of it ... um, this method works in any living environment, from parks to gardens. You don't need to head for the countryside every time it all gets too much.
5.3
Page 59, Activities 2 and 4
GIRL:
OK, so, let's start with this photo. This looks interesting ... it's some kind of market, sel ling crafts. I don't know about you, but I love places like these. They' re really colourful. I couldn't agree more ... that's actually my favo urite kind of shopping. You get to pick up some real bargains, and learn a bit about people's culture too. So, moving on, the next photo shows a ... a big stor e. I'm not keen on big stores, they always seem too expensive. Do you enjoy shopping in places like these? No, I'm not that fond of them, either. But a lot of my fr iends lo ve them. I think if you like designer labels, big brand names, then department stores are ideal. This one looks very weal th y ... sorry, I mean, um ... upma rket ... don't you think? Yes, it does, doesn't it? I imagine it's a great place to go if you've got lots of money to spend! But I don't think you need to be ri ch to enjoy shopping in this next place ... Beach shopping looks rea lly relaxed! Oh, tota lly. It's probably a great place for, uh, tourists , and ... uh, ma ybe for surfer s. It looks like somewhere you'd buy a souvenir if you're on holiday. Um, yes, that's true, but it seems like a market for local people too. It's probabl y a good place to uh, ch at with friends, as we ll as do yo ur shopping. Do you agree, or ... 7 Yes, I see what you mean. Yes, I agree it would be fun to shop there, although I still prefer the market in the first photo. So, what's next ... oh yes, here's a row of little shops, boutiques. I love them, they look so . uh, so pictures que. What do you think of them? Um, I er ... well, I'm sorry, but I comp letely disagree with you! Personally, I can't stand bou tiques like these. They're always so expensive, and they never sell th e th ings I want to buy. I can't see the appeal, myself. Oh, right! Well, I can see your point of view, but I think a lot of people find shops like these r eally cha rming. I guess we' ll have to agree to disagree on that one ...
Boy:
GIRL:
5. WOMAN:
MAN:
W OMAN:
Basically, it's an eco'village, we wanted it to be as environmentally-fri endly as possible, so it's car-free ... everyone gets around on bikes ... or on foot. Yes, and it's also an attempt to create a community - an opportunity for people to make those links t hat were so important in the past. The village was developed by a combination of people who had a farm ing background or artistic skills. They found this land and ... and they decided t o do it together. Yeah, and it's functioning so well. I probably chat to my neighbours every da y, we work together, help each other out ... it's just like life used to be.
Boy:
GIRL:
Boy:
6.
Boy: GIRL:
Boy: GIRL:
Hey, nice shoes! Thanks! I got them from this little boutique ... I thought you usually shopped at the mall? Yeah, I used to ... It's a good place for designer outlets, if you're into that. Personally, I've gone off the whole labels thing now. Anyway you ca n get pretty much the same styles on the high street, at half the price, so I usually head there ... I just thought I'd check out the boutiques for a change. Th ey were chic, if kinda pricey, so I won 't be making a habit of it. I got lucky with these shoes, though - they were a total bargain.
7. WOMAN:
Hiya, it's me. Listen, Marie's cancelled on me this afternoon, so I've got some free t ime ... Yeah, I' m in town. Can you hear the tra ffic? It's so noisy ... I really think they should pedestrianise the centre. Hang on, I' ll just take a detour into this backstreet ... OK now? Anyway, I was just calling to say, do you want to come join me for coffee? At last there's a decent cafe opened, near that little boutique you like ... No, don't drive, it's greener to take the bus and anyway, there aren't any parking spaces rou nd here. I'll meet you at the station ... OK, great!
Madonna has always been a very active, sporty person but in recent years I think she's become a health addict! As well as jogging and lifting weights, she also spends hours every day doing ashtanga yoga. Madonna's desire to be as fit as possible is admirable, but in my opin ion she pushes herself too hard with her tra ining regime and rather overdoes it. It's important to relax too - sometimes dOing too much can be almost as unhealthy as doing too little! If you look carefully at his pictures, Brad Pitt's weight va ries quite a lot. This actor frequently puts on weight between films, then rapidly loses it again for each new ro le. Going on lots of diets like this isn't good for you· it's much better to eat healthy, balanced meals. I think part of the problem for star s like Brad is that t he media sets such un realistic standards. Poor old Brad is not only expected to look slim at all times, he's also supposed to have huge muscles too - it's quite ridicu lous. Beauty comes in all kinds of shapes and sizes, and Hollywood should grow up and acknowledge this! I think Beyonce is in great shape' she's got a wonderful, curvy figure, not skinny like some pop stars. She keeps fit by dancing, which is a great form of exercise, as it's enjoyable too! She's also sensible about her diet · she mainly eats healthy food bu t she allows herself the occasional treat. I'ye heard she's quite fond of frie d chicken and sometimes asks for it to be brought to her backstage! There's nothing wrong with th is approach· being healthy doesn't mean you have to starve yourself, or that you can't indulge in chips and burgers every now and aga in. It 's all about getting the balance r ight. I'm sure the actor Jack Black would be the first to admit he could do more for his health. He's got quite a few bad habits, the worst of which is smoking. I can't stress enough how terrible smoking is fo r you! He also eats a lot of junk food, especially snacks, and he rarely does any exercise. But on the plus side, he seems to be a generally happy, confident person, with a close fami ly and a great social life. Th is is great - studies have shown that being positive abou t life is almos t equally as important for our health as diet and exercise. It's officia l - having fun is good for you!
6.2
Page 70, Activlty 6 Yo u wil l hear a rad io review by a man ca ll ed Graham Woo dson, who recent ly test ed t he Wii Fit soft wa re. For questions H O, co mplet e the sentences. Yo u no w have 4 5 seconds to look at t he t ask. [pause of 45 seconds]
GRAHAM: When my edit or asked me to test Wii Fit for this programme, I assumed she'd made a mistake. My office is full of depressingly fit, slim types. You know, the sort that thrive on vegetable juice and energy bars and like to jog after work. I like to think of myself as an individual amongst my colleagues, something of an eccen t ric who gets out of breat h just lifting a coffee mug, and survives almost exclusively on microwave dinners!
But it seems my editor wanted to set Wii Fit a real challenge ... which is why she came into my office last month with a Nintendo box under one arm and a hopeful smile on her face. Two days later I found myself in my living room , trying to decide between virtual tennis, boxing or basebal l ' all sports I've never played in real life! I ruled out boxing almost immediately, as I'd heard that punching the air was surprisingly tiring, as well as looking ridiculous. Finally, I selected tennis' after all, my mum plays that on her own Wii, so how hard can it be? My flatmate refused to play with me so I selected solo mode and I was away. Twenty minutes later I was so exhausted I even considered phoning my girlfriend for help. As I slowly regained my strength and dignity, a strange thought took hold. Unbelievably, I found t hat I wanted to play again! I've now had Wii Fit in my flat for almost three months, and I play at least five times a week. So why did Wii Fit get me exercising, when years of unused gym memberships and nagging parents have fa iled ? Simple· I'm a nerd. When other teenagers played football and basketball, I stayed in and watched Star Wars, Star Trek, Stargate ... anything with 'star' in the title, really. Instead of reading adventure novels I would go for science fi ction, st ill my one true love, even if nowadays I also pretend to like classic fiction . The Wii Fit, with all its technical wizardry , well, it's the ultimate exercise kit for nerds like me. I especially love t he board you can balance on to discover your fitness 'age'. (In case you 're interested, J was 55, but have since become a more respectable 39. Unfortunately, I'm actually 26, so I've still got a long way to gal) And kicking a prete nd ball is surprisingly fun when you don't have to do it outSide, in the cold, with everyone watching ... Friends and fami ly have been amazed. When I told my girlfriend I was doing yoga she was so amused she actually fell off the sofa. 'Yoga??' she cackled, 'You can't touch your knees, never mind your toes!' But encouraging words like these simply inspired me to greater effort. and now I can stret ch, bend and touch my toes like a professional. Well, OK, more like an enthusiastic beginner. But eit her way, a lot better than the unfit slob I was a few months ago. People have commented that I look taller, because my posture is better, and my agility has improved too. Be fore, if I ran for the bus, it was a huge ordeal. Sweating and wheezing, I'd be unable to talk for several minutes. Now, it's barely seconds - that's real progress l Would I recommend this product? For an exercisephobe like me, absolute ly! I'm fitter, hea lthier, and I must admit. I've had a lot of fun. Would my super-fit office friends enjoy it as much? I'm not sure. The game is great for those with low to midd le fitness levels, like children, the elderly, or lazy people like me! But I don't know whether it would be sufficiently challeng ing for sportspeople. And you need to have enough space. As I've learnt from experience, you must remove all va luable ornaments from the room first. and keep any family pets well away ' you don't want to tread on any legs or ears! My poor cat Mr Pebbles still hasn't forgiven me for landing on his tail after a ski jump ...
"':;;~~:";:::;:';;~~:!:!!!~~Publishing, 2010
e
6.3
Page 71, A ctivi ties 2 and 3
1.
S. WOMAN:
WOMAN:
Let me think ... um, I think we're actually quite lucky in my town, because there are a lot of good restaurants here. But I suppose my favourite restaurant is a place called Dona Olga, because I love their food. For example, my favo urite dish there is made with pork and beans, and it's absolutely delicious. What 's more, there's usually a great atmosphere at Dona Olga, with live music in the evening.
6. MAN:
Leonardo da Vinci, who lived from 1452 to 1519, was an immensely talented mathematician and engineer as well as an artist. Amongst many other things, he designed plans for a double-decker bridge, an armoured boat, a calculator, a parachute, a helicopter, a tank, a hang glider and even a machine gun!
7_ 2
Page 82. A ctlvities 3 and 4
2. Boy:
Hmm ... that's difficult to say, really, as I enjoy eating at home and going out to restaurants! But I suppose, if I had to choose just one, I, uh, I'd rather eat at home. Both my parents are brilliant cooks, and they can make all kinds of dishes, so the food is never boring. And eating at home is better for me while I'm a student. I mean, eating out all the time can be expensive!
You will hear five people talking about mobile phones. For questions l-S, choose from the list (A-F) what each speaker says. Use the letters only once. There is one extra letter which you do not need to use. You now have 30 seconds to look at the task.
Unit 7 7. 1
Page 77, Activity 1
1. WOMAN:
Many major scientific discoveries were made at the start of the t wentieth century. The twice-Nobel Prize winner Marie Curie made important discoveries in the study of radioact ive meta ls, Nikola Tes la's work on electrici ty and magnetism formed the basis of modern po wer systems, and Thomas Edison invented the light bulb.
[pause of 30 seconds]
1. GIRL:
2. MAN:
The Greek thinker Aristotle believed that the Earth was at the centre of the universe. This theory was widely held until the ea rly sevent eenth century, wh en Galileo Galilei published his theory that the Earth orbited t he sun. Galileo was not the first to make this discovery - Nicolaus Copernicus first proposed the idea almost a century earlier. However, Galileo helped the theory to be much better known.
2. MAN:
3. WOMAN:
Many psychiatrists have explored the subject of our dreams as a means of better understanding our mind and personalities. Alfred Adler believed that dreams offered clues about our ambitions, Carl Jung published severa l books on the subject, including Man and his Symbols and Dreams, and Sigmund Freud wrote The Interpretation of Dreams about our subconscious fears and desires.
The theory of global warming has only recently become a big issue in science. The fact that gases like CFCs and methane can damage the ozone layer was discovered as late as 1976! However, the idea of global warming had been around fo r almost a century before t hat, being first proposed in 1896, and further developed by G.S . Callendar in 1938.
Mobile phones have got so many different functions. You can send texts, play games, take photos ... all on one little gadget! Mobi les make life so much less complicated. It used to be that just younger people had mobiles, but now even my gran's got one. She mainly uses it to ring Mum but she's always calling my number by mistake, so we end up chatting quite a lot' That's the great thing about mobiles, they help you to connect. I never feel like I'm by myself if I've got my phone wit h me. I know the re's always someone out th ere, just a phone call away. I've got a pretty good phone, I think. According to the package it came in, it's got all the latest ringtones, a top notch video recorder, a thousand mega-whatsits of something or other ... hardly my sort of thing, but I do like the fact that it's reliab le, and it looks pretty neat too. I'm sure people ra rely use half of the stuff that 's on t heir mobi les! To me, a mobile is simply a practical tool, a handy way to stay in touch with people. It isn't a life accessory, a reflection of my personal ity, or any of that advertising hype!
3.
4. MAN:
Charles Darwin, who developed the theory of evolution, frequent ly referred to the work of the Swedish biologist Carl Linnaeus. Linnaeus was the first person to set out a detailed system for identifying plants and animals, giving each species a Latin name. Aspects of his work are sti ll admired by modern biologists, like the British scientist Richard Dawkins.
WOMAN:
Oh, my mobile is one of the most important things I own, definitely. I mean, I don't feel like I'm dressed without it! Of course, you've got to be considerate. I can't stand those idiot s who make loud calls about their personal life on trains and buses - that's disrespectful. But on the other hand I don't have a lot of t ime for those critics who seem to object to mobiles altoget her. simply because they're new. Mobile users aren't addicts or losers or any other of those negative stereotypes, they're just living in the modern world. You've got t o keep up with the latest technology - it's isn't just for the young.
7.4 Apparently, people find my ringtone annoying ... I've got this meowing cat noise ... but at least it 's original! And anyway. I don't think it's rude or anything, it's just funny, isn' t it? It says I don't take myself too seriously. You see some people's phones, wi th all these fancy accessories ... we ll you know right off they're the sort who try too hard, maybe because they' re lonely or insecure or whatever. Personall y.
I couldn' t ca re less what my mobile looks like - it's how it works that counts! My current phone's pretty basic, so I'm saving up for something with more functionali t y, like internet access.
5. WOM AN: I often forget about my mobile, and when it rings I ha ve to empty out bags and pockets looking for it, wh ich is a bit emba rra ssing. Of cou rse, I never pick up in time, so I'm al ways having to ca ll people ba ck! My friends tease me for being an old technophobe. but I think they're being a bit mea n. It's not that I find mobiles too modern or difficult or anyth ing, it's simply that I'm disorganised! I mainly use my phone to make arrang ement s wh en I'm trave lling.
People who spend all their time chatting or texting on mobi les always seem a bit lonely to me. It's no substitute for ta lking face·to·face.
7.3 STUDENT:
Page 83, Activity 4
EXAMINER:ln this part of the test. I'm going to give each of you two photographs. I'd like you to ta lk about your photographs on your own fo r about a minute, and also to answer a short question abou t your par tner's photographs. Student A, it's your turn fi rst. Here are your photographs. They show t wo people using co mputers. I'd like you to compare the photog raph s, and say why you think a co mput er is important to th ese people. All right? [pause of 1 minute] Thank yo u. Student B, do yo u enjoy using computers? (pause of 25 seconds] Thank you. Now, Student B, here are yo ur two photographs. They show t wo people using mobile phones. I'd like you to compare t he photos, and say wha t you th ink migh t be difficult about using a mobile phone in these situati ons. All right? [pause of 1minute] Thank you. Student A, do yo u like talking to friends on t he phone? (pause of 25 seconds] Thank you.
Unit 8
Page 83,l1ctivity 2
8.1
Page 89, A ctivity 2
Both pictures show ... uh ... there are severa l similarities between the two photos. To start with, both photo s show people who wo rk in science ... th at is, they're scientists. Working in science ca n be difficult because you need to ha ve special know ledge. I don't think many people co uld do either of these jobs without having lots of t ra ining! So, uh, another thing they have in common is that both jobs need speCial equipment, um, like tools and things t hat you've got to use correct ly, or else things coul d go wrong. I imagine t ha t's difficult sometimes. So, in the first picture it looks as though the scientists are wo rk ing wit h chem icals in a laboratory, but the second photo shows someone wor king with, um, wit h fire .... I th in k he's probably making someth ing but I'm not sure exact ly what. Maybe it's some kind of machine, or an invention? Anyway, another similarity between the two photos is that everyone is wea ring th ese unusual clothes ... cloth es that st op you gettin g hurt. So I'd say that both jobs are rea ll y dangerou s, th at's another re ason why they're difficult. One thing t hough ... uh, if yo u ask me, t here's a big di fferen ce betwee n th e attitude of the scientists. In the first picture, they look real ly serious. In contrast, in th e second picture they ... sor ry, I mean ... he's probably enjoying himself more. It must be a great feel ing to build something like that, even if it's really difficult! So, uh, I think tha t this job isn't quite as hard as t he one in the first photo. We ll, that' s my opinion, anywayl
1.
Rise up this morning Smiled with th e ri sing sun Three little birds Pitched by my doorstep, Singing sweet songs Of melodies pure and true, Saying, this is my message to you. Singing, don't worry, about a thing, 'cause every little thing's gonna be all right
2.
I wasn't jeal ous before we met, Now every wom an I see is a potential threat. And I'm possessive, it isn't nice. You 've heard me saying that smoking was my only vice. But now it isn't tru e, now everyth ing is new, And all I've learned has overt urned, I beg of you: Don't go wasti ng your emotion, Lay al l yo ur love on me.
3.
We ll. since my baby left me, I fou nd a new pl ace to dwell. It's down at the end of Lonely Street At Heartbreak Hotel. You ma ke me so lonely baby, I get so lonely, I ge t so lonely I could die And although it's al ways crowded, You still can find some room. Where broken'hearted lovers Do cry away their gloom.
someone came up to me in the street I was like, wow, I've really made it. Unfortunately, what they actually said was "Zadie, you r show was rubbish!" and a few things I can't repeat on air. But they got my name right. I was so proud! Do you often do that, tell jokes at your own expense? Oh surel You should ne ve r take yourself too seriously - that's essential for a comedian. Trying to make everyone like you is a waste of time - some will and some won't, and that's th at! stay tru e to yourself, and don't pretend to be something you're not. Anyway, setting out to be strange or unique rarely works the way you wan t it to. You want people to laugh with you, not at you! Thanks for the tip! And, thank you, Zadie ...
8.3
Page 95, Activity 2
Boy:
Right ... Well, uh, first of all, I think you need some music. That helps everyone to relax. Uh huh, yes, I'd agree with that, but ... well, personally, I don't think the music should be too loud, because .... well, people need to be able to chat, too. Absolutel y. And another thing, you don't wa nt the neighbours to complain! That'd be ... uh, tha t wouldn 't be great. 50, um, what else? OK, what about food? Do you think food's important? Yes ... to a certain degree. At least, I agree with you that it's a good idea to have drinks and sna cks, things like that. But I don't think you need a big meal or anything, do you? Oh no, definitely not. .. . OK, so, to sum up, we 've agreed that music and snacks make a party success ... er, successful. Anything else? I, uh, think perhaps we've missed something out. We haven't really talked about the people ... Right, yeah, good point. Tha t's really, uh, that's so important, having the right people. You've got to invite guests who get along. I really hate those parties where no one talks! Yeah, I know what you mean. It's so embarraSSing!
You will hear an interview with Zadie Mack, a comedian who has just toured America. For questions 1-7, choose the best answer (A, B or C).
You now have 1 minute to look at the task. [pause of 1minute] 1Nl:
=
1Nl: ZADIE:
1Nl: ZADIE:
1Nl: ZADIE:
IN" ZADIE:
1Nl: ZADIE:
INT:
ZADIE:
INT: Z ADIE:
INTERVIEWER
Zadie, I caught a show on your last tour, and it was absolutely hilarious .... was it fun to do? Very nice of you! ... And yes, it was wonderful to be on tour again. While the recent TV work I've been doing has been a great challenge, it's also pretty tedious at times! It's hard to beat the buzz you get from standing in front of an audience, doing your thing. It does wear me out, though, so I wouldn't do it all year round, even though I could probably make a good living that way. Sitcoms and sketch shows help pay the bills wh ile I'm having a break. Comedy's an unusual career choice ,.. Yeah, I guess! But it was always my ambition ... My parents were happy, jolly people, though not particu larly funny (sorry folks!). My dear old grand daddy, though, ... we shared the same mischievous sense of humour. He used to be an entertainer in a variety act, which seemed like a dream job to me. Mum and Dad, bless them, did·their best to encourage me to follow a more conventional path, but without success. My teachers used to describe me as a bit of a comedian in my school reports, which upset them no end ! I bet you were a handful at school ... Oh yes! I was always the one messing about, trying to make t he class laugh! Luckily, I had a good relationship with most of my teachers. I was a sunny kid who cheered everyone up, so they were prepared to forgive my less than brilliant grades! They rarely laughed t hemselves, though, probably because my jokes tended to be quite silly. I'm sure my success was something of a surprise to them! But you had to work hard, didn't you ... Sure did. Getting started in comedy certainly ain't easy! Of course, I knew there'd be negative rev iews, insults from t he audience - that's all part of the job. However, I was disappointed to find out just how compet itive other comed ians were, as I'd been keen to share jokes and ideas. Still, I did as many gigs as possible and developed my act that way. I've always been energetic so I didn't mind putting in the hours! Where do you find your ideas for jokes? Everywhere! The things I've heard people say in cafes or on buses ... it rea lly fires my imagination. I always see the funny side of things, even when maybe I shouldn't! For instance, I frequent ly laugh out loud when I read the papers, which might seem strange to anyone watching I I t end to avoid making jokes about t he news in my act, though - I've-seen other comedians do that much better. I watch \, a lot of stand-Up, not so much for inspirat ion as entertainment. Th ere're a lot of funny people out there! You seem to be making quite a name for yourself now ... Yeah, it's great, isn't it! There are still a few empty seats at shows, but things are on the up! I'm already think ing of updating my wa rdrobe, maybe getting some dark glasses for disguise. The first time
GIRL:
Boy:
G,RL:
Boy:
G,RL: Boy:
GIRL:
Unit 9 9.1 PRE: PRE:
PRE:
PRE:
Page lOl,Activity 4 =
PRESENTER
Hello, and welcome to my life-changing CGurse, Reach for the stars. By joining me today you've taken the first step on the road to success. Give yourselves a round of applause. All right! Now that's what I like to see, a positive attitude. Because you know what my number one secret is? Yu p, it's positivity. Believe in yourself, and I promise you, the sky's the limit' But don't get me wrong, this isn't going to be easy. To succeed, I mean to really get everything yo u want out of li fe, you've got to be committed. It isn't enough to have dreams, you've got to set yourself goals - real, practical, achievable goals. I tell you, if you don't have a plan you will never real ise your ambitions. Write down a list of everything you want to do, then take action. Don't wait - the future starts today! OK, so that's the top three secrets. You ready for more? Great, 'cause I've got three more great tips for you!
And you're not gonna like this next one. I'm afraid. It's this: work hard. You look at all the success stor ies. from Madonna to Bill Gates. and they've all got t his in common: they put in a whole lot of time and effort to turn their dreams into reality. They've got thi s much in common too: they're all individuals, all real characters. Successful people aren't afraid to be different. Th ey stand out from the crowd, and so they get not iced. Always be yoursel f, not a wannabeJ And finally, and this, you might be glad to hear, is my last piece of advice, but in some ways it's the most important. I'm not going to lie to you. It's not a piece of cake. You're gonna have doubts and worries, you're gonna have people criticising you , and yes, sometimes it's gonna hurt. Bu t don't let all th is negativity get the be tter of you, and never, ever, ever give up. Never be afraid of failure: it's a good thing, you can learn a lot from it, it can make you strong. Remember, fa ilure is just one of the stages on the way to success
9.2
4. INr: ACTOR:
INT: ACTOR:
5. MAN:
Page 106, Acllvily 5 You wil l hear people talking in eight different situations. For questions l - B, choose the best answe r (A, B or C).
1.
2. Boy:
GIRL:
GIRL:
Boy: GIRL:
Boy: GIRL:
3. WOMAN:
Boy: GIRL:
Boy: GIRL:
Boy:
It was n't really a quest ion of changing my mind about ballet - I gave up dancing because I felt I had to. I found out that I'd damaged some of the muscles in my ankles, and could end up wi t h permanent damage if I carried on. I was n't quite the top ballerina in the company back then but I was getting pretty close. However, I wasn' t prepared to pay such a high pri ce for success, and so I left. Happily for me, though, I've always had many interests, so the news wasn' t quite the blow it might have been. Later, I got a wond erful job in the theatre, which I'm now thoroughly enjoying.
8.
MAN: WOMAN:
Whe n people started inviting me round I was flattered. It's nice to feel popular, isn't it? Most were parents fro m the school, so I thought that made sense, I've taught a lot of children there, over the years. But somehow, the conversation would always turn to footba ll. If they genuinely wanted to talk about foot ball I wouldn't mind, but of course th ey wanted to talk about Tom. When that happened, I made excuses to leave. Don't get me wrong, I'm immensely proud of my brother, even if we don't always see eye to eye. But I can't understand this obsession with celebrity_ It's so superficial!
Mark, would you mind helping me wit h this application ... Sure. Is tha t for the academy? Yeah, and I'm so worried, I've got to get th is right. So what's t he problem? You're a brilli ant vio linist ... Thanks, but is that enough? Everyone there is going to have all kinds of qualifications. I need to put something on t his form that makes me look a bit di fferent. I think I'll probably do OK when they interview me face-to-face - just a bit nervous maybe. But I'm scared I won't even get that far. Of course you will! Let me have a look ...
7. WOMAN:
So ... How did the exam go? Erm, not brilliantly, actua ll y, Oh ... I'm sorry. Don't be. Mum and Dad we re pretty mad, said I'd let them down. Must have been awful. Yeah, I was sick of it in the end. One th ing they got right th ough, maybe my heart wasn' t really in it. When I got the results, it was like this pressure just disappeared. It means I can't do medicine of course. But y'know, I'm not sure whether tha t was what I really wanted, anyway. I just hope my paren ts aren't too disappointed.
So, let me tell you about a typical day ... I usually get up at six, to give myself t ime for reading. I like to keep up with the news and I get five or six papers a day - it's an essential part of my job. At work I deal with paperwork and office matters first, for instance yeste rday I started ou t by interviewing a new legal adviser. Although I have a background in la w it's important for those of us in government t o have upto-date advice. Otherwise we'd be up to our eyes in complaints and court cases!
6.
PRC ::: P RESENTER
PR" Th anks for calling, Dan. Wha t 's your view? CALLER: Well. of course I' m shocked by what's happened, like everyone else, but I must say that I'm conce rn ed about the reaction of the press. I think it's right that Mr Smith was forced to stand down. I don't think he had a good head for public relations, and he certainly can't carry on working in politics after lying like that, even if he did stay on t he right side of the law, as he claims. However, I think it's one thing to point out someone's mistakes and it's quite another th ing to make their lives a misery.
You had an interesting first rol e ... Right, the space alien! Every day, I had to squeeze into this huge rubber suit wh ile t he rest of the crew gave me a hand. I think they rather enjoyed themselves at my expense! I can imagine ... The th ing is, everyone's got to start somewhere, haven't they? It gave me my first chance to work inside a studio, and I learnt a lot from that. I took the role in t he expectation it would lead on to bette r things, which turned out to be wishfu l thinking! It was many years later that the big parts finally came ..
MAN: WOMAN:
Belle, I'm sorry ... You're sorry? Yes, and I'll make it up to you, I promise. Money's going to be tight for a whi le ... Yeah, and all this time you knew, and you let me carry on spending as if nothing had changed ... and that car cost an arm and a leg yo u know, We'll have to sell that now, Belle ... And then there 's the fact you lied to me. I could have forgiven everything else. Honestly, wha t did you think I was going to do, leave you just because you lost your job? What kind of person do you thi nk I am?
EXAMINER:Now, I'd like you to talk about something together for about three minutes. Here are some pictures of some special achievements in some people's lives. First, talk to each other about what is specia l about these achievements. Then decide which achievement you think is the most impressive. All right?
A. WOMAN: So, uh, why don't we begin with this picture? I think it's a photo of someone who's just graduated from university. That's, uht important because you need a degree for lots of careers, like, ... well, for example for being a lawyer, or a doctor. MAN: Right, and what's more you have to do a lot of work at university. It isn't easy. So, um, what do you think of this next picture, with the explorers? I'm not sure what they've done exactly ... but they look tired. WOMAN: They do, don't they? Maybe they've just done something amazing ... such as ... oh, I don't know, such as breaking a world record. That's really ... that's a really amazing thing. MAN: Oh, totally. I th ink it's a great photo ... This next picture is about reading, so maybe that isn't quite as special, but it's important ... You need to know how to read for all kinds of reasons, like for studying, or work. WOMAN: Yeah, that's true! Personally, I, uh think it's just as special as the photo of the explorers, because everyone needs to learn how to read. So, urn, moving on, what do you think of the singer here? She's obviously sold a lot of records ... MAN: Yes, maybe ... in any case, she seems really pleased about something! Um, I think it's hard to be a successful mysician. So, uh, getting a record deal ... that's great.
B. MAN: Let's start with this picture. Is it a graduation photo? WOMAN: Yes, it is. And this is a photo of some people ... I think they've just been on an expedition. In any case, they look like explorers or something. MAN: Urn ... being an explorer is quite impressive, because ... We ll, it's good to try to do something different, like, um, to have a challenge ... OK, so, here's a child reading. I don't think that's very difficult. do you? WOMAN: No ... we ll, maybe. I'm sure. What's next ... MAN: There's this photo of a Singer. It looks like she's got an award, I don't know why. WOMAN: Maybe she sold a lot of albums. That must be hard. MAN: I agree. Absolutely.
C. MAN:
OK, shall we begin with this picture? This woman looks interesting. She's wearing special clothes and she looks very proud . I think she's just taken a degree, which was probably quite hard. I think a lot of people would be impressed by her achievement. WOMAN : Yes. But I think the next photo is even more impressive. After all, lots of people get degrees. MAN: These people look like they've just been on an expedition. They've got lots of gear and they look like they've been sleeping in tents or outdoors ... not in a hotel, anyway! They look ... um, they seem happy, though. Maybe they've just broken a record or something. WOMAN: OK ... I th ink ... Um ... MAN: So let's discuss the next photo, of the child reading ...
Yes, here you can see the chi ld, and he's learning to read from a book, I don't know what language. There's someone helping him, maybe a teacher or a parent, and he's in ... I think he's in a classroom, so it looks like he goes to school. MAN: You need to be able to read to do many different jobs. WOMAN: Yes ... MAN: So that's important. OK, what next? WOMAN: Well, here's a picture of a singer, I'm not sure who she is, but I think she probably plays pop or rock or something like that. Not classica l music, anyway. I ... I don't know why this achievement is important. MAN: OK, well, I think that ...
WOMAN:
9.4
Page 107, Activity 4
WOMAN: So, uh, why don't we begin with this picture? I think it's a photo of someone who's just graduated from university. That's, uh, important because you need a degree for lots of ca re ers, like, ... well, for example for being a lawyer, or a doctor. MAN: Right, and what's more you have to do a lot of work at university. It isn't easy. So, um, what do you think of this next picture, with the explorers? I'm not sure what they've done exactly ... but they look tired. WOMAN: They do, don't they? Maybe they've just done something amazing ... such as ... oh, I don't know, such as breaking a world record. That's really ... that's a really amazing thing. MAN: Oh, totally. I th ink it's a great photo ... This next picture is about reading. so maybe that isn't quite as special. but it's important ... You need to know how to read for all kinds of reasons, like for studying, or work. WOMAN: Yeah, that's true! Personally, I, uh th in k it's just as special as the photo of t he explorers, because everyone needs to learn how to read. So, urn, moving on, what do you th in k of the band here? They've obviously sold a lot of records ... MAN: Yes, maybe ".. in any case, they seem rea lly pleased about something! Um, I think it's hard to be a successful musician. So, uh, getting a record deal ... that's great.
Unit 10 10.1 Page
11 3, Activities 2
and 3
1. WOMAN: I really did not want to see this fi lm. I mean, I'm not a big Hollywood movie fan anyway - weird Japanese animation and manga films are more my thing. And I'm not really keen on Co lin Firt h, one of the actors in the film - I'd seen him in a couple of romances, and I thought he was dreadful. But the soundtrack persuaded me, I'm just a huge Abba fan. So I gave it a go, and what do you know? I really liked it! Meryl Streep was excellent as the heroine, really funny, but all the actors were watc hable, even Firth. Not al l of them could sing that brilliantly, especially not poor Pierce Brosnan, but it didn't ma tter, it wasn't that type of musical. In fact, I think it added to the humour. I hope they make a sequel ...
2. MAN:
KELLV:
Well, what can I say? The plot was so predictable it was tedious, and the acting was terrible. It was so bad, it reminded me of those old episodes of ... oh what's it called ... the science fict ion series ... Doctor Who, that's it! I mean, the cast was so mechanica l they were no better than robots! It was meant to be a thriller, but I cou ldn't see what was thril li ng about it. I suppose the special effects we re well-done, and there were a few good stunts. There's one scene, where there's these stuck-up Hollywood types fi lming a historical drama on some country estate, and the hero just drives right through the set in his Ferrari. That was pretty cool. But it was n't enough to save the film. I should have changed the channel - apparently there was a really funny new sitcom on the other side.
3. WOMAN:
Th is was one of my absolute favouri te books when I was a kid , it was just so imaginative, something new in every chapter. I love fantasy, I'm quit e a dreamy person I suppose, that's why I also like musicals and romances - they may be unrealistic but they
take you into another world. Anyway, in this story you've got witches, wiza rd s, magiC castles and true love ... oh, it·s got everything! So when I heard that Studio Ghibli were releasing a film ve rs ion of it, I was ... oh, I was so excited, I couldn't wait. And it didn't disappoint. It was gripping from start to finish, wit h enough action and excitement to match any thriller!
And I'm fu ll of admiration for the artists. All t he characters were drawn superbly, in fact th e artwork
was simply stunning throughout.
10.2
Page 114, ActJvity 2
TEACHER: Now. just before the break I asked you to do a little quiz to test your knowledge of films based on books ... Let's see how you got on! So, picture A. Now that's an easy one ... Any offers? I know! Both the film and the book were called Pride G,RL: and Prejudice, and the book was originally written by Jane Austen ... in 1813, I think. TEACHER:
Correct. Jane Austen has been a popular author with
directors - I thi nk virtually all of her works have been fi lmed at some point or another. OK, so, photo B ... anyone? .. no? OK, well I suppose this one is trickier. Everyo ne knows the fi lm of course, The Godfather is an absolute class ic. But fewer people know it was based on a book by Mario Puzo, an Amer ican author. It's a good book, I'd recommend it ... So, moving on then ... what about photo C? ... Yes? Boy: It's, uh, The Lord of the Rings! Based on the tri logy by J.R.R. Tolkein. But I thought the films were rubbish, nowhere near as good as the books ... TEACHER: Interesting ... yes, that's something I'd like us to discuss a bit later, whether or not film adaptations can ever live up to t he original book. But time is short so let's press on for now ... Photo D? ... Yes, you, at the back?
10.3
Page 118, Activity 5 You wil l hear a woman called Kelly Good talking to students about a summer writing course that is held on the island of Majorca. For questions 1-10, comp lete the sentences. You now have 45 seconds in which to look at the task.
So, hi to everyone, and congratulations on fi ni shing your first year exams! My name's Kelly Good, I'm a teacher at the School of Culture in Majorca, and also a crime writer, a moderately successful artist. and to my embarrassment - a former pop Singer! School of Culture has been running arts programmes at the villa since 1962, and I joined the staff in 1983. After launching a writing course in 1996 we've helped
literally hundreds of talented authors to realise their dreams. We'd love to help you find your voice too! Now, I know you've been studying hard all year, and a four-week summer course may not seem like the most relaxing break! But for all you aspiring writers out t here, we offer the perfect ba lance of inspiration and relaxat ion, all in a villa in sunny Majorca. Tourists who come to the island usua ll y stay on a beach, with the heat and the crowds. We're on a mountain, overlooking the beautiful olive groves on the plai n below. Although we do run workshops on Saturdays you'll have Sunday off to explore as well as the occasional Wednesday or Friday, depending on the schedule. Writing is about having fun, not burning yourself out! Sadly, time is short today so I won't go into detail about every workshop we offer on the course, you can read that in the brochure. But I would like to highligh t our three brand-new workshops ... exciting stuff! The horro r workshop will be held by Sco tt McBride, author of the acclaimed Night Fright series (that's Don't Walk At Night, his first prize -winn ing tit le Alone in the Night, and the book he launched his career with, Stranger in the Night). You'll learn how to amaze and terrify your readers, with cha racters that fi re the imagination, and plots that keep everyone guessing. We hope you'll have fu n too - haunted houses may be off the agenda, but we'll be shOWing horror films for you to analyse, and running day trips to a nearby castle! If you're really brave, yo u could try investigating the local woods at night - legend claims a ghost walks there. But we're not that brave, so we won't be coming with you! So, what next ... ah yes, my favouri te ... The screenwriting course should appeal to anyone dreaming of success in Holl ywood! YOU'll be learning how to create interesting, realistic dialogue, and the secrets t hat turn a good script in to a potential blockbuster. In the final week, trained actors will be acting out your play before the rest of the school, and a unique 'Get it Write' award will be presented to the best one. You might wa nt to have a smart outfit for the ceremony! A video recorder wi ll be provided for you to record your masterpiece, so you can watch it on your DVD player at home! Finally, there's the ghost- writing workshop ... now this shoul d be interest ing! Ghost-writers write books for people who haven't got the time or t he talent to write for themselves. Pol iticians often use ghost writers, and some journalists have been known to use their services - it's tricky to get rich that way, though. If you want to make a for tune, ce lebrities is where it's at. Do you remember when the model Naomi Campbell published a novel called Swan? Well, let's just say, she might have had a li ttle help! YOU'll need an eye for detail, understanding and patience that last one is essentia l ... believe me, you'll need it! We'll show you how to develop your skills and market yourself in this dynamic new field.
[pause of 45 seconds]
[!~2~f£~~~~;';~ Publishing, 2010
9
EXAMINER:Time's up. KELLV: Oops, it seems I've run out of time! As you can tell, I'm so excited about our course, I could go on for hours. If you want to fi nd out more, please do see me for a chat after the talk - I'll be near the main hall, in the cafe till midday and then in the book shop after that. Hope to see some of you laterl
10.4
Page 119, Activity 3
1. Boy:
Um ... no, I don't th ink we do, really. Dad likes the news and current affairs shows, whic h the rest of us find boring. My sister's obsessed with soap operas, which I don't mind, but I don't love them, either. I like quiz shows and comedy sitcoms, and my mum ... my mum hates all TV, she keeps telling us to switch it off! Personally, I thin k we should buy anothe r te levision set. but I don't think Mum would ever al low that.
are actually highly complex. I used to paint a lot of these, when I was young. That was before I'd learned to accept my limitations!
3. WOMAN: The way it was reported was a bit over the top. 'Professor prefers Shakira to Shakespeare!' Very silly. To me, the finest traditional poetry still can't be beaten, and geniuses like Cervantes or Dante unquestionably produced finer work than today's songwriters. In my lecture, I was simply try ing to paint out that some of the lyrics by Eminem or Bob Dylan also have poetic qualities, and we shouldn't comp letely dismiss their verses just because they're set to a tune. It's funny, people expect that just because I'm a professor, I ought to prefer classical music. They're always surprised when I admit that it rathe r passes me by. Still, it's good to be different!
11.2
2. GIRL:
Hmm, let me see ... I used to love Heroes, the science fiction show, but I don't like ... I've gone off that recently. So, er, I guess my fa vo urite programme now is probably House. It's this medical drama, about this unusual doctor. He's brilliant, a genius even, but he's uh ... we ll, he's really grumpy! That's part of the reason why the show's so interesting, he isn't your usual type of hero! The acting's really con vincing too.
3. Boy:
Um, I'm not sure ... so, uh, maybe I watch about twenty hours of TV a week. Maybe I should try to cut down, because that's like, well, that's quite a lot. isn't it? I watch TV every morning when I'm having breakfast, and then every week night after school. Mind you, I don't usually watch much TV at the weeke nds, when I'm busy. So hopefully that means I'm not addicted. Well. not yet!
You will hear five different people talking about a music festival they have recentl y attended. For questions 1 to 5, choose from the list A-F what each speaker says. Use th e letters only once. There is one extra letter which you do not need to use. You now have 30 seconds in which to look at Part Three.
[pause of 30 seconds] 1. WOMAN: It's a family-friendly festival, which is fine by us. I think it helps the atmosphere - and people tend to behave more responsibly, too! At other festival s I've had my bag and my mobile stolen, which wasn' t funny. Although the entrance fee was far from cheap it was totally worth it. The bands .... well. some of t hem took a little while to warm up, but everyone put on a great show by the end. The only disappointment came at the end of the night. when we all had to go home ' We'll definitely be going back again next year.
Unit 11
2.
11.1
MAN:
Page 125, Activities 2 and 3
1. WOMAN: As a kid I remember being obsessed with making it big in Hollywood - something I quickly grew ou t of! My paren t s, who were always keen to encourage me, paid for me to go to stage school. As it turns out. this was to be a big help to my career. I've always been proud of the fact that revie wers always say something nice about my acting as well as my singing - and that's unusual in opera! I started training as a soprano when I, uh, when I was a teenager. At stage school. we did lots and lots of musicals, which was a turn-off fo r me. My voice is much better suited to arias than pop songs!
2. MAN:
Of course, as an artist, I've experimented wit h all sorts - landscapes, port raits, sti ll life, abstract art. But it's the faces I keep coming back to. Captu ring someone's personality wit h just a few strokes of the brush - to me, that's the highest kind of art. Mind you, it's good to have a bi t of variety. Landscapes, filled with trees and sky - I'm quite fond of wo rking on those now and again, wh en I want to take a break. Abstract art, which is all about shapes and colou r - now that's trick ier. A lot of people dismiss it as simple, but I think the very best abstract paintings
Page 130, Activity 6
You don't see many teenagers there, which is a shame, especially as it's free. Although yo u need to get a ticket from the tourist office first, so maybe that's a bit off-putting. Jazz fans used to be considered rebellious - par ents worr ied about crime and bad behaviour! Now the festival's become ra the r middle-aged and com fortable. People bring picnic blankets and bottles of wine, as if they were going to listen to opera in the park! To me, it doesn't seem quite right. The music makes up for everything though. Jazz players ... true jazz players really give their all to live performances. Recorded music just isn 't the same.
3. WOMAN: ! went to please my Boyfriend, really - indie and emo stuff is more my thing. But I ended up having a great evening. I'm still not sure about rap bu t the performances weren't half bad. There were dances, videos, special effects, plenty to look at on stage. Some of the lyrics were kinda extreme, which I suppose is why they wou ldn't let youngsters in, you know, school age kids. The police were at the ga te, making sure there wasn' t any trouble. That seemed a bit over the top, though, as the festival goers seemed a friendly bunch. Everyone just wanted to have a good time.
I used to be in a local band, so Ilike to keep in touch with the music scene here. This festival is an annual event to showcase new ta lent, and sometimes you can get to hear a band before they hit the big time. It's pretty basic - you all camp in a big fie ld with only one shower block - but then it's pretty inexpensive compared to some I've been to. You can buy tickets in advance or just get them on the day, and you can take your own food. It's mainly a student event, lots of eighteen to 21 year aids. People often look tw ice when they see me struggling with the pushchair!
5. WOMAN: They say you can just turn up but I didn't want to risk it. I ended up booking months ahead to make sure! I managed to get a pitch at a nearby campsite too. within walking distance of the festival. There we re loads of stalls. shows, and things to do - it got a bit wild at t imes but that was fun too! Some of t he main acts ... well. it was the end of the fest ival year and I'm not sure they really put their hearts into it. wh ich was a pity. As it turned out, though, th is was only a small pa rt of the whole experience. Value for money, definitely.
11.3
Page 131, Activities 2 and 3
EXAMINER: In this part of th e test, I'm going to give each of you two photographs. I'd like you to talk about your photographs on your own for about a minute, and also to answer a question about your partner' s photographs. Isabel, it's your turn first. Your photos show people listening to music. I'd like you to compare the photographs, and say why you th ink people might wan t to listen to music in these situations. All right? ISABEL: OK, so both photos show people listening to music, but I think that they're listening to music for very different reasons . In the first photo, people are listening to t he music on a ... on an MP3 player, while they're at the gym. For many people, listening to music can help you concen trate . I'm not keen on the gym myself, but I imagine that listening to an MP3 player makes worki ng out less boring! Simila rly, the people in the second photo are also listening to music for fun, bu t they're probably listen ing to a di fferent kind of music. When you 're exercising, it, er, it can be a good idea to listen to fast , exciting music, because that encourages you to work harder. In contrast, you probably want to lis ten to more relaxed ... sorry, I mean more relaxing music at a restaura nt. Personally, I think that live music really helps to create a good atmosphere. It makes the experience of dining out feel special ... and, uh, and it can be ... EXAMINER:Thank you. Peter, when do yo u enjoy listening to music? PAWEl: I'm sorry, would you mind repeating the question, please? EXAMINER:Certain ly. When do you enjoy listening to music? PAWEL: Right, well, I listen to music a lot, as it's probably my favou rite hobby! I listen to it on my way to school, uh, on my MP3 player, and I also listen to it at home, in the evenings. Personally, I find that music can help me to ... uh ... to relax ... so I often listen to it when I'v e just got home. TEACHER: Thank you.
Page 131 , Activity 6
EXAMINER:ln this part of the test, I'm going to give each of you two photographs. I'd like you to talk about your photographs on you r own for about a minute, and also to answer a question about your partners' photographs. Student A, it's your turn first. Your photos show two groups of peop le enjoying music. I'd like you to compare t he photographs, and say why you think music is important to these groups of people. All right? [pause of 1minute] Thank you. [pause of 3 seconds] Student B, which type of music would you prefer to liste n to? [pa use of 25 seconds] Thank you. Now, Student B, here are your two photographs. They show two groups of people at a music concert. I'd like you to compare the photos, and say wha t you think the people are enjoying about these concerts. All right? [pause of 1 minute] Thank you. Student C. do you like going to concerts? [pause of 25 seconds] Thank you. Now, Student C. here are your two photographs. They show different people making music. I'd like you to compare the photos, and say wha t you think is difficult about perfor ming in these situations. All right? [pause of 1 minute] Thank you. St udent A, do you prefer listen ing to music or playing it? [pause of 25 seconds] Thank you.
11 .5
Page 132, Activities 1 and 2
H OST:
it seems as though we've reached the final round of the show, called What am /? Now, in th is ro und, I'll ask you a series of questions that progress from qu ite easy to more difficult. They were written by our qu iz master. Tom Wi lks, who also wo rks as a teacher (I feel sorry for his students!). Listen careful ly and try to guess what I'm describing. Good luck! ...
First question. I feel cold like snow, but you enjoy me in summer. People usually eat me as a dessert. What am I? Second question. I have a face and hands but no legs. When you have t o be on time for something, like a meeting or an exam, you usually look at me first. Wha t am I? Th ird question. This summer, as usua l, I'll follow you everywhere. I'll copy all your actions, as I always do. But when it looks as if it's getting dark, I'll disappear. Wha t am I? Fourth question. I get bigger the more you take away. What am I?
Unit 12 12.1
Page 137, Activlty 1
MAN:
The multi-award-win ning chef, restaurant owner and TV presenter Gordon Ramsay hasn't always worked with food. When he was a teenager, he was a promising footballer and hoped to have a career in sport!
WOMAN: The Oscar winning actress and comedian Whoopi Goldberg did not become famous overnight. In order to make ends meet. she once worked in the building industry, as a bricklayer! MAN: Before he became an actor and director, Harrison Ford already had a very successful career. A wellregarded carpenter, he was gi ven his first major fi lm role by George Lucas, the Star Wars director. George first emp loyed Harrison to build him some cabinets! WOMAN: The pop singer Pink, who was born Alecia Moore, claims to still have nightmares about her previous job. For two years, she worked in a McDonald's restaurant, where her duties included cooking burgers and clea ning the floor
12.2
Page 137, Activity 4
1.
Boy:
I'm saving up to go travelling next year, so I need to earn a bit of money. I'm free from June to August, so I'm hoping to get something then. I've never had a job before, but I'm keen to learn. Hopefully something will turn up soon!
2. WOMAN: ( used to work in tourism, which was great, although the tiny sa lary was a bit of a struggle. I'm now looking for a long-term job, ideally working with people. I'm ambitious, so I'd want to work somewhere where I could ultimately go places.
3. MAN:
I'm currently a student at the university, so I'm looking for a job that I can fit around my studies. I'd prefer not to work during the week, as I'm too busy then. I don't mind working late, I'm used to that .. I helped out sometimes on the night shift at my dad's hotel.
12.3
Page 142, Actwity 2
1.
EXPERT: Students learn as individuals, and so you need to work out which study methods are best for you. Some people work betler in the evening, whi le others are morning peopl e. Similarly, some people prefer to study in total silence, whereas others find t hat some quiet background music can help them to concentrate. I'm not sure about rock music though. The music shouldn 't be too noisy or distracting, so something like classical music or jazz might be better.
2. EXP'RT: Some people have suggested t hat the particular kinds of fatty acids present in certain types of oily fish, like mackerel or tuna, might help to boost your memory. This isn't guaranteed, however, and in any case, it's unlikely that eating lots of fish is going to radically alter you r intelligence! But eating fish is certainly good for you, and it's important to look after your health before your exams. Eat well, take regular breaks for rest and re laxation, and try to get plenty of sleep. An exam is onl y a test .. not a punishment!
3. EXPERT: Yes, th is is a good tip. You don't need to look up every new word you find in a dictionary, but good students will want to make regular use of one. Keeping a vocabulary notebook and adding to it while you study is a great idea. Writing down an
e
example sentence is a particularly good suggestion - it can help you to remember how a word is used, as well as what it means. But remember to revise your vocabulary not ebook regularly. Don't just write down new words then forget all about them!
4. EXP'RT: Hmm ... again, I think this depends on the individual student. Some people work best alone, but others can find working with friends very helpful. For most people, a mixture of the two methods is ideal. It's especially important to practise speaking English with other people" after all, you might feel a bit Silly trying to do this by yoursel f!
5. EXP'RT: This is an odd one" I th ink I might get a bit worried if all my students turned up wearing orange for the ir exams! There's a school of thought called 'colour thera py' which argues that different colours have the ability to affect our moods. Apparent ly, yel low and orange are good colours for focusing the mind and reduc ing st ress. I don't think there 's any real scientific evidence for this, .and it's certa inly nD substitute for a good revision plan. But I suppose wearing orange wou ldn't hurt if you wanted to give it a try' 6.
EXPERT: This is usually a terrible idea. By all means learn usefu l phrases and co llocations by heart, but don't try to memorise whole chunks of text to repeat in the speaking or writing papers. Students who do this often end up scoring low marks, either because they fa il to answer the question properly, or because their answers sound very unnatura l. So don't waste your time following this t ip: it coul d do you more harm than good
12.4
Page 142, Activity 5 You'll hear a radio interview with a teacher, Mark Vickery, who spent a month training to be a music DJ, and his mentor, DJ Alice Electric. For questions 1-7, choose the best answer, A, B or C. You now have one minute in which to look at Part Four. [pause of 60 seconds]
PRE: = PRESENTER PRE: The Channel Nine show Life Swap teaches participants a new profession in just one month! Mark Vickery is a secondary school teacher who trained to become a DJ with the help of Alice Electric. Mark, what inspired you to make the switch? MARK: We ll , I'd discussed the show at school because it was such an interesting concept. I mean, we all wonder what life wou ld be like if we'd chosen different paths. But I would never have done anything about it if my sixth-form class hadn't filled in the applicat ion and sent it off" without my know ledge, I might add! One of the guys I teach with made the suggestion to them as a bit of a joke, apparentl y. PR'; Alice ... on the show you looked quite shocked when you met Mark. ALOe,; Did I? ... Don't get me wrong, I thought Mark was a lovely bloke, but he was just so, uh, different. He was really quiet and reserved, and I knew if we didn't fix that then nothing else would matler. And then there was his style" or rather the lack of it (sorry Mark!). MARK: No worries!
Well, he looked like what he was" a geography teacher! And this guy had barely heard of house and trance. His idea of 'modern' music was, like, The Rolling stones! So you had to do some intensive training ... Yeah, it wasn't easy! There was so much he had to take in, memorize, in just a month. But ." maybe it's because he's a teacher ... anyway, it turned out that learning stuff by heart wa s the least of our worries . He was so uptight all the time tha t his DJ-ing came across as really wooden and unconvincing. That was really frustrating for me because musically, he wasn 't bad at all" I've heard much wor se from professionals ... So what did you make of the music, Mark? Oh, wow, it was a revelation l I'd only really heard dance music from walking past clubs or pubs ... or played at top vo lume on someone's car stereo. In th ose contexts it's just noise, but Alice showed me how complex it can be. A good DJ mixes up all kinds of genres, from rock to ... wel l, I even heard some classical - it's very creative. To me, though, it sounds better when you're dancing. You often hear a particular line or tune over and over, which could get boring if you're listening at home. You definitely didn't look bored when you were playing your fina l set in Ibiza ... No way - that expression on my face was sheer terrorl Alice and her friends were such wonderful teachers, I didn't want to let them down. That was my greatest fear, even more than my worry that I wou ld make a total idiot of myself! Some of my students had flown out t o see me, and t he thought of that helped me to stay focused. Anyway, it was nice to see them concentrating on me for once, instead of staring out the window like they do in some of my classes! I met your students and they said they had a great time. They were also full of compli ments about you r teaching ... well, they did say that your lessons co uld do with being easier but they loved they way you encouraged them to talk about the subject, instead of just giving lots of lectures. Oh yes, and they also said that geography was dull and you should teach music! Was it hard to go back to school again? Not really ... I think I make a belter teacher than a DJ, that's for certain! But the experience was fantastic, and I've learnt a lot. I might not look any different .. as you can see I've gone back to wearing jumpers and corduroys, I'm afraid .. but I think I'm now more open to new ideas and experiences, and that's ... I think that's affected how I work in the classroom. I still prefer the Rolling stones to Sasha or Darude, though .. Mark, Alice, thank you very much for sharing your experiences
Page 143,Actwities 2 and 3 Now, I'd like you to ta lk abou t something together for about three minutes. I'd like you to imagine that your local school is organising a careers day for students. Here are some of the people that they could invite to talk to students about the ir jobs. First, ta lk to each other about how interesting you think each speaker might be. Then decide which two people to invite to speak at the school. All right?
EXAMINER:
G,RL:
Boy:
G,RL:
Boy:
GIRL:
Boy: G,RL:
Boy:
G,RL:
Boy:
Shall we start with this picture , the tattooist? I think she would be interesting because, well, she's got such an unusual job. Yes, that's true, and I think a lot of students would love to hear what she has to say, because a lot of young people are into tattoos. So, let's look at this picture on the lefl. Personally, I'm not tha t interested in anima ls ... Me neither, but I think a lot of other students would be. Being a vet is ... uh ... well, it's quite a popular career choice. I think it would be good to learn about what it's really like ... Do you agree? I suppose so. But I th ink that this man, at the bottom, I think I'd rather hear more about his job! Hmm, it definitely looks exciting, but I'm not quite sure what he's doing. Um ... maybe ... OK, well, as far as I can tell, he's a helicopter pilot. What do you think? Absolutely. To me, that seems like a really amazing, interesting job. Oh, I agree with that, but ... well, I'm not sure he would be a good choice for a careers day. I don't think many students will, uh, will fly a helicopter when they leave school! That's a good point. So, what next? Hmm, what about the woman on the left? She hasn't got a very typical job either ... Really? I disagree. I think lots of people work as engineers. And it wou ld be great to ha ve a woman talk to the students ... to show that you can do any job you want, whether you're a woman or a man. I see what you mean ... I hadn't thought of that before, but yes, I think that would be usefu l. Right, so we ha ve n't talked about this picture yet. It seems to show some kind of .... (Part 2)
Boy: GIRL: Boy:
So, have we decided which two people to invite? Well, I think we agree about the engineer ... Yes, definitely, tha t makes sense to me. But we need to decide who else to invi te. Personal ly, I think the taltooist would probably make a good speaker, but perhaps her job is too unusual. And another t hing, not everyone th inks that tattoos are a good idea ... G,RL: You're right, I don't think she would be the best choice for a careers day. So what about the vet? I know we both said we weren't really into animals, but I've got a feeling that lots of other students would be fascinated . Boy: I think so too. OK, so I think we've reached a conclusion! GIRL: Yes, let's invite the engineer and the vet! EXAMINER:Thank you. How important is it to learn about different jobs while you are at school? Boy: I'm sorry, would you mind saying th at again, please? EXAMINER:Of course. How important is it to learn about different jobs while you are at school? Boy: Right .... well, I haven't thought much about this be fore, but I imagine it's probably quite important. I mean, you need to know about lots of different careers before you can make the right choice. G,RL: I agree with that up to a point. But I don't think school careers days are enough. I think it's also useful for everyone to do some part-time work, so they can find out what they rea ll y enjoy doing. Boy: Right, yes, I can see that would be useful. So maybe you need both ... I mean, you need to learn about jobs at school, and get some experience, too. GIRL: That sounds like a great idea!
[~~~]~~~~;~ PUbliShing,2010 !":;'l 0
Workbook Answer Key UNIT1
6
Vocabulary 1 2 2 3 5 6
3
F2G3E4B5C6D
2 3
true friend
4
next-door neighbours blood relatives 4 single parent second cousin current boyfriend
5 6
I cluttered 2 cosy 3 neighbourhood 4 lie-in 5 terraced house 6 household 7 unwind
4
terraced house 2 neighbourhood 3 cramped 4 cosy 5 minima list 6 clutte r ed 7 household 8 lie-in
5
Poker is different because the others are related to photography. 2 Roller-blading is different because the others involve boards. 3 Darts is different because the others are played with balls. 4 Roll is different because the others are related to cards.
7 8
Use of English: Part 2 Opencloze 1
2
confusing 2 disgusting 3 exhausted 4 frustrating
1 2 3 4 5
politicians organised pressure adaptable youngest
5 depressed 6 amusing 7 petrified 6 7 8 9 10
I
2 3
4 5
6 2
Use of English: Part 3 Word formation 1
2 3
I Do (you) live 4 2 am living 3 have (recently) 5 applied 6
1
2 3 4
5
Do (you) know has has invited
5
(suggested answers) 'Standstill' must be a noun meaning 'not moving'. An 'acre' must be a noun describing size. 'Dangling' must be a verb meaning 'to hang'. 'Puce' must be an adjective describing the colour of your face when you are embarrassed - dark red. 'Glum' must be an adjective describing the way you look when you feel sad.
213 1 boring 2 stare angrily 3 unfairly treated
I haven't seen 2 bumped 3 has / had (just) come 4 told 5 had
4
has tried, stopped moved, seen been looking, found ca lied, been feeling asked, haven't done been doing, haven't finished been roasting, overcooked
I 2 3 5 8 10
have (just) had have been arguing have fallen 4 is beginning lost 6 accused 7 is being makes 9 manages suppose 11 get
B 2 B 3 C
4 C
5 B
6 C
7
Megan 2 informal 3 apologise and explain why you haven't been in touch , say you can't meet at the cafe and explain why, say you haven't got Jenna's email address but you 've got her mobile number, make an alternative suggestion - to go to the music festival
8
(suggested answer) The style is appropriate and the student has included most relevant points. However, he / she fails to include that he / she does not have Jenna's email address but has her mobile number.
I but
2 and
5 also
6 or
2 3 4
5 6
Skills
attention cha rm ing independence socially demanding
2 3 4 5 6 7
5/61
My friend Rachel and I used to have a lot in common when we were younger bu t we've grown apart recently. I didn't use to do many household chores . There used to be a large tree in 9 front of ou r house but it's been cut down. I did the washing-up last night. 10 .f .f
Are (you) getting 2 feel 3 have done 4 am keep ing
4
6 You overhear two friends talking about a new shopping centre. What did they both approve of?
It 2 on 3 other 4 to 5 but 6 there 7 as 8 to 9 by 10 to 11 would
Grammar 1
They have been going out ' toget her for a few weeks. I have just had lunch. She doesn't usually remember my birthday. I only bought it three months ago. What is he doing these days? Has she found them yet? The others have already left. I have known her since we were at primary school.
7
3 too 7 so
4 because
Sorry I didn't get back to you sooner Let me know if you fancy it I've been meaning to get in touch life's been pretty hectic I'm afraid I can't make it it would be really great to catch up I was wondering if you'd like to come
1 gold 2 head 3 neck 4 fish 5 himself 6 trumpet 7 soul
4
A4
5
B6
C2
07
El
F3
dress up 2 suit 3 tried fits 5 striped 6 trendy tight 8 loosen up 9 on fabric 11 grown out of ripped
G5
4 7 (suggested answers) 10 2 You hear a girl talking about her 12 relationship with her sister and brother. In her opinion, why does Use of English: Part 1she argue wit h her sister? Multiple-choice cloze 3 You overhear a boy leaving a I hungry 7 spotless pho ne message for his girlfriend . 1 2 ridiculous 8 sma ll What is the purpose of the 3 pleased 9 surprised message? 10 soaking 4 massive 4 You overhear a conversation 11 bad 5 beau ti ful between a mother and father 6 wonderful about the computer games their son plays. How does the mother 2 soaking 4 spotless feel? 2 hungry 5 pleased 5 You hear part of a radio interview 3 astonished 6 awfu l with a famous writer. What 3 lA 2B 3D 4A 5C 6C advice does she give young 7B 8A 9B 100 lIC 12A people about crea ti ve writing?
Gramm.ar 1
adjectives to describe clothes: co lourful, stylish, trendy
what 2 whose 3 which 4 which 5 whose 6 who 7 where
2
1D 2F 3G 4E 51 6B 7A 8C 9J lOH
2
3 whic h, 6 who
3
3
(student's own answers)
1 3 5 7 9
4
2 3
4
5
Will Young, who is an English singer- songwriter, won the first ever Pop Idol. 4 Zero 1, where I buy all my skate board ing gear, is closing down. This diamond bracelet, wh ich I inherited from my grandmother, is worth a fortune. 5 My eldest sister, who you've never met. has got very freckled skin. The X-Factor, whose prize is 6 usually a record ing contract, is a musical talent competition held in
various countries. 5
lA
2A
3B
4B
5B
6A 7 A 8B
Use of English: Part 4 Word formation 1
We're going to watch a documen ta ry about orangu tans
a coat 2 Business Studies buyer 4 (harmful) chemicals insects 6 old leather ca r seats 19 million 8 poisoning ce lebrities 10 drawing skills
1 students and teache rs 2 chatty, magazine style 3 how you know the person, the ir personality. their ac hievemen ts, how they have influenced you The answer covers the paints well, though could expand further on lena's personality. One of the most influent ial people in my life is a 92-year-old lady called lena. lena is our nextdoor neighbour and I've been visiting her and listening to her faScinating stories for as long as I can remember, Although we' re not related, she's always trea ted me like a grandson, Zena had to finish her education at 14 to help support her family, She met her fiance. Johan, when she was 16, The day before they were due to get married, Johan, then a pilot in the Second Wo rld Wa r, died when his plane crashed. Despite th is tragedy, Zena became an air ambulance nurse and risked her life treating wounded soldiers as t hey were being flown back from France. Zena is still mentally very active and has a wicked sense of humour! She's in a lot of physical pain but never makes a fuss. Her extraordinary bravery has made a huge impact on me. Whenever it seems that life's a strugg le I think about what she's been through and remember that there are worse th ings to worry about t han girlfriend problems and too much homework!
3
1 4 7 10
4
1F 2H 3E 4J 5G 6C 7A aD 98 101
Use of English: Part I Multiple-choice cloze 1
1 2 3 4 5 6
2
1D 2A 3A 4D 5B 6A 7C 8D 9A 10D 11B 12D
7 8 9 10 " 12
tour guide travel guide travel agent to urists guests day-trippe rs
1
lA went 2D were driving, started 3C was rain ing 4G decided 5F was driving, pulled 6J been travelli ng, fell 7E was shining 8B got 91 realised, were standing lOH had parked
1
1 2 3 4
5 6 7 8 1 2 3 4 6 7 8
2 3
UNIT 3
kinds of fabric: leather, organic cotton 2 things that dyes can be made from: chemicals, insects, plants
campsite resort camping luggage rucksack suitcase
Gramm.ar
after dinner. 2 We nearly missed the plane because we misread the message on the, screen and went to the wrong gate, 3 Although Maite came to the cinema by car and Montse took the train, they both arrived at 1 exactly the same time. 4 My grandfather used to be a sports teacher. He no longer works but he's still an act ive person who loves adventure activities like canoeing and moun ta in-climbing. 5 When my grea t-grandmother was a girl she didn't go to school. 4 In those days girls didn't always have an education. 6 Emily is an amazing cook and she loves cookery books, She's got the biggest collection I've seen. 7 Twice a week I have piano lessons with a retired professional Vocabulary pianist. 8 My great-aunt is in hospital after 1 a journey: boarding pass, cabin having a bad fall. I'm going to crew. camper van, crossing, visit her after school. fl igh t. ferry, sea t belt 2 accommodation: camper va n, 2 1 whose mo ther works as a five-star hotel. tent 2 she is wearing belong to 3 things you ta ke with you: 3 the boy whose cousin is currency, insect repellent, phrase 4 cou ldn't / can't find the belt I book, suncream, sleeping bag, 5 we go to the cinema swimming trunks, tent 6 of the jeans (which / t hat) I 4 the seaside: cliff, ferry, sand , 7 is the only night (when/ that) suncream, swimming trunks 8 an aunt who wo rks as 5 th ings you do on holiday: Skills re lax ing, Sightseeing, sunbathing
1
forests 2 orchards 3 valleys peaks 5 ranges 6 streams season 8 mild 9 scorching dusty " downpours 12 floods
4
5
6
7 8
went, had never been had you been wait ing, announced met, were travelling had never ridden, hired, were staying broke, was skiing did, were living got, laid wouldn't/didn't le t. was wearing
found, showed told, were pla ying discove red, bought took 5 had bit. was sleeping. warned booked, told threate ned, locked, had misunderstood
I had never been on an aeroplane before I did th e parachute jump, As soon as the storm had blown over, the sun came out. We had been travelling for over ten hours when we arrived at the camps ite, While I was walking alongside the rive r, I nearly stepped on a grass snake. When I unpacked my sui tcase, I realised I had left my phone charger at home, After the downpour had stopped, the tennis players continued the ir match, I hadn't eaten a truly delicious steak until I went to Argent ina, Once the cab in crew had chec ked everybody was wea ring thei r seat belt, the plane took off.
1 crossing 2 insect repe llent 3 fl ight 4 currency 5 sightseeing 6 cliff 7 tent a camper van
Workbook: an
Use of English: Part 2 Opencloze 1
3 4 5 6 7 8
1 He isn't brave enough to go
shark-diving. 2 She enjoyed the holiday so much she didn't want to come home. 3 He's too young to travel alone. 4 There's so much to do in
in the nick of time the whole time behind the times of all t ime from time to time time after time
Barcelona.
1 have passed 2 have finished 3 be living
4
(student's own answers)
6 had 7 such 8 too
10 other 11 the 12 times
Skills
1
1 to reduce 2 Destroying 3 to waste
2
A1 84 C3 05 E6 F2
3
(has) spent two yea r s wor king 2 fee l like going 3 regret that/reg ret to tell you (that)/regret to inform you (that)/regret to say (that) 4 wouldn't/would not/didn't let me 5 didn't/did not mean to cause 6 to make mistakes from time 7 has given up goin g 8 give you a hand
(suggested answers) 2 did not receive full sURPort when he / she suggested tak ing
-rear? 3 needed to make changes to his / Use of English: Part 3 - Word her original travel plans? formation 4 believed that a gap year would 1 arrival 5 improvement heiR him / her make an important 2 assistance 6 preference decision? 3 complaint 7 solution 5 was sure about what he / she 4 fa ilure wanted to study at university? 2 1 arrangement 4 offence 6 had to be trained in preparation 2 obl igation 5 attendance for his / her gap year work? 7 was treated differently from how 3 refusal 6 discovery he / she expected? 1 3 difference 6 achievement 8 did paid work whilst abroad? 2 products 7 regulations 9 is still in contact with people he / 3 recyc led 8 unusual she met whilst abr oad? 4 intention 9 necessarily 10 said he / she had developed a 5 performance 10 championship deep level of understandina of Grammar another way of life? 11 found an element of their gap 1 1 stops year personally rewarding? 2 '1Ilend 12 discovered a lot about himself / 3 'm saving / 'm going to save herself during the gap year? 4 is babysitting 13 felt travelling would help him / 5 's going to pour her with his/her university 6 'm going to watch / '11 watch
course?
3
lB 2B 3C 4B 5C 6A 7A 8C 9C lOA 11A/B 12B BC
4
Speaker 1: B Speaker 2: A Speaker 3: F Speaker 4: 0 Speaker 5: E
5
1 3 5 7
First 2 Then Whi le 4 As soon as By the time 6 Eventually After wa rds 8 after
UNIT 4 Vocabulary 1
1 3 5 7
greenhouse 2 packaging land fill 4 polluted tropical 6 ice caps, sea level eco-friendly 2B
3C
4G
5E
2
lH
3
1 to kill time 2 nine times out of ten
60
7F
4 have saved 5 have sold 6 be revising
Use of English: Part 4 Key word transformations
enough 5 more 9 there 2 could 3 like 4 each
2
3
4
5 I've never had / been on such a bumpy flight. 6 There wasn't enough space in the vill a for eight people.
2
I can assure you that 100 percent of your contribution will go to the charity. I'm going to post / '11 post some photos of the trek on my blog. Carrie xx
7 I'm not (rea ll y) doing 8 does (the coach) get
2
4 turn in g 5 travel 6 pay
Skills 1
A2
2
lG 2B 3G 4E 5A 6C
3
1 2 3 4 5 6 7
8 9 10 11 12
4
B4
C6
03
El
F5
a journalist having to look after his wife if she got ill forgetting to pack some essential equipment bad weather conditions being attacked by wild animals falling from a great height confident in the re liability of his equipment nervous about surviving he positioned himself study good photos different publications
1C 2A 3A 4B 5B 6B
UNIT 5
Hi everybody, As some of you may know, I'm doing Vocabulary / 'm going to do a trek to the highest 1 The city: congest ion, hectic, highpoin t in Southeast As ia, Mount rise building, multi-storey car park, Kinabal u, t his summer. The t rek slum, suburbs, Underground beg ins on 10th J ul y and hopefully the country: cottage, remote, scenery - if my fitness programme goes to both: commute, green space, plan' - I'll get to the summ it the pavement, run-down, stunn ing views fo llowi ng day. 2 1 remote 5 high-rise building I'm doing the trek to ra ise money 2 suburbs 6 slum for the charity SOS Orangutan. 3 pavement 7 commute Experts predic t that these amazing 4 congestion 8 run-down creatures will become extinct in 10 to 20 years if rainforest destruction 3 cottage 5 amenities conti nu es at it s current rat e, so I'm 2 scenery 6 green space sur e you' ll agree that this is a really 3 hectic 7 Underground worthwhile cause. 4 Stunning views I'd be thrilled if you wou ld sponsor me. Just follow this link - www . sosorangutan.org/donations and
4
5
1 2 3 4 5
sponsorship launched, prom ote junk products spam 6 persuading 7 targeted sta ll 2 carriages 3 bargain 4 malls 5 ancient 6 cana l
3
18
4
(student's own answers)
1 prevent 2 ra ising 3 fetching 4 encourage 5 notice 6 den ied
2
(student's own answers)
3
1C 2A 3C 40 5A 68 7C 8A 9C 100 IIC 120
Granunar 1
2
3
1 2 3 4
general t ruth, 0 possible, 8 hypothetical, present or future, A hypothetical, past, C
1 2 3 4 5
5
2B
1 To sum up
Use of English: Part 4 Key word transformations 1
l E 2C 38 4A 50
2
1 2 3 4 5
even if, paid unless, prefer even if, leave in case, don't accept
1 2 3 4 5 6 7 8
wasn't / was not as hot weeks since Ivan rode as lon g as you ta ke isn't / is not old enough to t oo hot for never eaten such tasty food unless there are (some) if he hadn't / had not fallen
3
as long as, promi se
Skills 1
1 lecture room 2 green lifestyle
3 cost a fortune 4 stumble upon 5 mix wi th people 6 pose f or photographs 2
1 green li festyle 2 mix wit h people 3 stumbled upon 4 cost a fort une 5 posin g for ph otographs 6 lecture room
40
48
5H
7
8
5C
6C
6C
7G
8F
4 However
Londoners looking for a parking space one day in 2004 couldn't believe thei r eye s... 2 it off ers a way t o reach highly targeted audiences and to grab the atten tion of consumers who are so inundated with adverti sements...
ID
4 In Spain you don' t have to / don't nee d to/need not give a 10 percent tip in res tauran ts. 5 In many Middle Eastern countries yo u must not/should not / ough t not eat wi th you r left hand. 6 In Korea you must / have to / need to / shou ld/ought to wa it 'until t he eldest has sta rted eating before you do so you rse lf. 7 In Fra nce you can eat bread off the ta ble.
2 whereas
3 In my op ini on 5 Moreover
3 2
2C
UNIT 6
3
Vocabulary 1
t ake, will have 2 pop, get hadn't spott ed, wouldn 't have gone didn' t ta rg et. would be will buy, see
vehicle would have been complete ly under water 2 th ey wou ldn't have been able to rescue him 3 it hadn't (been) closed a year ago 4 his sat nav hadn' t told him to (drive st ra igh t ahead)
3A
3A
6
Use of English: Part 1 Multiple-choice cloze 1
2C
3
1 fill 2 lack 3 st ay 4 let 5 ge t 6 digest 7 burn 8 build 9 speed 10 r educe
4
(suggested answers) processed food: tinned food, ready meals, hot dogs, whi te bread deep fried f ood: doughnuts, chips, crisps, fried ch icken
5
8 2 coo k 3 B 4 A lean B acidic / bitter / sour C raw 0 carbonated / fizzy / sparkling 5 C 6 savo ury 7 A prot ein B carbo hyd rate C fibre 0 cholest erol 8 A sa lad B steak C bread
4
balance 2 grab 3 stretch 4 jump 5 sp rint 6 punch
5
1 2 3 4 5
sprinted after losing your ba lance do a warm up-stretch punched me on t he arm grabbed the ball
6
4
2
3
1 soaking 2 brand 3 pitch
4 wide 5 boiling
wide open 2 boiling hot 3 soaking wet
4 pitch black 5 brand new
l A 20 3B 4A 50 6C 7C 8 0 9C lOB IIA 120
Grammar 1
ID
2A 3H 4F 5 to, E 6 t o, C 7G
2
In Japan yo u can make a slurping noise while eating noodles. 2 In Taiw an you should / ought to do a loud burp t o say thanks to th e chef. 3 In Chin a you shou ld not / ought not eat everyth ing on you r plate or you will be give n more.
1 have been able to 2 cou ldn't 3 can 4 ca n 5 was able t o 6 wi ll be able to
Use of English: Part 2 Open doze 1
1 2 3 4
2
1 5 7 8 11
Use of English: Part 1Multiple-choice doze 1
I needn' t have ta ken / I didn't need t o take sandwic hes because lu nc h was provided. You ought t o book a table because it might get busy t here later. I fee l so f ull. I shouldn't have had second helpings of t hat icecream. Fortu na t ely, we didn't have to queue to get into the restaurant last night. It's OK, you don't need t o / need not order your own chips. Just have some of mine, She ought to have asked before she fin ished off the last bit of ca ke.
couldn't / wasn't allowed to can't / aren' t allowed to haven't been allowed to can / are allowed to 5 was all owed to 6 can't / won't be allowed t o be 2 what 3 more 4 by has 6 have / need al lowed / permitted/able shou ld / must 9 to 10 being able / ready/w illing 12 will
Skills 1
A, Max
2
adopted a li fes t yle that a family member was not happy about?, Text My mum's face fell when I fi nally told her I'd decided to become a vegetarian.
c:
3
2 ignored the advice of someone close to him / her?, Text A: My f irst girl friend was rea lly obsessive about eating healthy food. But the more she tried to get me t o do t he same, the more determined I was to eat what I wanted. 3 Jives with someone who is very parti cular abou t what he / she eats?, Text C: Even my younger sister, who's an incredible fussy eater .. ,
Workbook:
f~
•
4 used to get little pleasure from eating?, Text B: I treated food as fuel 5 gets positive comments from others about his/her cooking?, Text C, I've experimented with several recipes now and some have gone down well with all of them. 6 changed his / her diet as he / she was unhappy with his/her appearance?, Text A: I ended up putting on loads of weight and my se lf-esteem started to suffer. So, when I turned 17, I realised I had to turn over a new leaf ... 7 lives with people who rare ly try new food?, Text B: Nobody else in my family is as adventurous in their food tastes as me. 8 thinks his/her parents eat unusual food?, Text c: They'll eat any part of an animal, the weirder the better. 9 is made fun of by other people?, Text A: In fact, they often tease me ... 10 is convinced he / she will be able to influence other people to try new dishes?, Text B: I'm sure I'll be able to get them to branch out eventually. 11 tried food in order to fit in with other people?, Text B: ... not wanting to appear unsophisticated, I tucked in like everyone else. 12 does not enjoy a type of food he / she had previously liked?, Text A: ... I've gone off the taste of them.
4
IC 2A 3C 4B 5C 6A 7B 8C 9A lOB liB 12A
5
A 4, a temperature
6
Big White 2 photography 3 athlete 4 38 (degrees) 5 freezer room 6 sugar 7 (dangerous) cracks 8 homeless
7
(suggested answers) 1 aim 2 provide some information / recommendations 3 in this area 4 several/many/numerous 5 although 6 very/extremely 7 In addition 8 However 9 currently 10 Surprisingly 11 slight 12 various 13 such as 14 spend time/socialise 15 relax 16 In my opinion 17 however
BI
3
I breakthrough 2 experiment discovery 3 theory 4 5 evidence 6 cure
4
engine 2 access 3 networking
5
6
make: a discovery, an observation carry out: an experiment, research, tests come up with: a cure, evidence, a formula, an idea, a theory
2
carry out
2
10, internet access 2F, keyboard 3B, hard drive 4(, search engine SA, Social networking 6[, word processing I 2 3 4 5 6 7 8
helpline automated service got through operator put me on hold put me through speakerphone dead 9 go through
1 2 3 4 5 6 7 8
high/highly length lengthen shorten long width narrow widely
The photography prize was awarded to Peter (by the judges). We are going to be shown the new science labs tomorrow . She was promised a pony (by her parents) if she did well in her exams. The list of client contacts will be emailed to the sales team (by the secretary). I've been sold a faulty laptop. Free samples of cake were being offered to customers (by the supermarket).
Use of English: Part 4 Key word transformations 1
10 2E 3G 4B 5F 6C
2 Z 3 4 5 6 7 8
5 length 6 highly 7 strongly 8 weakened
2
UNIT 7 1
3
Use of English: Part 3Word formation
C2
Vocabulary
4 board 5 processing
5 known to be / have been great astronomers 6 been predicted to rise 9 percent by 2100
have / get it enlarged have / get it dyed have / get a tooth removed have / get them shortened had / got it serviced have / get another one cut have had the roof fixed / repaired/mended doesn't / does not drive as carefully had my eyes tested were made to thought to have been built weren't / were not allowed to I would cut back/down on being beaten by my brother
Skills 1
(suggested answers) A I enjoyed the game more than I thought I would. B I kept getting stuck at the beginning of the game. C There wasn't enough variety in parts of the game. D You need to think more carefully than in some games. E The game isn't worth paying full price for. F There has been a lot of excitement in the media about this game.
were laid, would circle 2 be ing hit 3 be heard 4 takes / will take, will be / will have been transported S has (ever) been discovered / Speaker 4: E 213 Speaker I: C was (ever discovered) Speaker 2: D Speaker 5: A 6 was invented Speaker 3: F 7 saw, had been / were discovered 4 put off 2 more wrong 8 have (r ecently) been brought / 3 repetitive 4 identical were (recently) brought, being 5 your brain 6 rent 7 treat frozen/having been frozen 8 instead 9 hyped 10 TV 9 are attracted 10 be folded 11 mags once thought to be / have 5 B, C, F been flat 2 is believed that dinosaurs died 6 I First of all 2 despite the fact 3 Secondly 4 unsuitable out 65 million years ago 5 Last but not least 3 is known that certain foods 6 unsympathetic improve your concentration 7 even though 8 therefore 4 said to have been a naughty pupil at school
~
7
bad D turn up B
8 Don't be so sensitive, he must not have seen you.
1 makes 2 did 3 make 4 did 5 do 6 Make 7 made 8 do 9 made 10 make
2
1C 2D 3A 4C 5A 6C 78 8D 9C lOB llA 128
Grarnrnar 1
He could be miserable because he's fee ling unwell. 2 She just smiled at me so she can't be angry with me anymore. 3 He must be over the moon after
getting those brilliant grades. 4 She may not be happy with what you've suggested. 5 He could get fed up if you ring him too often.
6 In this internet cafe, you mustn't download music illegally.
2
(suggested answers)
might go must be may / might have accepted must have escaped can't have been must have predicted can't have been paying
1 Jacek wasn't at school today and neither was Marek. 2 I feel both nervous and excited about the hOliday. 3 Either he'll take the bus or I'll give him a lift. 4 Not only did they forget to turn off the lights, they also left the door wide open. 5 I'm either going to order the steak or the chicken. 6 Not only has she got a great singing voice, but she plays the gu itar very well. 7 Sam didn't know the way home and neither did Wi ll.
2
1C 2A 3F 4B 5D' 6E' * Success could also be paired with flop, and hi t with failure. However, there would be a mismatch in terms of register.
3
1 4 7 10 12 14
4
1 eye, D 2 fa a!. E 3 nerves, A 4 ches!. B 5 back, F 6 hear!. C
beat 2 nil 3 qua lify drew 5 scoring 6 won foul 8 team 9 win champions "place rounds 13 title defeated 15 semi-finals
Use of English: Part 3Word formation 1
1 astonished / astonishing 2 astonishingly 3 astonishment 4 believable 5 believably 6 believe 7 tho ughtfully 8 thought 9 think 10 considerate consideration 12 consider 13 perfectly 14 perfect ion 15 perfect 16 co rrectl y 17 correction 18 correct 19 embarrassingly 20 embarrassmen t 21 embarrass
l'
with 2 that 3 both 4 such 5 whereas / while 6 which 7 to 8 for 9 been 10 have / make 11 only 12 is
Skills 1 lE 2F 3C 4D 5H 6A 7B 2
8 lose 9 give 10 break Down: 2 achieve 3 doubts 5 set 6 believe
(suggested answers) 1 In 8, 'It's' refers to people's 1 astonishment 2 buil t reasons for seeking out fear and 3 3 crossings 4 officers 'routine' refers to 'our risk-free 5 fearless 6 unbelievable modern society'. 7 obsession 8 proposed 2 In C, 'we're' and 'we' refer to 9 immediately 10 achievement 'coasteerers' in the previous sentences and 'quick fix ' Grarnrnar contrasts with 'feel good for 1 1 were 2 listening days' in the fo llowing sentence. 3 hadn't lost 4 would be 3 In D, 'in the oceans' links to 'in 5 cou ld go 6 had 7 would stop the Amazon' and 'in the Alps', 8 have let 9 telling 10 leave in the previous and following sentences. 2 (suggested answers) 4 In E, 'he dives again' refers to 1 I'd done some warm-up stretches Tom Fox diving into the sea in the 2 I didn't have to visit relatives on previous sentences, Saturday 5 In F, 'bungee jumping', 'free3 spending/having spent so much running' and 'base jumping' are on these trainers examples of 'the many extreme 4 I had n't agreed to take part in the sports' mentioned in the previous 20-kilometre charity run sentence. 5 my sister wouldn't borrow/would 6 (no refe rences in the text) stop borrowing my tenn is racket 7 In H, '400,000 customers a without asking year' links to the 'mainstream' 6 have fou led the other player market described in the previous 7 I hadn't had to wo rk late sentence. a I hadn't spent so much on joining
1 He might have missed the bus. 2 Oh no! I must have forgotten to use the handbrake on! 3 Oh sorry, I must have misunderstood you. 3 lA 28 38 4C 5A 6C 4 She can't have been hungry' 5 Me too. I thin k he might have been at the party on Saturday. 6 That's not like her. She ca n't have Vocabulary read th e message. Across: 7 That's a bit rude . She could ha ve 1 1 stand 4 go 7 better as ked to borrow it.
UNIT9
that gym 3
IF 2G 3H 4D 58 6C 7A 8E
4
1 were, would have waited 2 had given, would be 3 hadn't fa lien over 4 didn't like, wouldn 't have ordered 5 hadn't put,
would be making 6 knew, wouldn 't have asked 7 hadn't looked, wouldn't have 8 had, would buy
Use of English: Part 4 Key word transformations 1
2
1 2 3 4 5 6 7
leaving us wandering: Who is the monster in this story? Erik, or a soceity that refuses to accept him because he's ugly?
7
used to have get used used to lose get used to having had been used to got used is used to giving
1 wish I'd / I had brought 2 regret not accepting / turning down / refusing 3 did not use to 4 shouldn't / should not have told 5 only I had 6 in case he decided / wanted 7 we would be able to 8 not used to being spoken
Skills 1
lA
2C
3A
4A
56
6C
2
16
2C
36
4C
5A
66
3 2 3 4 5 6 4
5 S
basically Above all I figured What we were keen for You've got a point there Having said tha t
8
B4, Our main concern was. .. C2, The key advantage is that... 06, Nevertheless, I think that... El, The main thing was that... F3, I reckoned it could...
Yes, the writer does sympathise with the characte r.
Erik is a cruel and fr ightening character who hides in the catacombs beneath the Paris Opera House, terrorising those around him by pretending to be a ghost. He is obsessed with the beautiful singer Christine, and becomes insanely Jealous when he discovers that he has a rival for her love. He kidnaps Christine and threatens to destroy the Opera House unless she marries him. His madness knows no limits! And yet we can't help feeling sympathy towards him when we consider his past. Born with a horribly disfigured face, he has experienced a life of rejection. Even his mother refused to touch him. All he wants is to be loved and accepted for who he is, and for his musical genius to be recognised. It's impossible not to feel moved at the end when we learn of his death, shortly after letting Christine go off to marry the man she really loves, leaving us wondering: who is the monster in this story? Erik, or a society that refu ses to accept him because he's ugly? 1 3 5 7 9 11
character 2 story character 4 description character 6 story character 8 story description 10 story story 12 description
2 3 4 5 6
There is a twist I can relate to The narrator gripping / vivid main, dislikeable was (very) moving
9
(suggested answer) Erik: monster or genius? Erik is a cruel and frightening caracter who hides in the catacombs beneath the paris Opera House, terrorising those around him by pretending to be a ghost. He is Vocabulary obsessed with the beatiful singer 1 Drama series is different Christine, and becomes insanely because it refers to TV. The jelous when he discovers that he has others refer to the cinema. a rival for her love. 2 Subtitles is different because the He kid napps Christine and thretens other words refer to people. to distroy the Opera House unless 3 Trailer is different because it she marries him. His madness knows refers to the cinema. The others no limits! And yet we can't help refer to books. feeling simpathy towards him when 4 Box office is different because it we consider his past. Born with a refers to the cinema. The others horribley disfigured face he has refer to TV. experienced a life of rejection. Even his mother refused to touch him, All 2 trailers 2 cast 3 paperback he wants is to be loved and acepted 4 subtitles for who he is, and for his musical 5 current affairs programme genius to be recognised. 6 soundtrack Its impossible not to feel moved at 7 biography the end when we learn of his death, 3 reviews 2 superb 3 complex shortly after letting Christine go off 4 mechanical 5 performances to marry the man she realy loves, 6 script 7 ending 8 scene
Last Saturday I called Ruby and asked her what she wanted to do in the evening. She told me that she really wanted to see Eclipse at the cinema. I replied that I had seen it the previous night/the night before. She asked me why I hadn't told her! was going to see it. I explained that I hadn't realised she was so keen to see it and asked her if she would like to see the new Harry Potter film instead. She said that she couldn't because she had already arranged to see it with her friend Kerry the next night. I suggested it would be better if we did something else. She agreed and asked me to go to her house for a meal instead. Cristiano said (that) it was one of the best books he'd read. Stanislav said (that) he hadn't seen the programme before. Adriana told the teacher (that) she was going to be late the next day. Fernando said (that) he would be studying in Paris the fol lowing year. Natalia said (that) t he film had come out on DVD two weeks before. Lisa told her mother (that) she would text her when she got there.
when she had first become an actress 2 how long it had taken to film her latest film, Golden Planet 3 what kind of film Golden Planet was
4 who sh e thought would enjoy wa tchi ng Golden Planet 5 if / whether she was rehearsing for ano ther fi lm at that time 6 what the title of the new film wo uld be
It is supposed / t hought that he'll wi n the Oscar. It is said that she is an actress. The film has been / was described as 'electric' (by a reviewer). It was known that he was writing a nove l. It is bel ieved to be her fi nest performa nce.
Use of English: Part 2Opencloze B losing th e tic kets C th at the book needed to be return ed/ to return the book to the library that day o me to go to the cinema with him E that the winner of the Oscar for best actress was Kate Wi nslet F to let her stay up and watch the film with me G to ring and book the cinema tic kets H that her phone had been switched off because sh e'd been at the cinema 1 3 5 6 8
on giving 2 on winning for ignoring 4 to apply that I avoid / avoiding of stealing 7 to lend to wor k
Use of English: Part 1Multiple-choice cloze
1 5 8 10
only 2 on 3 to 4 a/ per until 6 have 7 had fo llowing / next 9 ever why 11 that 12 like
8C
2 3 4 5
6 7
8
2 2 3
4 5
6
Vocabulary 1
1 keen 2 dull 3 production 4 set 5 performances 6 plays 7 thing 8 pretentious 9 landscapes 10 appreciate 11 abstrac t 12 point 13 exhibition 14 Poetry 15 by 16 verses 17 turn-off 18 powerful 19 to
li ve 2 gig 3 ven ue 4 charts 5 track 6 fan 7 cover versio n 8 single 9 tune 10 ca tchy
1
Skills 1
1
UNIT 11
2
4
7B
GrillTUt1ar
(student's own answer)
2D 3G
SF
6H
fan 2 turned out moved 4 set 5 focuses visually 7 li fe-like remarkab le 9 characterisa tion also 11 explores 12 obesity recommend 14 disappointed
7
1
3
4E
1 3 6 8 10 13
6
8
4B
B
4 5
7
3A
I strongly suggest you go and see this film. ./ I found the fil m (to be) far too long, ./ I would advi se you not to miss this film, I thought it was rubbish and I couldn't wait to leave. If you see this film yo u wo n't be disappointed. You won't regret seeing this film.
2 3
was hard to had been described it had taken it would especia ll y appeal 5 her agent was (at that time) negotiating 6 would have to wait and see
2B
(suggested answers) 1 a person 2 a subject 3 a profession 4 a place 5 some thing you fi nd in a room 6 an aspect of a novel 7 an aspect of a job 8 part of the body 9 a place
2/3 1 grandmother 2 Law 3 (newspaper) reporte r 4 car 5 internet access 6 beg inni ng 7 social co ntact 8 neck 9 Ox ford
2
1 The Mona Usa, also known as La Gioconda, was once stolen from the Louvre. C, A 2 I saw a very good play last night at the theatre. It was based on a tr ue story. A, C 3 Alt hough Beethoven was deaf, he was a great compose r. D, A 4 Va n Gogn made great use of t he colour yellow in his paintings bu t Degas was not keen on it at all. B,C 5 The Beatles have had a great influence on other bands. Oasis, for example, are oft en accused of copy ing the m. B, C
10 2B 3C 4D 5C 6A 7C 8B 9D l OA 11B 12B
3
known as the 'Mona Usa of sculpture' representing the goddess of agriculture, Ceres, (when) wa lking home described by police before burying it saying he wou ld mel t having been caught/due to being ca ught/after being caught on security camera used to send messages
Hardly had we ente red the gallery when the fire alarm went off. Only wi th practice ca n you become a good pianist. Rarely have/ had/do I come across such an extraordinary sculpture. Never have/had I read such a movin g poem. Not until I was older did I start to appreciate Shakespeare. No sooner had he put the painting on the market than it sold for €2 million.
1 2 3 4
Were she belter at Ma th s Ha rd ly had he graduated Seldom have I been Had I known the exhibition fin ished tomorrow 5 Not only is he an actor/can he act well 6 Only after his death did Va n Gogh become famous.
Use of English: Part 2Opencloze 1
lE 2A
2
1 3 6 9 11 12
to 2 the / each / every wh ich 4 at 5 after whose 7 up 8 while / when anything 10 up was / seemed / sounded t o 13 during
3 5 7 8 10 12
over / around 2 who / that whilst/wh ile 4 be been 6 of have / hold / host / throw own / personal 9 to wit hout 11 Ever including / even
3
3D
4F 5B 6C
Skills 1
1C 2A
3G
4C
5H
6B
2
1D
3
Speaker 1: F Speaker2:C Speaker 3: A Speaker 4: B Spea ker 5: D
4
7F
(suggested answers)
1 It took a long time for me to like it. 2 It's different from other albums and I'm pleased about that.
3 For a first album this is absolutely brilliant. 4 I wasn't sure whether it would be 2 as good as the earlier albums. 5 You can listen to the album all the time (24 hours a day, seven days a week).
3
UNIT 12 Vocabulary 1
1 career prospects
4 2 work
3 5 7 10 12 14 16 18
poorly paid 4 hours my notice 6 unemployment colleagues 8 sacked 9 job applied for 11 be offered assistant 13 responsible in charge 15 paperwork deal with 17 experience income 19 part-time
2
1 4 6 9
burglary 2 fine 3 witness kidnapping 5 young offender acquitted 7 mugger 8 trial charged 10 Capital
3
taking, revising 2 concentrate, distracted
1
4 stay 5 down, looking, remember retake 2 pass 3 failed 4 study 5 skip 6 get 7 does 8 making
Use of English: Part 3 Word fonnation I
2
2 4 6 8
provides 3 had robbed was riding 5 called believed 7 recognised have used 9 will make
to believe, stealing 2 to shoot 3 to go 4 seeing 5 to help 6 Dropping 7 driving 8 to hide 1 4 7 9 11 13
having 2 driving 3 pouring to have 5 pull 6 to see enjoying 8 to install to protect 10 to deliver arriving 12 to keep showering 14 to do
Graham gets very stressed
1 I'd rather not be a witness at the trial. 2 I find it difficult to understand why someone would commit a crime like that. 3 He'll probably commit another crime when he's released from prison. 4 The man looked like (as if) he was going t o jump from the bridge so I suggested calling / (that) we shou ld call the police. 5 The girl was offered $10,000 to take / for taking the drugs to London. 6 When I went to get my bike, I f ound that someone had set fire to it.
about his job. regrets not having applied for / 2 2 Katya's responsible for staff not applying for training. 2 I would/I'd take advantage of 3 Several peopl\, were made 3 has no interest in (taking)/has no redundant. intention of taking 4 Jenny gets a lot of satisfaction 4 would not/wouldn't have been from her job. sacked S Grace is an inefficient worker. 5 must have been delighted 6 It's illegal to work without a 6 inexperience prevented her from permit. getting 7 Pierre is too immature to babysit. 7 is not as high as 8 What are his strengths and 8 suggested leaving/suggested weaknesses? (that) Naomi leave 9 Michele's well-qualified for the Skills job. 1 lA 2C 3C 4A 5D 6B 78 assistant 2 enthusiastic 8B 9D lOA l1C 12D 13A 3 thoughts 4 careless 5 attention 6 dissatisfaction 7 unfairly 8 seriously 9 privacy 10 sensitive
2
Granunar 1 2 3 4 5 6 7
(has) escaped, was carrying, hasn't been seen don't like, have been is being repaired, vandalised has been running, will (probably) go hadn't left had been acting 's going to crash/has crashed
7 10 12 14 4
3
1 3 5 7 lA
glamorous 2 sacrifice virtually 4 turning point thankless 6 junior get on with 8 up and running 2C
(suggested answers) 1 No, he's self-employed. 2 No, he self-centred. 3 No, it's se lf-service. 4 No, I'm short-sighted.
5
I think this would be a great town to settle down in and bring up kids. 2 Sometimes, when you make up with someone after falling out with them, it strengthens the relationship, and you get on better than before.
S
AS
7
1 couldn't get over 2 getting at 3 get on with 4 get round to
B3
C7
D2
E6
F4
UNIT 3 Word building 1
Mount Cook is not quite as high as Mount Fuji. 2 Japan's population is easily the largest. 3 Life expectancy in Kenya is far lower than in the UK. 4 Mexico is by far the largest of the countries.
2 2 3 4 5
3
The later you are, the angrier he'll be. The earlier I get up, the worse I feel. The more tired she is, the worsetempered she is. The harder you work, the more money you'll earn. The farther / further he is from home, the more homesick he feels .
to bring 2 putting 3 to get 4 going 5 letting 6 getting 7 to stay 8 looking 9 to make 10 to text
UNIT 4 Word building I 5 9 13 15
UNIT I Word building 2G 3A 4H 51 6E 7B 8D 9F
(student's own answers)
2
6C
1
being 8 to cook 9 eating taking 11 eating not to know 13 to confront speaking 15 having 16 to be
UNIT 2 Word building
Use of English: Part 4 Key word transformations
3 own
4
8 was found, had committed, was not given
2
some 2 much 3 an 4 a few a 6 some 7 the 8 is go 10 are 11 much 12 much every 14 some other some 16 amount
(suggested answers) 1 I've got very little time. 2 We can arrive at any time. 3 None of the seats was free/ available. 4 Few peop le share my taste in music.
5 The majority of st udent s we nt on 3 to university.
1 about 2 as 3 of 4 f or 5 to 6 to 7 for 8 of
6 The re were a few bisc uits left .
9 from
but not many.
4
3
1 into. across 3 back, ou t
4
1C
5
1 come along 2 ca me across 3 come off 4 come ro und S come up wi t h 6 cam e up 7 comes out
26
3D
2 out, up 4 E SG
1 backs 2 in 3 in 4 out 5 through 6 outs 7 away 8 down
2
A2
3
order 2 in, on 3 for 4 mistake 5 fOf, at 6 on, of
4
I yo ur left 2 tr ouble 3 law 4 my opinion
5
l
Dl
E7
F6
1
2
GS
H4
2 so on
3 stil l
4 comp let ely S approximat ely 6 rea li sticall y 7 environmenta lly
2
3 4 S 6 7 8
I'm sincerely grateful for all the support yo u've given me. I thought he coped wit h t he si tuation incredibly well. She pronounced t he words very clearl y. (cor rect) (correct ) I arrived at the dentist's lat e and he wou ldn· t see me. Although I wrote as fast as I cou ld, I didn't fin ish the exa m. Un fort una t ely, t he holiday wa s a co mplete disaster.
3
1 cut, give 2 take, work 3 stic k, ea t
4
16
5
1 had sold ou t 2 've locked myself out / 'm locked ou t 3 stood out 4 run s out 5 to tryout 6 left out
2A
3D 4C
SF
1 down 2 down 3 up 4 down S up 6 down 7 up 8 up 9 down 10 up
5
68 G9
6
1 3 5 7
1
1
2
l' in secure
1 2 4 6 8
2
ask: a favour, permission, the way catch: someone's eye, the sun, a train hold: an exhibition, hand s wi th someone, a meeti ng lose: a race, your job, your temper make: a li ving, a pro fit, a sp eech pa y: attention, a debt, someone a complimen t take: ca re of someone or somethi ng, oifence, you r ti me
3
1 the way 2 li ving 3 the sun 4 per mission S hands with 6 his temper 7 eye 8 you r time
1 ach ieved 2 found ou t 3 in vo lve 4 opport uni ty 5 co ntes ts 6 winning 7 damage 8 spectators 9 raise 10 heal 11 do 12 affect 13 ri gh t now
1 is I 's br illiant at motivating 2 am I 'm responsible for mowing the 3 was found guilty 4 is / 's inexperienced / not experienced in / at wo rking S is I 's obsessed with getting 6 is I 's fascin ated by 7 am / 'm not kee n on 8 are / 're not keen on 1 impressed by 2 useless at 3 similar to 4 unusual for S grat eful t o 6 aware of 7 annoyed with 8 capa bl e of
UNIT 10 Word building l
i on 2 own 3 out 4 changed S blank 6 up 7 out 8 weight
2
1 make up my mind 2 changed her mind 3 got a lot on his mind. 4 ou t of my mind 5 Mind ou t 6 Mind yo ur own business! 7 That's a we ight off my mind. 8 My mind's gone bla nk.
(student' s own answers, however words from Act ivit y 1 are as follows:) Noun suffi xes
tu rned up 2 t urned down get down 4 cat ch up used up 6 crac king down bru sh up 8 put (her) down
4
9 di so bey 10 irrational
2
F2
lH 2A 3G 4 6 SF 6E 7C 8D
6 unpleasant
7 in ex perienced
Cl 0 D5 E3 HI 17 J4
3
1 irreleva nt 2 misunderstand 3 impractica l 4 unusual
5 dissatisfi ed
1 as 2 as 3 as 4 though 5 like 6 as 7 like 8 though
UNIT 9 Word building
6E
UNIT 7 Word building
3 in, out
2 up, down
4
8 seriou sly
2
1
(suggested answers) 1 No way! You must be kidding! 2 That' s great news. Yo u must be over the moon! 3 Oh no! I'm so sorry. on, for
3
lE
2F
3A
4B
5D
4
A5 F6
69 Cl 0 D3 E4 Gl H2 17 J8
6 H 7G
breaking down 2 laid off 3 bumped into 4 thrown out 5 te lls (me) off 6 got held up
UNIT 11 Word building
1: B, F, G, M 2: C, D, J, K, N
3
UNIT 6 Word building recently
(st udent's own answers, however the
3: E, H, I, L
ou t of date 2 in tears 3 in favour of 4 on the coast 5 on purpose 6 in a good mood
1
12 with
UNIT 8 Word building
6F 7 A
1
C3
11 to
preposition collocations are: 1 as 2 on 3 t o 4 for S to 6 from)
UNIT 5 Word building
68
10 on
5
am bi tion, lawyer creativit y, advertising successful, illegible, incomplete useless requir ement, challenging, enjoyab le 6 determination, pati ence
-ment
-ion
req uirement
ambition, determ inationion
-ing
-er
advertising
lawyer
-ity
-ence
crea tivity
pat ience
Adjective suffi xes -ing
-ful
chall enging
successfu l
-less
-able
useless
enjoya bl e
Prefixes in-
it -
incomplete
illegible
3
1 at 2 out 3 in 4 after S through
4
16 2G
5
1 took to 2 t ake over 3 look out for 4 t ook off 5 looks down on 6 looking into
3D 4H SE
6C
7F 8A
Workbook Transcripts Unit 1 Page 8, Act.ivity 5 You'll hear people talking in six different situations. For questions 1-6, choose the best answer, A, B or C.
1. MAN:
I spend a lot of my free time making videos using a video camera and the basic film-making software that we have on our computer at home, so this
three-day workshop was a great opportunity to have a go at using professional film-making equipment They taught us everything from camera and sound recording skills to how to write a good film script. They certainly managed to pack a huge amount in although I must say I could have done with a bit more time to digest everything we'd learnt. Other than that, I thought it was a useful workshop with a good mix of theory and hands-on use of the equipment.
2. G,RL:
My older sister and I argue quite a lot. Deep down we think the world of each other, but somehow, at the same time, we really get on each other's nerves. We get along better now than we used to, but we still manage to have arguments on a scale that I don't have with anybody else. I reckon it's because there's only a year between us - and when we were younger, we always had to fight for our parents' attention. Personality-wise we're quite different, and I don't think that helps. As for my brother, we hardly argue at all, maybe because he's male and we're less competitive.
3. Boy:
Hi, Annie. It's me. I've just got your message. Sorry to hear you can't come out with Tom and me tomorrow evening. It complete ly slipped my mind that you had to babysit. You sounded kind of angry with me for forgetting but I can't remember everything,. you know. Anyway, I was wondering whether you were around this afternoon. I thought we could go for a bike ride or something. It would be fun to do something a bit different rather than meet in town, like we always do - I'm a bit fed up with shopping, to be honest What do you reckon? Give me call. Bye.
4. FATHER: I worry about Bobby and all the computer games he plays. It's a very passive way for him to spend his time. MOTHER: If that was all he did then I'd be worried, but we know that's not the case. He and his friends spend plenty of time down at the field. FATHER: I suppose ... But what about the violence the games contain? I'm sure it encourages aggressive behaviour. MOTHER: Some of them do contain a lot of blood and shootings. We hear awful news stories about people who have committed violent crimes directly after playing computer games, but these are people who already have a violent nature. FATHER: Mmm ... I'm not so sure.
5. PRE: = PRESENTER PRE: What tips would you give to young people who want to try story-writing? For example, if you write a page that you're not happy with, do you continue working on it until you're a hundred percent satisfied with it or do you keep going and come back to it later? EXPERT: I'd say move on. ! know so many people who spend years writing their first chapter. But I've learnt through experience that I don't know what the book is about until I've finished wr iting the first draft. Only then do I think 'Oh so that's it. Now I can go back and actually fix the writing.' 6. MAN:
I went to the new Southfield shopping centre on Saturday. I couldn't believe how massive it is - it has everything you could possibly want. WOMAN: Rather too much choice for my liking. I found it hard to know where to begin, but I guess the fact that the shops were grouped together according to type: expensive fashion in one part, cheaper everyday clothes in another, phone shops in another, helped you find your way around. MAN: They've obviously planned that carefully. I thought the staff at the information desk were very friendly and helpful. WOMAN: Yes, me too, though the ones in the shops could have done with a bit more training.
Unit 2 Page 14, Activity 3 You'll hear part of a radio interview with an eco-fashion designer called Damien Warner. For questions HO, complete the sentences. INT: = INTERVIEWER INT: Tonight my guest is Damien Warner, who is an ecofashion designer. Tell me, Damien, how did you get into fashion design? DAMIEN: Well, I've been interested in fashion design from the age of 13 when I made a coat and then, when I was about 15, I set up my own business designing T-shirts, which I used to sell at school. INT: When did you decide you wanted to make a career out of it? DAMIEN: Well, when I was a teenager, I really had my heart set on studying fashion at university, but in the end I was pressurised by my parents into doing a degree in Business Studies, which they felt was more 'serious' and more likely to lead to 'a proper job.' INT: And did it? DAMIEN: You could say so - after university I was offered a job as a store manager at a major clothing store but turned that down and took on the role of buyer for the company instead. My parents were thrilled but I realised very quickly that I was never going to enjoy it and that's when I decided to follow my heart and enrol on a fashion design course. INT: And now, of course, as we all know , you're a hugely successful designer ... But you're particularly famous nowadays for being a big promoter of eco-fashion. Can you tell us, what exactly is eco-fashion?
DAM'EN: It's basically about making clothes in a way that doesn't damage the environment. So, for example. the clothes that I design make minimal use of harmful chemicals - which do terrible damage to wi ldlife. both in the fabrics and the dyes. 1Nl: What can be used instead to dye fabrics? DAM'EN: There are plenty of natural dyes available to us. As you'd expect, certain flowers and leaves can be processed to produce dyes. and then there are insects too that are used. Natural dyes aren ·t as bright as chem ical dyes and they fade more quickly. but then that adds to their characte r. INr: What kind of fabrics do yo u use? DAMIEN: Mainly natural materials, such as organic cotton. Also. in today's society. where so much stuff is thrown away, I believe very strongly in reusing materials. My most recent collection consists of clothes made entirely of recycled fabrics. For example. t here are skirts made from old 1970s curtains and jackets made from old leather car seats. 1Nl: And is eec-fashion more expensive than ord inary fashion? DAMIEN: Well, eca-fashion, as well as being environmentallyfr iendly. is also all about making sure that the people who make the clothes are paid a fai r price and have good working conditions. There are something like 26 mill ion people around the world employed in the clothes·making business and around 19 million of them are underpaid. So if we want to pay these people properly then. yes. they're going to be more expensive to produce and for consumers to buy. INT: What made you decide to focus on ecc-fashion? DM.lIEN: Two years ago, when I was working in New York, I attended a talk by the fashion designer. Grace Bennet. and learnt some horrifying facts about how much harm the fashion business causes to the planet. I hadn·t realised. for example. that thousands of deaths are caused by poisoning from chemicals used in growing cotton . That was when I realised that eco'fashion was the only direction I cou ld go in. What is your biggest cha llenge at the moment? INT: DAM 'EN: I suppose trying to convince people that eco·fashion can actually be trendy. It·s had a reputation in the past for being very boring and lacking in colour and style. Adve rti sements surprisingly made ve ry litt le difference. Fortunately. its image is beginning to change and I have to say I think it·s partly thanks to the celebrities who are now buying eco·clothing. Final ly. Damien. do yo u have any advice for any INT: budding fashion designers about how to get into the business? DAM'EN: Competition is pretty tough ou t there so first of all you need to have lots of determination. I'd al so suggest that to improve your chances of getting a place at one of t he better fashion schools you should work on perfecting your drawing skills. There's no point in having good ideas if you can·t translate them onto paper so that other people can understand them. INT: Thank you. Damien - it·s been great ta lking to you.
Unit 3 Page 21, Activity 4 You will hear five people talking abou t the campsites where they are staying. For questions 1-5. choose from the list (A-F) the main reason each person gives for staying in the campsite. Use the letlers only once. There is one extra letler which you do not need to use.
1. MAN:
We've been going camp ing fo r years now. It·s not that we can·t afford to stay in hotels; it·s just that sleeping in a tent is more fun somehow. Being outdoors makes you feel much closer to nature and your surroundings. if you know what I mean. We discovered this campsite last year and found that the people who work here really went out of their way to make us feel welcome. We've had some bad experiences at other sites in the past with staff who really can· t be bothered to be polite to the people staying there. So that·s why we' ve come back again this yea r. It's just great. We're having a brilliant time.
2. WOMAN:
We spent hours searching the internet for a campsite. Th e problem with the internet sometimes is that there' s just too much choice. But what sold this one to us in the end was that it was wit hin walking distance from the coast. To the left you've got a brilliant surfing beach. where we go most days. It's definit ely not the cheapest campSite I've ever stayed in. but it·s well worth paying the extra. if you ask me. especially because the owners of the site are friendly and the faciliti es are clean and well kept. Yes ... I'd definitely come back here.
3. MAN:
We got here about five days ago. on Sa turday evening. When we first arrived, we were concerned about whether we'd made the right choice. because it was a bit further from the sea than we'd expected. What had attracted us to the place was that it was somewhere where we could get away from it all and relax. I really hate those packed cam psites where you can hear people chatting all night in the neighbouring tents. But this place has turned out to be perfect and it's in a gorgeous setting with woods all around. The distance from the sea hasn·t been a problem either because we've discovered a fan tastic lake to swim in just a few minutes away.
4. WOMAN:
When we fi rst saw the website for this campsi te. we were a bit put off by the prices. to be honest. But after read ing the customer reviews. which were basically raving about how good the restaurant is. how spotless the bathrooms are and things like that, we tho ught we might as well try it. After all. you get what you pay for. don·t you? And there's nothing wo rse than staying in a great location if the showers have no hot wate r and the toilets don·t fl ush. And we've fo und that it ·s actually quite peacefu l herewe ll .... apart from the fact that it's next to a train line. which can be a bit noisy at night.
5.
ANDV:
MAN:
Last year when we came to this music festival we pitched our tents in a field right next to the main stage, which was absolutely amazing. We hardly got a wink of sleep all night but you don't come to music fes tiva ls to sleep, do you? We've come for longer this year and we've brought quite a lot of camping gear with us, so we figured that rather than lugging our rucksacks too far, we'd stay here in this camps ite, which is just a stone's throw from the coach station. It's a bit of a walk from the festival but it's a really love ly spot with beautiful views over the surrounding hills.
1Nl: ANDV:
Unit 4 Page 27, A ctivity 4 You wi ll hear an interview with a natu re
photographer, Andy Miller, who talks about his career. For questions 1-6, choose t he best answer
(A, B or C). INT:
=INTERVIEWER
INr:
ANDV:
INr:
ANDV:
INT: ANDV:
INT:
Hello and welcome to Living Planet. Today we're delighted to welcome wildlife photographer, Andy Miller. Andy, How did you get into nature photography as a profession? A few years ago I was sent to Peru by the news magazine I worked for, to write a piece about finding new drugs and medicine in the Amazon rainforest. Whi lst there I talked to a lot of conservationists about the dangers fac ing the animals in the rainforest and I became very passionate about the idea of making people more aware of the issues. I felt that photos of the wildlife rather than words would create a stronger impression on people, so I retra ined as a nature photographer. You've just returned from another tr ip to the Amazon, taking photos of rare birds, is that right? How did it feel to be taking on something like that? It was a major project, actually. involving all sorts of complicated equipment. I was quite nervous before I went, not about getting my stuff together, because in the end that just becomes part of your routine. I mean, I carry a lot of equipment - 23 bags for th is particular trip! Anyway, my wife, Angie, who's a very experienced traveller, was accompanying me, so th at helped. No ... I was more anxious about the pressure to come back with photographs that would please the readers of the nature magazine I now work for. Photographing wildlife in the rainfore st sounds incredibly exciting but quite scary too, I'd imagine? Yeah definitely, I mean you've got a lot of wildlife roaming around the forest ! But I was well protected from them because I was standing on top of a 30 -metre tower I'd co nstructed high up above the trees to get a better view of the birds. For someone who's not particularly keen on heights, that's fairly scary. More petrifying than anything, though, was sitting on this platform watching fl ashes of lightning and thinking - one might well strike this as it's made of metal and it's so high up. Luckily it didn't happen! Phew yes, - but obviously you survived and managed, I'm sure, to take some spectacular photos . ... Now, you've travelled all over the world with your work. What's been the most challenging expedition?
INT: AN DV:
INT:
My t rip to the Himalayas, definitely. I travelled there two yea rs ago to photograph snow leopards. It was a difficult location, - absolutely freezing with temperatures dropping to minus 40 degrees at night. I was concerned that a jungle guy like me wou ldn't cope with that, but I managed. To add to the complications, the camera company couldn't guarantee the equipment would work in such extreme weather, though fortunately it did. Seeing the leopards was incredibly exciting though. We saw two the first day and then only one more in the next two months that we were there! I believe you won an award for those photos. How did you manage to tak e such good photos? I had to be very, very patient. I'd visited the area previously and learnt about their behaviour and how they always come back to the same place to mark their territory. Using this knowledge, I set up ten remote cameras, carefully placed so when a leopard wa lks through the beam a photo is taken automa tically. It's hardly the latest technology but it·s something I've avoided in the past because I prefer to take photos with my own eyes, as it were. But with these shy creatures, that would've been impossible. Finally, Andy, what would you say to someone seeking a career in wildlife photography? Magazines and newspapers are always looking for images. I would suggest writing to editors to see what sort of images they want. If you regularly send good photos it will help to get you not iced and es ta blish a name for yourself and if you're good with words you may want to send in articles to go with them. You'd be surprised how many editors are desperate for con tent to fill their pages. Andy Miller, thank you for coming in.
Unit 5 Page 32, A ctivity 3 You will hear people talking in six different situations. For questions 1-6, choose t he best answer, (A, B or C).
1. MAN:
I started this nightclub a month ago and it seems to be doing pretty well so far, considering where it is. I mean, you have to know where you're going, don't you? It's isn't the kind of place you just stumble upon by accident. WDMAN: It must be those flye rs th at you put up everywhere. They really grab your attention - you can't miss them. MAN: I think yo u're right. A lot of people have commented on them. But it takes an awful lot of time to post them up_ My girlfriend reckons it'd be better to advertise in publications instead, like local music papers. student magazines, that kind of thing. MAN: She might ha ve a point. It's worth a try.
2. WOMAN:
3. MAN:
Myoid silver motorbike was my pride and joy_ But after it was vanda lised for the fourth time, costing a fortune to repair on each occasion, I thought 'enough is enough '. So I reluctantly decided to stick with my bicycle. It's cheaper, greener and it keeps me fit. But then one morning I was wa lking down Henle y Street with my friend Charlie when he pointed out this stunning-looking th re e-wheeled scooter. When I saw it gleaming cherry red in the sunshine, I just knew I had to ha ve one. We ll ... I've had mine for nearly a year now and I must say that so far - touch wood nobody has tried to lay a finger on it.
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4. G IRL:
I'm wondering about whether to go to London to do a degree in film studies there. The idea of li ving and studying in a metropolis appeals to me because of its exciting arts scene. All those cinemas and theatres I wou ldn't know whe r e to go first! But then I've also been offered a place at anothe r university, which apparently has t he best film stud ies course in the country. Unlike London, it's a campus university, so everythi ng is self-contained in one place: sleeping and ea ting facilities , lecture rooms, li braries ... It would certainly have th e advantage of convenience, but it means you' d never get to mix with an ybody except students.
5. WOMAN:
MAN: WOMAN :
MAN:
WOMAN:
MAN:
How was the carnival on Saturday? Brilliant! I just love carnival ... the thumping music, the colourful costumes, the exotic food, the pa rade . Was it very crowded? Abso lutely packed. It 's best to keep your mobile handy in case you get split up from you r friends. Having said that, I reckon there were fewer people here t his year than last year. Perhaps it was the sunny weather that bro ught them ou t then ... Was crime a problem this yea r? Well , there was definitely an increased police presence. But even the police officers we re joining in the festival spi rit, you know, posing for photographs, that sort of t hing.
6. MAN:
For my birthday we took a helicopter tour over New York. It was a ten-minute ride, which doesn't seem like very long. Somehow, though, it goes more slowly than yo u'd imagine. We got much closer to some of the skyscrapers than I'd expected, and I had a seat at the back window, wh ich gave me unobstructed views but I did feel sorry fo r the guy who had to sit in the middle. The most memorabl e part was heading back to the heliport. We had to make a u-turn and the helicopter tilted right over to the side as it t urned, which was pretty exciting, I can tell you.
Unit 6 Page 39, Activity 7 You will hear a talk by a man called Ben Connor, who recently completed a marathon at the North Pole. For questions 1-8, complete the sentences. BEN:
Hi everybody, my name's Ben Con nor and I've been Invited here t oday to talk about my experience run ning the Arctic Ma ra thon or, as it's also known, the Big White. First of all, let me tell you a bit about myself. I've done a whole variety of jobs - I've wo rked on a bui lding site, I've taught in schools, I've written for a music magazine, and a few yea rs ago I set up a photography company, which I'm pleased t o say is still doing well. Most of the ru nners who take on a challenge like the Arctic Marathon tend to be fitness addicts. I'm not a born athlete. But if I want to fulfil these wild ambitions then I have t o work hard to keep myself in shape. So what's the Arctic Marathon all about? Well, it 's about trave lling to the north pole and runni ng on ice in one of the most challenging places in the world, where temperatures are usually abou t 30 degrees below freezi ng but sometimes drop as low as minus 38. So, let's rewind a few months ... the fi rst challenge we we re faced wi th was finding a suitable place to train. One of the guys on t he marathon , Ted, had had the genius idea of asking the butcher in the to wn where he lived if he could use his fr eezer room to practise running in fo r two hours a day. But the rest of us had more traditional ways of training. In my case it involved running in art ific ial snow at our local indoor ski centre. When it came to the marathon itself, it wasn't the cold temperatures that affected us most but the ground conditions. The course cons isted of soft snow in most places and your legs would frequent ly just give way and you would just sink into the snow. That's what tires you out - it was like jogging th r ough sugar and that's what got to us all. In addition to the physical pressures on our bodies, the Arctic environmen t itself poses other serious risks. We had to constantly search for dangerous crac ks in the ice and th en of course there was the possible threat of being attacked by polar bears though normally these an ima ls don't ventu re that far north. Anyway .... fortunat ely we all made it th rou gh with no disasters.
So, was it worth eight months of training? Would I do it again? Most definitely! For the stunning landscape, for the sense of achievement and for the friendships I made. And of course. on top of t hat I managed to raise more than £3,000 for charity. I originally thought of runn ing for a children's charity but in the end I decided to run for a charity known as Shelter, which provides accommodation for the homeless. But I won't be going back to the Arctic next year because I have other ambitions. My next aim is to go to the other extreme and take pa rt in the marathon in the Sa hara Desert.
Unit 7 Page 44, Activities 3 and 5 You will hear five different people tal king about video games th at th ey have pl ayed. For quest ions 1- 5, choose from the list (A- F) what each person says. Use the letters onl y once. There is one extra
letter which yo u do not need to use.
1. MAN:
2. G,RL:
I bought this game the minute it came out and I found it slightly disappointing, to be honest. The graphics are stunning - no question about that - especially the lighting, but I found there were almost no parts where you get stu ck, and fo r me getting stuck is the main part of the fun - you know, being able to think carefully, to use yo ur skill and judgement to solve problems. The other thing is I fe lt it could've done with being a bit shorter. The last few levels were a bit repetit ive - you know, each level had different scenery but t he character performs identical actions. I was given this game for Christmas and I think it's great. mainly because it challenges yo u in loads of different ways. It's basically a mixt ure between a puzzle game and an action adventure game and the way the main character moves is amazing. I've been playing the game for days now and she still has moves I haven't seen yet! And it makes a refreshing change to have a female as the main character. Yes. I definitely th ink it's a top game and well worth the money. Perfect fo r anyone who's looking for something that requires you t o use you r brain ra t her than just to point a gun and shoot.
3. Boy:
e
I liked this game when I first started playing it at the beginning but then I started to get frustrated by the control system. I couldn't get the main character to do what I wanted her to do. She kept dying and I'd have to go back and start the level all over again. This game's been hyped up on TV and in computer mags and stuff, saying it's like 'the game of the year', mainly because of the coo l graphics, but if you can't control the character, then who cares about the visua ls, rea lly? I bet hardly anybody will look back on it as a classic after the initia l interest dies down.
4. Boy:
The earlier games in the series were so cool, I just cou ldn't wait to get my hands on this one. But it didn't live up to expectations. There are parts that I really enjoyed - but it's not got the excitement of the previous versions, and the story is predictable. What really lets this down is the way the game ends. I don't wa nt to spoil it for anyone but it just stops suddenly and you're like, 'Is that it?' But if you're desperate to have a go, you might as well just rent it for a couple of nights and treat yourself to a new pair of jeans instead!
5. WOMAN: I got this game free when I bought my console. I didn't play it for some time because I'd been put off by the cove r and the tit le which both gave the impression that the game was a bit childish. Well, I couldn't have been more wrong. The story is very cleverly written with some interesting twists and the balance between exploring. shooting. solving puzzles and racing is spot on. If I had to find fau lt with it, I'd say the last couple of levels were a little on the tricky side. I found them almost impossible to complete but then I'm not the world's most coordinated person.
Unit 8 Page 51, Activity 3 You will hear an intervie w with a man called Tomm y Broo ks, who works as a clo wn. For quest ions 1-6,
choo se the best an swer (A, B or C). INT:
INT:
=INTERVIEWER
My guest today is Tommy Brooks, otherwise known as Kojo the Clown. Being a clown is quite an unusual choice of career, Tommy. What got you into it? TOMMY: People often ask me if I've always wanted to be a clown. As a kid I'd have adults in fits of laughter, but I didn't ever plan to make a career of it. No, my ambition was to be an electronics engineer. One evening, when I was at university studying electronics, I turned up to a theatre course and after that I was hooked on drama. Within a yea r I was performing in plays, mostly comic parts, and tha t's when the director of a circus spotted me and invited me to audition as a clown. That was 15 years ago and I've never looked back. INT: So how did you go about choos ing your clown image? TOM MY: It's a vital part of my job and something that's taken years to get right. Many people think that a clown's face is a kind of mask, but in fact the key is to make your face up in a way that shows off your own featu res. It's t he same with the clown's persona. It's far more convincing if it contains elements of your real character. I spent a lot of time studying pictures of clowns to see what different types of faces exist. Obviously I didn't copy another clown's look completely because that wouldn't be original and also it's against clown law! INT: A few years ago you lefl the circus and started working solo. What do you enjoy most about working on your own?
TOMMV: Since leavin g the circus I've been able to do work in hospitals with sick ch ildren ... and grown-ups. It's rewa rding to feel that I' m making a difference to people. There are other pleasures but nothing can really beat that. It's good to be able to design my own act, try something a liltle different. And of course I also enjoy not having to travel so much. We we nt to some amazing places when I was travell ing with the circus troupe but most of th e tim e you're so exhausted you can hardly ta ke it in. INT: What are the downsides to your job ? TOM MY: One th ing is the job insecurity, not kn owing when your next booking is coming in. But t ha t doesn't bother me as much as all the forms I have to fi ll in: electrical safe ty inspections for my ampli fi er, insu ran ce against acci dents in publ ic places ... because, acc idents do happen. Only last wee k I was doing a show and in t he middle of it I went to grab my unicycle that I'd leant against a radia tor, and accidenta lly pulled the radiator clean off the wall. Hot wa ter shot out everyw here! Fortunately, nobody was harmed but t he audience certa inl y stopped laughing! Do you find yo u earn enough money to live INr: com fortably? TOMMY: Events like birth day parties pay well, rough ly £160 for a t wo-hour show, but they req uire a lot of t rave l and preparation time, and of course that' s unpaid. The majority of my income comes from the weekly sessions I do at hospitals and retirement homes. It depend s on the time of year, of course. December is the peak mont h, and January is the quietest but I earn enough to pay my rent and my bills, I eat, I usually go on holiday ... although I couldn't afford to thi s yea r. INr: So what's next on the agenda, Tommy? TOMMY: I'm currently looking into doing a management course with a view to setting up a clown academy. There's a huge demand from people wanting to become clowns in this co untry. I think it's because the benefits of laughter therapy have rece ntl y been recognised, and th e idea t hat hospital patients and old people in homes need to be entertained_ The aca demy would provide th em wi th a know ledge of t he entertainment wo rld and an understanding of the fi nances in vo lved, which wou ld be especially useful for anyon e who wants to manage their own company of clowns.
Unit 9 Page 56, A ctivities 2 and 3 You will hear people talking in six different situations. For questions 1-6, choose the best answer (A, B or C). l.
Boy:
This girl at school had asked me if I'd like to do a parach ute jump with her in aid of a children's char ity. Despite being completely petrified of heights I agreed to do it - I was quite keen on the girl and I did n't want to co me across as a tota l loser, basically. And to be honest I never rea lly believed th e who le t hing wou ld come off. But anyway it did and some how I managed to pluck up th e cou rage t o do the jump, and I have to say it was the most thrilling experien ce of my life. And not on ly that, we ra ised over £500 for the charity.
2. MAN:
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3. MAN: So, I hear you're into ki ck-boxing! WOMAN: Yeah, I started a couple of months ago. I figu red it was a good way of burning off some of tho se calories t hat I'd put on over the Christmas holidays. And belter for you than going on a diet, I'm sure. MAN: WOMAN: Absolute ly, and much more fun. But what I hadn't realised is th at it' s not just a physical sport, it also focuses on improving your mental focus and selfdiscipline. MAN: Yes, [ can imagine. WOMAN: And of course now, if I ever fee l th rea tened by anyone I'll know exactly how to defend myse lf with one si mpl e kick, so I feel much more confident when I'm walking around alone at night.
4. WOMAN: There are two surfing beaches in the are a where you 're sta ying. I'd go to Sandy Bay beach, unless it's huge waves you're looking fo r, which you only get every now and then at that beach. What we were keen for was some fair ly gentle surfing and to be able to escape th e crowds, wh ich woul d be quite hard at the other one. Apparently, at t hat one they have some good cafes and some surfing shops where th ey sel l a good range of surfing equipment as we ll as some really coo l surfing clot hes. But you could always drive there afterwa rds, couldn't you?
5. MAN:
I'm not sure how I feel about our cit y hosting t he next Olympics. Pouring so much money into 17 days seems such a waste! And all that pollution from the const ruction work and the new roads th at t hey'll bui ld ... WOM AN: Bu t just think how the city wi ll ga in from th e urban development - an improved transport sys tem and state-of-the-art sports facilities that wil l be used by future generations. MAN: That 's fi ne for the locals but what about th e rest of the cou ntry? Everybody's taxes are paying for these games, after all. WOMAN: You've go t a point t here, but I do think that t he games will inspire more young people to take up sport. and tha t has to be a good thing.
6.
AUCE:
HOST: SrEVE:
Thanks for calling, Steve. What are your thoughts? Some people feel that what the player did is forgivable: football's a fast game, players get frustrated, so realistically, swearing's pretty much unavoidable. If you ask me, though, swearing is unacceptable on the pitch. Footballers need to be conscious of the fact that these games are watched on television by millions of children who look up to them as role models and imitate their behaviour. Having said that, I feel sending the player off the pitch was a little over the top and it would have been sufficient for the ret just to have given him a warning.
PRES:
ALlCE:
Unit 10 Page 62, ActiVity 2
PRES:
ALlCE:
You will hear a radio interview with a crime fiction writer called Alice Addenbrooke. For questions 1-9, complete the sentences. PRES:
PRES:
=
PRESENTER
In today's edition of Book Club, we're talking to award-winning crime fiction writer, Alice
ALlCE:
PRES:
ALlCE:
PR'S: ALlCE:
PRES:
ALlCE:
PRES:
Addenbrooke. Alice, did literature play a big part in your childhood? Absolutely. My parents were keen readers, particularly my father. They tended to read non· fiction, you know, biographies and things, books that didn't particularly appeal to me as a child. I spent a lot of time at my grandmother's in the school holidays, and she used to read Agatha Christie to me. As a result I developed a liking for murder mysteries, and after that I would persuade my mother to take me to libraries and second-hand bookshops at every possible opportunity. And when did you first start writing your own novels? When I was 19 and still at university. I was dOing a degree in Law, though I was really into English literature, and I also experimented with creative writing in my spare time. Did you decide then that you wanted to write professionally? Well, when I graduated I really wanted to become a writer but my first novel had been turned down by several publishers, so I knew that would be a risky career. I thought about working as a solicitor, or an editor, but couldn't bear the thought of being stuck in an office, so I ended up working as a newspaper reporter, and wrote novels in my spare time. Your latest book, Calling at al/ stations, won best crime novel of the year. Where did the idea come from? 1always take my inspiration from real life - a story told by a friend or a newspaper report. On this occasion I was in my car driving back from my mother's house along the motorway listening to the radio, when I heard an item about a murder on a train. The ideas all came together. I pulled into a motorway cafe and wrote it all down - the main characters, the plot, how the victim would be killed everything. So where do you usually do your writing?
PRES:
ALlCE:
PRES: ALlCE:
PRES:
There is no usual place. I like to change my environment regularly - it keeps me inspired. Last year, I rented a room with a view of a lake, which was very peaceful. Currently I write in a windowless room in the attic. There's no desk, just a sofa where I sit with my laptop. I don't even have internet access up there which is good because it stops me being distracted. How do you go about planning a novel? For a lot of authors the toughest part is working out the main plot. Once that's clear, the rest starts to flow. For me the tricky bit is the beginning, laying down the foundations of the story in a way that grabs the readers' attention. It's about find ing the right balance between giving clues about what's to come but without giving away the ending. Is there anything you don't enjoy about your work? Although there's a lot I love about it, the reality is that it involves spending hours on end in front of a computer with no fixed hours of work, though that has its advantages. It does mean of course that you get very little social contact. I'm naturally an outgoing person so that's not ideal. And spending such a long time in one position can't be good for you, physically? That's right and that's why I make a point of getting up every half an hour and taking short walks to prevent back and knee pain. I do get terrible neckache though and there seems to be very little I can do about that. And what's next on the writing agenda? I'm between novels at the moment but my diary's pretty full. I'm off to London next week, to promote the book I've just written at a literary festival. From there I'm going to Oxford on a fact'finding mission for the novel I'm starting soon, which is going to be set there. After that I'm heading to Manchester, for a meeting with my publishing company. Wow, quite a hectic schedule! Well thank you very much for sparing us the time today and we'll look forward to seeing your next novel.
Unit 11 Page 69, Activity 3 You will hear five different people talking about a music album they've recently bought. For questions 1-5, choose from the list (A-F) what each speaker says. Use the lelters only once. There is one extra letter which you do not need to use.
1. MAN:
I've had this album for quite a long time. It took me a while to get into it, as it did with the band's previous album. But it's totally grown on me. It's got a real range of different styles and songs, more so than the first album. The guitar playing is as brilliant as ever and the vocals are sung with real emotion. I have to say though that there are one or two tracks which I can't help skipping· they're just a bit boring. But generally, I'm really impressed with the album and it makes a welcome change from all the other retro bands out there who just keep writing stuff we've all heard before.
2,
3, MAN:
4. G,RL:
When I first got a chance to listen to this album, I was kind of doubtful whether it would live up to the success of the ir first t wo, which were miracles, in my opinion. Twenty seconds in and I realised I needn't have worried. And it gets better wit h every play. What makes it so brilliant is the way in which the songs grow and build into a sort of climax and the way they do cleve r and original th ings with their music rather than playing the same chords over and over - t hat's why you can listen to an album like this 24/7 without beginning to feel bored of it. I was looking forward to hearing this album but it was a bit of a letdown, to be honest. It's played and produced we ll but it's missing the enthusiasm of the earl ier albums. And it has no stand -out tunes. Every song sounds like t he last one - you know, drums, a few keyboards, some impressive guitar riffs and solos. I suppose it makes perfect background music because it never actually grabs your attention enough to distract you. The words may be deep and meaningful bu t I couldn't say as my mind tend s to wander due to boredom. I certainly don't t hink it deserves the amazing reviews that it's had.
5. Boy:
Well, I bought this album beca use I was impressed by the two chart singles the band had brought out earlier in the year. I was hoping for more of the same but with the exception of the singles and a coup le of other tracks, I found it really dull, even after listening to it a few times over. As for the wo rds, t hey could have been written by someone at primary school. Of course, the musicians are quite young, and this might explain the poor result. This is the first album I've bought by them, so I don't know how it st acks up against the previous ones, but given this effort I won't be ru shing to buy any more.
Unit 12 Page 75, Aclivily 3 You will hea r a radio int erview with a univers ity
student, Holl y Barnes, who ta lks about her first impress ion of univers it y life. For question s 1-6 ,
choose th e best ans wer (A, B or C), P RES:
PRES:
A whole mixture of emotions really. Urn ... I remember arriving at the halls of residence after a four- hour dri ve. My parents helped me unload all my stuff f ro m the car and then we said our goodbyes. I remember my mum was rea lly tearfu l ... I don't think she was ready for me to leave home. But I was too busy fee ling excited at the prospect of my independence and all the new friends I was about to make. For me, the main concern was whether I was up to the academic challenge of unive rsity. P RES: How easy was it to make friends? Do you have any advice for somebody new starting at university? HOLLY: Well, it's not too difficu lt, as long as you're quite open-minded about it. You might not ta ke to people straightaway but then t hey might turn out to be really great friends. An excellent way to meet people is to join some sort of club. In my case I joined a tenn is club. I also made lots of friends wit h people from my hall of residence, but it's single sex and I wanted to meet some blokes too. P RES: And what was your accommodation like? HOllY: My room was nice and spacious, like the other rooms. Well actua lly, it was a horrible shade of yellowy orange - the only room in the whole building to have been given such special treatmen t! It was certainly not like the nice neutral colour of my room at home. But anyway it turned out to be a talk ing point - quite handy when you're meeting so many new people. And by the time, I'd furnis hed it with a few of my possessions and pu t up some posters, it soon felt very cosy. P RES: And how was the acad emic side of things different from your experience at school? HOLLY: It's tota ll y different ! You have lectures instead of classes and you have to be really good at note-taking. If you try to write down everything the lecturer says, you'll be too busy writing to listen, so you need to take brief notes, but not so brief you can't understand them later. The real key is to make sure your notes from a specific subject are fi led in one place so they're in a good state when you come to revise. PRES: Are university tutors very different from school teachers? HOLLY: Well, it's easy to feel intimidated by university tutors and t hey can sometimes give t he impression th ey've got be tter things to do than ta lk to students. Bu t the point is, it's their responsibi lity to help you and you'll normally find they 're more than happy to do so if you ask them. And if you have any problems like fam ily, or social or health issues, it's best not to hide it from them. That kind of thing can be taken into considerat ion when they're setting yo ur grades. P RES: University is the firs t time you have to manage your own money. How did you find that? HOLLY: Well if you wan t to avoid getting into massive debt, yo u have to either increase your income by working part-time - there are plenty of possibi lities - or cut down your expenditure, which was the route I chose, like, for example, buying second-hand books or sharing the cost of photocopies with friends. Another good way of earning ex t ra cash, which I haven't got ro und to yet, is selling old stuff like CDs and DVDs on the internet. PRES: Well, t hank you very much Holly, for speaking to us today, and for all those useful tips. And good luck with your final exams next term. H OLLY:
WOMAN: It's very rare to find an album where all the tracks sound great on the firs t listen but th is is one of them and they just keep sounding better and better. For a debut album this is pretty exceptional. Zoe McLaren is a very talented songwriter and an excellent acoustic guitarist. She's got a really gorgeous voice which is powerful yet warm and melodic at the same time, The songs are so catchy that you're just forced to sing along with them. Her lyrics are really thoughtfu l and moving too - they show an understanding of the wor ld and a passion that you re ally wouldn't expect from someone who's basically only just left school. I do wonder though whether she'll be able to produce more variety in her music in future.
=P RESENTER And on today's programme we ta lk to Holly Barnes, a History student in her final yea r at Liverpool University, about her first impressions of student life. Let's start from day one. What was going through your head when you first arrived at unive rsity?
Mark scheme -- Writing Assessment Candidates' answers are assessed with reference to two mark schemes: one based on the examiner's overall impression (the General Impression Mark Scheme), the other on the requirements of the particular task (the Task Specific Mark Scheme). The General Impression Mark Scheme summarises the content, organisation and cohesion, range of structures and vocabulary, register and format, and target reader indicated in the task. The Task Specific Mark Scheme focuses on criteria specific to each particular task. Examples of candidate responses, together with the Task Specific Mark Schemes, can be found on pages 30-39. Candidates are penalised for dealing inadequately with the requirements of the Task Specific Mark Scheme. The accuracy of language, including spelling and punctuation, is assessed on the general impression scale for all tasks. For answers that are below length, the examiner adjusts the maximum mark and the mark given proportionately. For answers that are over-length, the examiner draws a line at the approximate place where the correct leng t h is reached and directs close assessment to what comes before this . However, credit is given for relevant material appearing later. The examiner's first priority is to give credit for the candidate's efforts at communicat ion, but candidates are penalised for inclusion of content irrelevant to the task set.
Marking The pane l of examiners is divided into small teams, each with a very experienced examiner as Team Leader. A Principal Examiner guides and monitors the marking process, beginning with a meeting of the Principal Examiner for the paper and the Team Leaders. This is held immediate ly after the examination and begins the process of establishing a common standard of assessment by the selection and marking of samp le scripts for all the questions in Paper 2. These are chosen to demonstrate the range of responses and different levels of compet ence, and a Task Specific Mark Scheme is finalised for each individual task on the paper. Examiners discuss these Task Specific and General Impression Mark Schemes and refer to them regularly while they are working. During marking, each examiner is apportioned scripts chosen on a random basis from the whole entry in order to ensure the r e is no concentration of good or weak scripts or of one large centre from one country in the allocation of anyone examiner. A rigorous process of co-ordination and checking is carried out before, during and after the marking process. The FCE General Impression Mark Scheme is interpr eted at Council of Europe Level B2. A summary of the General Impression Mark Scheme is given opposite.Trained examiners, who are co-ordinated prior to each examination session, work with a more detailed version, which is subject to updating.
General Impression Mark Scheme
BANDS For a Band 5 to be awarded, the candidate's writing fully achieves the desired effect on the target reader. All the content paints required in the task are included * and expanded appropriately. Ideas are organised effectively, with the use of a variety of linking devices and a wide range of structure and vocabu lary. The language is well developed, and any errors that do occur are minimal and perhaps due to ambitious attempts at more comp lex language. Register and format which is consistently appropriate to the purpose of the task and the audience is used .
BAND 4 For a Band 4 to be awarded, the candidate's writing achieves the desired effect on the target reader. All the content paints required in the task are included*.ldeas are clear ly organised, with the use of suitable linking devices and a good range of structure and vocabulary. Generally, the language is accurate, and any errors that do occur are mainly due to attempts at more complex language. Register and format which is, on the whole, appropriate to the purpose of the task and the audience is used.
BAND 3 For a Band 3 to be awarded, the candidate's writing, on the whole, achieves the desired effect on the target reader. All the content points required in the task are included*. Ideas are organised adequately, with the use of simple linking devices and an adequate range of structure and vocabulary. A number of errors may be present. but they do not impede communication. A reasonable, if not always successful, attempt is made at register and format which is appropriate to the purpose of the task and the audience.
BAND 2 For a Band 2 to be awarded, the candidate's writing does not clearly communicate the message to the target reader. Some content points required in the task are inadequately covered or omitted, and/or there is some irrelevant mater ial. Ideas are inadequately organised, linking devices are rarely used, and the range of structure and vocabulary is limited. Errors distract the reader and may obscure communication at times. Attempts at appropriate reg ister and format are unsuccessful or inconsistent.
BAND 1 For a Band 1 to be awarded, the candidate's writing has a very negative effect on the target reader. There is notable omission of content points and/or considerable irrelevance, possibly due to misinterpretation of the task. There is a lack of organisation or linking devices, and there is little evidence of language control. The range of structure and vocabulary is narrow, and frequent errors obscure communication. There is little or no awareness of appropriate register and format.
BAND 0 For a Band zero to be awarded, there is ei t her too little language for assessment or the candidate's writing is totally irrelevant or totally illegible. *Candidates who do not address all the content points will be penalised for dealing inadequately with the requirements of the task. Candidates who fully satisfy the Band 3 descriptor will demonstrate an adequate performance in writing at FeE level. Reproduced with the permiSSion of Cambridge [SOL
Cambridge ESOL Common Scale for Writing The Ca mbr idge ESOL Com mon Scale for Wr itin g has been developed to all ow users t o:
LEVEL C2 MASTERY CERTIFICATE OF PROFICIENCY IN ENGLISH: Fully operational command of the written language • •
•
interpret level s of pe rfo r mance in the Cambridge tests from beginner to advanced
•
identify typical performance qualities at particular levels
•
locate perfo r mance in one examination against performance in another.
•
The Common Scale is designed to be usefu l to test can didat es and other test users (e.g. adm issions officers or employe rs). The description at each level of the Common Scale is not intended as a specification for the test content, but rather aims to provide a brief, genera l descri ption of the nature of wri tten language ability at a particular le ve l in real-world co ntexts. In this way the wo rding offe rs an easily understandable descriptio n of performance which can be used, for example, in specifying req uirements to langua ge tra iners, formulating job descriptions and specifying language requirements for new po sts.
•
Can wr ite on a very wide range of topics. Is ab le to engage th e reader by effective ly exp loiting stylist ic devices suc h as sentence len gth, variety and appropriacy of vocabulary, word order, idiom and humour. Can wr ite with only very rare inaccuracies of grammar or vocabulary. Is ab le to write at length organising ideas effe ct ivel y.
LEVEL Cl EFFECTIVE OPERATIONAL PROFICIENCY CERTIFICATE IN ADVANCED ENGLISH: Good operational command of the written language • •
Can wri te on most topiCS. Is ab le to engage t he reader by using st y listic devices such as sentence length, variety and appropriacy of vocab ula ry. wo rd order, idiom and humour t hough not always
•
Can comm unicate effecti vel y wi th onl y occas ional inaccurac ies of gramm ar and vocabu lary. Is able to construct extended stretches of discou r se using accurate an d mainly appropriate complex language wh ich is organ isa t ionall y sound.
appropriately.
•
LEVEL B2 VANTAGE FIRST CERTIFICATE IN ENGLISH: Generally effeclive command of the written language • •
•
•
Ca n write on fam ili ar t opiCS. Shows so me ab ility to use stylist ic devices such as variety and approp r iac y of vocabu lary and idiom t hough not always appropriatel y. Can communicat e clea rl y using extended stretches of disc ourse and some complex language despite some inaccuracies of grammar and vocabulary. Can organise extended writing which is gener ally cohe r ent.
LEVEL Bl THRESHOLD PRELIMINARY ENGLISH TEST: Limited but effective command of the written language • •
•
Ca n wr ite on most familiar and predictable t opics. Ca n communicate clear ly using longer stretches of discourse and simple language despite re latively frequent inaccuracies of grammar or vocabulary. Can organise writ ing to a limite d extent.
LEVELA2 WAYSTAGE KEY ENGLISH TEST: Basic command of the written language •
•
Can write short basic messages on very familiar or highl y predictable t opics possibly using rehea rsed or fixed expressions. May find it difficu lt to commun icate the message becau se of freque nt inaccuracies of gra mmar or vocabulary.
Reproduced with the permission of Cambridge ESOL
Mark scheme ...... Speaking Assessment
Marking
Throughout the test candidates are assessed on their own individual performance and not in relation to each other, by two examiners. The assessor awards marks according to four analytical criteria:
Assessment is based on performance in the whole test, and is not related to performance in particular parts of the test. In many countries, Oral Examiners are assigned
• • • •
Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication.
to teams, each of which is led by a Team Leader who may be responsible for approximately 15 Oral Examiners. Team Leaders give advice and support to Oral Examiners, as required. The Team Leaders are responsible to a Senior Team Leader, who is the professional representative of
The interlocutor awards a mark for Global Achievement.
Cambridge ESOL for the Speaking tests. Senior Team Leaders are appointed by Cambridge ESOL and attend an
Gramntar and Vocabulary
annual co-ordination and development session in the UK. Team Leaders are appointed by the Senior Team Leader in
This refers to the accurate and appropriate use of a range of grammatical forms and vocabulary. Performance is viewed in terms of the overall effectiveness of the language used in spoken interaction.
Discourse Management
consultation with the local administration. After initial training of exa m iners, standardisation of marking is maintained by both annual exam iner coordination sessions and by monitoring vis its to cen t res by Team Leaders. During co-ordination sessions, examine r s watch and discuss sample Speaking tests recorded on video
This refers to the candidate's ability to link utterances together to form coherent speech, without undue hesitation. The utterances should be relevant to the tasks and should be arranged logically to develop the themes or arguments required
and then conduct practice tests with volunteer candidates
by the tasks.
sample tests on video are selected to demonstrate a range
Pronunciation
of nationalities and different levels of competence, and are pre-marked by a team of experienced assessors.
in order to establish a common standard of assessment. The
This refers to the candidate's ability to produce intelligible utterances to fulfil the task requirements. This includes stress and intonation as well as individual sounds. Examiners put themselves in the position of a non-ESOL specialist and assess the overall impact of the pronunciation and the degree of effort required to understand t he candidate.
Interactive Communication This refers to the candidate's ability to t ake an active part in the development of the discourse. This requ ires an ability to participate in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. This also refers to the
deployment of strategies to maintain interaction at an appropriate level throughout the test so that the tasks can be fulfilled. Global Achievement This refers to the candidate's overall effectiveness in
dealing with the tasks in the four separate parts of the FCE Speaking test. The global ma r k is an independent impression
mark which reflects the assessment of the ca ndidate's performance from the interlocutor's perspective .
Reproduced with the permission of Cambridge [SOL
Cambridge ESOL Common Scale for Speaking The Cambridge ESOL Common Scale for Speaking has been developed to help users to: •
interpret levels of performance in the Cambridge test s from beginner to advanced identify t yp ical performance qualities at particular levels· locate performance in one examination against performance in another.
~
The Common Scale is designed to be useful to test cand idates and other test users (e.g. admissions officers or employers). The description at each level of the Common Scale aims to provide a brief, general description of the nature of spoken language abil ity at a particular level in real-wor ld contexts. In this way the wording offers an easily understandable description of performance which can be used, for example, in specifying requirements to language trainers, formulating job descriptions and specifying language requirements for new posts.
LEVEL C2
LEVEL Bl
MASTERY CERTIFICATE OF PROFICIENCY IN ENGLISH:
THRESHOLD PRELIMINARY ENGLISH TEST:
Fu ll y operational command of the spoken language
Limited but effective command of the spoken language
•
• •
Ab le to handle communication in most situations, including unfami liar or unexpected ones. • Able to use accurate and appropriate linguistic resources to express comp lex ideas and concepts and produce extended discourse that is coherent and always easy to follow. • Rarely produces inaccuracies and inappropriacies .• Pronunciation is easily understood and prosodic features are used effectively; many features, including pausing and hesita tion, are 'native-like'.
Able to handle communication in most familiar situations. Able to construct longer utterances but is not able to use complex language except in well -re hearsed utterances. • Has prob lems searching for language reso urces to express ideas and concepts resulting in pauses and hesita tion. • Pronunciation is generally intelligible, but L1 f eaturesmay put a strain on the listener. • Has some ability to compensate for communication difficu lties using repair st rategies but may require prompting and assistance by an interlocutor.
LEVEL Cl EFFECTIVE OPERATIONAL PROFICIENCY CERTIFICATE IN ADVANCED ENGLISH: Good operatio nal command of the spoken language • •
Able to handle communication in most situations. Able to use accurate and appropriate linguist ic resources to express ideas an d produce discourse that is generally coherent. • Occasionally produces inaccuracies and inappropriacies. • Main tains a flow of language wi th only na t ural hesitation res ulting from considera tions of appropriacy or expression. • L1 accentmay be evident but does not affect the clarity of the message.
LEVEL B2 VANTAGE FIRST CERTIFICATE IN ENGLISH:
LEVEL 11.2 WAYSTAGE KEY ENGLISH TEST: Basic command of the spoken language • Able to convey basic meaning in very f amiliar or highly pr edictable situat ions. • Produces utterances which tend to be very short - words or phrases - with frequent hesitations and pauses. • Dependent on rehearsed or formu laic phrases with limi ted generative capacity. • Only able to produce limited extended discourse. • Pronunciation is heavily influenced by L1 features and may at times be di ff icult to under stand. • Requires prompting and assistance by an interlocutor to pre ve nt communicat ion from breaking down.
Genera ll y effect ive command of the spoken language • •
• • •
Ab le to handle communication in familiar si tuations. Ab le to organise extended discourse but occasionally produces utterances that lack coherence and some inaccuracies and in appropriate usage occ ur. Mai ntains a flow of language, although hesitation may occur whilst searching for language resou rces. Althoug h pronunciation is easi ly understood, L1 featuresmay be intrusive. Does not require major assist ance or prompting by an interlocutor. Reproduced with the permission of Cambridge [SOL
Exam answer sheets
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ESO L Examinations
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Instructions Use a PENCIL
ABCDEFGH
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A B C 0 E F G H
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Candidate Answer Sheet Instructions Use a PENCIL (8 or H8). Rub out any answer you wish to change using an eraser. Part 1: Mark ONE letter for each question . For example, jf you think B is the right answer to the question, mark your
Parts 2,3 and 4: Write your answer clearly in CAPITAL LETTERS. ~ For Parts 2 and 3 write one letter ~ .vi ;~n~ea=d~'~OO:'~.F~0~re:'a:m2p='e~'____~: O~:~=X==A=Cj::?::L:=~~
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Target FCE prepares students for Cambridge ESOL's First Certificate examination. Essential exam practice, tips and strategies are combined with stimulating, communicative activities ensuring lessons are varied and engaging - and that students are ready for their exam.
The Student's Book contains 12 topic' based units, providing 90-120 hours of core material, and can be used either as an intensive exam preparation course or to accompany a general Engl ish course. The Workbook, Teacher's Book and CD-ROM provide an additional 50-60 hours of material including 2 practice tests, 4 progress tests, 24 photocopiable activities and 4 common errors worksheets.
For Students
For Teachers
• Student's Book
• Teacher's Book
• CD-ROM • Workbook with audio CD
• Audio CD
• Realistic exam practice with tips and strategies for all 5 papers in every unit • Clearly structured units with communicative lessons that can be taught in any order • Key language and vocabulary areas systematically reviewed and practised • Modern design with stimulating texts and topics to grab and retain students' attention • Innovative Exam Trainer CD-ROM with a step -by-step guide to the exam • Extra exam practice and support online: www.richmonde lt.com/exams
