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Contents Page
welcome to the course
4
To the teacher
6
lf you are using this book on your own
7
Exam Factfile
8
H H Unit
E H E E E @
Lesson
Page
Exam Task
1.
What's in the Exam?
Listening Task 2; Making Notes
12
2.
What's in the Learner?
Reading Task ]: Paragraph Headings
18
1.
Surviving as
Speaking Task
a
Tourist
2. Bridging the Communication Gap
Mediation Part
3:
Transactional Dialogues
2:
Dialogue
24 30
3.
Souvenirs
Listening Task
4.
Travel Stories
Speaking Task 2: Picture Story
40
1.
Filmmakers
Listening Task 3: Radio Programme
48
2.
On Location
Writing Task 2: Discursive Writing - An Article
54
1:
Short Conversations
35
3.
Shooting a Film
Reading Task 3: Multiple-Choice Reading
60
4.
The lnteractive Audience
Speaking Task 4: Discussion
66
'l
Pursuing Adventures
Speaking Task 2: Picture Story Reading Task j: Paragraph Headings
72
Writing Task 2: Discursive writing - An Essay
83
Listening Task 3: Radio Programme
89
Writing Task 2; Discursive writing - A Letter to the Editor Listening Task 2: Making Notes
,l00
3, Eating Well or Not Eating Well
Reading Task 2: Scan Reading
105
4. cultures and cuisines
Speaking Task 4: Discussion
110
Reading Task 3: Multiple-Choice Reading
117
.
2. Bad Habits 3.
Ways of Living, Ways of Thinking
4. ln and out of Homes 1.
Food Blogs
2.
The Sweetest Thing
1.
online communication
2. Living in Cyberspace 3.
Online Language Learning
4. Shopping Online 1.
Handling Exam Stress
2. Facing the Exam
Where do we go from here?
Speaking Task
1:
Mediation Part Writing Task
1
:
'l
:
77
96
lnterview
123
Translation
129
Transactional Letter
135
Reading Task 2: Scan Reading
142
Writing Task 2: Discursive Writing - A Review
148 154
Answer key
156
Audio scripts
177
Materials for pairwork and groupwork activities
186
Photocopiables
20o
Marking schemes
214
lntroduction
welcome to the course This book is a complete preparation course for the Euroexam at the Council of Europe's 82 level.
candidates are expected to spend completin9 the five writing tasks, which are recommended as HOMEWORK assignments.
The 82 Euroexam
o The units are organised around topics (e.9. travelling |Globetrotting] or ihe world of the lnternet le.g.CyberWo_rldl)
Many traditiona| exams mainly test a candidate's accurate use of language. ln contrast, the Euroexams focus on how effectively candidates are able to use their English to communicate in a variety of everyday situations,The exam uses a ran9e of tasks that relate directly to rea|-life language use. Because of this, study for the exam is not only useful for taking the exam, it i5 also valuable preparation for using English in authentic everyday situations.
The
book
which shoulá appea| to should appealto the majority of users ofthe book, regardless oftheir age or background, Each lesson in a unit covers a separate sub-topic.
o Following the |ast lesson (Unit 7.2), a special section has been added (Wheredowegofrom here7) which encoura9e5 you to look through all of the materia| once again and to make a preparatión plan with specific steps and activities for the period leading up to the exam.
What you can frnd in the lessons
Eurocity 2.0 will: r introduce you to the 82 Euroexam so that you are fami|-1ar With all the tasks types;
Wbrm-up activities
o give you practice in doing these tasks so that you can
fur sorrre tuning in, speaking practice and gettin9 into the grore of t}re English lesson. No label is attached to these
lrriprove your ability to complete them successfully;
o offer you plenty of opportunities for skills development
and language revision, which will help to develop your ability to communicate in English.
T}ge introduce the topic and offer opportunities mostly
xtivit-s
str< pl.cÜe
How you could use this book This book is intended for students Wantin9 to take the 82 Euroexam. lt could be used: o as a main coursebook, for a class of students preparing fior the exam, o as supplementary course material, to provide exam practiceTor a class of students on a General English coursa
.
as a coursebook for a single student who wishes to pass
r
as a self-study exam practice book for a student working
the exam. on their own without a teacher.
How the book is organised o There are 7 units in the book, divided into 24 lessons, UniB 1 and 7 contain 2 lessons each, while each of the other 5
units has 4 lessons.
o Each of the 24 lessons contains one EXAM PRACT|CE task which means that you get an opportunity to practise some of the t 4 tasks of the bilingual 82 exam more than once, o Each lesson provides a minimum of 90 minutes of classroom woik, so the total length of the course will be at least 36 hours. This time frame does not include the time
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Introduction Exam wizard
language and usage, or notes on cultural issues,
ways ) complete *'/r.-
o the Audio scripts for all the recorded material.
This shows how you can improve the in which you approach and the exam tasks, Apart from this primary -}íi aim, this type of activity also offers you EXAMWlzARD language practice, mainly to help you remember the suggestions, ideas and methods more
o information and/or prompts for a variety of communicative activities in the Materials for pairwork and groupwork activities section. o information and materials the teacher will photocopy for the communication activities and for the Speaking test tasks in the Photocopiables section.
thoroughly.
Exam practice task A chance for you to try your hand at
ExAM
every single exam task. These tasks PRAGTlcE give you exposure to the exam rubric (procedures and instructions), while giving you an idea of the level of difficulty presented by the 82 exam.
Usefu!!anguage Under this heading, you will find a list of expressions you can use in the speaking activities they are related to. Once you have used some or all the communicative phrases during the activity, they remain there to be learnt and practised for further use in real life or in exam tasks.
These hints and suggestions are there to help you improve both your language and exam-taking skills, They also provide cross references to other exam tasks in which certain skills or language materials could be of use and relevance.
move.
These boxes contain reminders about useful language points worth bearing in mind.
Audio files ;7.
At the beginning of the book o a contents page - organised in the order of units and lessons of the book, specifying which exam task each lesson focuses on. o an Exam Factfi!e, which provides detailed information about the 'l4 individual tasks of the 82 Euroexam.
Atthe end ofthe book .
Eurocity 2.0, whether you are studying alone or in a class, provides comprehensive preparation for the exam. But for additional practice there is a free online exam preparation course.
Use Facebook to practise your English while you are on the
Remember
n that i
Online preparation
Facebook (www.facebook.com/euroexam) offers daily posts covering interesting and fun topics giving you listening, vocabulary and reading practice in text, audio and video formats. Also through Facebook there is our app Nyelvi Fitnesz Tréning, extended with three tasks every week, with hundreds of language practice tasks in text, audio and video. Each activity will take about five minutes.
Tips
The headphone symbolwith a number in the middle always refers to the recording in the audio files you need to listen to.
o detailed information about the marking principles and procedures for Unit 2.2 in the Marking schemes section, as well as the evaluation criteria for the writing and speaking tests.
answers to all questions, tasks and issues raised in the lessons in the Answer key. This section will often provide you with further explanations, suggestions or comments on
To the teacher Eurocity 82 2.0 does not have a Teacher's Book, since it was designed with both the learner and the teacher in mind. This means that the instructions for each and every activity or task are worded in order to indicate as clearly as possible what procedures teachers could follow. At the same time, the Answer key serves a special purpose, which is otherwise partly assumed by most teacher's books. lt works as a resource pool: apart from providing keys, clues and solutions where necessaryr the Answer key also offers extra lists of expressions, explanations, tips etc., which help teachers extend the core material. Before acquainting yourself with the book in detail, the following points should provide you with basic information
and guidance to it.
r
As the material is designed to cover at least 36 hours of classroom time, this coursebook naturally lends itself to longer courses which may include first lessons, last lessons, assessments, evaluation of written tasks, further exam practice and feedback. The book's format is designed
to allow you to extend the basic course material with additional material of your choice, allowing for individual needs and the appropriate pace for the 9roup.
e With the exception of the five writing tasks, all EXAM PRACT|CE tasks are integrated into the 90-minute lessons, in
order to simulate exam conditions and timin9.
the pairwork or 9roupwork stages of the activities, learners are always required to return to the lesson to carry out some kind of recap or feedback-giving task, which will help round off the activity.
r The Photocopiables section
at the end of the book has been created primarily for you, the teacher (and for those learners who are using the coursebook on their own Without outside help),Thus when you see a photocopying machine label (in Units 1.1, Z.1 í2x],2.2 |2x), 2.4{2x],3.4,4.1 |2x),5.4 and 6.3), you will need to make the relevant photocopies of the materials in the required quantity. For each piece of photocopiable material you will find more detailed instructions. ln most cases, the
\
materials will also need cutting up before the lesson.
r One
of the most important pieces of information for both teachers and learners is the evaluation criteria for the Writing and Speaking tests.These sets of criteria appear several times and in several places in the book, always reminding teachers and learners of what the developers of Euroexams consider effective written and spoken communication. Accordingly, their role is not solely evaluative; they also function as checklists, or in other words, as reminders: if you want to interact successfully, consider these points,To make preparing and evaluatin9 writin9 tasks easier, a set of simplified evaluation criteria has been created for you and for the learners. These keep the original points of evaluation, but present them as simple, awarenessraising questions (e.g. in Units 3.2 and 6.4).
o The five EXAM PRACTICE writing tasks, as well as some other writing tasks, are to be done as HoMEWoRK
assignments. This means they will be handed in to you, the teacher, for marking and feedback. During the lessons, the students go through preliminary skills development practice, before they write the texts at home.
We hope you find Eurocity 82 2.0 easy to use, as well as rich as an exam-preparation and teaching resource. lf you wish to give us feedback about your experience of working with the book, let us know what you think by writing to
o When you or the learners read the instruction'Check your answers/ideas.,,i this mean5 that the specific answers or recommended solutions are given in the Answer key section for the same unit and activity reference number (e.9. Unit 3 > Lesson 2 > 4. [Name of Activity] or 4/bJ. ln the lessons, no page number reference is given for these answers. lt iS su9gested that you familiarise yourself with the Answer key section in order to get more ideas for other
[email protected].
activities where there is no reference to checking answers. o There are a lot of opportunities to set up pairwork and
groupwork activities of many kinds. Most of these are based on the material you and your learners will find within the lesson, To create real information-gap situations for speaking practice and, particularly, for EXAM PRACT|CE speaking tasks, the language input and procedures are given in the MateriaIs for pairwork and groupwork activities section in theAppendixforfive lessons (2.1,3.4,5,2,5.4 and 6.2). ln each case, this involves the learners (who are working in pairs or groups of three)turnin9 to different pages in
the section and using the different language prompts but similar or identical instructions for their role. At the end of
lntroductíon If
you are using this book on your own
This course is mainly designed for students working in classes alongside other learners, so many of the activities involve instructions such as "Work in small groups" or " Discuss with your partner...". However, you can also successfully use this book when working on your own. Here are a few ideas. g. You can do many of the exercises just as they are. This is also true for the activities requiring you to speak (e.g. in Unit 1.1 you can complete every single activity on your own).
* Do not take "shortcuts" by immediately checking the answers for everything as soon as you finish a task, Take time after you have completed an activity to look at your answers
and think about them one more time.
useful, perhaps you will too. Find out more or register for the course at: www.http://euroexa m.orglelearning
Good !uck! The editors, the authors and the publication and exam
development teams hope you enjoy doing the course and we wish you every success in the exam when you do it.
Michael Hughes, Péter Rádai and Peter Bowing
When an instruction says "Compare your answers with partner" you are not in a position to do this. lnstead, try to see your answers as another person might see them. Sometimes "seeing with new eyes" can give you new ideas, help you spot mistakes, draw your attention to new areas, a*
a
etc.
With listening tasks, do not take the "shortcut" to the Audio script section. When you have done the activity, play the recording a few more times to try and check your answers by listening rather than by just reading the Answer key,
r Completing this coursebook on your own - even without a teachert help - will increase your chances of passing the 82 Euroexam. lf you feel you have more time and energy, don't forget our free online exam preparation course. More than 70.000 learners have already completed it and have found it
,a
n l 1. l { l
* You can use the materials in the Photocopiables section on your own too. Make sure you follow the instructions for copying, cutting up, shuffling, etc,
e For the Picture story speaking task (see Unit 2.4 and 4.1), or for any other activity where you are encouraged to speak on your own, practise speaking aloud. even if there isn't anyone around to listen. Be creative and use your mobile phone to record your voice, You can then listen to the recording, change a few things and then make another, a better recording. lf you are less sure of your own evaluation, show the recording to a teacher or a friend, whose English is better than yours, to receive some useful feedback. * One huge advantage of working on your own is that for the Speaking test tasks (e.9, in Units 2.1 and 2.4) you can practise each task two or three times on your own.
e Clearly, there are some things you cannot do as a person working on your own (e.9. when a speaking activity needs two people). However, you can often be creative! For example, practise speaking with someone else even if they don't speak English!They can speak in Hungarian and you can reply in English (and then repeat what you said in Hungarian). lt is not quite the same as doing the real exam task - but it is certainly better than nothing and will force you to use your English,
l Exam Factfile The Euro and Europro exams test communicative competence by measurin9 success in real communication. Exam tasks are directly based on the Common European Frameworkof Reference document of the Council of EuroPe. Passing the Euro or the Europro Exam indicates that the candidate can undertake a variety of rea1-1ife tasks in English at the given level. Both at Euro 82 and EuroPro 82 there are five types of examination the candidate may attempt (see also table below). o Monolingual written (written examination without the Mediation test
l
BilingualWritten (Written examination with the Mediation test -
o Oral (Oral examination only
-
3
-
2
tests in all)
tests in all)
2 tests in all)
o Monolingual Comptex (Written and oral examinations without the Mediation test
o Bilingualcomplex (written and oral examinations with the Mediation test
-
-
4 tests in all)
5 tests in all)
To pass any of these examinations, the candidate must have an average mark of 600lo over all the tests attemPted and score at least 40o/oin every test.
the candidate fails a complex examination, but has satisfied the conditions for passin9 either the Written or the oral examination, they are awarded a separate written or a separate oral examination certificate. lf
Written exam Oral exam
Test
Number of tasks
Time
Mediation
2
ca. 35'
Reading
3
35,
Writing
2
60,
Listening
3
ca. 35'
4
'l0 + 20'
Speaking
Total time
Approx.3 hrs
+
breaks
Components of the 82 Exam
Throughout the book we use the term test whenever we refer to one of the 5 main parts of the exam. Thus Mediation test refers to the set of 2 tasks, while by Speaking test We mean the 4 tasks in the second part of the oral exam.
Using a dictionary
Candidates can use a printed dictionary - or dictionaries - of their choice in all the fiVe tests of the 82 Euroexam. Usin9 a dictionary in the exam requires practice and skill.That is why, Eurocity 82 2.0 offers tips, suggestions and Practice activities to help candidates improve their dictionary skills (Unit 3.3/Activity 3 and 5 and Unit 6.3/Activity 7). Here are the details of dictionary use for each test:
r
Mediation: Part 1 Candidates may use a dictionary throughout this test.
r
Mediation: part 2: Candidates may use a dictionary in the final two minutes of the test after the recording has finished.
o Reading: Candidates may use a dictionary throughout this test,
r Writing:Candidates may
I
use a dictionary throughout this test.
.
Listening: Candidates may use a dictionary in the final five minutes of the test after the recordin9s have finished,
r
Speaking: Candidates can use a dictionary whi|e preparin9 forTask 2 (Picture Story).
l
lntroduction
written exam
Mediation
(Time: ca.35 minutes)
Part t. Translation from Hungarian to EngIish The candidate receives a formal or semi-formal letter of 8090 words written in Hungarian and translates the letter into English.The candidate may use a printed (i.e. non-electronic)
Task 2 - Discursive Writing There are three text types with three different topics from which the candidate chooses one. The candidate must write a text (ca, 150 words) within the genre specified. The type of text could be an article, a review a letter to the editor or a discursive essay.
dictionary. Part 2. Dialogue The candidate hears a dialogue of 10 turns (including
two examples) between two participants, a Hungarian (speaking in Hungarian) and an English speaker (speakin9 in English).The candidate writes down the main points of the conversation in the opposite language to the one they hear. Two examples are given, so eight turns are evaulated.
Reading Task
1
(Time:35 minutes)
- Paragraph Headings
There are six paragraphs for which the candidate must find the most appropriate heading from a choice of eight paragraph headings.Two headings are not needed. An example is provided.
Task2-ScanReading The candidate reads four texts on a single topic and seven
statements containing information from the texts. The candidate's task is to decide which text each statement relates to. An example is provided. Task 3 - Multiple-Choice Reading The candidate answers seven multiple-choice comprehension questions based on a single text of 350-450 words, normally an article, letter or narrative,
Writing Task
1
(Time:60 minutes)
- TransactionalWriting
The candidate reads several pieces of written or diagrammatic text extracts (leaflets, notes, letters, maps, timetables) providing a context and information for the task, The candidate is required to write a 100-1 2O-word transactional formal or semi-formal letter or email using the
information provided.
OraI exam Listening
(Time: ca.35 minutes)
Task 1 - Short Conversations The candidate listens twice to six short recordings made in the same location, and matches them with six pictures, diagrams or short pieces of text from a selection of 8 (e.9. a list, email extracts, advertisements).
Task2-MakingNotes The candidate listens twice to an extended monologue. There are notes based on the text which contain nine gaps, which the candidate must complete in no more than three words per gap.
Task3-RadioProgramme The candidate listens twice to an excerpt from a radio programme and answers ten multiple-choice questions while listening.The programme may be a news broadcast, documentary or a formal discussion.
Speaking
a
(Time: 1)-minute preparation + 20 minutes / per pair of candidates for 4 speaking tasks)
Candidates are examined in pairs by an interlocutor (in this book we use a synonym: examiner) and an assessor. Each candidate has ten minutes before the test to prepare Task 2. During this preparation period the candidate may use printed (i.e, non-electronic) dictionaries. Task 1 - lnterview The interlocutor/examiner asks the candidate one introductory question and then two questions on another topic. Possible topics include travel, work, family, sport, cinema, hobbies, education, relationships, housing, eatin9 habits, the lnternet, the environment and current issues of
lntroduction general interest.
O ra
l exa m/Speaki
n
g (co nti n ued)
Task2-PictureStory The candidate receives a picture story with an opening line; the task is to tell the story. Before meeting the examiners (i.e. the interlocutor and the assessor), the candidate has had ten
minutes to prepare the story.The candidate may make notes in the preparation stage, but should not read aloud from a prepared script. Task 3 - Transactional Dialogues The candidate receives a role card. The card describes a situation and gives instructions. The instruction for each card also indicates the roles that the candidate and interlocutor/examiner are expected to assume in each short conversation. The candidate speaks, the interlocutor/ examiner gives a scripted reply and then the candidate responds to the reply. Each candidate will have three role cards. candidates take it in turns to do this task. Task 4 - Discussion The two candidates as a pair receive a topic card which contains a discursive point or question (e.g.'What are some of the problems of living in a foreign country?'), First they think of and brainstorm issues which answer the question or contribute to the debate. Then the candidates discuss, expand on and prioritise these issues. Task 4 is the only task in the speaking test in which the candidates talk to each other.
l
Unit
1:
Exam Setting Lesson
1
What's in the Exam?
Lesson 2 What's in the Learner?
llnit l: Exam Settíng
Lesson 1:What's in the Exam?
.
Lesson 1:What's in the Exam? EXAM TASK Listening Task Making Notes (also in Unit 5.2)
I
2:
SKltLS AND LANGUAGE FOCUS:
l l
l l l l
Reading: scannin9 for specific information Speaking: talking about and discussing experiences Listening: identifying details Speaking: describing and evaluating personal characteristics Vocabulary: collocations and phrases related to exams Exam skills: identifying information in a text you hear
What's ín the book?
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A Competítíon
fast as Work in groups of 3 or 4. Find the following information on the pages given in brackets as call team to first claps,The you can. DŐnot'lookfor the next piece of information untilyour teacher out the right answer gets a point. Your teacher will keep the score,
&,
1. What
is
"the sweetest thing" in Unit 5.2? (p. 100)
2.
A European capital city famous for its canals. (p. 41)
3.
How many of the extreme sports activities in the pictures are related to water? 1p.73)
4.
Which element of our speeach is the focus of the model interview? (p.127)
5.
Where can you go in Paris to learn about a great French singer? (p, 56)
6.
Find two popular tourist sights in a European capital city? (p, aa)
7.
What's the simple name of a simple food blog? 1p. 96)
8.
Which bad habit is the focus of the reading task in Unit 4.2? (p. 81)
9.
There's a photograph of a wooden animal in Unit 2.3, (p. 35)
10.
The two most popular websites about movies. (p. 61)
1
,l.
Which effective method of reducing exam stress appears at the end of Unit 7.1? (P.
l47)
fu" Look through the book on your own. Find two interesting things on different pages. Write them is. down as questions or statements tike in 1/a. Note down the page number where the information page number. The Work in the same groups. Cal! out one of your statements or questions and the point,The student a wins page.Thefastest student given on the others try to find theínformation group, your in winner is the rounds two with the highest score in the
€,
I
I
I
Le,sson
l: What's in the Exam?
Unit
Speakíng, reading and thínking about language exams Think of something good or bad that happened to you in an exam (e.g. your pen ran out of ink). Work in groups of 3 or 4.Tell each other your "exam stories", Tell your teocher and the whole class how many of your group's stories were positive and how -nany were negative. As a class, discuss the reasons for the overall numbers of positive and negative experiences.
Read these statement; about language exams on your own. Choose the three that you most lgree with, and the one that you most strongly disagree with. * Exams really help you to improve your English.
e Exams test what you can't do, not what you can dol +
Language exams are about communication skills, so they are easier than subject exams,
e Exams are just grammar, grammar, grammar! * l don't hate exams, but they can be stressful, =
Exams are quite fun. l like the challenge.
a l can usually do the questions, but the time limits are difficult. e l can communicate well
-
but exams seem to only test if l can be accurate.
:
lt's good to have a target and to feel that l can reach a hi9h level,
,:.
So many exam questions are boring!
=
+
The more you study for an exam, the less sure you are what answer they expect from you. l'm an exam junkie
-
l
do as many as l can!
e l find it diffrcult to concentrate for several hours. =
=
Exams are a necessary evil! Exams help me to focus on useful things to study and practise.
ln groups of 3 or 4, discuss your opinions briefly and see if there is any point everyone in your ,roup agrees about. Then collect opínions held by everybody in the class.
1:
Exam Setting
Lesson 1: What's ín the Exam?
l,/ ,* EXAMWlzARD
í?) {,
Focusíng on key iníormation you will hear some rules and pieces of advice for the Making Notes task of the Listenin9 test, a task which candidates often find difficult. This recorded text describes how the task works and what you have to do to complete it successfully. to the recording about the Making Notes task, and fill in each gap in the following sentences with one word. Write the missing word on the line in each sentence.
?_j:,,,
Listen
1.
Before you hear the recording, you look at a list of
2.
This list contains
3. You can
9aps. .words in each gap.
write up to
Only
is marked; your spelling, punctuation and grammar are not
marked.
5.
you have one minute to read the notes
6.
The words and sentences in the recording are not the written in the notes.
7.
You hear the recording
the recording begins. as what is
Checkyour answers. Discuss whether the task was easy or difficult. Why?
Listening Task 2: Making Notes You will hear a short talk about the 82 Euroexam.
() {,
ffi Look at the notes.The notes contain nine 9aps.
# you have one minute to read the notes. ffi Now listen to the speaker and write a maximum of 3 words on each numbered gap in the Answer box. ffi Do not write more than 3 words in one gap.
# You will hear the recording twice.
Lesson l: What's in the Exam?
The Euroexams
. .
level. _1_ differ in some ways from _2_exams.
The Euroexams check that you are at the The Euroexams
what the Euroexams test
. .
_3_ message needs to be
We are not only testing your The overall
in English.
4_,
Extra practice and preparation
. . .
ln the preparation course a teacher provides
_5_.
There is a full 82 Euroexam available free on the Euroexam The Euro 82 PracticeTest Bookcontains
_7_full
_6_. exams.
Online practice and preparation . New materials in the Facebook application are added every _8_. . You will soon be able to practise for the exam on your own _9_.
Answer box: 1.
7,
2,
§3ffi* ÉB, á§tsá ffi
4.
]
8. 9.
5.
Compare and discuss your solutions with a partner. Listen to the tape again and ask your teacher to stop the tape when you hear the clues for the gaps.
ot,
Discuss, as a class, what was easy or difficult for you.
l
lesson
1: What's
in the Exam?
the 82 Euroexam Readíng about and discussing Workingroupsof3or4.Youwillgetl4small.piecesofpaper,eachcontainingsomespecific 82 exam,
information about one of the
14
exam tasks of the
in Lookatthepiecesanddecideinyourgroupwhichoneofthe5examtestseachtaskdescription tasks for each test is given in ,n" r|áii"iin, nrru", of torxí _"riráio,Á non, Make belongs to.
\
brackets).
Mediation (2 tasks)
Reading (3 tasks)
Writing you can find even more detailed
information about
each exam task in the
Exam Fa
(2 tasks)
Listenin9 (3 tasks)
Speaking (4 tasks)
Checkyoursuggestedgroupingoftasks,withtheclass.lfyouneedanyfurtherinformationor
ask your teacher, details about the exam tasks,
sa DlscU ssloN
You and the exam
-
selí,assessment
.Í:.Thinkaboutthelevelofyourlanguageknowledgeandskills,.and,put.the5Euroexamtests you feel strongest
sproi'nöl;,;;i;,, Put the te,st which you think you are (Mediation, Reading, wriri,|i, t ,i"ríng^ána if ,ov p|,,i íűo ,"u, next to each other and mostconfident about the top. tvo, those tests), by level in the skills required
it
l,iZriiÁ" rore 0J o)
l.
C
o
ül.
l
0.)
35. =
b.
practise what you need to focus on and pairs or small groups. Decide compare your answers in
most.
c.Collectthewholeclass,sstrengthsandweakn.essesonaposrcrands,tickitupontheWall,Donot the course to see your development, forget
tr
to
check them
dr;;;;,i;;;;;; tie ina of l
s
IJ
Lesson I: What's in the Exam?
Exam collocatíons and useful words related to exams ln Eurocity 82 2.0 the word 'exam' is often found next to other words (e.9. '. .. passed the exam', or 'exam preparation room'), ln such expressions'exam'collocates with'pass'and 'preparation'.
a.
Fill in the sentences below with one of the following words to form bxam' collocations or phrases related to exams.
mock
revise
practice
Stress
fail
retake
mark
fee
oral
candidate
e You will
(e.ú ?a$
the exam; l can tell from the excellent results of your practice tests.
rlfyoupayfortheexam(].)-thisweek,youwillgeta5o/odiscount.ButonlyuntilFriday. e The best preparation for the real thing was trying myself out in a a9o.
(2.)_
exam two weeks
clneedto(3.)-theeverydayexpressionsindialoguesforthe(4.)-exam. cEverybodyneedsalotofexam(5.)-regularly. eExamsareimportant,butexam(6.)-mayaffectyourconcentrationnegatiVely.
rYouwillneVermeetthepeoplewho(7')-theexampapers.
(8.)_ o Every (10.)_ * lf l
the exam, when could l
(9,)_
|t?
must arrive at least 30 minutes before the starting time.
Checkyour answers with a partner. Stay in pairs. Putyour'exam'collocation phrases in time order into the box below,Think of a sossible logical order (you may put more than one item next to each other; see examples). When you lave finished the task, compare your order as a class, giving reasons for your choice.
1.e.g, un*n ?ffi"ctl,c€,
uanck exam.
2, 3. 4. 5. e.9.
f,a*s
t/u/an exa*t
Unit
1:
Exam Setting
Lesson 2: What's in the Learner?
Lesson 2: What's in the learner? EXAM TASK Reading Task Paragraph Headings (also in Unit 4.2)
1:
SK|LLS AND LANGUAGE FOCUSI
l l
Reading: scan reading íor key information 5peaking: describing and discussing personal experiences
l l l
Reading: ir-lentifying contexts Reading: identifying key words flom context Exam skills: identifying overall meaning through key words
How do I like learning English? ,ri,.
Stand together at the front of the classroom.
i\3, Your teacher will read out four pairs of choices for language learning activities. ln each case, depending on your preference, go to the left or right side of the room. Discuss with the others around you the reasons for your choice. (Form smaller groups for the discussion if there are a lot of you on one side.) After the quick discussion, come back to the front again for the next round. Repeat this
step 4 times.
#
Left
Right
Speaking in English
Writing in English
2,
Reading texts in English
Listening to English speech
3.
Doing grammar exercises
Acting out dialogues
4.
Memorising word lists
Guessing the meaning of words in texts
f-,, After the last round, stand in one bigger circle and discuss as of the activity was (see Answer Key).
f// ,*
EXAMWlzARD
,:]
a
class what you think the purpose
Key words in a text :: , Read the 3 short texts about some useful activities you can do to help you learn English, ln each of the following paragraphs find three or four keywords which tell you what the paragraph is about.
Lesson 2:What's in the Learner?
Paragraph
l
1:
Exan
- Heading:
"ou probably already know your way around your phone pretty well, so why not change the settings so it's in English? Seeing English pop up every time you look at your device - which, let's face it, i5 pretty often for most people - can help
Paragraph 2 - Heading: not write your shopping list or your to-do list in English. This is another great technique to incorporate into the "/hy anguage learning process. Practising writing things gets you used to the spelling and formation of words and, if you :cn't know the word for something you need, you can look it up and add a new word to your ever-expanding vocabularyl Paragraph 3 - Heading:
-ris
is one of my favourite daily techniques because you can easily see the progress you have made after a couple of eeks if you keep all your daily writing routine in the same place. You only need to write a couple of sentences about .at you got up to, things you saw and things you read or heard and it will keep the creative juices flowing in English. lf ". . ;u do it quickly before bed you can review it the next morning to keep the language fresh in your mind for the rest of ^e day. ,,
,
_
)iscuss your chosen words and phrases with a partner, and then, in pairs, give each paragraph a ,: heading which will contain some of the chosen keywords.
::dre and discuss the headings in class. _]iscuss as a class what .
Q
-
you think of these language learning techniques, Collect other ones you learning and exam preparation.
1 use effectively for your own
Useful tips íor the Paragraph Headings task some practical ideas for Task 1 of the Reading test. Put the pieces of advice in the order you would need them, when doing the task in an exam situation (which would be the first, . .:cond. . . the sixth). Write these numbers into the box on the left next to each tip.
,
- 2re ore , ich
f-/
írl
EXAMWlzARD
you are not sure, make a mark on the question paper about your best guess, but do not fill in the answer sheet. Move on and come back to it later, lf
Follow the same procedure, read through all the paragraphs, first very quickly, then more slowly and thoroughly. Take a quick look at the headings and try to work out what the text is about and what text type it could be. Read through the first paragraph quickly and decide what its topic is. Confirm what you think by readin9 it through once again more slowly. Don't worry about unknown words or unfamiliar grammatical structures.
NoW read through all the headings. Select the right heading for each paragraph.Think about your reasons, as well as your reasons for dismissing the other headings. Look at the title and illustration.Try to guess what the text as a whole is about before readin9 it. Speed read the whole text to get an idea of what it is about.
Check and discuss your answers as a class,
: -
-
ciiona ry to look up a word, if you thin k that the word is blocking your understanding of the topic of the paragraph - or if you Cerstand one of the headings.
1:
Lesson 2:What's in the Learner?
Exam Setting Reading Task
1:
Paragraph Headings '
glvln 9 advice on learning English, You will read an article about a person headin9, # Match each paragraph to the correct ffiWritethenumberofthematchingparagraphnexttotheheadinginthetablebelow. ffi One has been done for you,
that you DO NOT NEED, ffi There are two extra paragraph headings
Paragraph headin9s A. Serious study B. Associating picture with
C.
Learning Engtish is
sounds
e.g.
about being surrounded by it
D. Using other people's conversations E. Having a laugh watching and listening F. Exploiting social networks
your speech G. Something to do on your own to help H. Lookin9 while abroad l. Lots of choice of things to hear
-.] (Example)
y:,:;:::r2,rTí ,?I::;:x::i::;Z:'r::,1ilil#I;;;;:!;;;;i;ii!;::;,; to make learning so l puttogether ten steps thotyou can fálow immersed.
iítiou sőme
quick and easy ways to ,tart getting
Engtish faster and a whole lot morefun,
il
d podcasts ,l_]1"j;]|jf:;",:::,"""'J.::fi,"1,:,".:::':l?o'" podcast from a radio channel Way to find one is to look for a g"Ja n politicS;;;*r, imaginable these days: entertainment, train your ear that way! You'll driving. to it in youi..' while yáulnd-listen int"r"rt, that one for Look to. you usually listen
2.
:
..
minutes. Most of them are witl aren,t familiar with, you aren't
for at least a few tr,"rotU'd:::_:::T*T:: watch .^mp rruör.ls to pick up some words and sentences ;iTiJllifl fii;::l[T,.li i:;ff::lil§.iii;;"mments in youTube comments,
Something else l did
**
to
,hEk
out
stuff but be careful there are all kinds of bizarre
3.ealoneathome,orofcourseintheshower,start
[ffini'.;1j:ij:i:'':T,iJljiJÍ.1i!;".theroranyother."pii.b"thisfrequentlyand improve - guaranteed! ;;;;ron";li.tioi
4'
will diastically
:
in the park, Okay, now don't be a *ho were speakin9 English cn the bus or you When travelling, t ur"d6iit of the conversation, How much do gut, see what words you .un pict up ino tútun to the flow uP look to want creepy eavesdropperl might talk;; uuáu,i Did you t,,"uiun interestin9 word You understand? What general topic were they after?
náffipl"
r
Unit
Lesson 2:What's in the Learner?
1:
Exam Settíng --_-l
5.
ln England, while walking along the street, l had another option. l stared at billboards, signs, advertisements, magazine stands and establishment names. Look and think about what these ads mean. How many words do you recognize? Did you see that same word elsewhere? Make up sentences about what you're seeing. A
Then of course l used Facebook and Twitter. l started conversations on Facebook with friends who post in English. When you have English speakers in your timeline or in your feed, you see their posts daily and get inside information about news and viral videos in English. Your friends can be your teachers! They basically sort out the best material for you to study. But whatever you do have fun doing it. Check and discuss your answers. Also discuss the sentences, phrases and words in each
paragraph which helped you select the correct heading. Discuss in small groups which tips, pieces of advice you have found most useful and why.
Now read the tips about the Paragraph Headings task in 3a and discuss as a class which ones you have made use of and which ones you have not.
How do you like learníng English? There are several ways of studying a foreign language, such as English. Try this quiz to find out more about how you learn.
&, Think about your own language studies so far. Rate the following learning activities from t to 5 according to the scale below. lt's not at all helpful, lt's very important, lt's usefulsometimes. ,l
3
5
1-5 Learnin9 activity
A. B. C.
Doing grammaí exercises at home using books or online resources Reading texts and answering comprehension questions Doing speaking activities in pairs or small groups (e.9. role plays, discussions)
D. Learning lists of vocabulary items from my notebook
E. Wíiting essays and studying the teacher's corrections
F.
of and comments on my writing
Listening to or reading music lyrics
G. Watching TV
or YouTube videos in English
H. Reading and Writing posts in blogs
l.
Rewriting grammar and vocabulary notes into a special notebook
J.
Having the teacher correct all my mistakes when l speak
K.
Listening to teacher explanations in Hungarian
L,
Looking up vocabulary in monolingual dictionaries
M. Listening to teacher explanations in English
N. Reading online and/or printed magazines or books for fun/interest O. Sharing comments or chatting in English on social networking sites
(e,9. Facebook)
Now work in groups of 3 or 4 and look at other people's preferences. Can you find anyone in your group who is similar to you?
the Learner? Lesson 2:What's in
lJnit 1: Exam Settíng
g styles Characteristics of learnin : ..
.workinthesamegroups
'ir,rirÖ need.
,i'iu i,
choosef,::|?^,::+;2i:Ii;Z|::::ff,i;:I#l::-:::,TÍ;:;::,
tn"Íable below
logical
linguistic / verbal
auditory
diagrams, and picturing physically, ^h.,cirallv
% You prefer using imagel i"
independent
aural /
intuitive / instinctive
mathematical /
solitary /
visual / spatial
physical / experiential
social / interpersonal
;:l'ffi;;;;i,1"
(see exampte),
l _aL^_ É"r,.' other
more effectively through You process information sounds and music,
and words, both in speech You learn better by using Writin9. Vou
plt",
and sense of using your body, hands
touch.
logic, reasonin9 and You learn best by applyin9 systems.
e.g. sacinl
people, groups or with other You prefer to learn in
/ i,ntuy+rwruL
when you process information more effectively ;;'i';;;Ú"e and using self-study, your answers with the i,T, Checkand discuss
rest of the
{,onvourown,lookatboththislistagain1nd
class,
helearningactivitiesyo,umarkedwitha4ora5
,:,I,:::,::i:"I!l,,,"nlíi,i,|"'j:,,,,:"#i::;l,,::::,2ri;ilji::Í,i:,,m:lr:;:,*an.ationstothe
A
p e.h a" .,,_, : :,:T"[; " (e,9,y( of some of them peo
,,intelligencey,t".g. nutJLi,ri.i.
;§l,! :"" iilii:.', :il il § :T :"Tfi1.:üüibut fili§ less relevant in language are theY 1
"'.
int.rrÜ"i:", "r..i "ír.',.ur
learning. o
the others, learnin9 is better than No way or style of
o
to chánge Peoplemayfindthatthewaytheylearnataparticularstageinlifemavnotbesousefultothem n..o,ain§'v|';ö ö;;ed
their approach,
situations. later on in other learntng
Unít 2: Globetrottíng Lesson 1 Surviving as a Tourist
B
éeb"*
fr
i4=a
*', " .:jH
Lesson 2 Bridging the Communication Gap
Lesson 3 souvenirs
Lesson 4 Travel stories
llnit 2: Globetrotting
Lesson EXAM TASK Speaking Task Transactional Dialogues
1
a O
Surviving as a Tourist
rt
FÁ
.f;
SKILLS AND LANGUAGE FOCUSI
3:
l l l
Speaking: telling a stoíy Reading: identifying overall meaning
l
Speaking:identifying and using functionil language in situations Speaking: initiatin9 and maintaining fu nctional conversations Exam skills: working with functional
Grammar: word order in polite
indirect questions
l l
language in role plays
Touríst challenges &" ln
questions, groups of 2 or 3, discuss the following
lWhat,stheWorstthingthathaseverhappenedtoyou(ortosomeoneyouknow)asatourist? Who else was involved? When and where did it happen? resolved? Did anyone help? How was the situation
l l
b.
ffi
story with the shor" yorr group's most interesting
Qu"rtíons and answers ffi,
Lookat these ten
portner,
e
e
__
*ork
ÉWr", to questions
out wh,ici cities
asked
rest
of the class,
With a by tourists.in various European countries,
or countries are being talked about, o
.^rlllzinn
*
The
CharlesBridge over the
' ffit:i:ffii;;.H,,Jii[i'jff, í*J§ili[,,,""j:l,,"^Ti,?j§;" :l;i"JíJilíT:i:T::,lTíi,, ;ho*l,ngapriestbeingthrown ;i;;;i.;iln","Í;q;"llLv ""'§{Iir,' ::íi;:":"#3:ili:i*x"# L'Ul suPPosed to The Anne Frank House
(Anne
;;;;k,ui,lJ,u."ll',l""n*;: you have an interest ln
nlsTory,
l(
off the bridge' lt's
|
T],i:"?;,""'J;::Xi:"Ü;,"Ö) & í"#iji:iil*§::1'"í#:, Athenian every seems when it
is
selling, Nothinq is faster than the -t* ;;;i;'"i; ira,throw rrpres' ffi* T]ra l.roqt nntion is to take the directto paddington Station.lt ffie *FB l:;.n't.|$;:;'tJ|una",9rouna), everv hour. 4 times ur runs ::'""::'^:::i::#;'il;;i";"and don,t miss the Art Nouveau' '"' '=f,;h)L,l there either buying or
r
r>
station, LllYnaL, *Ö T'
style Stadtpark
oepenas oW#ft you *un,.
rhougll i" u", i.
Ecseriis not like it used amazed me: row
of wooden tables after row"irr overflowing with old dishes, toys, linens, old watches, paintings and bric-a-brac,
Lesson
_ L
1:
Unit 2:
Survivíng as a Touríst
a on Station
_ &
A taxi to the centre costs fortune, forget that. Jump the train to Termini
instead,
lalh
Try the mussels and chips in
any bar or restaurant, naturally
accompanied by any of the
r#:.1x?Í:jiÍil!';"',.Y o.r,
Adapted from blog posts at http://www.virtualtourist.com/
b" Checkyour
answers as
Mhl1,1^p
and from http!//www.nytimes.com/
a class,
€, Match
the responses above to the questions below,There are two responses for each question. Then check and discuss your answers,
*t"f;JJ:;"n'ni::x;Z::;:::WFlcfi *"ili:6;.ix:rt:i,"f.:'JJfr"' ' think? §"- ,D )t rye [:l"J::J::i];i:"xlyJ:i,o,fh, { L * v ffi^ Wrr;twouldyou sayisa'mustsee'?
ffi,3:Ji,"#:::.:j:i:-,j,i:K specialsouvenirs?
>t
F ,€
Askíng polite questions As a class, discuss the difference between these two questions:
:|': :,
o 'Where's the railway station?'and'Can you tell me where the railway station is?' ,:,* Here are some grammatically incorrect polite indirect questions asked by tourists. Find one mistake in each sentence. Write the correct version on the right. One has been done as an example. |
E.g. Can you tell me where#the nearest
bookshop? 'l
.
...arlttre
ti
Ű.;,, Llll"
Can you tell me what does "romkocsma" mean?
2.
Could you say me if there is a pizzeria near here?
3,
Do you know that it is possible to use my / rn\
4.
Would it be possible to tell me how cfn get&my youth hostel?
5.
Can you el6ft{ln me how lcan access my email account? ry
6.
Excuse me, l wondering if l could send an
hL
-?,
i
l'.
{rw
email from this computer. Check your answers with a partner.
l-u il,e +Űr.b
|nilulu7 isl !i,,,i},u:,:,;,c,,
íli:tu|
i,,:
1,írr l#,, ,,.v q{ ls^|,; t* 7ill1Ll,t ;*iL,t i*ii,
1.{,!u".
international student card? l
tű.c ruarest
,i'ut1rrn,
L,rw l@t4i
fP < lr".,
';*tl 1lrinUiL iJ } Sacl
,L.uuI;ttt,,|ul.-lYvL l;,tti'tlL
Unit 2: Globetrotting
Lesson l: Surviving as a Tourist
&" on you, own, rewrite the questions on
the left as polite indirect questions. One has been done as
an example.
Polite question / request
Direct question when does the next bus leave for Cambridge?
I'd L&r to
what do the locals call
E.g. Can
this weird statue?
out.
.
!4{nlt, /í; űv'i
bu
''
for the Sagrada Família?
x
,g,
3"o
,
/1i)
',,
g", ,;.t í'u
;1.1
uvr-
Where should l get off for the Basilica?
5.
How does this GPS work?
6.
ls
7.
Why do all the shops close so early?
,,,r
8.
Which special pass should l choose for a 3-day stay?
,^./
l
can7ou 9hnw Exc,u,.sa
",'7
t,
Júli.-.^,u, ",,,(, ,!l l"1 i" i ,1. i(,t1,,,4 ,! CoilÁ7owtr(lmt...Lt|, rt.
4.
there a hot-spot nearby?
Lt * o'
tmÁk caUadr,l4ftird statua? 7au tr{,l u.s... űrűAttu
COuLleau^eorutr{,lrur..,i {u",l i,
ls this the right metro line
3,
f,aá
%42.,.íí|1; l,í;u,_l Ü,t'
rul, I war
1'
:
j,ulii,l,,,,
u,t'}c,J
tmly'*na7 ;; lr- ' l l i"
t,|ní
i
;-i,""ft
i
iY,.
{r
-
Compareyour answers in groups of 3 or 4, Discuss any questions or queries as a class.
What ís íunctíonallanguage? language you use to achieve your aims ln everyday life we often use functiona! language in a particular situation; in other words, language to get things done, which is also known
-
f./ l*
EXAMWlzARD
as transactional language, There is a wide range of functions, e.9. you might need to make a suggestion,9ive advice, apologise, etc. ln all these cases, it is how you express the function tha'
matters. Match each sentence on the right with the function it expresses, Write the letter of the sentence next to the function (one has been done for you as an example), .:,::,,o
1.
appreciating help
ó
2.
offering a drink
G
3.
explaining how to do something
4. suggesting something to do
5.
forgiving a mistake
^-
At
F
ltl
oK, don,t worry about the
É.. That sounds
igYrau
like a logical suggestion, thanks.
The extra two hours were awfully kind of you, really,
H
b
Yes, that's the way you can insert the photo.
E.
Oh, you should have been much more careful with that knife!
l
Lesson
1:
Surviving os a Tourist
6.
complaining about noise
F.
Oh, no, l think you'll find this CD was scratched already.
7.
requesting to pay
tr
Would you like a coke or some grape juice?
H.
lf l were you, lU
8. refusing a request to help
l-
g.ti
-r,
Ő:ér?, Á§'
^co
m p la
i
n
t
,ó{ffi;:##Ő romebody for somethin g 1
1.
12.
choose'Midnight Cowboy';
Could you please turn down the volume! lt's way past midnightl l1bk!LL&,biL,?
& r
ld like the bill, please, after the coffee, l.,n !
recommending
L
K.
accepting advice
O
L.
t..
./
6fr-Í.fitíőféífora bike ride along the Danube
l'm afraid l've got to dash off now. l can lend you a hand later, if you like, though.
Checkyour answers os a class. Can you think of any other phrases for each function?
C.
Write a statement or question to express each of the following functions. Be as polite as you can.
l Rejecting an offer of cheap accommoflplioq: Cüulnu* nl* W a^őft{,í%rrr^*
@
/^jtrt( W?o?,flfO/t,
Ta
í1,1, ful,
l
p
üJa!/,v
űe 0q uln
affi,Ynd#fr#
Asking for information about train departure times:
{h;r 4W'at*WhJ '.kitJh
Expressing surprise about the price:
lt
jw
l
Warning about safety risks:
l
Offering help to a lost
nJrilb(
ft l /,:
/
la*l,rrt
q
fr,rt
mlLe
Ul"01l,
tourist _,
tnw,l.
0
? l
Giving advice on buying souvenirs: ,
aa,l
ffil/t)
Ű,l wOŰ ln,il' Fű h,r'ür,,L Qw , ChJck, compare and correct your onswers in group{ of or S. Náte down any new pieces of 4
.:']
l
t?a
uJtlL-
language which you think will be useful for you.
+
this
afternoon?
b.
l
it's a classic.
Lesson
llnit 2: Globetrottíng Quíck responses
_
1:
Surviving as aTourist
practisíng íunctíonal language
your teacher will give you a set of situation cards, keep them face down, Take turns, pick up a card, read and fottow thejnstrucition on it.your partner should respond appropriately,
d.
u./ ,*
work
in
pairs.
Example:
_
l !!l!i
just bought, Find out about the uses of the City Card you've
EXAMWlzARD
\
Student A:'Could you tell me what l can use the City Card for?' or'Do you know what kind of discounts l can get with the City Card t've just bought?'
Student Bz'l'm sorry but ldon't really
know. Perhaps you should check it on the lnternet.' or'l guess you can travel more cheaply and get discounts on museum tickets.'
Choose one dialogue and role play it to the class,
The Transactional Díalogues task
f/ t*
d.
EXAMWlZARD
three questions.
Work
in
B,Then answer these pairs. Read the fotlowing transactiona! dialogue between A and
l Where do you think this conversation is takin9 place? l Who is speaker A and who is B? I What function is expressed in each of the 3 utterances? Transactional dialogue:
l use the wi_fi connection? A: l would like to send an urgent email to my boss. can your own laptop or ours, B: Of course.The daily rate is €5, and you can use
€5 to my room? A:That's great, l'll use my own laptop. Can you charge the B: Certainly,
the Speaking test, Fill in the missing The role card below is like the ones you receive in Task 3 of words to get the full description of the situation in 6la,
b"
you are at the an email to your boss.
desk of your hotel. You out about the wi-fi
to send
Transactional Dialogues task: samp|e role card
script, and answer these three check your answers for the gaps. Then read the examiner,s questions. ffi
who starts the conversation?
ffi How many times does the candidate have to speak? the candidate says? ,ffi Can the examiner improvise a reply to what
3
Unit 2: Globetrotting
Lesson I: Surviving os a Taurist Examiner's script (to be read out):
Examiner: '(Name), Read this card. When you are ready, please start a conversation with me. l am the hotel receptionist.'
(Candidate speaks) Examiner: 'Of course you can,
The daily rate is €5, and you can use your own
laptop or ours.'
(Candidate speaks) E:raminer: Thankyou.*
tTlpi a a a a a a
*
ln each conversation the fourth and final utterance is a|ways 'Thank youJ by the examiner, even if it does not fit the diaIogue!
The examiner will expect you to sta]t the conversation using the prompt on the card. Check the role card: think of who you are talking to and what function you need. Do not say more than the prompt on your card requires. Once you are ready with your first sentence or two based on the role card, put down the card so that you can concentrate better on the examinert response. Listen carefully to what the examiner says and reply in a natuíal, logical way. lf you don't understand the examiner's reply, ask them to repeat it, but stay in character, if you can. The examiner cannot rephrase the sentence but they are allowed to repeat it.
Speaking Task 3: Transactíonal Díalogues Now practise the dialogues in groups of three, taking turns to play the roles of "examiner", :andidate" and observer. After each round of three short dialogues, the observer will give feedback .: the candidate based on the checklist below.
Student A: "examiner" (turn to p. 188) Student B: "candidate" student c: observer Student A: observer Student B: "examiner" (turn to p. 192) Student C: "candidate" Student A:'tandidate" Student B: observer Student C: "examiner" (turn to p. 190) observer's checklist for feedback While listening to the dialogue as an observer, make notes about the candidatet performance focusing on these questions. When they have finished talkin9, give your
feedback.
'l. 2, 3. 4. 5.
Did the candidate express what the task required? Did the candidate get their meaning across clearly? Was the functional language appropriate to the situation? Was the language accurate? Did the candidatet stress and intonation 5upport their intended meaning?
As a class, discuss what you found easy and/or diffrcult in this task as "candidates". Also, check ,/ou managed to follow the Tips above.
if
r,ffi \
Gap Lesson 2: Bridging the Communicatian
llnit 2: Globetrotting
Lesso n 2:Bridging EXAM TASK
Mediation Part Dialogue
the
Communication Gap *+ fffl
SKILLS AND LANGUAGE FOCU§I
2:
l
ffi
e§§
personal experiences Speakin9: exchanging from Mediation: conveyin9 messages versa vice and English iungarian into Mediation: identifying differences verstons between statements and mediated
l ll
ffiffi ffir§
liJ
key Exam skills: writing down the you hear message of what
r
see
your poínt
-
Nlár értelek!
texts Nowadays,twodifferentterms(translationandmediation).areusedtodescribetheactivityof with each other or to understand i;,;;;;nicate lan9uag", oiait"rent helpin9 ,puut"r, languages, or ipeáct", in each other's
e in the gaps, andwrite translate or mediat Read the two short definitions
i.1.,
lan9uages to establish you enable the speakers of different y'u When wneíl you each other, vvl communtcdLl(Jl l with and maintain some form of one spoken or Written texts from We restate or reformulate 2. When we language into another language, write M or T, requires mediatíon or translation,
1.
ffiunication
h.
Decide whether each
of these situations
a guidebook A. Your English friend wants to buy
B. Your Hungarian-speaking boss C. You summarise
audience, is giving a talk to a Scottish
to your American friend, a short article in Hungarian
to pick up D. You help your Swedish roommate
E. You explain
in a bookshop in Budapest,
a parcel at the post office,
to your grandmother, a budget airline! email reply
F'YouproducetheEnglishversionoftheonlinemenuoftherestaurantyouworkfor. &"Checkyouranswersasaclass,Discusswhetheryouwouldfindanyoftheactivitieseasyor diffrcult and why.
r:,'j,,Workinpairs'Discussoneormoreofthefoltowingquestionswithyourparffier:
workj What was it for? Was it a lot of had totranslate anything? you time last a the or was When something in HungarY, a foreigner accoÁplish r,"rp"a tirnl'váu rurt the was When Was it easy? Jorn"tr,ln9 in a foreign language? Hungarian to what theY write? WhY? ,uv_o' "..o.pli,r, ón"t oth"r'p"opÉ iá"rr.," easier-t" it find you Do in mediat'ron situations? How often do vou nná yourself with in Hungary?
l l
l l l l
do foreigners need help What kinds of thingr,li ri*u,,ons or translate from Hungarian? rngrish, do you ,r,int in English in *ii," or speak you When Why?
,i,:,Shareoneidea,storyorconclusionfromyourdiscussionwiththerestoftheclass.
llnít 2: Globetrotting What tourists say (in Englísh or in Hungarian) (e,g, 'Kivóncsi 1 , Work in groups of 4 or 5. Stand in a line. Pass o message you get on a piece of paper think we 'How do long or kerületben.' a ebben You kóvézó ,:1yok, miirt van olyan kevés internet -áa to queue for the picasso exhibition?') from your teacher along the line, mediating it from i-glish to Hungarian and/or from Hungarian to Engtish, The last person in the line should Write it
\
:cwn, and it can then be compared to the original message.
,
,.
Rearrange your line and repeat the process with a different message you get from Your teacher.
From Hungarian ínto English, from Englísh into Hungarian
,
make Read the sentences in Hungarian or English in the right-hand column. With Your Partner, sentences original that the Remember language. other in the j Jesses about the original sentences (Note that the results of the -ay be longer and more detaited than the results of the mediation, punctuation, but this is allowed in the exam and grammar, spelling mistakes in :ediation
f-/
:s long as the message is clear!)
EXAMWlzARD
contain
{*
Result oí mediation
Original sentence(s)
Ma inkább operát néznék,mint balettet. can't gire E1ooddescrtpttbn it was a brandnew camera-case.
: ,
n ret nem működött utána meq én.
már jól, aztán leesett a lánc,
The english pages of the websrght of this natjona\ park doesn't contain any usefull informations. Ez a kocsi kategória túl kicsi nekünk, négyen vagyunk, sok csomaggal.
A roaming díjak az USA-ba minden mobil
szolgáltatónál majdnem azonosak,
Listen , hat
to the recording of the original sentence(s) and try to write down the general meaning of
you hear. This is NoT A DtCTATloN activity. Grammar and spelling are not important,
,].
2.
3. 4. 5.
6.
again to check your answers. As a class, note the main differences between the original sentences in the recording and the mediated results in 3la above, Listen
nt,
Lesson 2: Bridging the Communication Gap
RoIe
playing dialogues wíth medíation
person in the middle is the mediator (Student B), your teacher, and decide who will be the choose one situation card from the pile of s you get from (Student C), English speaker (Student A) and the Hungarian speaker
ú, Work in
f-/ ,* EXAMWlzARD
\
l*
EXAMWlzARD
to each other.The
-kl"
into the mediator,s ear,The student A begins the conversation by whispering a message Student Cwhispers a language. other in the C mediator then mediates the message to Student A, Continue the exchanges student to mediates in their own trigio,gi, *íirh rh" ,"diator response
until some kind
of answer or
coclusion is reached,
g*" choose further situation cards, making sure that everyone in each group gets the chance to be the mediator at least once.
fi
f/
groups of 3. Sit close
_
As
a
situations. class, discuss the chatlenges the mediator faces in these
Dos and DoN,Ts of the Mediation Díalogue task &,
Work
in
pairs. Read each piece of advice and write either
Do or DoN,T before
it,
as you try to write down the full translation in complete sentences,
don't have much time.
general try to work out the meaning of unknown words from the message, speakeí's the of rest the context, or from
2.
panic if you don't understand a word from the recording,
3.
the message, listen to what the speakers are tryin9 to express; translate not the words,
4.
by the make sure you focus on the meaning and message conveyed speaker; accuracy is not very important,
5.
worry about being
6.
00o/o
correct or accurate all the time,
carry put down only or mostly the key content words and phrases that the necessary message.
7.
translate word for word.
8.
b:}_
'l
point, matching each Do recommendation Fird th, pairs of statements that focus on the same
with a D)N'Twarning,
&, key
I
E
in pairs, Test each other to see if you can remember the 8 pieces piece of advice, word oi phrase, and the other one recalls the whole
Work
of advice, One of you says a
Lesson 2: Bridging the Communication Gap
Mediation Part 2: Díalogue l ""dl.:"l |a12:
Dialogue (-'l5 minutes)
íJ t,
Help your friend, who doesn't speak English. Mediate between the two people.
I
lf the person speaks in English, translate into Hungarian. lf the person speaks in Hungarian, translate into English. The first two have been done for you.
l l l
Do not translate every word. Concentrate on the basic meaning. Remember that the quality of your language is also important,
Each person will speak five times. You will hear each line twice. There will be a fifteensecond pause between each line for you to write down the translation.
E At the end of the conversation you will have two minutes to check what you have written.
E Remember, you will not Ex
Write in
1
Hungarian
Ex
Write in
2
English
1
Hunlaria1
have time to translate every word,
Néful.ft/ nnpat Sutaq+stmthttbk - aalala)
Certal.il|. Wh* sort
(
eftflts fu /* haae
@lturat* 7rErawtkeruek. i.lt
mlaÁr
7/42
cturce l§
Write in
Write in English
3
Write in Hungarian Write in English Write in Hungarian
6
Write in English Write in Hungarian Write in English
]reck and discuss your answers
as a class. The
Marking scheme for this Mediation task
is
on p. 214.
fu§.
l'nit 2:
sa DlscUssloN
Gtobetrottíng
GaP Lesson 2: Bridging the Communication
MistransIatíons Workingroupsof3,LookatthepairsofEnglish/Hungarianphrases,Whatisthecauseofthe mistranslation
(e. g.
if necessary, vocabulary, gramma0? tJse a dictionary
1.
l
2.
There seems to be a leak in the lab,
3.
She went into labour early in the mornin9 in the hospital,
4.
Jenna spends her 1 3th birthday party locked in her closet, "
5.
A gondolásoktól Mestrében búcsúzott
feel like an ice cream.
Fagylaltnak érzem magam, Ú9y tűnik, valami lék van a laborban, a Hajnalban ment be a munkahelyére kórházba.
'l3. szülinapi buliját Jenna a
a
WC-be zárva
tölti,... lt was at Mestre he stopped thinkin9"
"
el;... Ad
b. A, o
a
pt
e
d f r o m : http:/ / l e iterj a ka b,bI
o
g,h u
or popular Do you know of any other famous class, share and discussyour interpretations.
mistranslations?
Unit 2: Globetrottíng
Lesson 3: Souvenirs
Lesson
3:
Souvenirs
SKILLS AND LANGUAGE FOCU§:
l l l
Speaking: expressing probabilíty
r---------: 4
m
ffi
rcffi
f-FT **-
ExAM PRAGTlcE
_pd
Listening Task 1: short conversations
?
l l l
H t Where ín the world? groups of 4 or 5. Taking turns, look at the following pictures and say where you think , ",, Work in one of the souvenirs might come from, The others guess which souvenir it might be. Use one of the expressions from the Useful language box below, to indicate how sure you are, (E.9, 'Ihls might be from Brazil but could also be from Ethiopia. But it can't possibly come from Finland; >'Oh, itb the coffee,,,)
Useful language: possibIe can't (possibly) be/come ,: couldn't (possibly) be/come
e might (well) be/come e may (well) be/come a could (well) be/come ,* might not be/come * may not be/come
:.
ir mUst (surely) be/come e has to be/come
UA4/H
0
S
o u r ce :
http ://fI i ckrcc.b
l
u
em o
u
ntai
n s. n
et/
As a class, check and discuss your guesses.
§q
3. k
'-
Unít 2: Globetrottíng
Lessan 3: Souveni
Stressing key content words
f/ \*
content words are the important words in a conversation (usually nouns, verbs, adjectives an some adverbs), which carry most of the meanin9 and which are usually stressed in speech.
EXAMWlzARD
&" ln the extract below, a customer Dialogue extract:
is
speaking to a travel agent. Underline the key content words
Excuse me, l was wondering if you could help me. l'm going on holiday to Spain and ld like some information on where to go, what to do and what to see. l'm visiting Madrid for a few dl and then l'd |ike to spend a week next to the sea.
b. Work with a partner. Read out the text to each other, putting the stress on the words you have underlined.
€. Compare your underlined words with your partner's and see where the differences are. Agree o your final version. Checkyour answers.
f./ ,*
Workíng out meaning from key content words
EXAMWlzARD
1.Whoistalkingtowhom? 5
íd. Read
2.
the
following three dialogues and answer these 4 questions.
Dialogue
Where are they?
3. ls
blah Blah blah Reception complaint blah blah B: Blah btah blah blah broken btah blah Oi.n blah sorry '"Lr'"on A: Blah blah immediately
there a problem?
A:
4, ls the problem solved?
blah btah Room? blah 26 blah blah blah thank
Dialogue 2: A. _*_*_*_ B'
delicious *_*_*_*_*_* recipe? -*-* supermarket *-*-*-*-*_
A' Nol
1:
*-x-*-"-*-
', ''.n
Dialogue 3:
microwave!
don't believe *-*-*-*-*-
Discuss your ideas with o partner.
A:zzzzz zzzzzzzzz cinema zzzzzzzzz tonight? B: zzzzzlove zzzzz can't zzzzzzchildren A: Joh n 7zzz77 §a$y5it zzzzzz zzzzzz B: Great 7 zzzzz when zzzzz zzzzz start? "77zz A: N ine zzzzzz zzzzzz see zzzzzz zzzzz|.
&" Choose one of the incomplete dialogues. W|THOUT writing down the missing words, prepare l act it out for the whole class as a complete conversation with meaningful words in it (you can adt take away a word or two).
When you listen to someone talking, concentrate on the words which are stressed, and try to put the meaning together on the basis of the content words you hear. The words which are unstressed (and which are also spoken faster and at a lower volume) are usually the "little" grammar words (e.9. is, but, on, the his). While these are indispensable for accuíacy, they are not so important when it comes to the meaning.
Unit 2: Globetrottíng
Lesson 3: Souvenirs
r
Hummíng sentence stress and intonation E:, , Work in pairs and study the sentences on the left. They have the same number of syllables but the stresses and the intonation of the sentences are different. Discuss what the melody of the sentences should sound like.
,.i. Try to hum one of the sentences (no words spoken, just the rhythm and the melody) in full and see if your partner can identify the sentence you had in mind by giving the right response to your sentence,
Student B
Student A l like chocolate, popcorn and fruit. (list intonation)
Not all together, l hope.
Would you prefer ice cream or cake? (choice intonation)
lce cream, please.
Would you like some tonic or juice? (double-rising intonation) )l Next week l'm not going to work. (falling intonation)
No, thank you. l'm not thirsty,
z!
Try to pay attention to sentence stress and intonation in the EXAM PRACT|CE
vv
listening task. These
often help you to identify the key
)>
Really? Are you going on holiday?
))
Yes, he's hurt his ankle rather badly.
content words.
v
ls he going to the doctor?
(rising intonation)
Lísteníng Task l: Short Conversatíons Listening Task
1:
Short conversations (-10 minutes)
You will hear two friends who have been on holiday talkin9 about different things.
í;)
,.i_:
You will hear six short conversations.
.:.,:
Listen and decide which present they are talking about.
,E
There are two items which you will NOT need.
ÉWrite the number of each conversation :=
('l
t,
-6) next to the item it refers to.
you will hear each recording twice.
I
I
I
List of items:
A.
a plate
B. a clock tower
c.
a
D.
a post box
train ticket
H H H t,l
E.
a Euro coin
F.
a small |eather bag
G.
a guide book
H.
a post card
H H H
Check and discuss your answers as a class, Listen to the dialogues once again if you need more practice.
()
t,
Lesson 3: Souvenirs
Unit 2: Globetrotting BIog
wríting - Souvenir competition
you can if they have received or given any the class and ask as many people as You have 5 f rieÁds coming back f rom trips abroad, unusual souvenirs, presents f rom relatives and/or table, minutes for this. Make notes in the following
walk around
Who from/to?
Souvenir/present
Why unusual?
Country of origin
strangest souvenirs you have heard about, 5hor" with the whole class the best, most exciting, or presents you heard about in the ü_ lmagine you have just received one of the unusual souvenirs
'fu.
previous activity. Write
a
post for a blog in 4 or
5 sentences with the story of :
(first paragraph), o how and from whom you received it to it (second paragraph), happened what and . rlo* you reacted to it
Example:
,Last year l was given some roast ants as a present by a colleague_who had been to columbia,
rii
u
u"rv
""p"űiu"
it before. local delicacy there, but l had never heard of
what those little black things were,Then l when it was first given to me l didn,t even know take the beasts
First they shouted at me to offered them to .y r"n.,it/ und friends at dinner. even my mother had to admit that they delicacies, black away, but when they,,.i"á ir,," small tasted delicious] {á." Work
in
entri.es to decide whose post you groups of 3 or 4, Look together at your group,s blog
category would enter into a, ont|neitoi roiprtition.ihiníwhat craziest / most expensive / the class,
they
would fitinto: (e,g"'the
your favourites with the rest of most unimaginative present'i etc.).-Share
5
Unít 2: Globetrotting
Lesson 3: Souvenirs
The skills of producing such a chronological account, like the one you have just written in the blog entry, may be useful when you are expected to present your Picture Story in the Speakin9 test (Task 2).
l
Deciding on vírtual souvenírs/presents á" Work in pairs. Coming home from abroad, you want to bring a present, a souvenir for the whole English group you are in now. You may choose from the items in Activity , or anything else you prefer, Decide about a gift which can have the most possible functions to make the most people happy in the group, 1
Example: 'We've decided to bring back some coffee for you because, apart from having a cup before the lessons to wake everyone up, you can make them into a necklace and also use it as an air freshener. Our teacher might want to give the coffee beans out as rewards after a task and if you collect 10,..'
'3. Shrr" yorr pairb
choice with the group then decide together whose present would be the most
welcome by everyone,
You can use the same brainstormin9 and decision-making skills and language in Task 4 of the Speakin9 test (Discussion). For further help with the Discussion task, check out Units 3.4 and 5.4!
se DlscUs5loN
Unit 2: Globetrotting
Lesson 4:
Tr
av el
Storier
Lesso n 4:Travel Stories
l l
,
EXAM TASK
SK|LLS AND LANGUAGE FOCU§:
Speaking Task 2: Picture Story
l l l
(also in Unit 4.1)
Speaking: telling a story Speaking: linking parts of a §tory effectively Vocabulary: creating associations between words, phrases related to travelling 5peaking: giving opinions Writing: becoming aware of a
texttype-astory
Exanr skillsl producing useful notes for story telling
ry
Stories to teII , Write five words on a piece of paper which could be in a travel story (e.g, cliff, sea, brave, hurt, mobite phone). Get into groups of 3 and give the piece of paper to the person on your right,
,..
l.i,, you have1 minutetothinkof ashortstorywhichincludesallthefivewords.Theneachof
you
presents your story to your portners.
Example:
,on oúr last holiday in Croatia, two of my friends decided to jump into the sea from a high cliff, which was near our campsite. We all thought this was a great idea, so we all walked to the cliffs in about 15 minutes. First we looked down. That was the moment when l decided that l was not brave enough to jump. But both of my friends wanted to try it. Steve jumped in first with a loud scream, and came up with a smile. However, when James was about to jumP, mY mobile phone started ringing. As a result, James slipped on the rock and hurt his back badlY. We had to carry him back to the campsite, which took much longer than 15 minutes] i."Tell your group's best story to the whole class,The others should try to guess thefive words that prompted the story.
Linkíng words and expressíons When telling or writing a story, linking words can make your story easier to follow and more interesting. They offer the story-teller a tool to establish and maintain cohesion in the text, in other words, to show how the ideas and events relate to each other.
"// *
put these linking words and phrases in the correct column. Some linkers may go into more than one column, One extra example is given to you for each category. .,,:,,.,
ExAMWlzARD
REMEMBER Note that the majority of words and phrases in the first three columns of the first table (regardless of their function) are often used at the beginnin9 of sentences to link ideas from one sentence to another. ln writin9 they are usually followed by a comma.
Unít 2: Globetrottíng
Lesson 4: Travel Stories
After a while,
Suddenly,
ln spite of this,
which is why
Because ofthis,
Therefore,
too
although
Next,
As a result,
as well
Later on,
After that,
while
Surprisingly,
but
in order to
ffi
ln the meantime,
ffi
Ab,
HOwtuer,
'űű*O
90
,h,,ffi
=FÉ.
lu.ryv.ntÁ :.uÍ v'4i,'.r"l,tlu,"
!,ial,t |liűrt' ['," ,i 1-rlttÍ
tLt L,iirrr h' .:t}./i.,fl*,1
luor
ttlucl, í,t ttij
ü: u,tll '
//4_
u
l n 'l,l.'Lt^,f(
ulvy
|,L,t&t [,
b!;ír-,/
l
t{ll
.,
-fu
,
:
í'l ftqJ ü{.l^yl,r, i\,//,
r,,,,74ru
tt4 .lnu 7t!
[t{,lr,
l:,iantitlü
tt/rv
'
t/7;| ,
/J
/,n r,,
W" Checkyour onswers as a class, and add one more linking word to each column.
€" Read the travel blog post below. Focus on the following points, then discuss them as a class: writer! plans for the weekend in Amsterdam o his impressions during his first evening walk o the
&, Read the text once again and choose the linking word or phrase that fits the text best for the 7 numbered options,The frrst one has been done for you as an example. Blog post:
@/ so / after the sky over Amsterdam was turning a cold dark blue and the uncurtained light from shops and homes.9lgwed a vibral_t yellow, tJ_ght breeze was skimming the water on the canals. A few couples Early last Friday evening, 1rxample)
wereenjoyingthesun,stastffitt@afthoughinthenearbycafessmartlydressedAmsterdammers were drinking pale amber beer. lt (A aitwerr(dq) therefore happened to be my birthday, yet l was aimless, alone and chilly. But above all, l was thirsty.
tsr4 2, "/,'
Unit 2: Globetrotting
p.WAl*"
,uaa"n
Lesson 4: Trave| Stories
,,M.ffiiYl
walked up weteringstraat, not far from the city's most famous museums. l spotted a corner bar, its entrance tÖe'reaín vines. lnside it was narrow with a low ceiling, and a fireplace at the back with burning logs. Sofljqzz played on the stereo, a melodic contrast to the Dutch spoken by the dozen regulars. l (4.) however 2immétFÍterf{abo)ordered a Belgian white beer and soon found myself discussin9 used-book stores with the bartender. tsefe+erolTgíóneÖÍthe regulars was buying ré3láss-e-§o{.rnever (Dutch 9in/Qffilking about recent developments in Amsterdam's different neighborhoods. (5J l/r the meantimV ln order to KAft*, ísipped my drink and felt a flood of warmth and not just from the alcohol.This-bET w᧧Urprisingdy gezellig, a Dutch tbrm that means tosily homelikeland this was just what
//
Deed$l
at that moment,
(6.{h\giÜt surprising-iVRs a resut}after almost three months on the road, l had been looking forward to a low-key *""Én}inAWalongthecanals,admirethewell-keptmerchanthouses,investigatesomeof
the city's smaller museums and reflect quietly on the adventures of the pas9,(@eq!*Trug relaxation in one of the most pleasant cities in the world was the only thing on my mind, (7.) despite lÍ"q{$" /'befor} heading off for one final week in ,___-/ Edinburgh, Adapted from the 6 August 2008 post of the FrugalTraveler blog by Mat Gross for the New York Times: http://frugaltraveler.blogs.nytimes.com/2008/08/06/going-dutch-in-amsterdam/#more-89
\)
Scotland.
Check your answers as a class. Explain your choices but also discuss why the other options are wrong (e,g, because either their meaning is inappropriate or they do not fit grammatically). #",,
Key words for story tellíng Here is the first part of a picture story about Jenny's first day in Budapest, but the pictures have been mixed up.
f/
á.
,*
Work in pairs. Put the pictures into a logical order. Discuss your reasons.
EXAMWlZARD
EtcOilE To BUDAPE9T
\lffiÉ lle{rmnae,
.(6ueclü|
\:L-
fu
--
Unit 2: Globetrottíng
Lesson 4: Travel Stories
Here are some verbs that might be helpful when you are telling this story. Match each verb to the most suitable picture, by writing the letter of the picture next to each verb. Then think of two more verbs that would be useful for describing any of these pictures.
ó
7t '?
,o burst into tears
C,'to return tospot 4
? E
.}
d
to compIain to drop
§
tor"9r"t
a
r"ilú,u-c
,ocome across to gaze *) rrr"TU/ to to
Check your work as a class. Now make two more lists in the same way: think of some nouns and adjectives that would be useful when describing what happened in each picture,
:YÚ74Lt_
,l,,l6iL/ ,
(ultt7',,
h,"rt,J/
4
|,t(u.leru-'
qltbfua ,/ W,
{,*Oi
L:,!'T,lLz*
,T,J.t4 *.,.t t ,l /""
ilt
"
l,, r:",,)-á ^-rr /, ,
-
),Í24r, ;,
|1t rai!;:L,,
r kEl tt:tttt
íiÁ, Compare
,
your
Ll t;fl'llit!:1
ta,
i.rt( lists of words as
a
class, Extend your
own lists with any words or phrases that
other people suggest.
,*, Work in groups of three. Tell
taking turns and focusing on one picture at a time, Use as many of the key words you have noted down in 3/b and 3/c as you can. the story,
Speaking Task 2: Picture Story
o
o
Preparation with a dictionary: Do not try to write down the whole story, You will not have time for this, and the examiners will not allow you to read out your notes. Therefore, in your preparation time, think about the key verbs, nouns, adjectives and even whole phrases you will need, and about the story line. Note down these words and phrases. Easy-to-use notes: lf you write too much, you can get lost in your notes. lf there is a word or sentence that you would like to use or read out, make it easy to find by highlighting it (for example with an underlining, a circle, an exclamation mark, a star, etc,).
Lesson 4:TravelStorie
Unit 2: o
variety of linking words (see Activity 2 in this lesson) to make Your Story more enjoyable to listen to and easier to follow,
Linking words and phrases: Use
a
PlcTURES, Focus on Narration:Tellthe story starting from the openin9 Sentence, Do NoT DESCRlBETHE
fluently you can tell a story, the story line and not on plcturá details. Make an effort to show how
your story more colourful by using the Past Tenses: You need to use the Simple Past but you could make dialo9ues, if You can handle Continuous orthe past perfect.you can also use Reported Speech instead of past forms of verbs you are not it confidently. During the preparation time, you may want to check the sure of.
to an audience and this stress and lntonation: use your voice effectively. Remember that you are talkin9 is a story!
examiner and cannot Timing: You only have 2 minutes, so do not worry if you are interrupted by the problem;just make it clear that finish your story. Finishing before the end of 2 minutes is not necessarily a you háve finished your st;ry, by using a clear ending phrase and appropriate intonation,
Lísteníngto stoíy telling
nouns and phrases ffi,- Look at the second part of Jenny's story, Note down two or three key verbs, about linking the ke each picture. Remember, yo, ,o, ig o dictionary if necessary, Think carefully poinis of the story and, if there are conversations, what people will say to each other,
!erU-w-
ŰtJv,,!,t,w .f,omt ltt(
l,LL
Cal4
líy
<<-
l
ffi
Lesson 4: Travel Stories
ot,
|"3*
Now listen to an exam candidate telling the second part of the story. While listening to the story, think about the following questions.
l l l
Do you think she does well or badly?
Does she read aloud from her notes? Does she describe each picture, or does she'tell the story'?
fi As a class, evaluate the candidate's performance thinking about the three questions above, " Checkwhich words that you collected in 4/a the candidate used,
Speakíng Task 2: Picture Story You have 10 minutes to prepare and to take notes for the 2-minute story telling. Feel free to use a dictionary if you need to. You are expected to tell your story to your partner in 2 minutes. While one of you is telling their story, the other person should pay attention carefully as if they were the examine1 so that they can give feedback afterwards. 7é, Checkthe i!é,,
r
Remember box after 5/d to help you focus on the task,
Work in pairs. Student
A
tooks at the picture story on
p. 205, Student
B
at
the
picture
story on p,
206, start with the 1}-minute preparation with a dictionary and then tell each other your story.
i"
When you have both presented your stories, give each other feedback using the following criteria:
o Was the story fluently presented?
o Did your partner use a wide range of words and expressions? o Was there a variety of linking words used to establish cohesion?
o Did your partner use past tenses appropriately?
íi
class, discuss what you found difficutt or challenging in the picture story task. advice can you give each other for doing this exam task effectively? ,,
As
a
what other
REMEMBER Preparation with a dictionary:
o o o
key verbs, nouns, adjectives, phrases
story line irregular past forms or past participles
Easy-to-use notes: o not too much text, short chunks o clear hi9hlighting of key elements
Linking words:
o
variety of linking words appropriate to function
Narration:
o o o
starting from the given opening sentence no picture description focus on story line and on fluency
Tenses: o Simple Past + other past tenses where possible o reported speech for conversations
5tress and lntonation: o use of voice to highlight main points of story development o telling story to maintain audience interest Timing: o sequencin9 story to fit time limit
\
Unit 2:
se DlscUssloN
Lesson 4:TravelStoril
Inventíng a different endíng & Work in pairs, Choose one of the 2 picture stories you worked with in Activity 5 (on p. 205 or p. " 206).Together invent a different ending for it. i&,,
Shareyour ending with the rest of the class. Decide which one the class likes the best and why.
Writing a story HoMEwoRk task, write an email to a friend which starts and finishes as shown below. Remember to use linking words and phrases and a range of key words which make your story interesting and colorful. Write 120-150 words. Hand in your work to your teacher, who will provide you with detailed feedback on it. As a
"Soon after getting on the train l knew it was a mistake to sit next to thot
man/woman... YOUR STORY
You can imagine how happy lwas to arrive at last in Barcelona!"
Unit 3: Makíng Movíes Lesson 1 Filmmakers
Lesson 2 On Location
Lesson 3 Shooting a Film
Lesson 4 The I nteractive Aud ience
Lesson l: Filmmakt
Lesson ExAM PRAcTlcE
1:
Filmmakers
SKILIS AND LANGUAGE FOCUS:
l l l l
Listening Task 3: Radio Programme (also in Unit 4.4)
Speaking:givingopinions
ffi,
Vocabulary: words, phrases related to films Listening: understanding details Listeninq: selecting betwecn relevant and irrelevant information
l l
Reading: scanning for specific information Writing: becoming aware oí a text type * an application email
l
Exam skills: understandinq how distractors work
The Oscar Panel Nomínation Díscussíon id. ln pairs, discuss and make 2 nominations for each of the following award categories. you can come up with one more category of your choice (e.g.'The best dog in a frlm') and make 2 nominations for it. 1. The best film of the
past 5 years
2. The greatest actor of the past 5 years 3. The greatest actress of the past 5 years 4.
l i I
l
Share your nominations with the v,thole class, and together vote for the best nomination.
FíIm words 7.
Work in pairs and put each word or expression in the appropriate category.Then add one or more words for each category. '_,1,9
to cut
a scriptwriter
to make sb up a historical epic
a
thriller
to rehearse
|,l-
to shoot
"/i tr, a stuntman ,l/,^
./d |VVltIVYv!
costume designer
special effects
a Set
a casting director
a
ij
/9"l,Jt,,,^u, ylu,h'
props
a romantic
comedy to perform
a camerama
tJttr:/l*,l
a bluelscreet a soundstag
lesson
1:
Filmmakers
People
/
Genres
rűk
jobs
Film words
Activities
other
f3" Checkyour answers as a class.Then compare and discuss the extra words that have been
suggested.
'i, Choose one of
the people / jobs and describe their duties, tasks and responsibilities in 2 or 3 sentences in writing, W|THOUT mentioning the job itself,
E.9. 'This
person creates the conditions
for making films. He/she manages things, raises money, hires people, and arran9es the distribution of the final product, People in this 1ob are involved in alI
Thls person.., /This task ]nvolves
phases of the filmmakin9 process from ,he begir.ing lo tHe cor.O,et'on of a
projectl
>,PRoDUCER,
)
Work in groups of 4. Read out your text and let the others in your group guess.
Unit 3: Makíng Movies
Lesson 1: Filmrnaket
Understanding dístractors
f./ *
ExAMWlzARD
,,,
.|_,,,. ,.,.
/1
,i
,!
ln the EXAM PRACT|CE task you have to anSWer multiple-choice questions about a radio programme. Before you first listen to the recording, you have 2 minutes to read the questions. lt is too early to start making guesses, but you can focus on what you expect to hear in the tex ln the multiple-choice questions, you are given the right answer and two wrong answers (the DlSTRACTORS). They are called distractors because they are desi9ned to distract you away fro the right answer. lt i5 up to you not to be distracted! Look at the following multiple-choice question with three options. Consider these two focusing
questions.
R What do you think the topic of this part of the text
is?
É.What are the possible jobs described?
Question: The interviewee in his position is responsible for...
A. B. C.
calculatin9 the budget and financial risks of a film. making what actors do look as realistic as possible. using effects with trick photography to improve scenes.
Read the following text the Question and the three options refer to. Which is the correct option
.o .,.off the set l also spend a long time at my desk calculating way§to minimise the risk in a scene. Using trick photography or special effects may do some of the job, but my boys
would rather take very dangerous risks in order to give movies an added sense of rea!§m.
Theyarehi9hlytrained,skilledprofessionals,who6elievethereisrftffiÉffiffi that aán't be overcome in
a
film...
Read thetext again and:
r
circle the words and phrases that help you identiry the right answer;
.
cross out the words and phrases that the distractors are based on.
"
As a class share and discuss the clues you have identified.
TlP While looking at the questions in the EXAM PRAcTlcE task, try to identify and underline key words that will help you focus on what the qu"ltion is actually asking. You should bear in mind that the key words you identify could be clues either to find the right answer or to exclude the distractors.
T
Unit 3: Making Movíes
Lesson l: Filmmakers
Listeníng Task 3: Radío Programme I
I
Listenin9 Task
3:
Radio Proglamme
minutes)
!-15 You wil! hear part of a radio interview with two people who act in films.
ot,
I
§
On the test paper you have ten multiple-choice questions about the programme.
§
Choose the best response (A, B or C) for the questions.
*
Circle the appropriate letter.
G You will hear the recording twice.
§
You have two minutes to read the questions/prompts before the recording starts.
1. Helen's and A. B. C.
6.
Dave's job is to...
look after stars, stop the public from disturbf ng${nl^in1. play minor roles in films, U '/
_
§''
roo many scenes are set in cafés.
f
't " much. ,X
rn"y..nlt .h.t
with the stars on the set. ,rr,ey have to wait around too [C.
\-/'
3. David was offered his first job as an extra... A, through Helen's ex-boyfriend. job agency. ,€., after he had phoned a from somebody he had only met once. (y'.
4. What kind of productions íar?
\./
A
5. ,f
.
.
,
salaryfor
earns... herwork.
have they worked in so
'/
7.
How often do Helen and Dave speakto film stars?
{B.
Sometimes at parties, when a film is Sometimes during filming, while the sets are
finished.
changed,
l ,,/' being -/
c. Rarely, because the directors dislike extras talking to Stars.
8. Concerning becoming a major actor, Dave says...
4, he would like to, but it
possible. past,
is not he has tried to become one in the C. he prefers the relaxed life of his current work.
9. Which
^/-
-,/
of the following would best describe the
interviewer?
e.9. for soap,
David explains that he doesn't speak in films,
because...
/
the directors don't think he has a good e2dugh voice.
.p1 viewers might remember him. c.' his contract does not allow him to.
,/
enough money, but she is not paid regularly. about 150 pounds for each film.
B.
U/ 4, rit*, and TV series. B. Mainly gangster films. C. Advertisements,
}ía monthly
,'i. 'Í
2. Which disadvantage does Helen mention?
Helen said that she
,,/
A. B,
More interested in Helen than in Dave. lnterested in film stars but not small-part actors. ,''e) lnterested in Dave and Helen's work. *.,
iz
10.Concerning their jobs, Dave and Helen...
X
A. feel they haven't been very successful. ,., B. enjoy their jobs with reservations. .r/ C. reát very dliferently from each other. ,/ -l
d. Checkyour
answers with your teacher.
b. Lirt n to the recording again. Ask your teacher to stop the recording when you hear the clues that helped you.
6) t,
llnít 3:
Lesson
Making Movíes
1:
Filmmakers
ReadÍnganewsitem,scannÍngforspecificinformatÍon
to be near a location is fairly simple.You only need Becoming an extra in a film or television where a film is being shot,
on the website foltowing article by a casting agency you will have article, the uy ,űnning
see the d.while on holiday, imagine that you ro rn""á,,i,,t'ioi, oir*"o of theloca! newspaper.iűiin"
üme to read it in more detail
1
,
later,
How many extras are they looking
,/
for?
2, Whatisthelocationoftheshooting? 3.
What day is the shooting scheduled
4.
What's the name of the Extras
ll,
j
-' , -,' "',
l,
" for? 7:r, 't,',
l Coordinator? l
|":,
::
''
;,'",,-
,Í
"_(
_,:,
,
,
become an ex-tra? glve them lf you want to apply to What information do you need to
5, 7.
Who js Chaz
Alien?
,
,',
going to 9ive away? Horv manyT-shlrts are they
/
'',,
t,ry
])_^____--4*-1--r:-r--n-
',
:
?
l..
B, Whati5thetltleoíthefrlm?,|;,1,1,,,]l_i,'i,|,i
9
',/:,
,,|, Il
6. Whatisthenameofthefrlmcornoany?
l
:_
.roru :-uan r,l"ltne e\Lrds ce
oaio' ;
.l
,
'
i j'-.r
_,
']'.',. ,\
|,r,Ú\
;,:j:: i*; i'i at "Underground", which is being shot producers are still searching for extras for the film the Maytag Plant 2 Buildin9, u pu,,:l scene, Although extras for people to appear il They are seeking more than 400 of the *u"[ána of,tile t 2th and 1 3th, shooting was originally scheduled for the ,..
shootin9
only, ,lunu *irr now bá on Saturday 19th
Producershavealreadyaskedseverallo.cal.residentstoactinthefilmandworkontheset, scene for the movie, already shot a small includin9 Mayor Chaz hrr"", *t.l"
Anyoneatleastl6yearsoldiseligibletobecastaSanextra,thoughthereisnopayforthe the first 200 people cast will ij_i'nch LCDTV f* ;;";-i" and work.The film will ,.m"
"tr-. T-Shirt, receive the official Underground lnc" at: Extras Coordinator, Master Films To apply, contact Jason C, Corr, name, contact headshots/photos, frtmmat
Masterfilmse*rrurag.uil.á.rr,u number, email, and age,
Adaptedfrom: http://www'newtondailynews.com/artictes/2009/07/31/r.mylyrytysdqkdmk7y8ivca/index.xml Checkyour answers with your teacher,
Unít 3: Making Movies
Lesson l: Filmmakers
|',ffi
Writing an applícatíonemail Read the arcticle again. Now, write a short application email (70-80 words) to the Extras Coordinator of the film "Underground", with all the required information.
'6 S S
C]
|-lello. ,"o!:
!í a
§end ,-:;,l. Attach Address Fontl Colo:t
Save As Draft
masterfi l
[email protected]
To:
Cc: 1__ Extras for Underground
Subject: Dear Mr Corr,
lu
a,k tM
ő
ru
@ftr ntr,k1§il .l. t *
...
anl,,ffi@d
a.. h. r ttl ..(l|rq:dfuíbr_..,.,,a
1?-{aű ;
.!
j,, :iíúcr.,., ( j
!,(.:k ,í / i
l ,;'
,''
".
l
Work in pairs. Exchangé your workwith your portner, read each other's email, as well as a possible model text on p. 161 . Give feedback to each other on the emails you /
wrote.
.i,,. Now choose a
few useful phrases from the three emails, share them with
collectthe most useful ones on the board.
,
/
[+í/l,m
the
*noP
-'ii.
cUÍiaií
í l,
F
rJu/
au,NJ
'lprq. /íWa",|-
Lesson 2: On Location
Movies
Lesson ExAM PRAGTlcE Writing Task 2:
Discursivew riting An Article
2: On
Location
SKILLS AND LANGUAGE FOCUS:
l l
Readirrg: identifying overall meaning
l l l
Speaking: argLring for and against
@ F*, *,l
k
Reading: identifying the main point of
!
a paragraph
ffi
§peaking: discussing and decision makin9 Writing: becoming aware of a text type * an article Exant skills: identifying key stages of the writing proces§ and understanding tl. e
E$,
evaluation criteria
t
What locatíons? tn pairs or small groups, discuss what type of films theY could be (romantic _ might be _ comedy, documentary, etc.) and imagine what possible locations more than one you come uP with can but possible locations, used in each film.The list below ,ontáim a variety of different ideas manY give for as you reasons and have 3 minutes to brainstorm different ones as well. "{:,1
,, Here are 4
film
titles.
as you can.
Rose on the
Doorstep
Back on the Road with Jack
a castle a haunted house a
desert
an orchard l
'..:,
Journey into the sun
a
cave
a pub
an airport a
café
a motorway
a bookshop
an aeroplane
a pyramid
a bank
a
temple
a restaurant
flower shop
a school
a cathedral
a
a spaceship
,,l'^
1001 Years
an office
a
,
Buiied for
forest
a waterfall
Now compare and explain your ideas with another pair or group,
T
Unit 3: Making Movies
Lesson 2: On Location
Reading - a famous location Read the following description of a house where a famous film was shot, Which one of the four pictures fits the description best? -
^n -
As hard as l've tried, l really can't come up with anythin9 to say about this house. lt hasn't n been rebuilt to disguise its appearance. lt wasn't destroyed in an explosion of special il effects at the end of the film. lt really doesn't have any interesting stories about it at all. At i l least, none that l've been able to uncover. ]l Ll lt's a nice house, lsuppose. Located in the elbow of a quiet street, it sits atop a little slope, with the roof imitating the skyline of the San Gabriel summit, which towers behind , it. Although it's not the sort of building that makes you 90'wow; it does attract some attention. l guess it would be just the sort of place that an alien that has been left behind might choose to hide in. .
.
Still, apart from the fact that it was literally sealed in plastic for the climax of one of the most popular movies of alI time, there really isn't anything to say about it. But, it photogenic and makes for a nice drive a|l the same, Ad
a pte
d f ro m
:h
ttp ://www,b i gw
a st
e.co m / p
h
ot
o
i,
i
s/ ca /et/
,ii,
ffi ffi _1:*
uH
#,g#i*
#é
r#" Check your suggestion, and discuss which words or expressions helped you choose the right picture.
{i- Look at the text again.lt is divided into 3 paragraphs, focusing on 3 different aspects of the house, ldentify the focus or topic of each paragraph.
Para ].
Para2. Para 3.
Note! You can find some information in the Answer key about a classic film and the role of this house in it,
Ilnit 3: Making Movies
$a
Arguing jor and against is becomtng lncled>ll l9ty called a ::::i[T his is sometimes ffi;;",*,^,",".o,L,o",o"'19.'1..::i:i:,;ij."*:11j,i:lTi§i,llil:fi Visiting famous film locations prá',", where films were shot,Tl packages that take
Dl5cUssloN
visi;ii;,,1alln"
Íirgri;ug"" (from fi lm+pil9rimage), & . As
a
to people, this rype of tourism appeals class, discuss why you think
,l)L J r" o:1'?y:':::::l'liíi,Jli,'i!i,,!,:,á!!:,;:!,Oo1 th.e grid ln tne 4,ln 9rlu ueluvvl work in groups of 3 or 4, Work nt, fans, local residents, local businesses,,
i,
ar*Úo,rir.irniikofvariouspointsof .view:t|::,.,,,,, iíi
ií:::,:;;::'::::ii,x:i;:"ű::;,:::,;::ií,ii,,iii,"",,,,i,í,,ntt,,,o,n,:,whysomepeople ,iiiv *nrívou don't and vice,versa),
;",*
As
a
class,
shareyour points,
about filgrimages Agreeíng and dísagreeíng &.Readthe3advertisementsanddecideonyourownwhichofthethreetripsyouwouldchoosefc
sa
a filgrimage and why
Dl5cU ssloN
"ffit
ffi fl-a É*§.*:
Musée _ Edith Piat
Gloucester cathedral
t",f;Yj trffiYnoneofman, "Harrypotter"filmtours,The
,im*:*x*:[i,r!iix,;;,
:
i"'§;"l']-!l,.."'Pl.t'rr"""tePsbY
lil"*P114,*ülu* ll§=glr*,ffi;íüi,,fi ,l:iffi H::',*i$: Grai| A**ll;;,; :;*'";;i;
Dan Brown
l:1 book was pu;ior,"o,.r,"
:#r"J;;;;ó,o9o],,]:]:'.1:.],r"T'
:::,:H!n*l:**n:[::: visits to oxford university,s
"
christ
:Xl::.::],Eff^:nfi.""jí""'":::"',
y,";jffi*tffi
iil,"7x§1;concerthall,whereshe ü",,i; ilii. §iií:i:'Hü§i\?"t, atthe Pére Li
stonework, All'9"'j.i::,:;iln matches took place). ,,,", , ot tct t tr,ut"rt;, guides who remind lou áction, folksl" ló1ll.r
í]
Adaptedfrom:http://www.ehow,com/how-2311g24-visit-famous-film-locations,
one
fron Workingroupsof3or4.Presentyourcho.icetotheohersandcom.ercajointdecisionabou orrrpis tn.- arar,ion.IJse the Phrases
of
thetrips. uaxe sire
iioi
rrrrv*, i, ,nr'iior'i
your agreement and/or disagreement, lJseful language box to express
.
lJnit 3: Makíng Movies
Lesson 2: On Locatian
Useful language:
for agreeing a
* l strongly disagree.
That's a good point.
.s l
íor
* Well, that sounds quite convincing but...
agree.
* l think / suppose so, too. * ld go along with that.
that's partly true but don't forget... a l see what you mean, l still think... * That's quite possible. But the way l see it,.,. * Well, you have a point there, but... e That's interestin9, but don't you think...? + Yes,
* l couldn't agree more.
That'exactly what l think. * Yes, you're absolutely right, * Yes, that's true, l haven't thought of that.
+
e That's one way of looking at it, but.., e You're right, but...
e How true, * l was going to say the same.
e Yes, but don't forget that. ,.
When you have reached a decision, summarise what you have chosen and why for the rest of the € ^ class.
la\
llhlli"rirg your
TIP You can use any one or all ofthese
expressions for agreeing and disagreeing in the Useful language box in Task 4 (Discussion) of the Speakin9 test to make your ar9uments more effective.
purpose in wrítíng
|.-/ *
Effective writers use a variety of strategies and techniques, and follow certain steps to achieve their aims through written texts. As you can see from the descriptions of the stages of the writin9 process, a lot of focused thinking is required, which precedes and accompanies the process ofcreating the text (on paper or on the screen).
EXAM WlzARD
Before the final version is ready, the 3 most important stages of the writin9 process are:
1. pre-writing ÚA 2. drafting íÁW |?na/l| 3. revising afu'u' 1 tlÁlt,tl,t t
. Reod the 7 suggestions in the table and decide which stage each of them belongs to. Write the name of the stage (pre-writing, drafting or revising) next to the suggestion, ,..l
A.
Look again at your writing to add, to delete, and/or to change the content to make sure that your meaning is clear.
B, Consider what conventions the text type
C.
áffi;,
and keep to them.
Make a list of possible words, expressions and idioms which could make your ideas and meaning clear and colourful.
D. Focus
on "what"you are writin9 about (topic), "who"you are writing to (audience), and
"why"you are writing (purpose).
Wn#k .-t, , '.l,-i
'
@11i,l/ t'li),,',)
ideas, and plan a logical structuíe for your argument. Decide you need and what the main focus of each one is. paragraphs how many -
E. Collect your thoughts and
r.
"
l'
PÍtÍJrJaayour text for spelling, punctuation (including the use of capital letters) and
sentence structure to make sure youí writin9 is accurate.r._..
ii)
G. Work on the logical development of your thoughts from sentence to sentence and from paragraph to paragraph. usin9 meaningful and purposeful linkin9 devices.
Checkyour answer as a class and discuss briefly why each one is important. Now discuss the following question, too. -*;
can the 5ame steps be followed
if
you only have 30 mins to complete a task in an exam?
*ttt
''H:-,h,t,
r+"r*i
i-
llnit
3:
Lesson 2: On Location
Making Movies
Pre-writing: joínt thínking and planning
fr/
work in pairs or groups of read the task.
trl EXAMWlzARD
j.
1 50 words, First lmagine that you have to write an article of about
to you have been asked to write an article recommending a class trip for local schoolchildren and useful be would trip a Say why such a nearby (real or imaginary) film shooting location. enjoyable for school-a9e students,
Write an article for a local paper, Keep in mind that you are writin9 for an audience, N.B. Make sure you present your position clearly,
check pre_writing
suggestions c and E
in Activity
5, and
plan the article with your partners in
and the key words and expressions you are about 10 minutes. Make-iotes of the planned structure going to use. present your a different group from 6/a, work in new groups of 3 or 4, each of you representing plans, plans to each other and help each other improve your
f./
ll
,*
n
de r stan dí n g th e wr iti n g ev aI u atío n Gr
in the form of questions, The table below shows you a simplified set of criteria
EXAMWlzARD
&"
the name of the categorY on the line above Read the questions for each set of criteria and write
the questions,
Task
"niő;;,Őii,^,,
Achievement 1-5
itería
1-5
points
points
Coherence 1-5
bőinii
Range and accuracy Ranqe and accuracy of Cohesion oraÁmatical structuíes vocabulary 1-5 points 1-5 points 1_5 points
of
,
1: ran9e to suppoít your communicative purposes? Are you used the right 9rammatical structures with the necessary Have punctuaiion) ieft in the text which hinder comprehension? thereirammatical or accuracy mistakes (e,9, word order,
Criterion
Lriterlon ls
2,.
],
'\
ideas? the text made up of logically structured, well-connected
Criterion
l,
(
to 5upport youí communicative purposes? Are there
appropriate Have you used the right range of vocabulary which is comprehension? hinder which text in the left any vócabulary mistakes
4:
-\ Criterion achieve its communication purpose in real life? would"the :,1"_,],*[.y*::1,:*]r:J]ntentions, your writing would the relevant information? followed all the instructions and included all - and only -
;:::i:fiil;;.;".il ,)
[ii"Ji3ij;,-.me,yourint-entionandtheimaginedreadership?Haveyoufoundtheright Have you referred to alI relavant points in the instruction? forms)? level of formality (e.9. contracted Vs. non-contracted
? ,) Criterion 6: the phrases, reference words and phrases, in order to establish Have you used purposefully chosen linkin9 words and well-connected into ParagraPhs? text text? Have you divided Your inner cohesion of both the paragraphs and the whole
and ques.tions are clear to you, Kee Check your answer os a class and discuss if all the categories writing the article at home, you are when thes;e queítions in mind as a checklist or reminder p, 216, A copy of the complete set of marking criteria is on
Unít 3:
Lesson 2: On Location
,&
)W
Task 2! Discursive Wrítíng ] rast
2: Discursive Writing - An
-
An Article
Article (30 minutes)
You have just seen a film being shot in the centre of the historic town where you live. Write an article for a local magazine saying how your town and the area could be further used for film making.
TlP ln the Discursive Writing task of the Writin9 test you
Write an article of about l50 words for your local newspaper,
N,B, Make sure your article presents your case clearly. Keep in mind that you are wíitin9 for an audience.
Write the article as a HOMEWORK task, keeping strictly to the time limit of 30 minutes. Your teacher will evaluate it using the simplified criteria and will provide detailed feedback on your text.
choose between four text types to express your views and arguments. ln the EXAM PRACT|CE tasks in this book, you will prepare for ali four possible text types: an articIe (in this lesson), an essay (in Unit 4.3), a letter to the editor (in Unit 5.1) and a review (in Unit 7.2).
Famous locatíons ln the history of filmmakin9, some films have made certain countries, cities, villages, places, or even natural beauty spots really famous, or more famous than they had been before. ,.:' ,.
Work in small groups. Match the film title with the location. Have you seen any of these frlms?
'l.
A.
Budapest
B.
Matmata, Tunisia
c.
New Zealand
L
D.
The Trevi Fountain, Rome
\
E.
Christ Church College, Oxford
?
F.
The Louvre Museum
G.
Prague
The Lord of the Rings 2. Rocky
3.
Mission lmpossible
4.
The Da Vinci Code 5. Star Wars
6. La Dolce Vita
)-
l
7, Evita
8. Harry Potter
í
H. the museum steps in Philadelphia
#- Checkyour answers as a class.You can find more information about both the frlms and the locations on the lnternet,
sa DlscU 55loN
:, Lesson
3: 5h
;,:,
I
ooting Films
EXAMTASK Reading Task 3:
Multiple,Choice Reading
(also in llnit 6.1)
Words and
meaníngs
l
w"í-i#!ií;ii:li:iíi:^::i":É:tri,::i-.íÉÍiÍ:űÍ,::i:i {- ; ;;'''""^
n
t
h a t lo ca t o
n,
an
d,
Th e
k
dnapp er ha
da
gu
*::o
I
pairsto each other, pair.Take turns_reading out your two.,sentence arii iir,ítead, They will guess which word is missing
b,
Now team up with another leaving out the *ora, tnJm,rrtrIes atnd saying
from the pairs of sentences,
The greatest movie websítes d.Thewordsinthepreviousactivityallappeareverydayonlnternetmoviesites.Asaclass, most important such websites: lMDd
_ you know about
brainstorm what if anything (lnternet Movie Database) and Rotten Tomatoes, _
thő
n
two
lÍnit 3: Makíng Movíes
Lesson 3: Shooting Films
below Read the texts about the two sites. Then complete the True-False-Not mentioned task a use You can statement, to each next the circles into NM, T, F or letters, right the texts. Put the dictionary, but do Áot look up more than three words. Select what you look up caref ully, The lMDb consumer the world,s most popular and authoritative source for movie, TV and celebritY content. of more than audience mobile and web combined with a site (www.imdb.com) is the #1 movie website in the world 'l30 million data items, including than more of database 160 million unique monthly visitors. lMDb offers a searchable cast and crew members, Users more than 2 million movies, TV and entertainment programs and more than 4 million user reviews, personalized and critic trailers, ticketing, rely on the information lMDb provides - includin9 showtimes, feature sections and a editorial data, box-office qUotes, trivia, recommendations, photo galleries, entertainment nu*r, version of is a subscription (http://www.imdbpro.com) Pro lMDb universal Watchlist - when makin9 viewing decisions. industrY. entertainment in the work lMDb designed exclusively for professionals who
lMDb
is
to reviews, information, and Rotten Tomatoes (www.rottentomatoes.com) is a hi9hly popular website which is devoted published reviews for those films news of films. Founded in 1999, RT allows visitors to search for films and view all of the films at the box office written by widely-accepted critics and journalists, The RT home page features the ranking of toP movie trailers, and manY other during the past weekend, upcomin9 films, new Blu-Ray/DVD releases, news headlines, at stage performers if a features. The website,s name comes from the idea of throwin9 tomatoes or other vegetables it is Positive ("fresh" = performance has been particularly weak. Rotten Tomatoes staff decide for each review whether lf the Positive reviews reach small icon of a red tomato) or negative ("rotten" = small icon of a 9reen crushed tomato). approve of it. lf the positive reviews represent less than 600/o or more, the film is marked "fresh,l since most reviewers 600lo of the total, then the film is considered "rotten]'
-
1.
The names of both websites come from typical viewer reactions to stage performances,
2.
Both websites offer information on TV programmes.
3. The
T:
views and reviews of professional critics and viewers are basic features of both
one site provides data for the public and the film industry; the other one 5.
Both RT and lMDb can boast of having more than
€, Checkyour
so1utions in pairs and identify
-
e.g. by
,l00
sites.
I
is mostly for ordinarY
million unique monthly visits to their
viewers. tPÁ
sites.
Uh
underlining it -the Part in the textwhich has
helped you decide,
d.
l
As
o
class, discuss the fottowing point, giving reasons for your pros and cons.
When you read a text for detailed information, you should always read the text first and then look at the questions.
Reading carefully - Usíng a dictionary the Reading test, multip|e_choice reading, you must read a text of about 400 words and and then answer seven multiple-choice questions: six on detailed information in the text books testing and Many teaching whole, a text as the the last one on your understanding of contain this type of task. You may wish to use your dictionary, but be careful. ln Task 3 of
r* EXAMWlzARD
lesson
Unit
3: Shootíng Films
Look at the multiple-choice options. Which gives the best advice?
1. which
4. What do you think
is the best order to approach the task?
dictionary in this task?
A.
Read the multiple-choice questions first. {'B.) Read whole text first at least once and ignore the
C.
questions, Start reading text and see which part the first question refers to.
2. Once you have read the whole text A. You should
G.
rry to answer the questions one-by-one.
',.-ni'
B. C.
If
(
A. Look up , _ text.
-B.
for all of them,
you meet unknown words or phrases:
rry to work out its meaning with the help of the context, the text around it, Look it up in the dictionary immediately. Mark it on the exam paper and decide about it later.
all or most unknown words and phrases in the
'Look up only those items in both the text and the questions without which you cannot complete the task.
C. Only look up items which
are repeated in the text or in
the questions.
read through the seven questions together.
C. Guess the answers quickly
3.
at least once:
is the best strategy for using the
5. The last question tests your understanding text as
a whole. you
of the
should:
A. do
(a.
t.
it before you attempt any of the other questions. ,onty consider it after you have done everything else. look at it before reading, but do it at the end.
W" Check and discuss your solutions, ideas as a class. ln some cases, more than one solution can easily be justifred, explained, so see what works best for you.
Reading Task 3: Multíple-Choice Reading I
neaaing Task 3: Muttiple-Ghoice Reading (15 minutes) You wil! read a text about the filming of The Lord of the Rings.
I
*
Read the following text.
€
Answer the multiple-choice questions about it and choose the correct answer: A,
*
B, C
or D,
Circle the appropriate letter in each question.
The Making of Lord of the Rings The trouble with filming is that there is a host of things which can 90 wrong.
Exterior filming of The Return of the King was going well, on in the well-chosen location in Queenstown, New Zealand, when suddenly the town was hit by very bad weather. As a result, outside filming could no longer take place, so filming had to switch to interior filming instead. The only problem was that then and at no time before did Queenstown have film studios, Eventually, after much verbal to-ing and fro-ing, it was decided that the squash court of a local hotel would be the right place for indoor shooting. To that end, work was started on turning the court into a studio set and, after a short delaY, filming recommenced. After a while, they reached the stage where they needed to shoot the intense moment from the third film when Frodo and Gollum send Sam on his way. All Sam's scenes were successfully completed usin9 the squash court but they did not finish getting all the shots for Frodo, while using the court.
The next day, however, the sun came out and the rain stopped, so they could resume work on the exterior shots.They decided that this was the best thing to do, as the weather is never very reliable in New Zealand and they wanted to work outside while they had the opportunity. The plan was that they would return to the squash court, with the same set standing, to do Frodo's scenes at a later date. As things turned out, however, Elijah Wood was only able to do his side of the scene in the same location twelve months later.
Unfortunate|y, this meant that the squash players of Queenstown had to wait a whole year to get their squash court back, as the studio 5et had remained in place for the entire period. Frank Jenner had been given twenty hours rental of a squash court, as a sixtieth birthday present from his wife. "Of course l was fully compensated, but l was pretty upset that l could not staít playing squash and losing weight]' The final reel of the film to be completed was done only five days before the world premiere in Wellington, New Zealand. lt was actually still wet from the developing process because there was no time to dry it. The premiere was the first time that Peter Jackson had seen the completed film, He was relieved as a 9reat deal more could have gone wrong.
Other changes were made later. For the Special Extended Edition, the scene in which Pippin is looking for Merry after the battle on Pelennor Fields was digitally altered so that it appears to be night instead of day. According to Peter Jackson on the commentary track, this was done to make it appear that Pippin has been lookin9 for hours instead of minutes, underlining the friendship between the two Hobbits. ln the original edit, because it appears that Pippin has only been looking for a few minutes his reaction to finding Merry seems like he's overreactin9,
Mu lti ple-Choice Questions 1. Queenstown, New Zealand... A. has predictable weather conditions, B, was chosen by mistake for making the film. C. had closed its facilities for inside recording. D. never possessed film-making studios.
2. As a makeshift studio, the squash court was... A. only chosen after some debate. B. converted into a film studio with difficulty. C. used to make minor parts of the film. D, the |ocation for filming
3. A. B. C.
a|l
the characters.
When the sun Game out they... continued working in the squash court. decided to film no more in the squash court. changed the scenery on the squash court,
D. were delayed in using the squash court.
4. Concerning the playing of squash... A. the court could not be used for a year.
5. Concerning the premiere of the film... A. filming had only finished a few days before. B. the film was damaged because it was damp. C. Peter.Jackson had only seen the whole film briefly beforehand.
D. Everything that could go wrong went wrong.
6.
A. B. C. D,
ln later changes to the film... original night scenes were made day ones. some scenes had to be re-acted. the changes were made electronically. a serious mistake was made.
7. Overall the articIe... A. details a disaster of film making. B, shows various difficulties being overcome. C. is hostile to the film. D.
is mainly about the themes of the film.
B, filming prevented use of the court for months, C. Frank Jenner had to play squash elsewhere. D. Frank Jenner abandoned his plan to take up squash.
&. Check and discuss your solutions in pairs and then as a class.
b. Mentify
the sentences or sections in the text that have helped you frnd the solution for each
question.
€, As a class, share what elseyou know aboutThe Lord of the Rings film trilogy.
ovIes a
f/ *
ExAM WlZARD
Improve youí guessing and díctíonary skílls For this activity, you will need your favourite monolingual and bilingual (the English-Hungarian version in this case) dictionaries, preferably the ones you plan to use in the 82 exam.
:i , Try to guess the meaning of the following words from the context in the text above:
resume
recommence
reel
Discuss which words, clauses or sentence fragments have helped you guess the meaning. Now, use your monolingual dictionary and find, as quickly as possible, the meaning of the following words and phrases which are connected to frlms, movies, film reviews etc. creW
approve of
develop devoted to
authoritative quote
subscription trivia
C" Dlscuss as a class if you have found the looking up of the words easy or difficult, and why.
d Nor, repeat "
the quick looking up of the same vocabulary items with your English-Hungarian dictionary, then discuss the following questions:
l
Which dictionary was easier to use to find the right meaning for the item: the monolingual or the bilingual dictionary? Why?
l
ln the Reading test of the 82 exam, would you rather use the monolingual or the bilingual dictionary? Why?
Wrítíngintervíew questíons and roleplaying interviews &- Read
the story of the New-Zealand shooting of The Lord of the Rings once again, and underline the topics, issues that a reporter might want to ask about in an interview with the set designer who was in charge of the squash court which was used as a film studio,
fu, hagine
that you are going to make an interview with Mr. Brian Shaw, the set designer, for www,rottentomatoes.com (remember the text in Activity 4) about the details of the shooting. Write 5 or 6 questions to ask him. lnclude at least one question about a topic which the text does not mention.
Roleplay the interview, one of you taking the role of the reporter, and the other one taking the role of Mr. Shaw. lmprovise further questions and answers os appropriate, When your teacher claps, change roles and continue with the interview. The new interviewer will have to use their own questions. á]",
Lesson 3: Shooting FiIms
Workíng in films : " Match the words of specific film crew jobs with the pictures you associate them with. There are more jobs listed than you need.
make-up artist 5tuntman/stuntwoman props master camera operator set designer sound technician pyrotechnician script Writer costume designer director choreographer
E
H H H H H H H H
tl
§,1'.=§á ,;.::;R
'JJJ.r.-)oo-
§.
Check and discussyour answers as a class.
C. Choose one of the you have chosen.
1l
jobs in the list and imagine that this
is your
job.
Tell
your partner which job
d. hterview your partner about the job that they have chosen, using some of the questions that you thought of for Activíty 6. Think of other interesting questions as well, Example: 'Why did you decide to make this your career?' 'Was it difficult to find a job?'
'What kind of training did you have to do?' 'What do you like most/least about your job?'
ltnit3:J -
ovies a
Lesson 4:The lnteractive Audience
Lesso n 4:The lnteractive Audience
ExAM PRAGTlcE
SKltLS AND LANGUAGE FOCU§I
Speaking Task 4: Discussion (also in Unit 5.4)
l l
Speaking: suggesting ideas for a topic Grammar: identifying grammar words
I
Speaking: brainstorming and using eipressións for giving and asking íor
l l l l
in a iext
opinions, turn-taking, clarification, etc, Speaking: discussing a specific topic Reading: identifyin9 overall meanin9 Writing; producing a response to an article Exanr skills: initiating and maintaining an argument
a
Let's go to the movíes &,
movie-going habits, Try to talk to as stand up and walk around with this list of questions about
manypeopleasyoucan,discussingadifferentquestionwitheachperson.Takenotes'
Where do you get information about films?
which online film databases or forums do you visit?
What kind of films do you watch at home, and in what format? What kind of films do you watch at the cinema? What is your opinion of illegal
downloading? How often do you go to the cinema? Where do you normally go with your friends after watching a film at the cinema? How much do film stars infl uence your lifestyle? with the PeoPle share with the class any things thatyou have in common it,s too ,Mark and l only watch movies at home; we never go to the cinema, fou s;poke to. (e.g.
b"stand in a circle and
expensive.').
Lesson 4:The lnteractive Audience
Braínstormíng ídeas for a topíc or questíon brainstormin9 ln the first part of the Discussion task (Task 4 of the Euro 82 Speakin9 test), in the to the response in ideas of number a or suggesting stage, it is important to come up with your choices, question and to give reasons very briefly for give reasons for Work in pairs. Brainstorm 4 more ideas for any 3 questions of your choice, and partner, each of your ideas.You may agree or disagree with your
1.
What are the most important cl,uÁr things in a good cinema?
2.
What factors are importan when choosing a film watch?
to
r
uLy falnurtte
Í* i, a n
3. , Howcanyoukeep
rea.d)n-a
: up-to-date about films?
.I44"OU12
ret Ulrl
u.,cb*itx :
a. i Why do you think
tí*/ 1rű
some actors
: become big stars?
5.
: Why do some people
aítra"ctwe
prefer
'. u.o
worrbs
:
going to the cinema? check your ideas os a class. continue giving reosons for your choices.
Guessing words in context grammar words Read the examiner's instructionS for the Discussion task. Fill in the gaps with (e,g.
prepositions, relative pronouns etc.).
Examiner's script:
(1,)_
talk the final part of the test, you are goin9 Your topic just listen. going you. l'm topic l will give
#
,For
(3,)_
(2.)-
each other about a
is:
cinema very often,Why? Nowadays people don't 9o to the home * e.9. they download the films at
a a
l
Discussion task: sample topic card
(4.)_You
have done that, First make a spoken list of four or five things. Then, give reasons for to Remember one is the best or most important. discuss agree, All (7,) and you ,uy. Vou have three minutes altogether
(5.)-.-.-.(6.)_ right?'
_try
sa DlscU5sloN
Unit 3: Makíng Movíes
Lesson 4:The lnteractive Audience
§, Checkyour
onswers as a class.
pairs. Practise being the examiner: read aloud the steps of the complete instructions above, Emphasise the important points, pausing where necessary and looking up at the candidate.
§"Work
in
Swap roles and repeat the reading out.
Taking part ín a discussion
f/ \r
EXAMWlzARD
During the Discussion task, you can make your contributions more effective by usin9 some ,ready-p"6"'phrases for giving opinions, structuring, clarification, etc. You can find Phrases for agreeing and disagreeing in Unit 3.2, Activity 3/b. Check that list quickly before you Start this actiVity. partner. Put each phrase below into the appropriate column. One example has been given for each category.
&,Workwith
In
r?
aryh)m,...
a
íltall an "í,%nue zrL t0 tlu ?Lett/ótl4t?
o What dn you think
§o
yau
íotry to unte{rupt /o, fut...
a,tea,lt... ?
Wlut
d^o
7outhhk
a}tut...l
o What's your opinion of...?
about...l
o Are you saying that...?
o Let's try and agree. o l'd just like to say that...
o l definitely think that ...
o lf l have understood correctly..,
o Can ljust add something here?
. Sorryto interruptyoo
rso+olts۟ffif.--
but.::
o Don't you agree that...?
o Personally l believe..,
o Let's start with.
o Shal
, .
o what was the next idea?
o l'm convinced that ...
r Um... um,.. um...
o Have you got any comments on...?
rJnmy€pffi
o Could you explain that, please?
t3. Check your answers as a class. Add one more phrase to each category.
,É"work in groups of 4. one of you looks at your own table and reads out a phrase, and the others in say which category it belongs to. without looking at the table the group
-
-
Unit 3: Making Movíes
lesson 4:The lnteractive Audience Analysing a Discussíon task
ffi, lrsten to two exam candidates doing a real Discussion task. Try to decide which is the better candidate, the boy or the girl? W, Here is a checklist for the second listening (Yes) or N (No) for each question.
r Did both people
to
see
,* EXAMWlzARD
6) {)
how effectively the candidates perform. PutY
in the pair contribute equally?
o Did they first name a number of possible answers? o Did they later discuss which was the best answer? o Did they give reasons for their ideas? o Did they negotiate? o Did they listen to each other and not talk over each other? €,. Compare your assessment and discuss your reasons as a class.
Speaking Task 4: Discussíon ;.|, Work in groups of 3. Each of you will play the role of the "examiner" once, and will act as an exam 'tandidate" twice, so there will be 3 rounds. ln the frrst round the "examiner" reads out the instructions and the card as they appear in the script on p, 191 ITOPIC 1]. Follow the rest of the
instructions there.
Rememberto: contribute equally; first name a number of possible answers with reasons;
\
Avoid: talking over each other; domi
n
ati ng the di scussion.
discuss and decide on the best answer; give reasons briefly for all your ideas; give ideas to each other; listen to each other carefully. .,::,, Once you have completed all 3 conversations in your groups, as a class, discuss the whole experience from the point of view of the "candidates".
Unít 3: Makíng Movies
se
Lesson 4:The lnteractive Audience
Reading and wrítíngabout blockbusters and busts d.
Tickthe titles of films in
DlscU5sloN
the
listthatyou have seen.Which of
these
films isthe "odd one out"? Why?
Matrix Pirates of the Caribbean: At World's End
Twilight:New Moon Men in Black Slumdog Millionaire ]
.
Star Wars: Return of the Jedi
Harry Potter and the Half-Blood Prince Tomb Raider:The Cradle of Life
b.
Work
in
smal! groups
and discuss
these
two questions. Try to use as many of the expressions
from Actívity 4 as you can.
l r
Why are some film sequels more successful than others?
c,
Read the fotlowing text and find the answers to the two questions in 7/b.
Do you think a sequel or a follow-up film is always guarantéed success?
l_.ir, Oj Mathematicians have found the formula for a hit film sequel, and are able to Predict whether a sequel will be successful or not. Film makers have known for a long time that a follow-up is a fairly safe bet and franchise slike Pirates of the Caribbean or theTwilight Saga are good examples. The academics'calculations are based on factors such as whether keY
film stars are kept, how long it has been since the last film, and how well the last film did, Waiting too long or changing the key stars seems to be a big risk. Since not only follow-up films but DVD sales or possible computer 9ames can also contribute to earnin9s, financial investors often pay a lot of money to get the rights to a sequel.
ii
Follow_ups sometimes do better than the original, especially if they continue the storyline, as people who go to the cinema clearly like new stories which take their favourite characters on new adventures. What is more, blockbuster sequels brin9 an added benefit as DVD sales of the original movie also increase with the release of the new film, However, stories at the cinemas. Films like Oscar-winning Slumdog there are still many ', original -"J"'-' Millionaire or one of the most successful British films ever, Ihe FuIl Monty, make it clear that , tl_____^l____ !^^ sequel mania does leave room for creative filmmakers, too.
''-'
"';
Adapted from: http://www.guardian.co,ul
You have already read about Rotten Tomatoes (www.rottentomatoes.com) in Unit 3.3, Activity 2, one of the leading interactive lnternet sites on films and filmmaking, with an incredible amount of information about films of the past, present and future. task, write a comment on the article above for the RT community. Express your opinion, 9iving reasons and including examples of your experience of sequels (or prequels). Remember that your writin9 needs to be interestin9 to your readers as they maY As a
;
L
HoMEWoRK
comment on
it.
Write as much as you feel like writing.
Bring your comment to the next lesson and stick it up on the wall on a Movie Poster.This Will allow you to read each other's comments, so you can offer corrections and further comments.
Unít 4: Lífestyles Lesson 1 Pursuing Adventures
Lesson 2 Bad Habits
Lesson 3 Ways of Living, Ways of Thinking
Lesson 4 ln and out of Homes
I
llnit 4: Lifestyles
Lesson
Lesson EXAM TASK Speaking Task Picture Story
2:
l
1:
1:
Pursuing Adventures
Pursuing Adventures
sxt1-1s AND LANGUAGE FoCUs:
l
Speaking: presentin9 and discussing personal experiences Vocabulary: words, expressions related to adventures
(also ín Unit 2.4)
Listening: understanding the overall message 5peaking and listening: identifying messages through intonation, emphasis and pauses Exam skills: colouring a story with adverbs and linking words
Adventuío u s exp erien ces about the most adventurou;, exciting, dangerous, adrenalinehave ever done, or experiences you have ever had,They do not necessarilY have to be extreme sports; any activities involving some adventures and risks will do.
.,3,ln groups
of 4, te!! each other
prrpírg activities you
É}. share the activities with the whole class and write the complete list on the board. You can refer back to this list during the rest of the lesson.
words related to adventures pairs. Look atthe eight photos, identify the eight extreme activities or sports, and write you, as an examPle. the name of each one below the appropriate picture, One has been done for Then checkyour ideas with the rest of the class.
[:}",;
Work
in
i},., Stitl in pairs, look at these 1 6 words and phrases, Which words do you associate with which your partner activity? Why? Write each one under one or more of the pictures, as appropriate, Give you to, need reosons for your choice. lJse a monolingual or bilingual dictionary if
base
brake
collaboration
coral reef
cruise
downhill
ecotourism
fear of heights
fingertips
9rip
oxy9en
rapid
tree root5
safety gear
slide
summit
Lesson
1:
Pursuing Adventures
Activity:
Activity:
Activity:
Activity:
Words/phrases:
Words/phrases:
Words/phrases:
Words/phrases:
-"fl
4o
Activity:
Activity:
Activity:
Words/phrases:
Words/phrases:
Words/phrases:
Activity:
fuwrft! Words/phrases:
collaboraíint
rafu
üo Form groups of 2 or
j pairs. Compare and explain your answers to
step 2/b above.
- stay in the bigger groups. Take it in turns to say the name of one of the sports or activities, ond at group members should immediately formulate a sentence in the first person singular with one of the associated words/phrases (e,g, A: 'rafting'; B:'l fell out of the boat in the biggest
ü€
least two other
rapíd.'),
ln the 10 minutes you have to prepare for the Picture Story task in the Speaking test, remember first to scan your own brain for key words that you could use (remember Unit 2.4, Activity 3). This is quicker than uSin9 dictionary,
a
tures
se DlscUssloN
How brave are you? á. choose one from this list of adventurous activities and mime it in front of the whole class, The others willtry to guess which activity it might be. Check the activities or words you do not know in a dictionary or ask your teacher! bmx
extreme mountain biking
bungee jumping
mountaineering
rock climbing
storm chasing
snowboarding
canopying
skateboarding
caving
downhillcycling
extreme kayaking
scuba diving
whitewater rafting
water skiing
inline skating
Work in groups of 3 or 4. Everyone chooses from the list one extreme activity or sport that they would like to try, or one that they would not (real experience from the past is also welcome). Give
reasons for your choices. Share with the whole class the most interesting choice from your group and the reasons for Wanting or not Wanting to try it.
r:"..E (e t,
storíes oí extreme activities Listen to the short recordings and decide which four extreme activities from the list in 3/a the people are describing. Do not worry about unknown words, try to focus on the key words and phrases you do understand.
1,
2. 3.
4.
Check your answers with a portner. Listen to the recording again and write down the stressed words and phrases. Discuss the reasons for these words being stressed. Think about the messages, in other words, what the speakers want to h i g h l i g ht, e m ph asi se, etc.
TeIIing the story of an extremely extreme activíty d" Speed read the following story about Jackie in 2 minutes and produce a oír€-l€flt€nc€ summary for each paragraph about the writer's experience, The first one has been doln fu you as an example.
Lesson
1:
Pursuing Adventures
Well, it all started during my travels in Australia, where l heard from other travellers of the most exciting (and also exaggerated) stories about Bungee Jumping in New Zealand. l knew, of course, as an experienced thrill seeker what Bungee Jumping was. l had seen a handful of people screaming loudly as they threw themselves off a crane. Unfortunately, my budget had never allowed me to try it out. But l knew that if there were an opportunity to jump, l would finally grab it with both hands.
lí t Lij'
,;^. 1
No wonder, then, when enteríng a pub in New Zealand and seeing the words BUNGEE CREW on the back of a T-Shirt, my head started spinning. Now that l was reminded of all those wild stories that people had told me, my organisational instinct started to work in full mode. A lot of stories and a couple of beers later, l was dropped off at my hostel with an invitation to a Bungee Jump.
Not entirely unexpectedly, the following morning, with a hammer pounding in the back of my head, l met the owner of the T-shirt according to plan. And that plan involved something no one l know has ever tried: to jump from a helicopter, three hundred meters above the ground, with only one rubber band tied to my ankles. My adrenalin rushed, just from thinking about it. lncidentally, it was going to be the first permitted jump of this kind, after the government had prohibited them for security reasons, Defeating the local bureacracy, l had given the go-ahead at last, after si9nin9 several declarations stating l was doing it at my own risk. Risky it certainly was, but l didn't care. All that remained was the jump. At the airport, following a sleepless night, the helicopter's doors were removed; the bungee cord - weighing 70 kilos - was tied to my ankles. There seemed to be no way back. Take it from me: you could not have measured my adrenalin level at that moment. Once we made it to an altitude of more than 300 meters, we checked my radio to see if the most important communication channel worked properly. So far so good. Then the person next to me started the countdown...One, ...l started to tremble, two,.,.the trembling in my body increased, three.... ****, the doubt of "Why me? Why now?" came up, four.... oh, what the hell, l am going
for it, five....., BUNGEE!!! 'Ooooohhhyaaaaheeesss!!!'these
were the "words" that l cried out as l threw myself from a helicopter three hundred metres above the earth - with only a rubber band tied to my ankles...
ParagraPh
1: yckll
flr,t
r"euer tru}.
h*l*d. about ettreu.u
a lufoe.
fu^ í U"g* juul7g
ul Neu-Zealana arűill
,t4
Paragraph 2: Paragraph 3: Paragraph 4: Paragraph 5:
Yá, Check your answers in groups of
j, and discuss which key words helped you identify the content
ofeach paragraph. again, this time in a more relaxed way, allowing yourself at least 5 minutes. Focus on whether this is a story well told or not. You can mark sentences or parts you like or dislike, &* Read the text
d Do.rr, ,, a "
class your reasons for the effective and for the less successful bits.
Arl,9traliA,
th"@ ,/u
ha.d.
llnit 4: Lifestyles
@
Lesson
1:
Pursuing Adventures
Cotouring or " jazzíng up" a story d
First check the table on p, 1 60
"
in
the Answer key (lJnit 2-Lesson4/2a,b) of linking words which
are usefulfor story telling.
b.
Read the text again and underline words and phrases,
o which jazz up the story: e.9. 'unfortunatelyi 'finally'or o which link up parts of the text: e.9. 'No wonder,, "'
c,
check as story telling.
a
what they do to help the class the words and phrases you have underlined and discuss
taking turns, each of you No* yo, know the story pretty wet!.Work in pairs, and briefly nar.r9te.it, and feel free to use your own words saying eiery other sentenie.'Thiitime, tell the story ABO|JT HER, as well:'Jackie first heard about extreme...'
d.
Speaking Task 2: Picture Story story telling, Feel free to You have 10 minutes to prepare and to take notes for the 2-minute your story to your partner in 2 minutes, use a dictionary if you need to. You are expected to tell pay attention carefully as if they While one of yóu li telIin9 their story, the other person should were the examiner, so that they can give feedback afterwards,
á.
the task. Check the Remember box in lJnít 2.4 (p. 45) to help you focus on
p, 208, Student B at the picture story on p, Work in pairs. Student A looks at the picture story on then tell each other your story, 209. Start with the 1}-minute preparation with a dictionary and
b. C.
l l l l
When
you have both
presented your stories, give each other feedback using the following criteria:
Was the story fluently presented? Did your partner use a wide range of words and expressions?
was there a variety of linkin9 words used to establish cohesion? Did your partner use past tenses appropriately?
Picture Story task, What other Á, o class, discuss what you found difficult or challenging in the advice can you give each other for doing this exam task effectively?
d.
Vocabulary and grammar quiz have in common,Think about the Djscuss in pairs what the words from the text in Activity 5 (or be), can kind of word (part of speech) each one is
channel increase
defeat level
drop measure
experience pound
hammer
wonder
Check and discuss your ideas as a class, one, Think up a sentence which uses Choose one of the words f rom the box, but do not soy which life.|). TeIl your sentence to the class in my thrill any form of this word (e.g.,t,ve never experienced such thrill in mY life.|),The others will such (e.g.'l've BEEP never sayíng the word,BEEp, iistead of the word. guess the word in its accurate form:'experienced',
Lesson 2: Bad Habits
Lesson 2: Bad Habits EXAM TASK
SKltL§ AND LANGUAGE FOCUS: l Reading and vocabulary: identifying key
l l l l l
Reading Task Paragraph Headings
content words in context
Speaking: sharing and discussing personal experiences Reading: skimming íor key information Speakrng; giving advice
Vocabulary; collocations related to habits
\
.*
(also in Unit 1.2)
*,t
é
Éxamskills: identifying overall meaning through key words
Guessíng the actívity:'coífee potting' Think of a bad habit that people often try to give up. Choose any bad habit except smoking, it is too easy to guess! Write 3 connected sentences about it in the box below, Don't write the name of the habit; use coffee pot instead in the necessary grammatical form (e.g. 'Coffee potting can be
dangerous for the people around you,'),
1
l.
2.
3.
8,
Now work with a partner. Read out your 3 sentences to each other and work out the meaning each other's "coffee pots'!
of
&. Collect on the board all the bad habits mentioned by the class in 1/a, Can you think of any more add to the list?
to
1:
Unít 4: Lífestyles
Lesson 2: Bad Habits
Reading and guessing key words and their meanings following text is an extract from a blog entry on a bad habit.The key word (i.e. what the text in 60 seconds and try to guess this first word with a partner. Can you think of more than one possible answer? The
is about) is missing. Read it
, we've been in this "on and off again" relationship for a long time, l've relished your sweetness during good and bad times. Since secondary school, you've been at every family dinner, every business lunch, and you've even been there for breakfast. But we have both always known that this relationship has been bad for me. l depend on you way too much. You no longer revive me when l'm tired, you are just a delivery tool for
mySu9aÍaddiction.Please,letmegonow'Youmaykeeptemptingmewithyourbrightly
coloured packaging, reminding me of your potentialdurin9 the holidays, but away. Goodbye sweetness
lwillturn
Adaptedfrom: http://WWW.inspire.com/groups/dietand-fitness/discussion/break-up-wíth-your-bad-habit-write-itoff-now/ Posted December
1 1,
2a08 ot 1 :56 ammylyrytysdqkdmk7y8ivca/index.xml
Check your ideas and discuss in pairs or small groups the following question:
ffi How did you work out your answers in 60 seconds? Read the text aglin knowing what it is about. Focus on this question now.
# What makes the text so personal, strange and funny7 Share and discuss your ideas as a class.
Defrning meaning A"The words or expressions in the table (1 -6) are all from the text above. tf you do not know one, first try to work out the meaning from the context.
b. Motrh the words with the appropriate definition. You do not need to understand every single word in the longer definitions to be able to do the matching. A.
the possibility of successful development in the future
depend on sb
B.
to get great pleasure or satisfaction from sth
potential
c.
1.
2.
3,
relish
(v.)
for
a habit or practice
D.
to attract, appeal strongly to, or invite sb to do sth risky
addiction
E.
to rely on sb, especially for suppoít or success
tempt sb (with sth)
F.
give renewed well-being, energy, or strength
4. revive sb or sth
5.
6.
a very strong, often abnormal desire
€. Check your onswer as a class. lf you have difficulties with any words in the defrnitions, ask the others about them or check them out in a monolingual dictionary,
R l
l
i
l
i
l
? i i
Lessan 2: Bad Habits
sa
Do you have a símílarbad habít? Think of one of your bad habits or a bad habit of someone in your family. Stand up, go round and telt the others about it.Try to find 2 or 3 others tolking about the same or a similar habit. Form a group with them.
DlscUssloN
small group with the same or similar bad habit, discuss why it is dangerous, and why yourl or someone else's life would be better off without it. ln your
minute to summarise your small group's discussion for the rest of the class. Link your ideas with some of the following words and expressions from the Useful language box. Your have
1
Usefu! language:
adding further ideas or
iníormation
showing a difference or Cont]ast
showing a reason or cause
r also
e but
c because
. too
* although
o as a result
* as well
e however
c because of
c in addition
a despite
c50
f/
One-mínute speed readíng
\*
You have exactly 1 minute to read through the following 5 paragraphs and get the general idea of what the whole text is about. Then, think of a title for the whole text. (At this stage do not worry about the empty lines before paragraphs 2-5.)
Title: description of the task Reading Task 1 Paragraph Headings involves matching paragraphs to headings. To do this you do not usually need to understand the whole text, but you do need to have a good sense of the overall meaning of each section. 1: General
2,-
lt's usually a good idea to start by reading the whole text through quickly and getting a sense of its general meaning. Avoid reading word for word. See if you can identify the main focus in each paragraph. You could underline any words which seem to be central to the meaning of a paragraph, 3:
When you have done that, read through the list of headings for each paragraph. While reading these, try to predict what they might refer to. Are there any obvious matches with the text you have just read?
EXAMWlzARD
TlP You do NOT need
to understand every word, or even many of the details to understand the general meaning of a paragraph or of a whole text.
Lesson 2: Bad Habits
4z
Now get down to doing the task. Read each paragraph again and find the appropíiate headÚg. Deal with problems arising from having more than one possible headin9 for a paragraph or using the same heading more than once. You may need to read some paragáphs more carefully a few times in order to be certain. focussing on the words You
underlined earlier, 5:
What are the catches? Well, remember there are two extra paragraph headings that You do not need. Also, some headings may be very similar in meaning, so check that You have caught the right shade of meanin9, Check your answers and the titIes you have given. Discuss the advantages and disadvantages such a speed reading task,
f/ ,* EXAMWlzARD
of
Identifying paragraph headings about paragraph headíngs The 5 paragraphs above have information and tips for doing the Paragraph Headings task successfully, Match each paragraph with the headins (A-F) which refers to it,There is one heading you do NOT need. One has been done for you as an example,
iii.
Heading
A.
Paragraph no.
Dangers Don't give up!
C. The mechanics D. E,g, General
description of the task
Thinking while reading headings F.
b.
HoW to begin
Á, o class, checkyour answers and discuss the sentences, phrases and words of each paragraph
that helped you in the matching.
Reading Task l: Paragraph Headings You will read a text about smoking.
# Match each paragraph to the correct heading. ffi Write the number of the matching paragraph next to the heading in the table below.
S One
has been done for you.
* There
are two extra paragraph headings that you DO NOT NEED.
1
: Lífestyles
Lesson 2: Bad Habíts
Paragraph headings A. Reduce your stress levels B. Educate yourself about the physical problems C. Change your lifestyle D. Reward yourself É. Acknowledge your
e.g.
dependence
F. Get medical assistance
G. Establish a support system H. Know your weak points l. Find a strong source of motivation
(Example) * ckrpw{"pfue y alu dprennmrz you must uőiapde*phinuwlíy you smoke. Is it to be able
to deatwith anxiety and stress? ls it to fit in with Your sPouse or co-workers? lt may be hard for you to admit your addiction to Cigarettes, but you can't change what you don't make known to yourself and others. lf you're in denial, you'll never get where you need to be. 1.
to be iuccessful in your efforts to quit, you must be ready for the withdrawal period. The sYmPtoms include headaches,
tiredness and even dizziness, and they can last up to a month,This is the most difficult Part of the Process. So before You start, read and find out all you can about the medical consequences of quittin9. Knowledge is power. 2. There are some times when you're more likely to smoke than others. Recognise those times, and do something to Píotect yourself. you needn,t be strong and powerful all day long every day. Just do somethin9 to distract Yourself when You're most likely to smoke. For example, if you usually smoke during work breaks, use that time for a short walk instead. 3.
nows, intellectually, that smoking is bad for your health. But what you need most is a good reason to quit. lt might be money, oí your children, or your health. But whatever your incentive, it must be powerful enough to keeP You going through the physicaland mentalsymptoms of withdrawal.
ru"ryo*
4.
t
expert Dr. John Mays. To eliminate your smoking habit, You will have to alter probably mean transforming your day-to-day existence. For example, you may wiIl other habits and routines as well. This you spend time with, at least temporarily. who you for fun and do have to reconsider What ,,lt,s
noi willpower, it,s programmin gl'
says
5. vou .orLt quit smoking alone, Whi|e it's true that a doctor's advice may be helpful, what you really need is a community that will embrace your decision to be healthier. Get your family and friends involved in your efforts to kick Your habit, you,ll need their encouragement, and they'll need to get tough with you and tell you the truth when You're feeling weak.
I
6.
overcomlng an addiction is difficult, but it can be done. Yet you have to find ways to motivate Yourself. When You make
progress/ 9Úe yourself credit, or even a gift. For each small step on the road to success, make sure You treat Yourself well. Quitting smoking is dífficuít, but it ísn't a punishment.
Checkyour answers. Discuss the sentences, phrases and words in each paragraph that helped you select the
appropriate headings.
I
l
I
I
Unít 4: Lífestyles
Lesson 2: Bad Habits
Gívíngadvice Find expressions in the text in Activíty 7 which give advice and complete sentences sentences l0-1 2, think of other expressions for giving advice which are not in the text,
&
*
E 9.;
You'll have
to.,, f"á
l
-9.
For
ways to..
1.
2. 3.
4. 5. 6. 7. 8. 9. 10. 1,1,
12.
b,Working in groups of 4, think of any bad habit or addiction you have, and ask other students in your group to give you advice on how to get rid of it. tJse some of the expressions above (e.g. 'You will have to be careful not to. . .) or the extra ones in the Answer key on p. 165.
CoIIocatíons &. Work in small groups, each group choosing only one of the words in the middle column. ln your group, collect at least 5 words that are used in partnership with your word to form collocations (see the exa mples with'smoki ng').
cÁl)n -, pa,rswe -,gun
qrit -, tab
u.p
-,
u,p -,
smoking
-campa,rtw-ent, -ban,
-
\,
h^azard,r, -
-re/"atd. djsca,s.ts
(an) addiction
(an)effort
(a)symptom Finalise your group's collocation list on a poster and place it on the wall for the rest of the group for further reference.
Unít 4: Itl
ing, Ways
Lesson 3: Ways of Living, Ways ofThinking ExAM PRAcTlcE
SK|LLS AND LANGUAGE FOCUS:
l t l
l l l
Vocabulary: adjectives describing lifestyles
Writing Task 2: Discursive Writing An Essay
Speaking: brainstorming and
planning arguments
Reading and writing: identifying
key features of essays
Writing:buildingcoherence
with linking words
Speaking: arguing for and against Writing: becoming aware of a text type - an essay
What kind(s) of lífestyle do we lead? &, Work on your own. Look at the list of adjectives describing lifestyles and/or character, Choose one adjective and make notes of the following points: o identify the typical key features of this lifestyle or character, o think of examples for your adjective of famous (or infamous!) people, or anyone that you know.
materialistic self-centred withdrawn down-to-earth
monotonous glamorous
exciting
naive
altruistic adventurous
fJ. Work in groups of 3 or 4. Briefly share your descriptions and some of your chosen examples, Feel free to raise questions about each other's points.
Planníng an argument The editor of a student magazine has asked you to write an essay like article in which you
express your views about the following topic:'Positive thinking will help you over(ome any
obstaclesi
Agree with your partner on a number of points for (pros) or against (cons) the opinion you want to express in the task, Note them down in the table. :.i ,, Work in pairs.
For
l Pros
Against l Cons
Unít 4: Lifestyles
Lesson 3: Ways of Living, Ways of Thinking
Wu Present your arguments to another pair and see if they agree or disagree with your points, Add new points to your list, as appropriate. *." As a class,
discuss the following questions:
l
ln what ways can such a collection of pros and cons help you when writing an argumentative or discursive text?
l
What should the next step be in the planning process before any writing takes place?
Writing starts with thinking and planning (see Unit 3.2, Activity 5).
f-/
Checklist íor efifectíve essays
,*
id. On your own, decide how important you think each of the following criteria is when writing an
EXAMWlzARD
essay, Tick the a p prop
ri
ate col um n.
Criteria for effective essays
lmportant
Not
important
lt depends
lmportant
Not
important
lt depends
The essay should have a logical structure.
There should be exactly 5 paragraphs. Each paragraph should focus on just one point or topic. Each paragraph should contain just one idea. Each paragraph should have a topic sentence. Pros and cons should appear in each paragraph. The opening and closing paragraphs should be very dramatic and
striking. The writer's position should be made clear in the first paragraph. The conclusion should confirm the writer's position
.
The conclusion should contain no new ideas that have not been considered earlier in the essay.
There should be appropriate linking of ideas between sentences and between paragraphs, There should be examples to support the main ideas, The style should be quite formal, or at least neutral. There should be no contracted forms or informal phrases. There should be a line space between paragraphs.
As a class, check your answers and discuss any differences of opinion. You can find further practical comments and suggestions about essay Writing in the Answer key on p. 165.
Lesson 3: Ways of Living, Ways of Thinking
Analysí ng díscursive writíng Read this essay once. Then, as a class, discuss to what extent you agree and/or disagree with the writer's views.
k itlor4.t/nl
to /,tae ailtil"ottt
Yau coa(Á hÁ/dú/ a,rk to
a"
caál
tunre eógíurd. questinn todau, yrtt/ttt d^oesnt í.t0, íórul ó4tb/2 L ftrŰ;é^,.rlft ?uÁ/ a/oa
íthun it Ií.rl" ttrzak'worb.d
fry*yyg a/thfusr it certal,n|/
woűnnt
Oru uajm róí,ta"c|e t0 outrcerue anu/Á
4*
^tr!r"l?*t drűuarfuttaí
a,hÁ
átrnÁ,'
|le ea,ry.
/rc ou,r hn"ótt
hilű coáU r^*l
rf payl,?í4 fty th)lr4s, a*t 't/t4'1ftű drff uLfu ,wÁ!Ltt.,
do\t ttFos<+b/z.'
euuydny lúrcs. uowua
J
Tl,Le ftí{t kqe s.teP unuli be to hate yarw ?l.tu 'nm-ca,sh'ha,}tts aí.c"btpÁ bv tú^oq arnl1Á 7ou"il4d. th. /nÁ/ cnu444/u'Ú. Naturala, tűk prmels woub i"f*Á o ulűwyfn*r.l to cttuvrau.wsc anÁ coo?han|.ou'aU
7araes.
Aú,u,l.ítedly, tfu /nqt{tt6
íf dal.ft.q, qrül.iruq, a4Ákjna, buil7ú44 aaj. exclunnuta
tlu.n^as
wauH l,e'il.u4r-coŰÁ&44Ú. Hníufu, a/,l't/lk k ecÍ-rtn&Á4'wűj,lz rru-{r,Ú!'"xnrh ant autdnr a"chbiti.es;Űphmt, qrute a h2Á/4 '
fnryt
tn a//, a/t/4au*h ü's tn ,rrE f* ,ul to cfta,bark an tű.ts ,ioruney atw, thz bttufts are xrrng el4ru*h to"wn*t pnplt'cott*id*r q*rrlj tt a try *u'4. IiÁ^eú., tl4at t" J ,+//
clirur th4/4V0l{, or I, ur4hi
@'r-y
thjJl,k,
(178 words) This essay was inspired by an article by Mark Boyle in The Guardian: hx p ://www.g u ard i a n,co. u k/env i ro n m e nt/2009/n ov/79/ m a r k- boy l e- m o ney
Read the text again and tick the points in the essay-writing checklist below that you think the text meets.
Checklist (with
8 criteria selected from the table in
Activity
Criteria for effective essays
3):
/tx
Logical structure
Writert position made clear at the beginning Strong opening and closing Coherent paragraphs, each dealing with one issue Topic sentence in each paragraph Formal/Neutral style, no contracted forms
Appropriate linking between paragraphs Conclusion confirms writer's position without repetition As a class, discuss your evaluation of the text. Compare them with the comments in the Answer
Key on p. l66.
Underline any words or expressions in the essay that you think may be appropriate in essaywriting (e.g.'You could hardly ask...'or'Naturally,...'),Then share your ideas with the class and discuss what function they have in the text.
f./ !*
ExAMWlzARD
Lesson 3: Ways of Living, Ways of Thinking
Ilnit 4: Lifestyles
lffi f/ *
Línkina words and expre§sions íor connectíng ídeas across se nte n-ces a n d p a r a g i aph s tinking words or phrases from the box in the appropriate row in the table according to the function they serve. (More often than not, they open a sentence or paragraph and then are followed by a commo, or they may also appear in the middle of a sentence,) :;,.:,,.
Write
ExAMWlzARD
the
Accordingly,
Additionally,
AIternatively,
As a consequence,
As for...,
At the same time,
For instance,
However,
ln other words,
ln particula1
ln spite of this,
ln short,
lnstead,
Moreover,
on the other hand,
on the whole,
On top of that,
Specifically,
To put it in another way,
To sum up,
With regard to,..,
Comparing & contrasting Adding info Concluding, summarizing Linking words of all kinds (with different ones being
Giving examp!es, focusing Reformulating, clarifying
appropriate in
different contexts: informal or formal, Written or spoken, etc.) are very important in every test in the 82 Euroexam.
Referring to or
changing subject Cause & effect; reason & result
oyou have to
recognise them in order to understand and follow the logic of the texts e.g, in the Reading, the Listening and the
Mediation test tasks.
oYou are expected to use them to create
coherent language in the Mediation, Writin9 and Speaking test tasks,
Giving alternatives
b.
Checkyour answers as a class.
Look at the box below. Circle only those linking words and expressions below that are typically With used in forma!/neutralwriting (both in emails and essays).Then quickly checkyour selection
C.
the whole class,
actually, consequently, by the way, definitely, anyway, in comparison, to telI the truth, sure, speaking of..., for example, to some extent, considering..., 9uess what,
Lesson 3: Ways of Living, Ways of Thinking
Writing Task 2: Discursíve Writíng
-
An Essay
Writing Task 2: Discursive Writing -- An Essay (30 minutes) choose one of the following essay topics and follow all the instructions. ffi Write
TOP|C
Unit 4:
a
approximately 150 words.
1:
'AlwaYs live for the moment and never worry obout tomorrour," To what extent do you agree with this statement?
Write an essay. N, B. ExPlain Your Points for and against the given statement and give a conclusion at the end. Make sure you state your argument in a logical way.
TOPIC 2: "Giving is the most important thing one can do." To what extent do you agree with this Statement?
Write an essay. N. B, ExPlain Your Points for and against the given statement and give a conclusion at the end. Make sure you state your argument in a logical way.
Write the essaY at home as a HOMEWORK task, keeping to the time limit of 30 minutes as strictlY as Possible. Hand in your work to your teacher, who will give you detailed feedback based on the simplified criteria below. Before starting the 30-minute process at home, read the whole Answer Key for Activity simplified evaluation criteria for writing tasks as a checklist and reminder of what to focus on during the planning and writing process. 3 again on P. 165. Also, read these
Task Achievement (1-5 pts)
Appropriacy (1-5 pts)
coherence (1-5 pts)
Cohesion (1-5 pts)
Would Your writing achieve its communication purpose in real life? Would the reader fully understand Your intentions, point of view? Have you followed all the instructions and included all - and only - the relevant information? ls the laYout and style of your text appropriate for the text type, your intention and the imagined readershiP? Have you found the right level of formality (e.g. contracted vs. non-contraited forms)? Have you referred to all relavant points in the instruction? ls the text
made up of logically structured, well-connected ideas?
Have You used PurPosefully chosen linking words and phrases, reference words and phrases,
in order to establish the inner cohesion of both the paragraphs and the whole text? Have you
divided your text into well-connected paragraphs?
Grammatical Range and Accuracy (1 -5 pts)
Have You used the right grammaticai structures with the necessary range to support your communicative PurPoses? Are there grammatical or accuracy mistakes (e.9. word orde1 punctuation) left in the text which hinder comprehension?
Lexical Range and Accuracy (1-5 pts)
Have You used the right range of vocabulary which is appropriate to support your communicative PurPoses? Are there any vocabulary mistakes left in the text which hinder comprehension?
tJnít 4:
Lesson 3: Ways of Living, WaYs of ThinkÍng
Lífestyles "OraI essays"
brief & Work in pairs, and choose one of the topics below. Consider and write down some " and a short introduction a one-sentence of arguments for and againts the topic for yourself. Think conclusion. 'Positive thinking will help you overcome
'you cannot succeed without sometimes
any obstacles1
taking ri5ks]
'Some stress is good for us.'
'Virtual reality is not the same as real life]
your a different partner. present your ideas with your introduction and conclusion and partner should respond with at least one comment or question,Then swap roles,
b"workwith
&" As
a
class, discuss the main differences between presenting an argument in writing and in
speaking.
Unit 4: Lífestyles
Lesson 4: ln and out of Homes
Lesso n 4: ln and out of Homes ExAM PRAcTlcE
§KILLS AND LANGUAGE FOCUSI
l l l l l
Grammar: quantity expressions
Listening Task 3: Radio Programme
Vocabulary; words related to types of homes
Reading
:
blso in Unit 3.1)
scanning for spee ific infornration
Speaking: arguing for and against Listening: understanding
detailed information
Writing: lrecoming aware of a text type * an informal email
}:,
Exam skills; analysing multiple-choice questions and answers
Group survey: True or not? &"Workwith a partner.Your teacher will allocate both of you one of the statements below. With your partner, work out what question you need to ask the others in the class in order to check whether the statement is true or not (e.g.'Have you ever lived/been .,,?' or'Do you or your parents plan to move house...?'). Checkyour question with your teacher.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1
1.
12,
At least 3 people in the group have lived away from home for longer than half a year. There is someone in the group who will move home in the next 6 months. Fewer than 5 people live in the same home they were born in,
Hardly anybody has lived abroad for longer than a month, Most people in the group live in a flat. There are exactly 2 people in the group who have lived in student hostels. Only
a
few people in the group have ever felt homesick.
There is at least one person in the group who is planning to start living on their own soon, Only one or two people have ever lived in a rented flat or a house. More than half of the group have moved house at least twice in their lives. There are 3 people in the group who are currently living away from their families. Nearly everybody in the group knows where they are going to be living in one year's time.
b. Walk rornd and ask the other students in the class your question, taking notes of the answers. Make sure that the two of you, as a pair, ask everyone in the class. When you have finished, compare your answers With your partner to see if your statement is true or not.
rF
Lesson 4: ln and out of Homes
Share Your findings with the rest of the class, using expressions from " the llseful tanguage box below (e.g. 'our statement was ".. .'i and it is/isn't truá because hardly anyone. . ,'). '::,
Useful
the
+ nearly / almost everyone in the group..,
=
e the majority of the people here... * about two thirds / three quarters of us... * (exactly) half the group..,
=-
" :.
in1 quite a few oí us... (only) a few of us... hardly anyone...
nobodY / none of us...
Discuss as a class whether any of the survey results surprise you.
Descríbing places to líve &'
Work in Pairs. Look at the 5 words or phrases under each of the following pictures and choose the You could use to describe that kind of housing. IJse a dictionary if necessary. Then check your onswers as a class, 2, 3 or 4 that
spacious terraced house 3. suburban
.ahousingestate
1,
'l
2, a
housing development 3. identical 2. a
4. detached 5. a
1.
detached
2, a 3.
front garden
front lawn
well-kept
4, a cottage 5. inner-city housing
4. rural 5. isolated
'i
.
rural
cottage 3. detached 4. modernised 5. a communal 2. a
garden
7|-
1.
privacy
2. run-down
student hostel 4. a garden 5. shared facilities 3. a
'l
.
a block of flats
2. a
residential area
apartment block ayard a communal
3. an 4. 5.
garden
], next-door neighbours 2. 3.
semi-detached twinned
4. red-brick 5.
upstairs
1.
high-rise blocks
2. lots of space 3, red-brick 4. identical 5.
shared facilities
lesson
llnit 4: Lifestyles
4: ln and out of Homes
The following four texts are extracts from emails written by people who live in four of the eight different types o7 homes shown above, Read the extracts and decide which extract goes With Which type of accommodation. IJnderline the keywords in the texts which helped you decide, '.,,,,
1:
...lfeellreallyhavetogetoutofhere,gethomeforaweek,atleastiflwanttopassthe home just pack up and retake, l,m telling you.
t
don't really can,t understand why people
9o
forthebreaks.lt,simpossibletogetdowntoanyrevisionwitheveryoneactinglikecrazy just leave the after the other ", so if you party animals upstairs, all turning twenty, one pot", at the usual place under the flower front door key
2z
...not bad at all, of course,
l miss
to do much the big garden but l wouldn't be able
gardeninganymore,wouldl?Withthe9randchildrencomin9overjustonceamonth
atthemost,there,snoreasontohaveallthatspace.Anyway,lstillhaveonebedroom upstairs,whichmakesmefeelasiflamlivingintheoldhouse,thoughnoisedoescome frombothsideshere'..andRobinandDoreencanstayinthesparebedroomoverlooking to visit", the smalI back yard when they come
3:
'..yes,lhonestlygotlostonthefirstdayinthislabyrinthofbuildings...justwalked John look like carbon copies of one another, round and round, since all the buildings saidthatlshou|dalwaystakeapocketfulofbreadcrumbswhenlgoouttohelpmefind myWaybacklTheonlygoodthin9aboutthistypeofhousin9isthatmaintenancecosts we were are incredibly low with
io
that,s what many people sharin9 the expenses. And
looking for really...
4z
...justfinishedunpackin9actually.l,mcompletelyexhausted,ofcourse,butldoenjoy
course, it no compromises, no nothing", of the independence; no next_door neighbours, once the still all over the place, but it,ll be all right looks a bit untidy with the electric wires _ it,s just l can tell l,m goin9 to love it here rewirin9 is finished and all this mess disappears. low ceilings and, of course, with the stone floors, the wooden beams, 9ot that air of history
thatgorgeousfireplace;l,mactuallylookin9forwardtoWintersolcanuseitl..'
Check and discus5 your answers as a class.
DO Work in the same pairs again, lmagine that you live in one of the homes in the 8 Pictures, but job, (nationality, age, NoTTELLY}LJR PARTNER which one you have chosen. Make up a character your partner will ask family, etc.) that you think goes with the type of housing and take on that role. questions about your home and about the advantage5 and the disadvantages of living there. you 'Answer the questions (use some of the appropriate words that belong to that tyPe of housing from 2/a), and see
if
your partner can identify the type of home. Then swap roles.
n
Lesson 4: In and out of Homes
!'-/ *
'iÍ;"r?i!ÍrtoradioProgrammes,answeríngmultiple-choice
ExAM WlzARD
are some tips for doing Listening Task 3. Read through the list of ideas and decide if each one rePresents good or bad advice. Put a tick (1 if you think it is good advice and a cross (x) if you think it is bad. é:3" Here
Exam tips 1.
Look at the questions before you listen to the recording and try to predict what you might hear.
2.
Think about what you already know about the topic.
3.
The first time you listen, concentrate on the general flow of the conversation.
4.
Write down as much as you can of what the speakers say.
5.
choose the answers that contain words that you hear in the interview.
6.
lf a question is too hard, write a note to the examiner explaining why you can't answer it.
7,
Take notes of keywords, names of people, what they think, etc.
8.
Decide which multiple-choice answers are definitely wrong.
9.
Between the two rounds of the listening, look again at the questions you haven't answered so that you can give those parts of the recording more attention.
,l0.
/tx
lf you really don't know an answer, guess! Don't leave it blank.
11.
cough and sneeze a lot to stop other people from hearing the answers.
12.
Double-check your answers at the end of the test.
13.
lf Possible, look at the question heads and decide on your own answer. Then choose the answer which is closest to yours.
14.
lf
you have no idea which is the correct answer, leave it blank. check your choices as a class. which three pieces of advice are the most useful?
se DlscUssloN
To
leave or not to leave
ln the EXAM PRACT|CE task in this lesson (Activity 5), two youn9 people will be describing their experience of leaving home.
&. on your own, write two reasons to support the idea of leaving home to study or work, and two reasons for staying with your family while studying or working. My 2 reason§ to §tay
§.Work like them
My 2 reasons to leave
in Pairs. Share
-
to
and discuss your reasons with each other, Add your partner,s ideas _
your own list.
if you
Lesson 4: ln and out of Homes
Lístening Task 3: Radio Programme You will hear part of a radio programme about two young people who have left home.
§ On the test
13.
paper, you have ten multiple-choice questions about the programme.
§
Choose the best response (A, B or C) for the questions.
§
Write the letter of the appropriate answer in the Answer box below.
§
You will hear the recording twice.
§
You have two minutes to read the questions before the recording starts.
1. Sarah's father...
6. Danny went to college because...
A. wanted Sarah to join him in his business. B. wanted Sarah to study business. C. changed his mind about what Sarah should study.
A. it was the logical step after leaving school. B. because he preferred studying to working, c. because he could not find a job.
2. Sarah moved
7. Danny chose
A. B,
c.
to the north of the country because...
A.
it was the only place she could study drama. it was a less expensive area.
B. C.
she could find work there.
3. On moving to the north, Sarah felt...
he could not find anywhere nearer home to do the course, there are no colleges in his home town. he wanted to study in a bigger city.
8. What does Danny
A. free and happy. B. homesick^ c. sad at having to live in an attic.
A. B. C.
4. After some time living in the north, Sarah...
say about his friends?
He has not made any friends in his college town. He still prefers to be with his old school friends. His home town friends come to visit him regularly.
9. Sarah and Danny...
A. broke up with her boyfriend. B. moved into her grandmother's flat. c. shared a flat with someone else.
B.
had simiIar childhoods. both moved away from their home town for similar
reaSon5. C, have different feelings about living away from home.
5. While Sarah was living in the north... A. her father refused to talk to her. B. her mother told her about her grandmother's death. C. her mother supported her.
1.
3.
5.
7.
9.
2.
4.
6.
8.
10.
&" Checkyour answers
his current college because...
10.The interviewer...
A, B. C,
is objective and neutral. is more sympathetic towards Sarah.
has difficulty at times understanding Danny.
as a class. Listen to the radio programme again to check details, if you need
to.
b. Dlr.rss
l l
the
following questions:
Do you a9ree or disagree with Sarah's and Danny's decisions and attitudes? Why? Compare them with your personal experience and/or plans concerning leaving or staying at home.
at,
Unit 4: Lífestyles
f-/ 1*
EXAMWlzARD
Lesson 4: In and out of Homes
J ustifyíng m
ultíp I e- choi ce a n swers
&, Work in small groups. Look at the audio script of the interview on p. 1 82, and underline the phrases and sentences in the text that justify the right answer;. Also, find some support in the text for why the distractors are wrong,
b. Checkyour
answers with the other groups,
Díscussing ídeas for email writíng j , '.,. Work in groups (A, B and C). Choose a picture from Activity 2. lmagine that you have just finished house-sitting for a month there, while the owners were away on holiday. You are going to write an emailto a friend about the good and bad times you had during the month. Use the language and ideas from Activity 2, and writeyour content and language ideas into the box below.
The place where l've been house-sitting for a month:
content ideas: Positive experience:
Negative experience:
Language ideas: Useful words, expressions and structures:
Take your notes and get into new groups where each group has one member from the previous groups (ABC, ABC, etc.). Share and discuss your ideas, adding to your own notes.
Using your notes, write the email of 100-'l 20 words on your own as a HOMEWORK task and send it to your teacher.
Unit 5: Food for Thought Lesson 1 Food Blogs l*
ÉF
-ffi
Lesson 2 The Sweetest Thing
Lesson 3 Eating Well or Not Eating Welt
Lesson 4 cultures and cuisines
Unit 5: Food for Thought
Lesson EXAM TASK Writing Task 2: Discursive Writing A Letter to the Editor
1:
Food Blogs
§KltLS AND LANGUAGE FOCU§I l Spt akirrg: exprcssing contparison l Speaking andvocabulary:
l l l
-
defining and explaining words
Vocalrtrlary: creating associatiotts between wor,ds, phrases related to íood and eatirrg Exam skills: identifying tlre key featttres of a letter to the editor Exam skill: structurinq arr argume ntative text
Food blogs, gastro magazines, cookbooks - or what? &,
Work in pairs. Discuss in small groups what you think are the differences between food blogs, gastro magazines, cookbooks or gastro TV-shows. Think of at least 2 advantages and disadvantage for each of them. ra. Shorc
yorr
1
reasons for using either of them with the rest of the class,
Taboo game and vocabulary-focused gapfiIl á"
Work in groups of 4, Each of you willget a different cg7j (p.210). Explain the word atthetop partners W|THOUT using any of the taboo words given, or any other forms of those. For example, if 'cooker' is one of the taboo words, you cannot say 'cook' or 'cooking'. Your partners will try and guess your word. of your card to your
F3. Whrn the explaining and guessing is over, showyour taboo cards to each other.You wilt need them for the next step.
€, Read
this text and fill each gap with one word from the 4 taboo cards, You may need to make
minor changes
(e,g.
singular-plural). Sometimes more than one answer may be possible.
About Simply Recipes
(1.)-
created by me, Elise Bauer. Unlike Simply Recipes is a blog or a personal most similar sites on the lnternet, Simply Recipes contains only a few hundred recipes, all tested by me, my family or my friends. We invite you to try them, and if you like, leave the dishes multiple constructive feedback in the comments. As we (2,) times, we often think of improvements and (3.) . the recipes. lt was a few year5 ago when l started writing down the (4.) l had grown up with and posting them on my website. l had just turned 40, and had spent most of my adult life
Lesson l: Food Blogs
workin9 as a
Unít 5: Food for Thought
(5.)--
Silicon Valley consultant with little
(6.)---
to cook, let alone learn how to cook. As l come from a big loving family, l decided to document our famiíy recipes. My blog started in 2003 and now reaches tens of thousands of (7.). each day and was voted Best Food Blog Overall in the 2006 Food Blog Awards. Many of the recipes come from my family, many we make up, and many of them
(8.)
are those that we pull from , magazines, and newspaper clippings we've collected over 30 years. The recipes shown here use mostly whole food (9.)
and onlY occasionally a few things from cans or prepared foods because we believe in a varied and healthy diet.
§, check your answers in class. Discuss briefly which other words could go in each gap.
Choosing the right vocabulary for your texts When You write a text of any kind, your best strategy is to build on your existing vocabulary, though You maY also use the dictionary you have chosen. Always think about the most effective vocabu|ary option to express your meaning as preciseiy as possible. Thinking about synonyms, opposites, words of related meanings is always useful.
&. Organise these sixteen words into four groups based on the meaning of the words - not parts speech.
recipe
ingredient
instruction5
feedback
stir
steW
add
boil
deep frozen
preserVe
expire
Vegan
healthfood
nutrition
diet
f//
f*
EXAMWlzARD
of
W, ComPare Your categories as a class. Discuss how you chose your categories and the reasons (e,g. similarities and/or differences) for putting the words into them, €". Choose anY 3-4 of the t 6 words you could use in different kinds of posts in your own gastro blog or magazine for each of the following purposes (you can use the same word more thanónce): o presenting a recipe; r writing a review about a restaurant you have just visited; o sharing experience about a street food festival.
meaningful and purposeful sentence with the chosen word for the chosen purpose (e.g. Presenting a reciPe:,,l stumbled upon this great recipe book in my grandmother's attic among olá, shabby clothes."). TrY to saY a
What is a Letter to the Editor? Readers of newspapers and magazines sometimes Want to react to a published article or news item. UsuallY theY want to criticise, but sometimes they want to show gratitude, agreement or aPPreciation. For on-line publications, in place of letters to the editor, there is often a place for comments after an article or news item,
r'// *
EXAM WlzARD
llnit 5: Faod for Thought
Lesson 1: Food Blogs
Read the three short Ietter-to-the-editor extracts from a gastro magozine and write down the topic or the type of text of the original articles to which the writers of these letters have reacted to. To the Editor,
Dear Editor,
your |'ve iust read with interest
,ecánt review about the latest of Corey Smith's bestsellin9 "airion Joys of the series,'The online of the Caiun BBQ1 Bein9 a member l'd like
éulun .orn.unity myself, in to point out a few inaccuracies easily could you which iÁ" r.uui"*, .oiru.'in your online version, if you a9ree with my points",
To the Editor,
your feature in last week's issue about the new tasting menu ot our beloved and freshly reopened ''Taps and More'' pub was unacceptable and lacked
l strongly hope that another visit and review follows soon in your magazine which will show the varied flavours of this new and exciting menu.
yummier.
Topic 2
Topic
of .iti.t" ,Oout the history
cuisine you
ouraronoay and local online iuilrirr,"O in you,latest
any objectivity. l was wondering if the reviewer has really tried the dishes on the menu at all, or only based the article on hearsay..,
presented l admit that most of the delicious; and simple recipes are will the changes |'ve suggested and onry mare them even easier
for your Thank you very much
1
,
from the i-r;;;. i h."" learnt a lot as t'".t, una anecdotes, as well the By included, ;;;; ih" recipes particularly *.u. m" illustrations, added a special ir,Jt*o "ia"os Now, let me text, the to fluuou, *,t.r you what the highlights
,n.r"
for me were",
and After readin9 this colourful l look forward í"ature, ;;;..*'r" other i" ,i.ii., new articles about history, regions' culinary Topic 3
b.Share and discussyour solutions
in small groups.
Discuss as a class which letter to the editor is formal and which one is informal in style. Underline any form or text which clearly supports your view of the level of formality (e.g. formal: 'Let me share
C.
with you.,.').
f/ \t
EXAMWlzARD
d.
coilrrt the
(e.g
about aims, structure, style etc.).
most
important features of
letters
to the editor as a class with the help of your teacher
Basic guidelines for writíng a Letter to the Editor Like most short texts stating a point of view, letters to the editor (LTEs) can be divided into three
sections: introduction, body and conclusion.
for each of the 6 pieces of advice below which part of the LTE it belongs to. Write the name of the appropriate section (tntroduction, Body or Conclusion) next to each suggestion,
&, Decide
pieces of advice A. Give evidence for your opinion briefly, limiting your views to 2-3 short points or paragraPhs, B.
Mention as specifically as possible the article you have read and are planning to argue with.
C. Briefly outline the issue and your overall view that you are going to writing about. D.
Summarise your opinion without word to word repetition.
E.
Express an overall appreciation about the pape1 magazine.
F.
Ask for something to be done - e.9. a íetíaction to be printed, Check and discuss your solution in pairs. Give reasons for your choice.
Lesson
1:
Unít 5: Food for Thought
Food Blogs
Let's make a cheese sauce, shall we? Dtscuss in class what dishes need a cheese sauce, and who in the class likes such dishes, Find out if anyone in the class can make any kind of cheese sauce. i:{ u
Put two large spoons of flour into a hot frying pan. Add some butter and mix up Blend in milk Heat and stir. lt will thicken into a
a cheese sauce, (Do not look at the recipe on the right!) ü", ln the monthly magazine Cookery World you have read a recipe by Michael Jenner for making cheese sauce,you are not satisfied with his instructions. Discuss in class what you think is wrong with it.
5ti rri
ng,
A Letter to the Editor
A Letter to the Editor (30 minutes)
The monthly magazine CookeryWorld published MichaelJenner's recipe for making cheese sauce.You find his instructions misleading andwrons.
/
Writealettertotheeditorofabout150wordscriticisingJenner,s{".. recipe.
EXAMWlzARD
Add grated cheese and let it dissolve on a low heat. Keep
-
-
F*
5auce.
WrítíngTask 2: Díscursíve Wrítíng Writing Task 2: Discursive Writing
cuA6ÉusÉ
Michael Jenner's recipe
r',ffi
''H{
-J
);';.ff5ijJ.",ourartictepre5entsyourcaseclearly.KeepinmindthatyouareWriting'",!.# Write the letter at home as a HOMEWORK task, keeping strictly to the time limit of 30 minuteS. Your teacher will evaluate your letter using the simplified criteria on p. 58, and will provide you with detailed feedback on your text.
After you have written and handed in your text, read the Model answer on p. 167. Consider why it is effective.
Mime race ,ik" Work in two or three large groups. Members of each group sit or stand close together at the back of the room. Each team has its own pack of word cards (all packs containing the same words but shuff]ed differently), face down on the teacher's desk. (All the words have appeared in this lesson.)
rffi
'b"
On" ,"rber of each team runs to their own pack of cards, takes the top one, reads it, puts down and runs back to their own group to mime the word to their partners, illustrating the meaning of the whole word, The group tries to guess the word as fast as possible. Another group member gets another word to mime,This continues until the group has tried to mime all the cards or until the teacher calls 'Time's up!!The winner is the group who has successfully guessed the most words in the time available. it
i:ú* As a recap, the teacher checks with the class any words that have not been mimed or which gave any of the groups diffrculties,
\
llnít 5: Food for Thought
Lesson 2: The Sweetest Thi ng
Lesson 2:The Sweetest Thing EXAM TASK Listening Task Making Notes
SK|LLS AND LANGUAGE FOCUSI
2:
l
Speakingl arguing and exchanging
opinions
Listening: scanning for key words and
(also in Unit 1 ,1)
detailed information
l l l
Writing: reconstructing a text from notes Reading: predicting missing information Reading and grammar: spotting and correcting spelling mistakes Speaking: developing a story from prompts
l l
Exam skills: focusing on details for accurate note taking
AII the u§e§ of d.
l l
honey
As a class, discuss the following questions:
Do you use honey at home to sweeten drinks, food, cakes, etc.? What other purposes do you think honey can be used for?
small groups. Look at the list of possibte uses of honey, one of the most ancient nutrients in the world. Discuss and decide which you think are true about honey and which are not, How do you know? PutT or F for each of the statements below.
b.
Work
1.
lt speeds up the healing of wounds.
in
2. Mixed with sugar, it gives you softer lips. 3. lt can make you feel a bit better when you have a hangover. 4. ln an open container, it can keep other food in a cupboard fresh 5. lt makes your spots disappear faster. 6. lt has ca|ming effects and it can help you sleep better. 7. lt can |essen allergic reaction. 8. You can use it as instant paper glue. 9. lt offers a readily available energy boost. 10. lt
can improve the way you look, as it is good for your hair and skin.
C. Compare and discuss your answers as a potential uses of honey?
ffi
class. Can you add
anything else to this list about the
riste ning to and completing quotes á,Workin pairs,Youwil!workwith eight
"sxl*
for longer.
1
86,
quotes containingtheword'honey! Student Alooks at P,
and student B looks at p. 1 95. Follow the instructions you find there.
llnit 5: Food for Thought
Lesson 2: The Sweetest Thing
you have matched the halves and identifred the quotes, try to guess With your partner which quote belongs to which "author",Try to explain what brings the quote and the "person" together.
h.
Norar that
"Author" or source of quote
Number & letter of quote
(e.g.9-M)
Albert Einsteín, German physicist Winnie-the-Pooh (book character created by A. A. Milne) Ogden Nash, 2Oth-century American humorous poet Jonathan Swift, 18th-century lrish writer Abraham Lincoln, US president Willie Nelson, American country singer Quincy Jones, American music producer A. N. Wilson, English writer and newspaper columnist ii,. checkyour answers as a class, and discuss which clues helped you, either in the content or style
ofthe quotes,
Listening, note-takíng and text reconstructíon &" you are going to hear a news item, the headline of which is: 'Suspicious honey closes California airporti What do you think the news story is about?
h.
L,ste, to the story twice and quickly write down as many words and/or chunks of text as you can.
€. Work in pairs or groups of 3, From the notes you have taken, try to reconstruct the text you have heard as accurately as possible. You do not have to be word perfect, but try to get as tlose to the original text as you can,
(e 1,
Now /ook at the audio script on p. 1 8j, and compare your version with it. See in what ways yours is different, and discuss the possible realons for the differences. ۤ.
Readíng, predicting and gap,fiIling d.
Read through the fotlowing text about the joys of beekeeping, Do not worry about the gaps. With your partner, choose the most appropriate title for the text from these 3 options,
A.
Keeping bees is a tough job, but somebody has to do it.
B.
Beekeeping: an easy way to make a living.
C. What can beekeeping
offer you?
,1[t}í*
Unit 5: Food for Thought
Lesson 2: The Sweetest Thing
Beekeeping is a noble occupation that enriches you both physically and mentally. At the same time it is a very important part of our food production system. For instance, did you
know that bees pollinate one third of our food crops? Also, working in an environment with such creatures, which are considered to be sacred bein9s in many cultures, is actually and this feeling is only increased by the smell
(1 .)
of a freshly opened beehive. And the reward is hard earned honey, which is truly a food of
the gods, along with other incredible products of a healthy beehive: wax, pollen, royaljelly, and even bee venom, which are all highly prized. All in all, a beehive is a source of
(2.)
My personal goal is to achieve financial independence with my small, or9anic, sustainable
beekeeping endeavour. This means following the methods of natural beekeepin9, to find again the strength inherent in bees, which have survived for so many thousands of years. in
While learning the basics of beekeeping is
order to master the finer points you have to keep learning and developing all your life. l am 'l0 hives left from the 15 l trying to start small and grow with time. Right now l have only used to have before last winter. ln the long run l need to reach
(4.)
hives in order to make a living from bees. But even if l don't achieve that,
IamprettysurethatmyloveofbeekeepingwillstayWithmethrou9hout(5.)now that l've become so hooked on its magic. After all, as someone once said, beekeeping is more than a science; beekeeping is really an art.
Ad
a pted
from
H on
ey Beeke
ep in g :
hx p ://www.ho ney beekeepi
n
g.co.u
ld
Five chunks have been removed from the text. As a class, make guesses about what you think the missing chunks might be about. The contexts will help you.
on your own, consider the j options for each gap and choose the one that fits best . The unsuitable options (distractors) may be inaccurate and/or may not make proper sense for the gap. 4,
1.
So many
A. incredibly enjoy,
Á
incredibly enjoyable, C. incredible enjoyment,
B,
c. about
2.
5.
B.
at least 'l00 5
A. health and pleasure
A. the whole life
healthy and pleasurable c. wealth and youth
C, my whole life
B.
B.
my hole life
3.
A. enough complicated B.
extremely complicated
c. not very complicated
As a class, discuss briefly why, in each case, the wrong options do not fit the gap.
Lesson 2: The Sweetest
Th in
Unít 5: Food for Thought
g
TlP Think Ahead! ln several activities in this course. we ask you to spend some time predicting topics or ideas, answers before you read a text or listen to a re
Lístening Task 2: Making Notes |!!tening rask
2:
ílá{t.,
Making Notes (-10 minutes)
You will hear part of a radio programme in which a honey expert, Laurence Woodruff, speaks about ways of keeping honey at home.
fi
16.
Look at the notes. The notes contain nine gaps.
H you have one minute to read the notes.
§ Now listen to the speaker and write a maximum of 3 words on each numbered gap in the Answer box. §*
Do not write more than 3 words in one gap,
*
You will hear the recording twice,
How to keep honey
. . . .
Darker honey has
_1_
than light-coloured honey.
Honey can lose its flavour and aroma if the container Honey that has
_3_
is_2
can still be used.
To make hardened honey soft again, we should place the container
. . .
Don't use honey that
_6
Cooking with honey
is
Children younger than
good because honey
is
_7
_9_shouldn't
be given honey.
Answer box: 6. 2.
3.
8,
4.
9.
5.
Compare and discuss your answer;.
_and
in cakes stay
4_ _8
but make sure that it isn't
Lesson 2: The Sweetest Thi ng
at,
Íl. Listen to the monologue again and askyour teacher to stop thetape when you hear the information for the gaps, C. As a class, briefly summarise what new information you have learnt about honey or how to keep it.
I
dentífyi n g spel lí n g místakes
á.ln
the gapped sentences below there are six spelling mistakes. Can you find them and correct
them? 'l
.
Fossils of honey bees date back to about
bears ago,
2.
Cave paintings in Spain from
3.
People have collected honey for at last
4.
Bees have been producing honey the same day for
5. Honeybees'wingsbeat 6.
_worker
BC are the earliest records of beer-keeping.
years. year5.
times per minute, making their distinctivefuzz, miles to leather 'l pound of
bees would fly approximately
honey.
Put the correct number from the box below into the gapped sentences to make true statements.
7,000
11,400
9,000
35,000
'l80
mil|ion 556
150 million
Checkyour answers as a class.Which fact do you find the most surprising?
se DlscUssloN
Stíngíngstories á.Work
in small groups. Discuss and decide a) where the speaker was, b) what was happening. Use your imagination (the key words in the statements will help you). Give reasons for the points you
make. t §
'Suddenly l was surrounded by thousands of bees, so l threw myself into the lake]
just got to the key point when a bee landed on my noseJ
'l d
'The jar of honey opened in my rucksack. lt was terrible.' As a class, share and discuss the groups' ideas.
C" lf anyone in the class has a real bee or wasp story of their own, they should tell their story to the others and answer their questions,
Unit 5: Food for Thought
Lesson 3: Eating Well or Not Eating Well
Lesson
3:
Eating Well or Not Eating Well ExAM PRAcTlcE
l l l l l
Reading Task 2: Scan Reading
making suggestions Vocabulary: words describing
íood and cooking
Speaking:giving opinions Reading: scanning for specific information Listening: understanding overall meaning and key information
t
* .B§ re
Exam skills: identifying scan readíng technique5
Types of food í:}. Work in pairs. Look at the pictures and guess what exactly you can see in each of them. Add whether you like it/them or not. (E.g.'D might be cold cherry soup, l love it on a hot summer's day.')
(D
E
{
rt
§"
t.
-l
t
ffi .-
-.-
-.,'
,_- ]É+
;
--
:_
Types offood: a. b.
d,..Gqa). rúeft/ ír.frfut r.o.w?.
h. Check and discuss your ideas and suggestions,
r
Unit 5: Food for Thought
Lesson 3: Eating WeIl or Not Eating Well
Readíng for specífrc ínformation and vocabulary practice Read the following 5 text extracts taken from recipes in food blogs. Guess which picture in 1 each text refers to. Underline 2 or 3 key words in each text that help you decide.
Activity
.rjTií:i [íT?,:.ií# * o, lTti,,ff
i:ffi:i$l1j$:lii:::," simmer.tor ir," r,eat and
li"""ii., ""tes untila slightly Pour into shallow ']l^'ji^*r and refrigerate until serving, stir in wine, the cream and
fil\ets .Season the
",,
#§:,T;#l!il:,i ,í"iíi,;i,x;;'Hiöi":,,:;§r;,.,*:*§"1,:lTi!'":i[:"'
oeeruntit
iiu" B rninJ;::io alr -'J-Í' "" sáe, Picture *\ tooout
Picture
",
§lil
,í:i;:n,;l*',"#r*_",
ffik;;;.
il,il;.;;'"*
l ],,1li,|i
and with sa\t
áio-u"t coot
ln^a
medium-sized
L,trdrn tooefhÁ,
Ti,ü**,*:_::" .i$,t1,i5tnü:"-t,:1
ff
ffiiJ1];
dough. Fl,
a Oisk, wrap
refrr'g.e ra te u
much oil, l actually find that by baking, you increase the amount of ílavor,
pictuíe---
mil
*L .,
-=o'oftesive i-t''n"'*oough
n,,'
irto
iiil.r'"i§,"
Picture Pictuíe
se DlscUssloN
-
ffi. Ás o class, checkyour answers and discuss the words and phrases that helped you, Note any new words and phrases that you have meL
Creating a menu Work in groups. Compile an English-language 'Menu of the Day' for a small local restaurant. Use the dishes from Activity 1 or any other one of your favourites. During the discussion, use some of these expressions. Write your menu on a large sheet of paper, similar to the one in the pictures.
Useful language:
e
l
think we should begin with...
* To be honest/ Quite honestly,...
* l don't think this can follow that.,.
* l agree,,.. is awful/wonderful.
* The best combination would be..,
* l also do not like...
e Yes, in a way, but l don't reaIly like that.,,
c l am not
a Hmm, possibly, but...
+ l
+
Can you imagine.., after,..?
e
lf
you ask me,.
. .
e l (don't) think,.. goes well with...
a fan of really spicy
food...
don't like,,.
e l have never tasted.
.
,
e lcan't stand,.. +
Hmmm, llove...
Present your group's menu to the class briefly with the reasons behind your choice of dishes.
Unit 5: Food for Thought
Lesson 3: Eating Well or Not Eating Well
Reading skills overview We read different types of texts in different ways. For example, we do not read a telephone directory all the way through to find one telephone number, but we well, most of us do read a novel from the beginning to the end.
-
-
f-/
\.l
EXAMWlzARD
F.l}" Look at the j different types of reading skitts below, Give an example for each skill or technique in a rea1-1ife reading situation.
Reading Skills Skimming (SK): reading scanning (sc): reading
a text quickly to get the a
8ist'or overall meaning,
text quickly to find a particular piece of information.
lntensive reading (lR): reading
a
text carefully and more slowly for detailed information.
Now look at these different types of texts. Discuss with a portner whtich of the above skills we are most likely to use when we read each one. Mark each text type with either sk, sc or IR. TV guide
a workplace memo
a newspaper article
an economic report
a concert poster
a short story
job advertisement
an online advertisement
a train timetable
a webpage
medicine instructions
a
a
a news portal
Sometimes we read the same kind of text for different purposes and this might also change the reading skill we need. Circle the appropriate skill for each of the different uses of a menu.
lf
you...
you -.-_-.......-- the menu
to know what a certain dish is exactly,
skim
read intensiVely
...Want to see what there is on offer in general,
skim
read intensively
...want to eat fish,
skim
read intensively
Compare and disscuss your answers as a class,
Readíng Task 2: Scan Readíng
-
How to succeed?
&u Below are five tips on how to do this task in the exam successfully, mixed up. Rearrange them so that theY are in a more logical order: write a number (1-5) in the circle in front of each páragraph to
show the right order.
Never leave a statement unanswered. lf you don't know the answer, 9uess! Make sure you read the texts and statements very carefully. Sometimes a few words can make the difference between an answer being right or wrong. Then work through the statements, checking whether you have marked the correct section
of text by looking at the text again. Fill in your answer in the space provided. lf you don't know one Yet, leave it and go on to the next one. Come back to it at the end - it may be easier then.
f-/ \*
EXAMWlzARD
Unit 5: Food for Though
Lesson 3: Eating Well or Nat Eating Well
Next, skim read the text right through and mark the parts of the text that you think tell you about statements 1-7. Remember, there may be parts of the text which you don't need to understa nd com pletely. Read the statements 1-7 , so you have an idea of what to look for in the texts.
b.
|,,ffi
Check your answer os a class, Discuss further details with the others and your teacher if necessary.
Reading Task 2: Scan Readíng lry€§rasktwo: E+eEsF€ryffiF
t
Scan Reading (10 minutes)
You wiIl read about four girls with eating disorders. ffi Read the texts and decide if the information is in text A, B, C or D.
# Place the appropriate letter in the circle Example: This girl didn't realise she had
a
at the end of each statement.
problem with eating.
B
lnformation to find This girl... 1. sometimes did not eat for several days. 2. collapsed at school, 3. was concerned with weight and eating from early childhood. 4. found moving increasingly difficult.
5. received institutionaI care. 6. overate to the point of vomiting. 7. used hunger to stimulate study, Text A: Anna l never really thought l had an eating disorder until l was told about it by other people. As a child l was always rather fat. lf food of any kind was put in front of me, l ate it. Even in my teena9e years l was probably less concerned about my appearance than many of my friends. l remember thinking how comfortable l was in my clothes because at that time l was'flowerie'which meant l wore long loose dresses. l always did well at my studies and l decided to study philosophy at university. lt was there that l stopped eating. Being hungry gave me a rush of energy so l could carry on reading all through the night; l didn't feel that there was anything wrong, but after a few weeks some of my friends started to worry and said that l should see a doctor.
lltll_":tlil
I
have been worried about my weight and what l ate ever since l was a little girl. But things started to get really bad in my last year at school. l had always eaten one bar of chocolate a day, but then l felt l wanted to eat one in every break and then it became two. l tried to 'forget'my money but it was no good as l always ended up borrowing money from friends. After school l always felt hungry and treated myself to a cake in a café on the street corner. l tried to hide from my parents the fact that l was eating so much, but of course l was becoming obese. l would be out of breath just goin9 upstairs. Finally after a row with my parents l agreed to see a doctor about the problem. l
Lesson 3: Eating Well or Not Eating Wett
Unit 5: Food for Thought
l.didn't have anY kind of eating problems until l split up with my boyfriend, Bruno, last year. After he left me and started going out with someone else, my lífe;ust fell apart. l couldn,t sleep at night and l couldn't concentrate on anything duringihe áay. rvry schoolwork was a.ffegted, but so was my eating. l would go for a .ou§l" aays witnoui eating anything and drinking onlY strong coffee; then all of a sudden l would feel hungry and would eat ánything and everything that l could find. ln fact l would eat so much that iwould make myself PhYsicallY sick. ljust felt so alone. My parents did nothing to help because they couldn,t understand me at all. l stopped meeting people and bec-ame reálly depressed. Text D: Denise MY eating disorder started when l was thirteen and l have never known why. ljust started saYing no to food because l felt it was making my body fat and l didn,t wani trrat to happen, Things just got Worse and worse as l ate less. The u"ry ,ight of food made me sick. My parents Weren't verY helPful at all; my father just told me to eat and when l didn,t, tre becamá ángry. Mother just told me that l was being stupid. lt was my teachers who finally did somethin"g. was in the middle of my sociology lesson and l felt dizzy andthen l fainted. When l woke"up l was in hosPital With a drip feed, l left hospital after a Űeek but then l spent a further month at a clinic where l received psychological counselling. t
Check your answers as a class. Take the statements one by one and quickty find evidence for the right answer;. lJnderline sentences or expressions which helped you identify the right answer.
Lístening and discussion: the media and our eatíng habits d' Listen to this short summary of a science podcast twice, Take notes of the most important points. b. h
smatt groups discuss the following points:
l
Do you agree with the main idea?
a
what do you think can be done to lessen this influence? List 2 or 3 things.
C. Share and discuss your suggestions as a class.
(e tl
l
Unít 5: Food for Thought
Lesson 4: Cultures and Cuisines
Lesso n 4: Cultures and Cuisines ExAM PRAcTlcE
SK|LLS AND LANGUAGE FOCUSI
Speaking Task 4: Discussion
l
(also in Unit 3.4)
l l
Speaking:giving reasons, arguing for and against Speaking: using phrases for effective discussions
l l l l
Do we eat to live or live to eat? ls eating one of the most enjoyable parts of your life or is the purpose ofeating for you?
á.
First read some
it
just necessary for survival? What is
comments from a blog,
lt's simple, if you eat to live then you live to eat.
l love
to eat. l sometimes eat because "it's there".
Eating is all about happiness, believe me.
lf you wanna live happily, you need to eat... chocolate!
Work in pairs. Discuss one or more of the blog comments with your personal reasons.
Share some of your ideas with the rest of the class.
f/ 1*
EXAMWlzARD
Collectíng useful expressions for a díscussíon & - Work in pairs. Check out the given expressions for each function (some of them have already appeared in Units 3.2 and 3.4) and fill in the missing words, Add one more expression to each category. l
definitely think that...
ln my
Giving your
opinion
(1.)-,...
Personally, l believe... |'m
convinced that...
lf you ask me,.,
.
Unít 5: Food for Thought
Lesson 4: Cultures and Cuisines
l
think / suppose so, too.
ld go
Agreeing
With that,
(2.)
Yes, that's true, l
haven't thoU9ht
that.
(3.)
How true. Let's start with... Let's try and agree.
Structuring
what was the next idea? Shallwe
on to the next one?
(4.)
Both... and...
Comparing and contrasting
Neither of them,
..
the other hand...
(5.)
..,but / while / whereas... Could you explain that, please?
clarification
5o you mean...
you saying that...
(6.)
lf l have (7.)
correctly,...
Sorry to (8.)
Turn-taking
l
d
you but..,
just like to say that...
Can ljust add
here?
(9.)
Well, that sounds quite convincing but..,
Disagreeing
Yes, that's true but don't forget...
lsee
you mean, but l still think...
(10.)
That's quite possible, But the
lsee it...
(1 1.)
What do you think about.,.?
Asking for an
opinion
What's your opinion on/about...? Have you got (i 2,)
comments on/about...?
Don't you agree that...? As a class, checkyour answers and the extra expressions added by each pair.
Use some of these expressions appropriately when you are expected to discuss a topic, for example in the Discussion EXAM PRAcTlcE task (ACtivity 6).
Unit 5: Food for Th
rffi se
Lesson 4: Cultures and Cuisines
Díííerentcuísínesand eatíng habíts Work in groups of 3 or 4. Match the names of dishes, typical ingredients or key words with these
well-known culinary cultures. Some items can be used in more than one category,
a wok boiled vegetables oysters seafood goulash souP salami hot s,ices ^:___ ' P.LLó croissant stew poppy seeds Pancakes pies bacon steak . fried fish wine noodles rarelmedium/well done tiramisu raw aubergines a hundred_year_old egg chips olive oil sweet and souí soup , black tea lard pasta SoY sauce rice breadcrumbs balsamic vinegar curry chopsticks cauldron sausa9eS
DlscUssloN
cottagecheese
British cuisine
ltalian cuisine
chinese cuisine
Hungarian cuisine
French cuisine
As a class, share and discuss the words you have collected in your groups
Back in your groups, tell your partners which styles of cooking you like or do not like, and give reoson; for your choices. IJse some of the phrases from Activity 2/a. Share some of your ideas with the rest of the class.
Listening and díscussín$ Gomparing American and Hungaian eatíng habíts
í,;)
{l
&.
Listen twice to a recording about American eating habits, and answer these questions.
1.
How have eating habits changed recently in America?
2.
Why do some fast food chains offer international menus nowadays?
3. which
regional cuisines are mentioned as part of the American diet?
llnit 5: Food for Thought
Lesson 4: Cultures and Cuisines
W, Checkyour answers as a class. what do you think are the differences and similarities between the American eating customs described by the radio programme and Hungarian eating habits? (Remember to ieep using expressions from Activity 2, especially for comparing and contrasting,) ,E* work in small groups.
#, -
a a a
a
Shrrc yorr ideas with the
rest
of the class.
person - not ln the Discussion task of the speakin9 test, you need to show that you can communicate with another the examiner - and remember: your partner is also a language learner! Unlike in the Transactional Dialógues task (see Unit 2.1), you are not playin9 a role here. Be yourself. lan9uage and The examiner is not going to focűs on the points you make (however interestin9 they arel) but on the points. those style you use to make speak about 50olo of the time. tttat
f./
llnderstandíng the evaluation critería for speaking We have already dea|t with the Discussion task in Unit 3.4. This time the process will involve
l*
EXAMWlzARD
working on the assessment criteria too. PronuncÍation own (the fourth criteria you, clear to is not point idea which or Mark any focus of llnit 6.2).
#,, Read
-
the three sets of criteria on your
-
will be the
Range and Accuracy
Fluency and Coherence
Communication strategies
(F&c)
(css)
Wide range of gramma1 vocabulary and linking words used effectively to complete the tasks. Comfortable with more complex structures and vocabulary although errors may still
Maintains a smooth flow of language with hesitation only to formulate ideas, not language. Links ideas into clear, coherent pieces of speech, even in longer contributions.
lnitiates, maintains and ends turns. Uses repair strategies (clarification, describing the meaning of words) effectively where necessary, Style used is always highly appropriate to
Sufficient range of grammar, vocabulary and linking words used adequately to complete the tasks. Few errors in simple sentences and when trying more complex structures and vocabulary. Mistakes generally do not interfere with
Some hesitation while formulating language, but can effectively maintain flow of speech. Links ideas into clear, coherent discourse, although with noticeable stops and restarts, especially in longer
lnitiates, maintains and ends turns satisfactorily, although not always smoothly. Evidence of ability to use repair strategies (clarification, describing the meaning of words), although not always applied. Able to use appropriate style for a variety of situations.
Range of grammar, vocabulary
Frequent hesitation and inability to link ideas coherently, which makes the speech not easy to listen to or understand.
Generally, fails to initiate, maintain and end turns satisfactorily. Does not use repair strategies (clarifi cation, describing the meaning of words). Uses styles inappropriate to the various situations.
(R&A)
occUr.
contributions,
understanding.
and linking words insufficient to adequately complete the tasks. Repeated errors even in simple sentences.
allsituations.
Discuss any unclear points or issues as a class, asking your teacher for clarification if necessarY.
llnit 5: Food for Thought
Lesson 4: Cultures and Cuisines
Speakíng Task 4: Discussion Work in groups of 3, Each of you wilt be the "examiner" once and an exam "candidate" twice, exactly as you did in lJnit 3.4, Before starting each discussion, the "examiner" tells the "candidates" which one of the 3 sets of criteria (R&A or F&C or CSS) will be observed. Now decide on the first "examiner", choose the criteria and follow the instructions on p. 194.
\
As a class, discuss briefly the experience of the three discussions: e.g. the topic cards, how easy or difficult it was to observe and use the criteria, etc.
F::iixí, &, Read
making notes and roleplaY
-
More than just
the foltowing text to find out what Fifteen is and then complete the sentences With your
own words.
Fifteen
"Having not been the brightest banana in the bunch myself,
ln 2002, Jamie oliver combined two ambitions: to open a top-class
I
Gillil,J,ffi
realised that my biggest
weapon in lifewas the determination, enthusiasm, handson and "actions speak louder than
r_,-ffi
words" approach my
)aí# - '
father taught me,
and l wanted to get
J s-
this across to others,
especially those interested in food."
ffi:B, HS* ! . t i
Jamie Oliver, founder and trustee of Fifteen
1. Jamie Oliver's goal
a
E
ilÍJft l{fu1i,#*:3J;jifr
ll'ii}[,lílilili}l"'"
ollu erul,y ii;fÉffi;#trffi,i5ffiii""H:,,lilti,,*ffl;l"' lcllllcl>..lL l\,(,Ll
The Fifteen restaurants serve food of the hi9hest quality made from the best ingredients and they are committed to using seasonal ingredients from the best suppliers throughout the UK and ltaly. The Foundation is also drivin9 forward the dream of building Fifteen into a global social enterprise brand inspiring young people all over the world,
ted f rom : http ://www.fi ftee n.n et/ mi ssio n/Pag es/defa
ullglp1
is partly to offer good quality food to customers and a|so to
2.
Disadvantaged young people can change their lives by
3.
The Foundation's plan for the future is to W" Compare your answers in pairs.
€.Work in small groups. All of you are journalists for the Life & Style section of an online magazine, produce 6-8 questions to ask Jamie Oliver, focusing on both aspects of his work: raising awareness of healthy eating and helping disadvantaged young people,
d" Now form pairs. one of you is Jamie and the other a reporter. Rote play the interview, When your teacher claps or gives a clear signal, change roles immediately and continue the interview as smoothly as possible. €. Ás a class, share any funny, interesting or surprising stories or ideas you have heard from "Jamie" in the role plays.
Unit 6: CyberWorld Lesson 1 online communication
q
Lesson 2 Living in Cyberspace
Lesson 3 O n l i ne
Lang uage Lea
Lesson 4 Shopping Online
rn i n
g
Unít 6: Cyber World
Lesson
1:
Online Communication
Exam preparation can be a positive online (SoClAL) experience, too.
Connect People we like sharing ideas with
faceboo k.com/eu roexa m
lrepare and learn Online preparation course with writing tutorial
elea rn in g.eu roexam.org
Downloadable listening, videos Exam tips
useful exam information
"1
WWW.euroexam.or9
Lesson
n
1:
Lesson
1:
Online Communication EXAM TASK Reading Task 3: Multiple-Choice Reading
*
irJ*ntify overall nreaning lt ínfornration, identifying specific ínfornration, l. R*ading; ffi;J-:fiffi*;:.ific
(also in Unit 3,3)
,
Gettíng onlíne list all the things you con use a computer or mobile phone, especially (e.g.: for writing emails, using a social networking website like Facebook, etc.). Share smartphone, a your findings with the rest of the class.
&" Work with a partner and
h.
Ih"re are two lists of different forms of communicating online in the boxes below. Discuss with partner what the basic difference is between these two types of communication. Once you agree, a add at least two more forms in each box.
Readíng and vocabulary
-
Identifyíng the maín topic
&. Put the same word into all the gaps, changing its form where necessary (e.9.verb, noun, singular, plural, -ing form, etc.).
_is
website in which items are posted on a regular basis and displayed is a shortened form of in reverse chronological order. The term _ maintaining a _ or adding an article to an existing Authoring a _,
A
a
A postsi"'posts" or "entries". A person who posts these entries is called a" ___". (to pages and to video, other web comprises text, hypertext, images and links audio and other
files).
use a conveísational style of writing.
__often
focus on a particulararea of interest, such as political goings-on inWashington, D.C. Most discuss personal experiences.
Unit 6: Cyber World
Lesson l: online communication
_,
_s
_s?
On your own, think from the text word, either to this moderate a -) connected of expressions and collocations your with teacher, a class above or from your own knowledge. Checkyour expressions as ,': , Do
you ever
or read
or write posts for
(e,g. to
tools listed in Activity 1/b. Working in small groups, " Now think of one of the communication say 2 or 3 sentences describing this toot W|THO|JT mentioning its name, Your partners should guess whatyou have in mind, .:':
i"-ngunag
Co m p uter ]
-
reI
ate d expr essi o n s
. These are some of the molt frequently used multi-word verbs connected with computers. Do you know what they mean? lJse 6 of them in the sentences below. i;l:
to print sth out
to back sth up
to hack into
to plug sth in
to log (sb) in
to set sb/sth up
to scroll down
to sign out
to pop up
1.
You won't believe how many,,How to found with one search!
2.
Every time l open this site, a new
3. There
_
someone's account?"type of websites l've
window
saying that l have won
was a long list of names on the webpage and l had to
4.
l
asked my friend to help me
5.
l
_
6.
She forgot to
_
_
EXAMWlzARD
free prize.
to view all of them.
my twitter profile,
to my bank account every week to check my account balance.
_
her printer and was wondering why it didn't work,
How many of the 9 verbs can also be used as multi-word nouns or adjectives pop-up window)? Write them down and checkthem with a partner.
f/ ,*
a
(e.g. a
print-out, a
Seven steps to readíng success Here are 7 recommended steps for doing a multiple-choice reading task effectively. Match the recommended seven steps with the descriptions, writing the letter of the description next to the name of the step it refers to. Underline the key words that helped you identify the right steps,
6:
Lesson l: online communication
Cyb er World
Read the text again more thoroughly,
A. thinking
about the questions and where the answers are located.
Step
1:
Speed read
Step
2:
Questions and key words
Step 3: Read more carefully Step 4: lntensive reading
Step
E §& § í
5:
B.
Read through the whole text once and get a general idea what it is about. What sort of text is it? An article? A report? A letter? A story7
c.
lf there is time, 9o back and review your answers.
D.
Read the questions (but not the multiple choice answers yet). Underline the key words in each question.
Check the option5
Step 6: Cross out the wrong options
E.
Repeat steps 5 and 6 for each question. Step
7:
Check!
F.
lf you are still not sure which option is correct, try to choose the right answer
by first deciding which options are definitely incorrect.
Look at the multiple choice options. Can you find one that is similar to your own answer?
ro
G.
Go through each question, one by one, read the text systematically and find
your own answer to each one.
Checkyour answers and discuss the following question: ffi Have you got any other tricks or strategies that help you with reading comprehension tasks? lf so, share them with the class.
Speed reading for overall meaníng To help you apply the'Seven Step'technique, in the case of this exam task, you can have a separate first encounter with the text itself, ln a real exam situation, this is not possible, step speed reading - is part of the whole process.
f/ .* '| -
EXAMWlzARD
ii. Speed read the whole text about Twittering in the following EXAM PRAT\CE task. You have a " 2-minute time limit, so do not read it word by word, skip over difficult or unknown words.
§;j, Dir.rs with a partner what sort of text you think it is and what type of publication you think it comes from. Compare your ideas with the Answer key.
When answering the multiple-choice questions in the Multiple-Choice Reading task, try to use all steps of the'Seven Steps'technique!
Unit 6: Cyber World
í$lt.,
Reading Task
3:
Multíple-Choíce Readíng
(l5 minutes) You wilI read a short summary about Twittering by a journalist,
E.
V. Porter.
ffi Read the following text. ffi Answer the multiple-choice questions about it and choose the correct answer: A, B, C or D,
# Circle the appropriate letter in each question.
Twittering By
E. V.
Porter
Twitter, sometimes called the SMS of the internet because of its 140-character limit, entered the world in 2006. A podcast company in the United States felt that it was in a creative slump and a meeting was held to create a new idea, The director of the company came up with the idea of PeoPle sending text messages to a large number of people through the net. The idea of Twitter was born.
Coming up with a name for the new service gave the company many headaches. An initial
suggestion was Stotus but this sounded too dry and unexciting. A further proposal was Twitch, based on the idea of what a mobile did on discreet mode in someone's pocket. Twitching, however, did not seem to invoke the right image. Finally someone hit on the nameTwitter, conjuring up the idea of birds talking.
At first, the micro-blogging service was limited to the employees of the company to see how it worked. Gradually more people were invited to use it and it was felt that the project was a success. ln 2007 a separate company for Twitter was established. The breakthrough came in that Year whenTwitter messages weíe streamed onto two 60-inch plasma screens at a major
conference.
Major security breaches have occurred. ln 2007 spoof users, after discovering the phone numbers of some celebrities, sent a number of Twitter messages in their names. ln response, Twitterintroduced PlN codes. However, in January 2009 hackers broke into the system by cracking the administrator's passcode and then sent false and embarrassing messages from celebrity accounts. Twittering from mobile phones has also had a major political impact. ln April 2009,for instance, the behaviour of the police at the demonstrations surrounding the G20 meeting in London was the topic of much twittering, thus providing information for the news netwoiks. Similarly, civil disturbances in lran following the disputed June 2009 elections led to an explosion in the number of people twittering, However, Twittering can have its downsides as well. Twenty-six-year-old Annemarie Dooling, a bank employee, was at work in a New York bank when it was robbed. From the corner of
the banking hall she twittered on the robbery as it was taking place, but made no attempt to contact the police. At first she was regarded as a cyberspace celebrity, but as the fullfacts emerged she became an object of ridicule.
Regardless of its ups and downs, it is clear lhatTwittering has become a global phenomenon. ln 2013, the number of tweets surpassed all previous records - the record was in fact set by all citizens of the Japan Standard Time Zone as the new year began, reaching a record of 33,388 tweets per second, lt has definitely become an integral part of many people's daily lives, but for how long? ln this age of shifting trends and ever-developing technology, how long will it last? ls it here to stay or will it be overtaken by the next new bright ideai
Lesson
M u lti
1:
ple-Choice Questions
1. What does the article say about where the idea for Twitter came from?
lt came from the content of a podcast.
was one of several ideas under consideration at the time.
D. lt
2. What does the article say about how an appropriate name for the service was found? A. Twitter was thought up immediately. B. Stctus conveyed the core thinking of the idea. C. Twitch could not be associated with mobile phones. D. Twitter
incorporated the notion of non-human
communication.
3. What does the article say about the expansion of
Twitter?
A.
lt was initially tried out on company employees.
B. There were doubts about its future success beginning.
5. What does the artic|e at pub!ic events?
A. lt appeared by accident during work on a podcast, B. lt was thought up by the head of the company,
c.
Unit 6: Cyber World
Online Communication
at the
say about the use oí Twitter
A. Twittering has not been significant. B. The police in London used Twitter, C. Police conduct was made public through
Twittering,
D, The role of Twitterwas very different in lran and London.
6. Why does the article mention Annemarie Dooling? A. She was visiting a bank during a robbery. B. She alerted the police through Twittering. C. She was ignored by the public after the robbery. D. She experienced
7. what
a major fall in her reputation.
is the article's overall attitude towards
Twitter?
A. B. C. D.
lt ridiculesTwitter, lt considers Twitter fromseveral perspectives. lt is written in praise of Twitter. lt concentrates on the future developmen t of Twitter.
C, The concept was sold
to a separate company to raise money. D. A major step forward was twittering among conference delegates.
4. What does the article
say about the security and integrity of the Tilliffer system?
A. Famous people sent messages under false names. B, Hackers discovered users' PlN numbers. c, The secret codes of a Twitter service worker were discovered by hackers. D. Embarrassing messages were sent to famous people.
ts!B.
ry i..
,1.a
§:]'.:,".4,!ÉaF
^/
Check and discuss your answers. As a class, share what else you know aboutTwitter.
Watching for distractors Ju5t to remind You, a distractor is an incorrect option (see Unit 3.1), but it can be very close to the correct oPtion. lt is designed to make you read both the question and the text very
carefully.
Look again at Question t and the text extract that gives the answer. Remind yourselves which is the right option.
1. what does the article say about where the idea lor Twitter came from? A. lt appeared by accident during work on a podcast. B. lt was thought up by the head of the company. C. lt came from the content of a podcast. D. lt was one of several ideas under consideration at the time.
f./ *
EXAM WlzARD
llnit 6: Cyber World
Lesson 1: Online Communication
The Text Extract
,Twitter,sometimes called the SMS of the internet because of its 'l40-character limit, entered the world in 2006, A podcast company in the United States felt that it Was in a creative slump and a meeting was held to create a new idea.The director of the company came uP with the idea of people sendin9 text messages to a large nUmber of people throu9h the net, The idea of Twitter was born] Discuss with a partner or in small groups: ffi What makes A, C and D good distractors? ffi Why is B the correct answer? ldentify the key words.
Altogether, 3 lessons deal with distractors
Work in pairs. Look at the question below about Twitter and read the relevant section of the article again.Then write 3 multiple choice options: 1 correct one and 2 distractors.
(Unit 3.1/Activity 3, Unit 4.4/Activity 7 and
unit 6.1/Activity
7).
Q. what does the writer of the article think about the future of Twitter?
Before sitting the exam, check all of them out once again to review the most important issues involving distractors: how they work and how they may even help you identify the right
A. B.
C.
ansWers.
Show or read out your whote multiple-choice answers to another pair and ask them to find the right answer. Discuss each other,s answer| and the distractors as well.
More computer words Match each twitter message with one of the possible sources (A-D). Give reasons for your choice.
1.
Need help on foreign policy. Any suggestions out there? Barack.
2.
Check out this interview with Johnny Depp about his new movie...
3, Breaking:
another break-in to the Pentagon's databases and missile control systems!
4. l had no idea l was going to be all over the net, even on YouTube, after saving .,loanna from
suicide via our computers!
Word, expression
Twitter messa9e
A. podcast B. cyberspacecelebrity C. spoofusers D. newsTwitter site Check and discuss your answers as a class.
1
Lesson 2: Living in Cyberspace
Unit 6: Cyber World
Lesso n 2: Living in Cyberspace EXAM TASK
SKlLtS AND LANGUAGE FOCU§:
r l l l I Ir I J |, Il
I
l
Speaking Task lnterview
Speaking: presenting an opinion and arguing for it Reading: skimming for overall meaning Vocabulary: words, expressions related to the lnternet Reading: guessing the meaning of unknown words from context Vocabulary: word-formation Speaking: initiating and maintaining short exchanges about personal daía,
experien." a,Íd opinion
rxam skills: focusing on and answering n, toctinnc qlestions
lt's an ePidemic. lt can strike anyone. lt begins harmlessly enough... maybe with a mobile Phone, an online social network profile, or instant messaging. But before long, electronic screens invade everY corner of your life. There's a name for tÁis tragic and extiemely annoying condition: Screen Addiction. http://u nplugyourfriends.com
Are you a screen addict? Work with a Partner and discuss the pros and cons of using lnformation Technology for communication. one of you will argue as a believer in its benefits, while the other wil|warn of the dangers, When Your teacher claps, both of you should change your point of view and represent the opposite opinion.
Student Az'There are too many youngsters suffering from obesity, because they don't do enough exercise.'
Student B:'There are video games that encourage physical exercise. You just have to choose the right ones.'
Summarise your arguments to another pair near you.
1:
F
Unit 6: Cyber World
r,ffi
Lesson 2: Living in Cyberspace
Readíng about lívíngín cyberspace s,
Read thrs extract from a discussion forum post and create a heading (maximum 6 or 7 words) for each of its paragraphs. Remember: the heading should offer a very brief summary.
Paragraph heading 1:
Have you ever felt that you have apparently crossed the border between reality and virtual reality? And not virtual reality
as we see it in the movies or that's being developed for gamin9 and simulations (you know, with the headsets, etc.). l'm talking about the virtua| reality of the mind, the part that draws us humans into the entire computer universe, People are
attached to their computers, sitting in front of a screen either in melancholy or in eager excitement.
Paragraph heading 2:
ls it boredom that triggers this behaviour? We are facing a revolution of a human generation that is connected to technology in more than a physical sense. A click of a button enables humans to initiate and maintain relationships with each other on such a wide scale that reality in the physical sense is diminished sli9htly.This su99ests that the connections between humans and computers are becoming ever closer to one another,
Paragraph heading 3:
l Sit at my computer daily, l live off it, l eat at it sometimes, l've spilled soda on my keyboard, but is it a requirement to my survival as a human? No. ls it conflicting with my ability as a person to socialise in a normal fashion with my peers in a 'face_to-face'situation? No. Has it interfered with my life in such a way that it gives me a constant feelin9 of guilt? Yes.
Paragraph heading 4:
lt is still a confusing relationship to those humans that prefer to live out there in the real world of civilization and
communication. Those who don't understand the relationship between man and computer tend to view it with contempt, and stick with a more'primitive'medium of social contacts. lf l had a choice, and could only pick one, between going out with my buddies or chilling at home on my computer, which do you think l would pick? My computer. .. What
about you?
Adapted from: hftp://www.flyninja.netftp=8
b.
Checkyour suggested headings as a
class,
and
Posted December 1sth,2007, by Circuitbomb
say the words and phrases that helped you
in
each paragraph.
words and contexts d.
Collect words and phrases from the text which characterise the cyber and the real worlds. List at least 5 items for each group.
Gomputer or cyber world eg. ttrtu"a.l ren/,tty
real world eg. renl,ta7 tntlrc
vltyiral sma
As a class, check your lists together and discuss any of the items that you disagree about.
.,2I4|
l
Lesson 2: Li
Unit 6: Cyber World
Cyberspace
Workíng out meaning from context &" Find each
of the 9 numbered words from the tabte in the text in Activity 2/a., and see if you can work out what theY mean by looking at the context around them, Discuss your interpretation with your partner,
b" rh. following definitions for the 9 words come from online dictionaries. Match the word with its definition. One has been done for you.
A.
to take part in social activities; interact with others
eager (adj.)
B.
to set 9oin9 by taking the first step; introduce to a new field, interest
interact
C.
to make smaller or less oí to cause to appear so
D.
showing keen interest, intense desire
E.
not clear
6. initiate (V.)
F.
sadness or depression of the spirits
7.
diminish
G.
the feeling oí attitude of regarding sb/sth as inferior or worthless
8.
contempt
H.
to act together or towards others or with others
9.
confusing (adj.)
1.
melancholy
2.
3.
(n.)
(V,)
4. socialise (v.)
5.
interfere
(v.)
(v.)
(n.)
C. Checkyour answers
as
to disturb the affairs of others
a class.
word formatíon and Gontextualisation á.
Work in Pairs. Complete the grid below by filting in the boxes with verbs, nouns and adjectives built from the given words. Also, underline the stressed syllabte in all the words (see exa^pp fo, 'prefer').
verb
adjective
e.a, órefer
l+ furabh,, T---7 e
i
, i
:
1
i
excttew^ent
:
confunn1 eaa?r
lr
L
e
íerrntial
J7
Unit 6: Cyber World
Lesson 2: Living in Cyberspace
tn)tiate
tnttrart
bttrftre wuali,se tel4Á
ift. Compare your answers as a class. Discuss if two or more forms written into meaning and/or use?
the
same box differ in
lndividually choose any 2 items from the grid, write a meaningful context sentence for each, but leave a gap for the word chosen (e.g. a possible sentence for'confused':'l was because everYbody l asked told me something different,'). Make sure the ltructure and the context of your two sentences help the reader to guess which part of speech the missing word represents. {""
Ú* h Pairs, give the two gapped sentences
to
your
the table into the two gaps.
f-/
l*
ExAMWlzARD
Answering the questíon
-
-
partner who will write the appropriate word from
Answeríng the question?
Barbara has decided to learn English on an online course, She is speaking to her teacher online for the first time, in a pre-course interview.
&. Look at
the 7 questions below. Cross out the ones you think Barbara's online teacher will not ask? Why not? Compare your thoughts with those of your partner.
(e t)
l l l l l l l
How long have you been learning English? How much does your father earn? Which coursebooks have you used? Do you have a boyfriend?
Where do you live? Do you prefer speaking or writing English?
What religion are you?
Now listen to the following online interview twice. As you can hear, Barbara misunderstands the questions. Write the questions she thinks she answers in the boxes on the right next to the real questions of the teacher. The frrst one has been done for you as an example.
The question which the teacher asks:
Are you comfortable?
Why do you want to study English on-line?
The question which Barbara actually an§Wers: Is
7
ou,r
hnua^e
/roaaa cnalfnta,blz
l
Lesson 2: Living in Cyberspace
Unit 6: Cyber World
How many hours a week do you want to study English? How many times a week would you like to study? Can you pay for the course electronically?
Work in Pairs and ask each other and answer the questions from the left-hand column above. These are the kind of questions that might come up in Task t of the speaking test.
A model íntervíew €&.
l l
llsíen to
the model interview with Félix and Sóra. Focus on the following two íssues:
Do they answer the examinert questions?
ls their pronunciation (individual sounds, word stress, intonation) accurate and clear enough, and does it support what they are saying (see criteria below)?
Speaking exam assessment criteria
pronunciation
5
Although there may still be an evident foreign accent, pronunciation is natural and places little strain on the listener,The candidate often uses features of connected speech and English intonation patterns.
4
Pronunciation is clearly intelligible in spite of evident foreign accent and occasional mispronunciations, putting some strain on the listener.
Mispronunciations and inability to produce certain sounds frequently impede communication of the message. As a class, discuss your impressions of Félix and Sára's performance. Remember, they are not Perfect but quite strong candidates, so you may hear them make mistakes which ordinary 82 Euroexam candidates sometimes make, too.
Speaking Task l: Intervíew (Open dialogue format) :',: ,, Work in groups of three, Decide who is the first to take the role of the "exQminer" and who wit! be the "candidates" (as you did in lJnits 3.4 and 5.4). Only the "examiner" looks at the script of the
interview on p, 187 and follows the instructions there.
you
have finished the 3 interviews, discuss as a class what you found easy or diffrcult. Compare ideas of how best you can prepare for the task. ':'
::, Once
Always answer the question you have been asked precisely and briefly. Do not give a pre-prepared answer, as it is very unlikely that this would answer the
question.
f/ i,*
EXAMWlzARD
nl,
Unít 6: Cyber WorId
l]ffi
Question and answer below, and write 2 from the stay in your groups of 3. choose one of the everyday topics ,list the same topic as your choose you not do que:stiőns áonsiáerinig the foltowing two points. Make sure partners,
&.
,What is your favourite",?,), (e.9. o The first question is about the candidate,s personal experience (e.9, 'People eat too much junk food these o The second question is always about an issue for debate
days. Do you agree?').
public transport
the lnternet
books and reading
eating habits
travelling
social habits
sports and fitness
language learnin9
music, concerts
entertainment
school, education
family relationships
caring for the environrnent
arts, museums
dealing with money
to be the examiner, Now ask both your partners your 2 questions, taking it in turns
Unít 6:
Lesson 3: Online Language Learning
Lesson 3: Online Language Learning EXAM TASK
§K|LLS AND LANGUAGÉ FOCU§:
l l l
Mediation part
}
Speaking: discussing viewpoints
1:
Translation
Reading: identifying specific information Mediation: summarising an English text in Hungarian
Mediation: identifying "false friends" in English and Hungarian Writing: identifyin9 appropriate functional expressions in formal letter§, emails Mediation: conveying messages from Hungarian into English Exam skills: using a dictionary effectively
Learníng languages: in the classroom or online? &," lmagine doing an English language course online. Work in smal! groups. Each group will collect ideas for one of the blank boxes (e,g, Advantages of face-to-face learning). Collect the class's ideas on the board,
Type of language learning
Advantages
Disadvantages
Face-to-face learning
Studying online
W. Read the following article on various forms of online learning, and tick the ideas in your l /a as you read along. Complete your list with extra ideas from the text.
list
in
Resources for Learning Languages Online There are several ways to learn languages online with the vast range of resources available, and your success relies on how motivated you are, and whether you can find the ones that suit your learning styles, time and personality best. The following are just a few of the many to choose from:
1. online language learning Gourses
With a teacher (e.9. using Skype or similar applications) maintain some of the features of traditional teaching and generally cost less than other methods, since you will not have to pay for class fees or transportation. Such courses give you the opportunity to learn according to your own schedule and at your own pace. A more recent development is the emergence of MOOCs (Massive Open On|ine Courses), which offer large-scale interactive participation and open access.
2.
The lnternet is a treasure box of language learning portals, which are websites offering a huge variety of tasks, exercises and games for language and skills development. Most of these are designed for self-study, so you can find the keY to check your solutions. Since you are working on your own a lot with these tools, you need to maintain your selfdiscipline in order to stay focused and to develop without outside help.
J7
Unit 6: Cyber World
Lesson 3: Online Language Learning
3. Online messaging or chatting is one of the most interesting ways to learn languages on the lnternet from preintermediate level uPwards. Chat rooms are excellent u"nu"ifor. Lngu"9" exctringe, since a lot of other language learners and native sPeakers are willing to help you; all you have to do is just ask. lnteraction in the chat rooms (which are mostly free of charge) will enable you to write, read. and most likely speak the target language. However, chat rooms could also be places where dishonesty and deception rule. 4.
You can improve your listening skills through podcasts which are available for downloading or online listening. ln podcast courses you can proceed to the next lesson if you have completed the initial ones sluccessfully. Almost all major news sites offer PlentY of Podcasts about any topic, though you n"uÓl. know in advance how difficult they will be,
5.
The so-called web 2,0, otherwise known as the social web, is a term used for websites where users contribute the content and where social interaction dominates. Well-known examples are youTube, Facebook, Flickr, Google+ and Twitter, to name just a few. A|though these sites were not created with the aim of teaching English, they all provide learners with excellent lan9uage development and practice opportunities of your languale skills.
AdaPted from: httP://www.abroadlanguages.com/blog/resources-for-learning-languages-online_491/feed/ Posted on Monday, June l st, 2009
CheckYour answer for t/b as a class, then discuss as a class whether you have tried the tools and/ mentioned in the text, or any other one thatyou know.
€^
or resources
& Work in grouPs. lmagine a friend of yours, who cannot understand ' English, has asked you to sum uP the content of this text for them in Hungarian. Speed read the whole text again, then summarise it in Hungarian, each of you in the group saying one or two sentences at a time.
se DlscUssloN
online language learníng tools in support of Euroexams BY now You have a fairly detailed picture of the 82 Euroexam, its principles and tasks. €A" Look at the four 82 Euroexam tasks below, and choose one or more tools or resources which You think could be esPeciallY helpful in your preparation for these tasks (apart from the new online
prep
a
rat
i
o
n co
u r se :
www.e
le
a rn i n
g.eu roexa m.org ).
ln a discussion, a negative choice or oPinion (e.9. saying that you cannot think of any useful resource for a particular task, or that a resource is not aPProPriate for an exam task) is equally useful, so do not hesitate to bring up n"g.tiu" urguments.
82 Euroexam task
Useful online language learning resources
Paragraph Headings Writing
2
Discursive writing Listening 3 Radio Programme Speaking 2 Picture Story
Share and discuss your ideas briefly as class,
Lesson 3: Online Language Learning
Un it 6: Cyber World
Does thís word exist ín Hungarían? The following terms are relatively new in the English language and are connected to the "cyber
world" (e.9. website).
&o Write down the Hungarian equivalent for each of them.
English
Hungarian
website distance learning
online messaging chat room
chatting podcast social networking site
blog post Check and discuss your answers a5 a class.
False friends ín Englísh Some English words are often misused by Hungarian learners because some Hungarian words do not translate into English in the way that learners might think, i-;i. Find the right English word (in other words, the word that should be used) and produce a sentence using the false friend correctly (see examples for classical vs. classic). lJse a printed or dictionary if you need help.
E.9.
classical
This was
("kla5szikus" & "tipikus")
directly menu
non-stop
("ejjel-nappali" & "egyfolytában")
salad ("saláta": növény & étel)
'tábla")
c/4r4h
I akg clÁ,r4ha/ nill,§k.
dir.311|.y.
l
went shopping at the non-5top.
l
didn't have carrots. ljust had salod.
She helped me with my homework, which
sympathetic
("aszta l" &
it
online
can l have a chicken sandwich rylenu?
("menü"&tt|ap")
table
example.
lt was not an accident. She did
('direkt" & "szándékos")
("szi m pati kus" & " egy üttér ző"
a classica|
)
was very
synplihetic.
lrene, please write the answer on the tabIe. Ad a pted fro
m :
http :// m ood l e.es p - c.o rg /m od/ resou rce/v i ew. ph p?
Check your answers as a class with the hetp of your teacher,
i
íonou^o,
d= 1
088
Unit 6:
f//
\r
EXAMWlzARD
Lesson 3: Online Language Learning
Set phrases ín formal letters and emails Translating Hungarian letters and/or emails into English is something you may do in your private and professional life. You might need to translate a letter of complaint about a faulty machine you have bought, or a letter thanking your hosts for the accommodation they have
provided.
d As a class, work on the following tasks: "
l
List situations where you might have to write formal letters or emails in English. Collect the whole class's ideas together on the board.
l
Discuss which type of letter or email you think would be the most difficult to write. Why?
b" Now translate the following set phrases into English on your own, Then compare your answers in pairs.
'l
,
Tisztelt Uram!
2,
Kedves Hughes Professzor Úr!
3.
Panaszt szeretnék tenni...-val /-vel kapcsolatban.
4.
Érdeklódniszeretnék...
5.
Azért írok, hogy megköszönjem
6.
Szeretnék jelentkezni az... állásra.
7.
Érdeklődésérereagálva,..
8.
Kaphatnéktovábbi információkat...?
9.
Hivatkozással.,. ...-i levelére...
a...
1
0.
Legyen szíves, gondoskodjon róla, hogy mindenki.
1
1.
Hadd ragadjam meg ezt az alkalmat...
.
.
12. Várom mielóbbi válaszát. 1
3.
'l4.
Az elérhetőségeimet illetően..
.
Tisztelettel
Now quickly check your translations against the English phrases given in the Answer key.
Lesson 3: Online Language Learning
Mediation Part
1:
Unit 6: C ber World
Translation
Your friend has asked you to translate his letter into English. ffi Write your answer on a separate sheet of paper. ffi When you have completed the writin9, hand in your work to your teacher,
Clifton House Online English i
nfo@
cI
iftonhouse.co.uk
Tisztelt Uram!
You can u5e a printed dictionary of your choice in this task.
Érdeklődni szeretnék, hogy letölthető formátumban is hozzájuthatok-e az ingyenes online tanítási anyagaikhoz. Egy éve használom a szolgáltatásaikat a nyelvtudásom fejlesztésére,és minden percét
élveztem. Különösen szeretem a csetelő oldalt, a nyelvtani gyakorló feladatokat, a szókincs fejlesztő játékokat és a rejtvényeket. Nagyon hasznosnak találtam a híres irodalmi művek nye|vtanulók számára könnyített változatait is (,,Graded Readers'' link),
Mivel mé9 többet szeretnék gyakorolni, szeretném letölteni a gyakorlatok egy részét, mielőtt lecserélésrekerülnének a honlapon. Ez a funkció jelenleg nem engedélyezett, ezért érdeklódöm, hogy van-e lehetóség egyéni engedély kérésére, Mielőbbi válaszukat várva üdvözlettel: Garay Tamás
[email protected]
Usíng a díctionary Using a dictionary can help but it might also hinder you in completing a task. Therefore, it is worth considering how you used one in the task above.
&.
l l
Think about the following points on your own:
How many times did you use the dictionary during the 20 minutes available for the task? Write down which words or expressions you looked up.
b"
work in groups of 4, share and compare the information you have collected.
€.
With the help of your teacher, discuss briefly and draw some conclusions about your dictionary how its efficiency could be improved,
use, and
f//
t)t EXAMWlzARD
Unít 6: Cyber World
Lesson 3: Online Language Learning
A living letter lmagine a huge sheet of paper on the floor in the classroom on which you are going to "lay out" parts of a formal letter.
\
i:,l." Iou will get one slip of paper with a functional expression typical of a formal letter or email (photocopiable slips on p. 21 3,). Read and memorise it quickly, and W|THOUT showing it to the others silently walk to the place where your phrase could be used in the imaginary letter. Do not talk, and do not discuss with the others whereyou should stand,
-
-
i:," orre ereryone is in place, say your phrase aloud and checkwhether all of you are standing in the right position,
lFa==:
Unít 6: Cyber World
Lesson 4: Shopping Online
Lesso n 4: Shopping Online §K|LLS AND LANGUAGE FOCU§:
l l l l l l
Speaking: discussing personal experiences Reading: identifying specific information Grammar: identifying and correcting 9rammar mistakes Writin9: becoming aware of functional
expressions
Writing; becoming aware of a text type ". a transactional email of complaint Exam skills: understanding and using the criteria of effective writing
&
I
1fl
How to shop online Your neighbour and friend, with whom you can only communicate in English, has never done any online shopping before.They have asked you to explain to them how online shopping works. '&. Read the following list of steps for shopping online. As a class, arrange the steps in a logical order,
. o o o o o o o . o o r
put your selection in a virtual"Shopping Cart" review the contents of the shopping cart; delete items if necessary keep the printed copy of the purchase order and confirmation for records fill in youí payment details choose what you want to buy search the catalogue or search for the specific product categories
modify or cancel the order register (if required) enter the address to which you want the product to be delivered log in using a username and password wait for the confirmation of your order select your preferred method of payment
&, Work in pairs, Read the steps again. Now one of you, the friend, asks questions trying to figure out the procedure (e.g.'How do you delete the contents of the shopping cart?'), and the other one explains the process of online shopping. €,* Still in pairs, discuss what kind of goods you would or would not buy online and why (e.g.'lwould never buy fruit online because l'd like to see how fresh it is,!).
EXAM TASK Writing Task 1: Transactional Writing A Formal Email
Unit 6: Cyber World
rffi
Checking for and correcting grammar mistakes This online ad was clearly not written by a native speaker of English. Find the 8 grammar mistakes (2 in the 1st paragraph - plus the example -, 2 in the 2nd, 1 in the and 1 in the 5th paragraph). The ninth one has been done for you as an example.
3rd, 2 in the 4th
Effective proofreading
.,jjr:,Q.li=. 1qilr'-__
means that you improve all the qualities of your text from one draft to the next. When you produce a first draft, it is quite natural to do it slightIy mechanically, thinking
se DlscUssloN
:-'.'-_ _" '----
cq-
Welcome to our web shop! We would like tellyou why it is worth to use our food delivery service of the 200-300 basic products in almost every household.:,. This food and chemical products are always of the same type and brand, the type of products that you simply want to buy to restock your pantry when you will run out of them.
while developing the text. After completing
the first draft, you should look at the inrhole text as one meaningful piece of written communication. Check message, logic, structure, as well as variety of expression, accuracy and style. Then feel free to change, delete or add, if that is what is required.
Lesson 4: Shopping Online
Our web shop service is ready to relieve you of this time-consuming task. On our site, you can find 3000-4000 products, a range we are constantly broadening and developing in
response to our customer's wishes.
The shopping list, favourite products, and detailed seaích functions make shoppin9 more easier and more comfortable. You will be awarding bonus points for remaining a loyal customer, Our helpful staff will deliver the requested items within 48 hours of registering your order. You may place an order by phone on 061 476 36 80 or online, We hope you enjoy using our service and that we can welcome you to a regular customer in the future.
if,
'-'-
;
L;
Compare and discuss your corrections as a class.
What can go wrong with online shoppíng? Work in pairs. Read the advert below for a different food delivery company and discuss what could go wrong if you wanted to use this online shopping service. Make a list of 3 or 4 possible problems (e.g. You might not get the ordered goods within the promised time.)
Fast & Reliable Delivery Service! Receive your goods within a maximum of 5 working days of receipt of your order. Click Here to determine delivery time to your area. Confirmation of arrival time via e-mail. No gimmicks, no coupons, no membership fees; just great deals every day! o A §40 minimum purchase is required for any order,
o o o o o o
|.
l. E
Single unit and bulk purchasing pricing is available, We ship to the entire U5 region, except Alaska and
Hawaii.
,
View a copy of a printable Price List. Nutritional facts & ingredients are available for most products, All food produce is carefully packed to ensure no damage in transit.
24-hour helpline and website service is available for order-tracking and problemsolving. All online transactions are encrypted and password protected. You may also order by phone, by calling our toll-free number (8OO)
7g1-2114.
: :r_,
Share your ideas and predictions with the rest of the class,
-
Unit 6: Cyb
Lesson 4: Shopping Online
Complainíng in writing lmagine you have ordered some food from one of the advertised services in this lesson. Unfortunately, something went wrong with your order and you have decided to write an email of complain.
&.
eI f// \* EXAMWlzARD
With this email in mind, put the following functions of the formal email in the right order.
Make the complaint: state your dissatisfaction and how you were inconvenienced. State your suggested solution. Refer to what action you might have to take unless your request is responded to appropriately.
State some positive things about your normal experience with the organisation concerned. (This step is optionalbut often worth including.)
Explain the problem in detail in the main body of the letter. lnclude such details as dates, times, the names of people involved, etc, State the reason for writing the letter. Check and discuss your answer; as a class,
F u n ctíon a I
expo ne nts for com pI a i nts
?.
Here is a list of expressions that you could include in your formal email or letter, Work in small groups and identify which 5 of the 6 functions in Activity 4 each expression belongs to. (Note that there are NO specifrc phrases for function 3: explaining the problem in detaill) The first one has been done for you as an example.
c
E.g. l wish to
.
l
complain about
...
l,
am writing to complain about ...
o l am generally satisfied with the good service. o l would appreciate your looking into this matter. o l really must complain about . .. o l shall have no choice but to seek legal advice in this matter. l regret to say that
r
l
you have not
..
.
am upset about the inconvenience caused.
o l suggest that in order to avoid . .., you should
, . .
o l have no wish to go elsewhere and hope that a solution can be found. o Normally l am very happy with things ... o l regret that, unless my request is granted, I shall be forced / obliged to consider taking further action. o l would like to draw your attention to the fact that . ..
r
l
b.
am upset aboutthe ..,.
Checkyour answers as a class.
f./ *
EXAM WlZARD
o l think something should be done about . ..
.
LANGurr__
Unít 6: Cyber World
Lesson 4: Shopping Online
Use some of the expressions from Activity 5/a in a formal letter or email of complaint (e,g, in the EXAM PRCAT|CE ta5k at the end of this lesson). You can find more phrases which could be useful and approriate in tíansactional writing tasks in Unit 6.3,
Activity 5.
f/
\rA
EXAMWtzARD
Evaluating a sample emaíI of complaint Read the sample emaiI below. Does it use the expressions from Activity 5/a appropriately?
'6*s
_ ,^.1? í: i {g -o:[ L_ ,,::,:.i. -.j
Send
{,-J
Hello.
Attaclr Addresr
A Font§
zá
§€
Co!ors
]; i::
§ave As Draft
To: Cc:
Subject: Dear Sir / Madam,
want to complain about the unusually awful delivery and package l received from you yesterday. l ordered a pack of bio stuff 2 weeks ago. Usually l'm quite satisfied with your effective service, but not this time.The box arrived about 8 days over your 5 working days deadline. What's more, the packaging was broken, as well one of the bottles of peanut butter.The label on the bio asparagus tin didn't contained nutritional data. ln conclusion, l'm really upset about the inconvenience which has been caused by you. l want you to send the whole order again within 5 days beginning from now, free of charge. Unless you do, l'll seek legal advice. l
Looking forward to your quick reply! János kovács
b"
Ás
a
class, discuss your impressions of the writer's use of functional exponents,
€u ln pairs, read again and evaluate the email using the simplified writing marking criteria on the next page, Justify your scores by underlining positive features and/or problems in the text,
Criteria Task Achievement
(1
-5 pts)
scores for email points
Appropriacy (1-5 pts)
points
Coherence (1-5 pts)
points
Cohesion (1-5 pts)
points
GrammaticalRange and Accuracy (1-5 pts)
points
Lexical Range and Accuracy (1-5 pts)
points
Unit 6: Cyber World
Lesson 4: Shopping Online
Evaluation criteria
Short Would your writing achieve its communication purpose in real life? Would the reader fully understand your intentions, point of view? Have you followed all the instructions and included all - and only - the relevant information?
Task Achievement ('1-5
pts)
the layout and style of your text appropriate for the text type, your intention and the imagined readership? Have you found the right level of formality (e.9. contracted vs. non-contracted forms)? Have you referred to all relavant points in the instruction? ls
Appropriacy (1-5 pts)
coherence
ls
(1-5 pts)
the text made up of logically structured, well-connected ideas?
Have you used purposefully chosen linking words and phrases, reference words and phrases, in order to establish the inner cohesion of both the paragraphs and the whole text? Have you divided your text into well-connected paragraphs?
Cohesion (1-5 pts)
Grammatical Range and Accuracy 1t-S pts)
Have you used the right grammatical structures with the necessary range to support your communicative purposes? Are there grammatical or accuracy mistakes (e.g. word orde1 punctuation) left in the text which hinder comprehension?
Lexical Range and Accuracy (1-5 pts)
Have you used the right range of vocabulary which is appropriate to suppoít your communicative purposes? Are there any vocabulary místakes left in the text which hinder comprehension?
As a class, discuss the points you have given. Check them and the reasons for those points given to this sample letter in the Answer key.
Writíng Task ]
Writing Task
1:
7:
Transactíonal Wrítíng
Transattional Writing (30 minutes)
You have just bought three books for your university course from SuperBooks.com
I
after reading the online advertisement below.
SuperBooks.com wide choice of books All books in excellent condition Orders delivered next day You have made the following notes:
Your notes: One book was the wrong title Another one arrived damaged Only arrived 2 weeks later!
ls Write an email of complaint to SuperBooks.com.
fi
Write 'lO0 -120 words.
ffi Write your answer to this question on a Separate sheet.
Write the email at home as a HOMEWORK task, keeping strictly to the time limit of 30 minutes, Before writing anythin9, check the Remember - Avoid advice box on the next page. Your teacher will evaluate your email using the simplified criteria above and will give you with detailed feedback.
After you have written and handed in your email, read the possible model answer on p, 175. Consider why it is effective. Also, underline phrases and expressions in the model answer that you like and would like to use in the future.
Lesson 4: Shopping Online
state your purpose at the beginning; be sufficiently polite (but firm, when necessary);
stay impersonal;
make it clear what you want the recipient to do; include only relevant and appropriate information; use paragraphs; use appropriate opening and closing phrases; use appropriate and varied linking words / phrases.;
"1
l using contracted forms (e.g. can't, don't etc);
being aggressive; being too chatty or
conversational; using long and complicated sentences;
going away from the topic,
l
Unít 7:Yes, I Can! Lesson 1 Handling Exam Stress
Success xExT Éxl1
'
Lesson 2 Facing the Exam
Unít 7: Yes, l Can!
Lesson
Lesson EXAM TASK Reading Task 2: Scan Reading (also in Unit 5.3)
1:
1:
Handling Exam Srress
Handling Exam Sfress
SK|LLS AND LANGUAGE FOCUS:
l l l l l l l
Reading: scanning for specific information Speaking: discussing personal experiences Speaking: interpreting ideas, expressing preferences Reading: identifying inappropriately used words in texts Speaking: initiating and maintaining an interview Speaking; recommending ideas Exam skills: focusing on specific details, key words in texts
Copíng or not coping with exam stress? Since millions of students take hundreds of exams all over the world every year, individuals and comPanies offer hundreds of suggestions to cope with the stress that is a natural part of both preparing for and taking exams. €á* Look at the 5 tips and
1.
Talk about things other than the examination. This will have a relaxing effect,
2.
Develop your own study habits, which will make everything feel more organized.
3.
4.
Any conscious effort to relax physically and mentally - from stretching to singing in the shower - will reduce stress.
frrst
half of each one on the left with its second half on
Á lto
of the exam.
You are less likely to miss out the important things you should learn, develop or practise.
C.
This way you make sure your body and mind are not expecting sleep or food when you want them to be concentrating on the exam.
D.
of relaxation, which is important in
L' =
Such exercises can bring about a state
counterbalancing the body's response to stress. Share some jokes, some interesting anecdotes of your day to lighten the atmosphere.
check your answers in small groups, and discuss which words or clues helped you.
1
right,
v.
p
you feel good and successful.
expected routines ofexam day at least one day before, Try to wake up and eat at the same times as you will be able to on the day
the
They can be cards or objects that matter to you, kept in your wallet, pocket or handbag. The more personal they are the better. Their main job is to inspire you.
Carry with you/ or have near you, reminders of personal achievements, things that make
Simulate as precisely as you can the
5.
match the
Lesson
llnít 7: Yes, I Can!
Handling Exam Sfress
Working in the same groups, discuss the following points:
|i|,,"
l I
1:
with them? Have you ever tried any of these techniques? lf so, what was your experience you? can you add any other techniques or methods that have definitely worked for 1.
2.
Share the added techniques or methods with the others in class,
Finíshíngother people's stories handle small groups. your teacher will read out short examples about how some PeoPle or story instruction the language exom stress, When your teacher stops reading, each of you finishes possible the and text with 1 or 2 sentences according to your own preference. Read the example Work
in
student reactions below and then CLOSEYOUR BOOK!
Example:
your teacher's first statement: have 5 minutes of chat in warm-up chat. Hopefully you can meet one of your friends in person or online, and English, which will help you feelthat you are ready for the exam right from the beginningJ
,Have
a
as Student A:'This will be particularly useful before the speaking exam. l prefer the online chat, it can be managed more easilyJ
Student B:,The chat can be about anything. The topic we should avoid
is
the exam itself]
Student C: etc. Your teacher will read aloud the following statements:
lYrics a bit doing something relaxing in English on the way to the exam. l listen to English music focusing on the mode'l "English into put mind my me more, or read jokes or comics. They help l like
you are used to doing Do something relevant in or related to English, but at only half your usual intensity level. Even if make sure you don't to in order the exam before hours 24 in the it easier ,"ke to something iúnglish every day, try know about. you already light, somethin9 get tired: read or listen to somethin9
just finished writing a checklist in English of all the thin9s l'll need (e.g. photo lD, dictionary, pens, pencils, erasers, for text bottled drink) or need io do (reminding myself of the sequence of exam tasks, remembering the checklist thin9 off before types in the Writin9 test or reminding myself of linking words in writin9, etc,) on the day. Ticking each the exam or in breaks can be a great way of reducin9 my stress, |,ve
Now
read
the
3
texts on your own and
and which are not. Give reasons too.
then discuss as a class which pieces of advice are useful
Unit 7: Yes, I Can! Readíng about and discussíng sígns of stress
a
d.
Read the ten signs of a candidate experiencing exam stress. These signs very often have nothing to do with the candidate's language proficiency, Tick the ones you have already experienced yourself,
Comments to markers:'Sorry, the right answer is B' Showin g lack of confi dence:'.
.
.
ta ke/ma
ke/get. .,'
Undeleted comments in mother tongue or English to oneself:'Check answer sheet again' Unclear corrections, crossing out, bracketing Leaving tasks incomplete Feeling the need to eat or smoke during the exam Needing to go to the toilet Hot flushes and/or sweating a lot l
nability to concentrate
Misunderstanding instructions: e.9. shakin9 hands with examiner
b. A, o
class, compare
your
ticks
and discuss your interpretations of these
signs
of stress.
Mísplaced words You have already read and thought about reading skills, such as skimming or scanning, in Unit 5.3, Activities 4 and 5. Read this short reminder about two reading skills. Five pairs of words (2 pairs of nouns,2 pairs of verbs and 1 pair of adjectives,) have been swapped between the two paragraphs. ldentify the swapped words. lf a sentence sounds a bit strange, the reason may very well be the misplaced word. (One pair of swapped words hos been marked for you as an example; 'RUNN/NG' <> 'LOOKING').
Skimming
is used to quickly search the main ideas of a text by
looking your eyes over
it, noting important information,
often at a speed three to four times faster than normal reading. You often skim when you have a Iimited amount of time and want to see, for example, if an article may be of answer for you. Remember, it's not specific to understand each word
when skimming. Some people read the first and last paragraphs using headings
(e.9.
subtitles, subheadings), phrases and
other organisers as they guide down the page or screen/ or focus on the illustrations.
Scanning
is a technique you often apply when running up something in the telephone book or dictionary. You basically
identify for key words or ideas. ln most cases, you know what you're looking fo1 so you concentrate on findin9 a particular interest. A good example for this is the Scan Readin9 EXAM PRACTICE task, where the 7 statements move your
reading. Scanning involves moving your eyes quickly down the page seeking essential words and summaries.
lf
you see
words or phrases that you don't understand, try to ignore them as much as possible.
b.
Checkyour answers and read the text again with allthewords in their right places.
€. Work in pairs. One of you reads the text on skimming again, the other the one on scanning. Write down 3-4 key words or phrases from the text in any order on a piece of paper and hand it to your partner.
d,
Look at the key words and phrases that your partner has given to you and produce a quick verbal summary of that reading skillto your partner, using allthe given language prompts in a
logicalorder,
Unit 7: Yes, l Can!
Lesson I: Handling Exam Síress
Reading Task 2: Scan Reading I
Reading=T_ask 2: Scan
Reading (10 minutes)
|,
You will read about how four girls deatwith their exam stress. ffi Read the texts and decide if the information is in text A, B, C or D.
# Place the appropriate letter
in the circle at the end of each statement.
Example: This student believed that passing an exam depended on how she thought about it.
lnformation to find This student ... 1. finds it helpful to take it easy before sleeping.
2. didn't acknowledge a problem to herself. 3. was helped by knowing that others had the same problem.
4. made use of an idea from a school
friend.
D
5. found thinking about nothing in the exam room could help.
6. is reassured by the idea that she could do the exam again. 7. finds that using time management skills helped.
Text A: Abby l used to reallY hate Written language exams, but now l think l have really got to grips with them. I think the real change came when l started to recognise my own stress and talked to friends and teachers about it. Just knowing that other students were in a similar situation really helped. oh, and something else. Eating was really important. l used to survive throughout the revision period on breakfast cereals and coffee, but l learnt that this was just Stressing me out even more. Eating properly is the key. Another thing is sleep. l learnt thát it Was not a good idea to stay up all night and try to cram long lists of irregular verbs, but instead it's better to draw up a revision table covering several weeks and iti.t to it 5trictly.
Text B: Belinda think l have got over most of my language exam stress. The key moment for me was when gave uP alcohol and cigarettes in the exam period; any relief from stress that wine and nicotine give doesn't last very long. Another big thing was relaxing before bed. ln the old daYs l would study right up to going to bed, and found that l coulán't sleep at all, These days, l stoP work one hour before bedtime and go out for a short walk before getting into bed. l
l
lf l still can't get the exam out of my mind, l phone a friend and talk about anything except exams. As a general thing, l always try to keep in the back of mind that failing an exam is not the end of the world. There are things l can still do without the exam, and of course it is
always possible to re-take it.
Unít 7: Yes, I Can!
Lesson l: Handling Exam Stress
Text €: Caroline My problem used to be dealing with panic. Just before going into the room l would staít to hyperventilate; you know, breathing too fast and too short with too much oxygen getting to the brain! l often thought l would faint. Even the fear that this might happen, particularly before oral examinations, caused me to panic, lt took me a long time to admit that l was having this problem even to myself. l was reluctant to summon up the courage to talk to my teacher about it. ln the end l did speak to one teacher, and she told me to pause for a moment in the exam and take five deep breaths through my nose, and let my whole mind go blank, l found that it worked.
think that exams all depend on how you look at them; it's just a question of attitude. ln the past l thought of exams as great ordeals; but in the end, life goes on after the exam, however well or badly you might do. l slowly came to realise that prioritising exams in favour of everything else was actually a major cause of stress. l went to an exam stress club at my school and one of the ideas from a girl there was particularly helpful. She told us about the visualisation method. With this, what you do is to imagine that the exam has gone well and that you sat there knowing all the answers. The theory is that this boosts your confidence and you actually do well. lt works for me at any rate. l
Check your answers as a class and discuss briefly the key information in each text that helped you find the answers,
Preparíng for and roleplayíng interviews
;[t}i*
&.Work in pairs. You should both choose a different person from Activity 5 to interview, As the reporter, read that text once again carefully, and write 4 or 5 questions (e,g. Text C: 'Have you ever seen a doctor aboutyour panic symptoms?') to find out more about their experience and the reasons for the chosen stress-release methods.
h" 8"for" the roleplay, this time skim the text that you will be interviewed about. Now roleptay both interviews with your partner, &oShare with the whole class one piece of interesting information from the improvised interviews that was not included in Activity 5.
sa
Stress-release actívítíesfor the 82 Euroexam ánWork in small groups and think about possible stress-release methods when preparing for and taking the Euro 82 written and oral exams.
DlscUssloN
Your groupt recommended stress-release methods
(Mediation, Read ing,
W riting, Li sten
inq)
Oral (Speaking)
Share your group's ideas with the rest of the class,
Y
Lesson
1:
Unit 7: Yes, l Can!
Handling Exam Sfress
stress Reduction kit
BANG HEAD HERE
Directions: on FIRM surface. 2. Follow directions in circle of kit. 3. Repeat step 2 as necessary, or until unconscious. 4. lf unconscious, cease stress reduction activity. 1. Place kit
Unít 7: Yes, l Can!
Lesson 2: Facing the Exa
Lesson 2: Facing the Exam EXAM TASK Writing Task 2: Discursive Writing A Review
SKItt§ AND IANGUAGE FOCUS:
l l
5peaking: expressing opinions
l
t l l
t l
Reading; identifoing specific information Speaking: describing personal characteristics and experience Writingl describing personal characteristics and experience Speaking: arguing for and aqainst Writing: becoming aware of a text
type-abookreview
Speaking; brainstorming ideas and giving opinions
!
l l !
Exam skills: identifying the key teatures of reviews
{
I
l
I
Looking back &"Work in grouPs of 3 or 4. First, leaf through the book on your own and find j-4 pages thatyou remember either for Positive or for negativireasons. Write down the page numbers for yourself.
-
Euerfone in grouP tells the others which pages they have choosen, as well as their reasons, ,Yh.e establish a'Qroup.opinion" as quickly as possiblá, and write the'page references in the table in the appropriate column.
P' Together
Things we liked, íound useíut, etc. (page no., topic or other reference)
C' Share
Things we did not tike, find useful, etc. (page no., topic or other reference)
onlY Positive eXPeriences with the other class members showing the pages mentioned. See
which units get an overall positive response.
Unit 7: Yes, I Can!
Lesson 2: Facing the Exam
Reading and speaking about your own language skills lf you have reached level 82 of the Comm on European Framework of Reference, the following four descriptions should give a fairly accurate picture of your language skills.
#u Read each description and decide what score you would give yourself : assess the current level you thinkyou have reached, and also how much you have developed during the Eurocity 82 2.0 course,
Adapted from: http://www.coe.int/t/d94/linguistic/Source/Framework_EN.pdf
Language
The description oí the 82
skill
leve!
Reading
l can understand articles and reports about contemporary issues when the writer takes a particular position on a problem or expresses a particular viewpoint,
Writing
l can write clear detailed texts on a wide range of subjects related to my interests. l can write an essay, article or report, presenting some information or arguments for or against a particular point of view, l can write letters hi9hlightin9 personal significance of events, intentions and experiences.
Listening
l can understand longer stretches of speech and lectures and follow complex lines of argument provided the topic is reasonably familiar. l can understand mostTV news and current affairs programmes.
skills 1-5
Your
can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. l can take an active part in discussion in familiar contexts, expressing and maintaining my views. l can present clear, detailed descriptions on subjects related to my field of interest. l can explain a viewpoint on a topical issue giving the advantages and disadvantages of various l
Speaking
options.
b" Work in pairs, Explain to your partner why you have given yourself those scores. Emphasise in your discussion the areas in which you feelyou still need to improve,
_&
Prese ntíng your language skills ín wrítíng A small student job agency has advertiied some positions which require strong 82 language skills. As part of the application process, you are expected to produce a written report summarising the level of your skills. On the basis of the requirements, do the thinking, planning and note-taking tasks necessary to €l " produce an effective draft (check Unít 3.2, Activity 5) on your own. Consider the following:
l l l
Your text should be about 200 words.
Divide your ideas into at least 3 paragraphs, Make sure that you provide concrete information without gettin9 lost in detail.
b, Work in groups of 3, Present your individual text plan from your notes to your 2 partners, and discuss each other's plans, providing constructive feedback to one another. Together try to ogree on the details of a logical structure for the text. €n Share and discuss as a class each group's suggestions for the structure and content of this writing task (e.g. 'We think that one paragraph could be about speaking skills and another one about
writing skills;).
Your development 1_5
Unit 7: Yes, l Can!
se
Lesson 2: Facing the Exam
Do you believe revíews? Tick the things that you read or !isten to reviews about, where the reviews help you decide whether to see, read, watch, buy or, at least, show more interest in something.
Dl5cUssloN
Reviews
about...
,/
books, audio books, ebooks films, DVDs
computer 9ames radio orTV programmes plays, balletsl opera
music
exhibitions concerts
electronic devices
(e.9.
cameras, media players, mobile phones, etc.)
cafés, bars, restaurants
hotels, holiday services a
rchitectu re, furnitu re
food, recepices Work in small groups. Discuss what you have ticked and why. Also consider the following
questions:
€
# where do you usually find the reviews that most influence your choices? What influences you most in reviews (e,9. the source, the style, the writer, etc.)?
Working in the same groups, collect the most important general characteristics of effective reviews (e.g. dYnamic adjectives, recommendations based on evidence, informat style, etc.). As a class, share the ideas collected about effective reviews, and write them on the board.
r-/ 1*
EXAMWlzARD
Features of effective revíews Read the following short text about reviews in general. tJnderlirte those points that you had also thought of in Activity 4.
A review is a special type of text with a dual function: it provides information but also combines facts with the views and opinions of the writer towards the subject of the review. Of these two functions, it is the factual aspect which is often missing in reviews written by exam candidates. Since a review is supposed to persuade people or warn them off a film, PlaY, etc., it should always give the reader enough specific information: for example, the title, the name(s) of the main actors/writer/director/designer/painter, and the venue. The key facts could also be the subject of opinion or criticism, Work in small groups. Think of a famous film, book, exhibition, building, etc. Give 3 c!ues about it Partners who will guess what it is, and then you can briefly express your views and opinions about it (e.g. 'Heath Ledger, New York, Oscar' > 'The Dark Knight'). Each member of the grouip offers at least one set of clues. to Your
Y
Unít 7:Yes, I Can!
Lesson 2: Facíng the Exam
Analysíng a film review &.
l
^
f/
Read this short film review and think about the following two questions:
i*
ln what ways does it meet the requirements you collected and the ones presented in the text
EXAMWlzARD
above? &t ln
what ways does it not meet them?
The Full Monty is about gettin9 cash, havin9 a laugh and
*ffGffi'#aeb.hffi&é-.
being unemployed. A group of friends hatch a plan to launch a male striptease act in order to eaín some muchneeded money.
Gaz is a fun-loving, slightly irresponsible father. His best friend David is overweight and a little down-in-the-dumps. Gerald needs the money to pay for his wife's shopping habit. Guy has no sense of rhythm. But despite these problems the group practise for the big ni9ht. The film cost under four million dollars to make but has taken over 300 million at the box office. No-one predicted that such a low budget film would be such a world-wide
smash. lt's incredibly funny but also very sad. lt's the story of men trying to cope with a society that has forgotten them. lt really is worth catching if you haven't already seen it, 144 words
As a class, discuss your evaluation of the review based on the two questions above.
WrítíngTask 2: Díscursive Wríting You are about to finish workin g with Eurocity 82 2,0.
-
A Book Review
Write a book review of approximately 150 words about Eurocity 82 2.0 for the readers of a student magazine for language learners.
Write the review at home as a HOMEWORK task, keeping to the time limit of 30 minutes as strictly as possible. Hand in your work to your teacher, who will evaluate it using the simplified criteria and provide you with detailed feedback. n
REMEMBER Try and meet as many of the criteria for an effective review as you can (see
bear in mind the simplified writing criteria on p.58.
Activity
5). Also,
;ll+t*
Unit 7: Yes, l Can!
se DlscUssloN
Lesson 2: Facíng the Exam
How wíII you keep up the level of your skíIls? We have every reason to believe that you will soon take the 82 Euroexam successfully. And
then?
&. Work in groups of 4. Brainstorm and discuss concrete ways of practising your English for the sake of maintaining or further improving on the level you have already reached (e.g. 'l will read / scan the news page of the BBC news website every day', 'l should find a chat partner whose mother tongue is English;)
b. Shorc yorr group's ideas, methods and suggestions with the rest of the class. Listen to each other's ideas and make a note of those that you like or agree with.
This is still NOT the end of the book! On pages 'l54-155 you will find a task with the help of which you can make yourself even better prepared to take the exam!
,]
Extra Where do we go from here?
Where do we go from here?
ffi
As the last task in the book, think back and forwards as wel|.Spend as much time as you like going through the book, thinking about the task of taking the Euro 82 exam some time soon or perhaps later,
Write a list of resolutions that you would like to keep both during the final stages of preparation before the exam and during the exam itself. To make them as concrete as possible, you can organise your resolutions in categories.
My 82 Euroexam Resolutions Final stages of preparation
a a a o
Mediation
a
a
a
a
a a
Reading
a
a a
Writing
a a a a
Listening
a a a o
Speaking
o
a a
.::
o
General é_j]
.t
o
o
a
Once You have filled in the boxes for yoursel{ these facing pages ought to be pHoToCoplED as a set of reminders!
"1
Where do we go from here?
Guidelines for using the list of resolutions: The following ideas are not instructions; you may choose one or more that you like and carry them out, but You maY decide that the liits you have written in the table are enough. lt is entirelY uP to You. However, if you choose to try them out, tell
[email protected],
1.
2,
As the exam approaches, you can reread the list frequently, and decide to add new resolutions or change some of those already in the list. Thís mi9rrt be a logical move when you prepare for one of the exam papers (e.g. for reading or wriiing) in a úused way.
Find someone, a friend or a relative who speaks English, and sum up your resolutions to them, You don't have to mention each point of youis in each category, simply give
detailed account which will show your partnu. Áo* *.rr
3,
us about your experiences at:
pop.i"J
you are.
a
fairly
You can do the summing uP in Hungarian to a friend or relative whose English is not good enough to understand it in English. ln this case, it will be the content that is importani, and
not the language in which you express it,
a,
5,
can carrY With You the photocopied final version and read it anywhere; the more Jou frequently as you get closer to the exam, the better. Such a document corresponds with one of the stress-release ideas listed in Unit 7.1, Activity 2. lf there is some sPace_left on your fridge door among your beautiful fridge ma9nets, you could stick Your list of resolutions up next to them. A-líernativel!.put it up anywhere where you can glance at it with some regularity.
Now, this lS the end of the book. Good luck!
once You have filled in the boxes for yourself, these facing pages ought to be pHoTocoplED as a set of reminders!
Answer key
Answer key
Task
ol c
§§
§; #xcggpt §ef fro,tg Lesson l:What's in the Exam?
Task 2
qJ
f".§á?áf
"What's in the book? - A Competition '| -honey; 2-Amsterda m; 3-2;4-pronunciation; 5-the Musée Edith Piaf;6-the Parliament and the Chain Bridge in Budapest; 7-Simply Recipes; 8-smoking; 9-a camel;
1
o-
Candidates respond promptlyto some introductory questions from the o
prepared
Task 3
Candidates make responses in short everyday dialogues
Task 4
This task i5 a discussion between the two candidates
about a topic
'il,
10-1MDb and Rotten Tomatoes;
§. Focusing on
key
1
1-banging your head
informatíon
-notes; 2-9; 3-3;4-meaning; 5-before; 6-same; 7twice 1
&., Listening Task 2: MakinglVofes 1 -right; 2-traditional; 3-accurac y; 4-clear;5-online support; 6-website; 7-3; 8-week; 9-smartphone
7 Exam collocations and useful words related to " exams ffiu E.g. pass the exam
1-exam fee; 2-mock exam; 3-revise; 4-oral exam; 5-exam practice;6-exam stress; 7-mark (the) exam papers;
8-fail the exam; 9-retake
it; 1O-exam
candidate
€n
This is a suggested order only, as certain activities and characteristics cannot easily be separated from each other, or put in sequence,
-exam practice; 2-mock exam;3-exam fee;4-exam stress;S-revise for; 6-exam candidate, oral exam; 7-pass the/an exam or fail the/an exam; 8-retake the/an '|
exam
§- Reading about and discussing the 82 Euroexam Test
c
,E .§
Tasks
Candidates listen to Task
1
Task 2 Task
ol
Ea
1
There are 7 multiple-choice questions about the content and details of a longer text
Task'l
The task is a formal letter or email of 100-]20 words, which is written to achieve a particular outcome
Task 2
Candidates choose 1 from a choice of 3 text types and write an essay, a story, a reportt a review etc, of approximately 150 words in length
Task
candidates match short recorded conversations to titles, texts or pictures
1
§)
.9
Task 2
J
Task 3
3. How do l like learning English? The aim of this activity is to show you that learners in a classroom are different and there are individuat preferences in language learning activities. ln each option, both alternatives could be equally acceptable, and it is up to you what reasons you give for your preferences.
Candidates match paragraphs to headings
Task 3
.s
co
English
Task 2
E =
Candidates translate a letter from Hungarian into
candidates decide in which of the four short texts certain pieces of information can be found
0J
o)
a dialogue in an everyday situation and write translations from English to Hungarian or vice
Versa
o =
What candidates are required to do
Lesson 2:What's in the Learner?
Candidates fill in gaps in notes based on the information from the recording Candidates answer lo multiple-choice questions about
a radio programme they hear
&- Key words in
a text
#*§" The following 3 lists of words are suggestions only. You may find other key words and phrases more important. Make sure you can give reasons for your choice in the discussion.
Paragraph 1-change settings, pop up, keep it in memory,
regular exposure;
Paragraph 2-shopping list, to-do list, writing, get used to spelling and form,look up; Paragraph 3-daily writing routinq same place, things
seen and heard and read, review, keep fresh
Answer key ';;,
llseful tips for the Paragraph Heddings task
The order below is probably the most effective but it i5 not the only one. For instance, you may decide to skip the very first guessing. Of course, you can look up words any time during the completion of the task (that is why that tip has
not been included in the list).
Unít 2: Globetrotting Lesson '.,,
1:
Surviving as a Tourist
Questions and answers
The countries or cities referred to:
Look at the title and illustration. Try to guess what the text as whole is about before reading it.
a
Speed read the whole text to get an idea of what it is about Take a quick look at the headings and try to work out what
A-Porto (Oporto), Portugal; B-Amsterdam, Holland; C-London, UK; D-Barcelona, Spain; E-Athens, Greece; F-Vienna, Austria; G-Prague, the Czech Repub!ic; HBudapest, Hungary; |-Rome, ltaly; J-Brussels, Belgium
the text is about and what text type it could be. Read through the first paragraph quickly and decide what its
Confirm what you think by reading it through once again more slowly. Dont worry about unknown words or unfamiliar grammatical structures.
topic
is.
Ql-1 & C; Q2-R & J; Q3-E & H; Q4-D &
allthe headings. Select the right heading paragraph. for each Think about your reasons, as well as your rea50n5 for dismíssing the other headings.
7
.
t';,,
lf you are not sure, make a mark on the question paper about your best guess, but do not fill in the answer sheet. Move on and come back to it later,
Reading Task
1:
Paragraph Headings
Q5-B & G
Asking polite questions
Follow the same procedure, read through all the paragraphs, first very quickly, then more slowly and thoroughly. Now, read through
F;
The first question is more direct, while the second question is more indirect and therefore more polite. lt does not assume that the other person knows the answer.
ln terms of grammar, the question word order (auxiliary verb before the subject, also known as inversion) comes in the question head ('Can you tell me ...') and not the main body of the question: '. . .where the railway station is?' (NOT: Eanyoa)
A-Not needed!; B-Not needed!; C-Example; D-4;E-2;F-6; G-3; H-5;1-1 i.:,,"
l::::::::::::l,mewherekthe |l
Characterístics of learníng styles
neaíe5lUooKsIlop{ bookshop? I nearest
Names of learning style
Characteristic of learning style You prefer using images and diagrams, and picturing how things relate to each other physically.
visual / spatial
You process information more effectively through sounds and music.
aural / auditory
You learn better by using words, both in speech and writing.
physical / experiential
You learn best by applying logic, reasoning and systems.
logical / mathematical other
people.
The one i ntu
e.g. social
/
interpersonal
You process knowledge more effectively when working alone and using selfstudy.
pair of names that does not
it i ve/i n sti n ct ive
frt
l
Can you tell me what
does
"romkocsma" rorllKoLsííld ítledrlí mean?
I
I Z. l I 3. l
Could you say me if there is
pizeria near
here?
Do you know that it
a
is possible
to use my international
solitary / independent
any of the categories:
...where the nearest bookshop is? l l
|l
...what "romkocsma" means?
lll
Loulo vou Iell me. 1í Could you tell me...
l
l
l
l
Oo rou know if it is possible...?
4. Would it be possible to tell I me ho*."n l get to my youth l hostetl I S. Can you explain me how l can | ..."r, my email account. |
I
I
O.
I
Excuse me, l wondering if
computer
how l can get to.
..
. .
?
.explain to me.,.?
l
could send an email from this
|
l l
I
I
student card?
verbal/ linguistic
You prefer using your body, hands and sense of touch.
You prefer to learn in groups or with
r.
Il
l
'*.ur"
me,
!
was wondering if
Answer key ,fr"
|:"
Polite questions/requests 1, ld like to find out when the next bus leaves for
Cambridge.
2. 3.
E,g,Can you tell us what the locals callthis weird statue? Could someone tell me if this is the right metro line for the Sagrada Família? Could you tell me where l should get off for the Basilica? Can you show me how this GPS works? Excuse me, l was wondering if there's a hot-spot nearby. Can you explain to me why all the shops close so early? Do you know which special pass l should choose for a 3-day stay?
4. 5. 6, 7. 8,
1
Rejecting an offer ofcheap
Functions
1.
.
2. 3,
Thanks a lot,
help
You've been a great help.
-H;
1
Asking for information about train departures:
5.
Can l getyou a...?
5uggesting
We could...
HowAilhat about -ing..,?
to do
Why don't we. a
7.
9.
due to
Could you go down a bit?
offering help to a lost touri§t:
. Can l help you? Where
You should leaveyourvaluables in the hotel safe.
.
lf l were you, l wouldn't carry my
.
camera on its strap. Be careful
|'m sorry but that really is
Do you mind not making all that noise?
quite loud.
are you
trying to get to? lf you
tell me where you want to
go, l might be able to give you
notto keep yourWallet
directions.
in your coat pocket.
Asking íor permission to use something:
.
?
about noise
Could l borrow your bíke for an
Giving advice on buying souvenirs:
.
Do you think l could use your
mobile internet modem?
. Would you mind
Why don't you trythe famous
Ecseri Market for antiques?
.
you d better check out the
museum shop first.
if l borrowed
your pen?
Would you mind turning it down a bit, please? requesting to
The Transactional Dialogues task
Could l have the bill, please?
refusing a
Sorry, but l'm sort of busy right now.
request to help
l
rejecting a
Are you sure?
complaint
Where do you think this conversation is taking place? At the reception desk of a hotel. Whot talking? A guest and the ]eceptionist. What function is it? Asking for permission to use the
d love to, but.,.
l see
what you mean, but l'm not sure l agree with
you.
10, blaming somebody for something 1
more basic model?
. Oops, thatt beyond my budget.
hour?
complaining
pay
8.
i5
a bit on
the pricey side! Have you got a
Warning about safety risks:
.
.
No problem - forget it ever happened.
mistake
6.
. .
Expressing surprise about price:
. Goodness me - that's
leave from7
.
And then, you just have to...
something forgiving
the next train to vienna
2-C
something
4.
please? This one is too close to the smoking area.
train to Debrecen is?
explaining how to do
rare.
. Could we getanothertable,
lt sounds reallycheap, but l need
. Do you know which platform
That! really very generous ofyou. offering a drink
a more central room.
. Could you tell me when the next
11
me, but this steak is
medium, and lasked for it done
more facilities, Thank you anyway.
Other possible phrases
appreciating
. Excuse
. Thank you, but lthink l would like
É
-D; 2-G; 3-A; 4-K; 5-B; 6-1; 7 -J; 8-L; 9-F; 1 0-E;
Complaining in a íe§taurant:
accommodation:
What is functional language?
e§. 3 6;:
These are only suggested answers, intended to highlight the functional exponents, You may come up with a wide range of ot h er a cce pta bl e res po n se s,
1. recommending
lt was entirely your fault. you could have been more..
ld recommend (-ing)... l
'l2. accepting advice
d say... would be the best one to choose.
That! really helpful. That makes sense - thanksl
wi-fi system.
b. You are atthe reception deskofyour hotel.You have/ need to send an emailto your boss. Find out about the
wi-fi connection. Transactional Dialogues task: sample role card
Answer key
. .
who starts the conversation? The candidate How many times does the candidate have to speak?
.
ii'
Twice
2.
Can the examiner improvise a reply to what the candidate says? No, they read out the reply as it appears in the script.
3.
Lesson 2: Bridging the Communication
4.
Gap
5.
1.I seeyouí point - Már értelek! &.
6.
1
-mediate; 2-translate
7
.
OO*'r,r, to write down the full translation in complete sentences, as you don't have much time. DO try to work out the meaning of unknown words from the general context, or from the rest ofthe speaker's messa9e. DON'T panic if you don't understand a word from the recording
Do listen to what the speakers are trying to express; translate the message not the words. DO make sure you focus on the meaning and message conveyed by the speaker; accuracy is not very important. DoN'T worry about being 1 00o/o corr€Ct or accurate all the time. DO put down only or mostly the key content words that carry the necessary messa9e. DON'Ttranslate word for word.
b.
8.
3, From Hungarian into English, from English to Hungarian
Pairs of DO and DON'T type recommendations:
A-M; B-T; C-M; D-M; E-M; F-T
a_b. .
Result of mediation
As for this evening, l'd rather go
Ma inkább operát néznék, mint
to see an opera performance
balettet.
1
Egészen részletes leírást nem
can't give good description, it was
tudok adni
a brand new camera-case.
a fotós táskáról,
vadonatúj volt, az indulás elótt
3.
Afterthe brakes started to go
A fék nem működött
funny, the chain suddenly fell
leesett a lánc, utána meg én.
off, and then ldid. off the bike
Ex 2
Vettem.
1
mean. Ouch,
Néhány napot Budapesten töltök,
in Budapest and l'm looking for
és valami kulturális
some culturalevents.
keresek.
Te
rmészetesen, Mi lyen prog ram ra
gondolt? Igen nagy a vólaszték.
programot
certainly. What sort of events do you have in mind? The choice is huge.
Annyit hallottam már arról, hogy
Budapest being a festival city.
Budapest fesztiválváros, Mit
What does that mean in practical
jelent ez
terms? Can you recommend
valamit ezzel kapcsolatban
a gyakorlatban?
Tudna
The english pages ofthe websight
anythin9 along those lines?
ajánlani?
parknak ugyan van honlapja,
ofthis national park doesn't
Nos, három olyan jelentős
Well, there are three major
de az angol nyelvű oldalai
contain any usefull informations.
fesaivál van évente, amit mi
annual festivals that we organise
szervezünk, de egyik sem
but none ofthose is on at the
2
hasznos információt nem This car is smaller than the size l booked. lt won't be large
enough for the four of us with
Ez a kocsi kategória túl kicsi
moment. And you have to order
most zajlik. Ezekre amúgy is
jóval elóbb kell megrendelni jegyeket.
találok.
a
tickets to these well in advance anyhow.
nekünk, négyen vagyunk, sok
What about the spring? l'll be
Éstavasszal mi a helyzet?
csomagga|.
back again for a week then,
Akkor megint itt leszek egy
all our luggage.
6.
l'm spending a couple of days
Sajnos ennek a nemzeti
szinte teljesen üresek, semmi
5.
possible translation
|'ve heard so much about
már jól, aztán
l
Mediation PaítTwo: Dialogue Dialogue
Ex
than a ballet.
2.
1-7;2-3;4-8;5-6 lÍx-
Original Sentence 'l
$;p.
3
l've checked the roaming tariffs
A roaming díjak az USA-ba minden
of each mobile company for
mobil szolgáltatónál majdnem
travel in the U5, and they seem
azonosak-
hétig. Szívesen elmennék egy koncertre va9y e9y
modern ballet performances.
táncszínházba, hogy megnézzek valami modern balett elóadást.
to be virtually identical.
5. DOs and DON'Ts of the Mediation Dialogue task
l'd love to go to a concert or a dance theatre to see some
4
Adok eqy programfüzetet,
Let me give you a programme
amit átnézhet, Benne van
guide to browse through. lt
minden szükséges információ,
gives you all the necessary
idópontokról, helyszínekről és
information about dates, venues
árakról. Meg rövid ismertetések
and prices. And summaries of
is az
elóadásokról.
the shows/performances.
Answer key
5
Sounds great. l see you have
Nagyszerű, Látom, van email
an email address so l can easily
címük, így könnyen kapcsolatba
contact you. And what's on now?
léphetek önökkel.
Are there tickets available for
ajánlata mostanra? Kapható
anythin9 that's Worth seeing?
valamire jegy, amit érdemes
Ésmi az
megnézni?
6
Mit szólna egy kis jazhez? Épp
What would you say to some
most zajlik egy j azzíesztivál,
jazz? There's
különböző
now with 9roups representin9 different styles. Theret a concert
irányzatokat
képviseló együttesekkel. Este is van egy koncert. De
nagyon
hosszú, 6-kor kezdődik, és
l might
a
2 in the
morning.
Tulajdonképpen inkább valami go
to the opera. By the way, is there 7
on this evening. But it's Very
about
ld prefer
something classical.
jazz festival on
long, startin9 at 6 and finishing
kórülbelül éjjel 2-ig tart, Well, actually,
a
ticket booth where you can get
klasszikusat szeretnék. Esetle9
elmennék az operába. Jut eszembe, van önöknél olyan
last-minute bargain tickets for a
jegyiroda, ahol az aznapi
performance?
elóadásra lehet olcsón jegyeket
kapni?
8
Sajnos nálunk nincs ilyesmi,
|'m afraid we
de esetleg megpróbálhat
anything like that here. But you
jegyet venni a színházban, az
mi9ht try gettin9 a ticket at
elóadás kezdete előtt fél órával.
the theatre about half an hour
don't have
Néha vannak eladatlan vagy
before the períormance begins.
visszahozott jegyek.
sometimes there are unsold
|:;,
but other interpretation5 are acceptable, too.
Dialogue 1: A guest is complaining on the phone to the hotel receptionist about something wrong with theTV in their room. As a response, the receptionist sends a mechanic to Room 26. Dialogue 2: One friend finds the other one's cooking delicious and asks about the recipe. Then she can hardly believe that the food was bought ready-made at the supermarket and was finally prepared in a microwave. No problem. no solution.
Dialogue 3: Two friends are on the phone discussing their plans to 90 to the cinema. But one ofthem hesitates because they have no babysitter available. The other recommends John to babysit, so the problem is solved, and they end up going to the film. :,j 1
2. 3.
4. 5.
6-A
i:] '
Linking words and expre§§ion§ ,1,";'u
Further options for each category are given below the Addin9 ínformation Also,; Furthermore.; too; as well
However,
Besides this, ;On top of this, ; What
Mistranslations
;
Out ofthe blue,; All ofa sudden,;
ln this context, the word 'leak'refersto a person who has
revealed some laboratory results without being asked to or allowed to. The idiom Qo into labour'reíers to the pains or spasms a woman experiences before and during delivering a baby. The 'closet'is a small room attached to bedrooms where a personl or a family's clothes are kept, and has nothin9 to do with the Hungarian slang word for'toilet! This is from Sándor Márait novel Vendégjáték Bolzanóban.rhe word'gondolás'refers to the gondoliers who must have been rowing the person all the way from Venice to Mestre, the town closest to venice on the mainland. The translator must have misread the word'gondolósok' for Qondolkodós'.
á" Súressíngkey contentwords Key content words are in bold, and stressed syllables are underlined.
Exeusc me, lwas wondering if you could help me. |'m going on holiday to Spain and ld like some infornnation
on where to go, what to do and what to see. l'm visiting Madrid for a few days and then l'm spending a week next to the sea.
5uddenly,
;
ln spite of this, ; but
; Surprisingly,
Despite this,; even though
Showing a cause, effect or íeason so
;
Because of this, ; which is why
+
+
since; For this reason
Eventually,; Up to a point,; After all,
Showing the sequence of events immediately; After
a
while,;
Next,; Later on,; ln the meantime,;
After that,; while +
as soon as; when; meanwhile;
before long s,g ? "§
1-whi!e; 2-also; 3-After a while; 4-immediately; 5-1n the meantime; 6-Not §urprisin9!y; 7-before
Mrl
for story telling
D>B>c>F>A>E
;
Therefore,; As a result,; in order to
now; above all ; As for; Actually;
3 " Key words
;
+
not only. .., but also
Adding colour to naííative
like...'refers to a desire to eat or drink something: 'Szívesen fagyiznék egyet;
sign.
although ; while
+
is more,
+
Showing a contrast or difference
'l feel
Lesson 3: Souvenirs
,:]
-F; 2-G; 3-C; 4-B;5-H;
';',,,
returned.
.
, Listening Task 1: Short Conversations
Lesson 4: Travel Stories
tickets or tickets that have been
1
Working out meaning from content words
The three short summaries offer one interpretation of each dialogue,
Answer key b.
burst into tears-B; return-C; spot-F; complain-E; drop-D; regret-A; come across-F; gaze-A
C.
possible answers: Nouns
Adjectives
luggage/passpo rtl airport/
excited/happy
Picture D
officer/passport/bag
angry/desperate/
worried/
friqhtened lady/passport/officer
c
grateful/ kind/relieved/
man/sign/view/hotel
A E
horrible/ugly/d irtyl
chimnev
desDerate/disaooointed
receptionist/guest book/
angry/disappointed/
complaint
indifferent
Do you think she does well or badly? She does well.
She tells a we!|-structured story using different past tenses, even future in the past, linking words and logical key words. She also plays with intonation. Her occasional hesitation is NO problem. Her range of vocabulary is a bit limited, but sentence structures show a much wider variety. Does she read aloud from her notes? No.You can hear that she hesitates here and there, mostly when looking for words. Does she describe each picture - or does she'tell the story'? She tells the story with acceptable, though not
.
outstandin9, fluency.
o
i,l_-,,lir
"1l; ,fu#;e,dÉ,?# .N{$#$yJ't?§
Lesson .,:j:,,,
. .
&. Listening 1
Task 3: Radio
-C; 2-C; 3-C; 4-A; 5-B; 6-8;
7
Programme
-A; 8-A; 9-C; 1 0-B
9reat/l ucky/friendly
room/luggage/spider/view/
- Listening to story telling
.
The right response is B, the job: stunt coordinator Clues for the right response: e.g. minimise risks, d a n gerou s, phy si ca l ch a l len ge, etc. Clues for the disctractors: e.g. desk, calculate, effects, trick photography, etc.
impatient
F
.
d.
Ilnderstandíng distractors
arrival/baq
B
,i"":
3"
1:
Fílmmakers
Filmwords
5.
Reading q news item, scanning for specific information
'|-4OO; 2-Maytag Plant 2 Building; 3-Saturday 19th;4Jason C. Corr S-name, telephone number, email, age
(+ photograph);6-Master Films Inc.; 7-The Mayor of the town; 8-Underground; 9-2OO; 'lO-The winner of the rafíle; 11-Nothing
6.Writing an application email Model text for application email: From:... To: masterfi l msextras@9mai l.com
Subject: Extras for Underground Dear Mr Corr,
My name is... ,..and l am writing in response to an internet advertisement for extras for the film Underground. l am almost 19 and l will be avai|able all day on the 'l9th. l am attaching a recent photograph. You can contact me at the email address above or on the followin9 telephone number:... The official T-shirt will be a 9reat reward for my work as an extra. l am really looking forward to being involved in the shooting. Best wishes,
People /jobs: cameraman, actor, producer, director, scriptwriter, castin9 director, art director, set designer, hair stylist, make-up artist, props master, costume designe1 sound technician, 9rip, etc. Genres: romantic comedy, drama, comedy, musical, action film, adventure film, western, thriller, science fiction, war, historical epic, etc. Activities (mostly verbs): to shoot, to cut, to make sy up, to perform, to rehearse, etc. Other: soundstage, camera, lights, make-up, microphone, props, special effects, bluescreen, frame, a close-up, location, set, screen, etc.
Lesson 2: On Location §.. Reading: a famous
location
§s,,
Picture c: The house in Tujunga, California "played the role" of Elliott's home and E,TJs hiding place in Steven Spielberg's classic 1 992 film, E.T.: The Extra-Terrestria l.
Paragraph
1: lt explains how ordinary lookin9 the house is (especially considering its importance in film history). Paragraph 2: lt describes how well the house, ideal as the
Answer key hiding place for an alien being, blends into its mountainous surroundings. Paragraph 3: lt repeats the lack of really outstanding
Film makers will be thri|led to shoot their historical movies here, particularly considering that several of our shops and cafés have maintained their original interiors and furnishings,
features ofthe house.
ln addition to this, the 2 nearby mountain peaks, each with a small fortress as well as the thick forests all around, provide perfect settings for a range of film types.
Arguing for and against Attractions Visitors (filgrims) can further
The features l have mentioned above could attract local
Drawbacks
identifo with favourite characters
Limited programme and activity options for filgrims if place cannot
and films once they have seen
offer other attractions.
and internationaI producers and directors. Becoming a part of the film-making community should bring us some fame and recognition, and will create dozens of new jobs for residents. The next step is up to the authorities.
where they were standing, moving, actin9, etc. Fairly unknown places are put on the map, which raises the self-
Overcrowded places with noi5e, pollution.
"l
confidence of locals, Through the lnternet, even the smallest places can gain fame and
€:i.
Profit from filgrimages 9oes to outside a9encies and not to locals.
popularity. DeVelopment of transport
Smaller places receiving masses
connections and infrastructure.
of visitors will have their roads,
infrastructure damaqed. More visitors could bring more
False or embarrassing image
investment and jobs.
through the film that a place is featured in.
Achieving your purpose in writing A-revising; B-drafting; C-pre-writing; D-drafting; E-prewriting; F-revising; G-drafting
Famous locations
-C; 2-H; 3-G; 4-F;5-B; 6-D;
7
-A; 8-E;
Lesson 3: Shooting Films ,Words and meanings
":,
Possible sentence pairs:
director: The company director has a business meeting tomorrow. /The director went over to the camera operator
for a minute.
set: l used to have a complete set of playing cards but l lost the Joker. / Before the set for a film production is made, the set designer produces drawings of it. cast: All members of the cast performed brilliantly. /When l broke my leg, all my friends had fun signing their names on my plaster cast. scene: Some people think that the criminal always returns
U ndersta n di n g th e writi n g eva I uat i o n cr itería Criterion 1 -Range and accuracy of grammatical structures
Criterion 2-Coherence Criterion 3-Range and accuracy of vocabulary Criterion 4-Task Achievement Criterion 5-Appropriacy Criterion 6-Cohesion
Writing Task 2: Discursive Writing - An Article
A possible answer:
l've just visited the location of the shooting of the film
Chocolate mouse in Café Central, and found the process fascinating. On top of that, the experience has made me think about how profitable and useful such projects could
to the scene of the crime. /The actors had to rehearse the scene again and again until the director was satisfied with it.
roll:They rolled out the red carpet before the film star. /The director shouted "Silence - we're rolling!" release: The prisoner was released on 'l 8 Februa ry, / One day all films ever made will be released on the internet.
trailer: The horses were transported in
a trailer. / l haven't seen the film ye! only its trailer on TV a couple of times.
i:,;,,
l. Thenamesofbothwebsitescomefromtypicalviewer reactions to stage performances.
F
2.
Both Websites offer information on TV programmes.
F
3.
The views and reviews of professional critics and viewers are basic features of both sites.
T
be for our town.
3
We have got a 1óth-century town-hall surrounded by
similarly old buildings and facades on the main square.
The greatest movie websites
One site provides data for the public and the film industry; the other one is mostly for ordinary viewers. 5.
Both RT and lMDb cán boast of having more than 100 million unique monthly visits to their sites.
Answer key .i:;..
Reading carefully - Ilsing a dictíonary
ii ,,Working
Q1. What is the right order to approach the task? - B (Read whole text first at least once and ignore the questions.) There is not much use looking at the questions before you understand the main message and topics of the whole text, even if not allthe details. At the same time, a quick look at the question heads - without reading the options for each question - will tellyou about the text and it willfocus your mind on the information thatyou are looking for.
Q2. Once you have read the whole text at least once... (you had better read through all the 7 questions)
A
Now that you have read the text and get the main ideas, probably it is more useful to go through allthe 7 questions once, they might give you further details for understanding. Q3. What if you come across an unknown word or phrase in the text during the first reading? - A (Try to work out its
meaning with the help of the context, the text around it) or C (Mark it on the exam paper and decide about it later.) Both approaches, in other words, advice A and C could work. lf you are good at guessing words in context, try to rely on it, Marking for later checking is also useful, but looking up words could wait. Q4. What do you think could be the best strategy for using the dictionary in this task? - B (Look up only those items in both the text and the questions without which you cannot complete the task.)
Looking up words in the dictionary takes time and often only confirms your guess, Don't overuse your dictionary, Q5. The last question tests your understanding of the text as
infilms
a-pyrotechnician; b-stuntman/stuntwoman; c-camera operator; d-director; e-script writer; f-make-up artist; g-choreographer; h-sound technician
Lesson 4:The lnteractive Audience |:j. Guessing words 1
in context
-to; 2-to; 3-to; 4-when; S-which; 6-what; 7-to
:4"Taking part in a discussion Giving opinion: ln my opinio n,..,
/ | definitely think that... /
Persona|ly, l be|ieve,.. / l'm convinced that...
Structuring: Shall we move on to the next point? / Let's start
with.
.
.
/ Let's try and agree. / What was the next idea?
Clarification: So you mean. , . / Could you explain that, please? / Areyou saying that,.. / lf lhave understood correctly,...
Turn-taking: Sorry to interrupt you but... / l d just like to say that... / Can l just add something here? / Um,.. um...um...
Asking for opinion: What do you think about...? / What's your opinion oí...? / Have you got any comments on...? / Don't you agree that.
i.t.
.
.
?
Analysing a Discussion task
:i].i d
We can safely say that the performance of the two candidates is more or less of the same quality. {._
whole. You should,.. - C (look at it before reading, but do it at the end.)
All the answers can be ticked for the whole conversation.
Look at the question and keep it in mind when reading the text. lfyou have understood the text and answered the other questions (mostly) successfully, it should be easy.
? " Reading and writing about blockbusters and
a
Reading Task 3: Multiple-Choice Reading 1 -D; 2-A; 3-D; 4- A; 5-A; 6-C; 7 -B lmprove your guessing and dictionary skills Your dictionaries will provide the answers, meanings.
busts
Alltitles, except slumdog Millionaire, refer to either a film which later had one or more sequels, or to one of the sequels itself. However, Slumdog Millionaire is not a sequel and is not likely to have a sequel in the future. li i"} s
l l
Not necessarily.
The calculations are based on factors such as whether key film stars are kept, how long it has been since the last film, and how well the last film did.
Answer key Unít 4: Lífestyles Lesson
1:
6-Colouring or"jazzíng up" a story
Pursuing Adventures
ln the lists, the bolded words and phrases are the !inking devices, and the italicised ones are used to add colour and spice to the narration.
?,-Words related to adventures ffi-,,ba.
The placement of words and expressions reflects one possible solution, but plenty of other associations could equally well be justified, 1. fi
rockclimbing
ngertips, grip, 5ummit.
2. (extreme)
mountain biking
brake, tree roots, downhill,
collaboration, safety gear 3. scuba
diving
oxygen, coral reeí ecotourism,
4.
snowboarding
downhill, summit, slide, brake
cruise 5.
inline skating
jumping
base, fear of heights
6.
:
of cou rse,
u
nfo rtu
n
atel y, but,
fi
nal
ly
Paragraph 2: no wonder, now that ! was remind ed, in full mode Paragraph 3: not entirely unexpectedly, incidentally, risky certainly was (reversed word order for emphasis!)
it
Paragraph 4: all that remained, following a sleepless night, no way back, take itfrom me, once we made it
"f.r,|e|íng
****
(italicised @)
whitewater rafting
8.
canopying
slide, ecotourism, fear of heights,
&,Vocabulary and grammar quiz Every word in this list can be a noun and a verb without changing their form. Note that the noun form of 'increase'is
&.§úories of extreme activíties 'l -inline skating; 2-canopying; 3-extreme mountain biking;4-scuba diving
stressed on the first syllalable, while the verb form is stressed on the second syllable. This shift of stress is quite common in many two-syllable words which have the same verb and noun form.
Lesson 2: Bad Habits the story of an extremely extreme
Although the words in each summary can differ, the overall meaning can stay the same.
Paragraph 2: Plenty of stories heard in a pub in NewZealand convinced Jackie that she should finally try Bungee Jumping and as soon as possible. Paragraph 3: A day later, she decided to attempt a previously not permitted act: to Bungee Jump from helicopte1 after receiving the necessary permits.
nervousness, Jackie went to the airport and made all the necessary arrangement for the flight on board the helicopter.
When it came to jumping, with an incredible adrenalin rush in her veins, she made all kinds of unidentifiable noises, as she jumped out of the chopper with only a 300-meter rubber cord tied around her ankle. 5:
&. Reading and guessing meanings
key words
and their
ffin
chocolate, Coca Cola, coffee, etc.
b, What makes the entry personal and funny is that the writer of the blog post is addressing (speaking to) their own bad habit that they would like to get rid of.
a
Paragraph 4: After a night of little sleep because of her
Paragraph
1
collaboration, rapid, ecotourism
grip, base
activity
ph
Paragraph 5: so far so good, then, these were the words,
safety gear, cruise, brake 7. bungee
Pa ra g ra
3"Defining meaníng 1
-B; 2-É; 3-A; 4-F; 5-C; 6-D
5. One-minute
speed
reading
possible titles could be: 'DOs and DON'Ts for the Paragraph Headings task' 'How best to handle the Paragraph Headings task' 'Good strategies for the Paragraph Headings task'
Answer key !,a, ldentifying paragraph headings about paragraph headings A-5; B-Not needed!; C-4; D-l; E-3;F-2
'f
. Reading Task 1:
cl! Criteria for effective essays
E l!
o
o
.E
r
!
o o
z
t co
n a
! t
The essay should have a logical structure.
Paragraph Headings
A-Not needed!; B-l;C-4; D-6; E-Example; F-Not needed!; G-5; H-2; 1-3
There shou|d be exactly 5 paragraphs, Each paragraph should focus on just one point or topic. Each paragraph should contain just one idea. Each paragraph should have a topic sentence. Pros and cons should appear in each paragraph.
'i, Gíving advice The expressions from the text: You must be able to explain... orYou must be ready for... / You needn't be strong and powerful,.. / Just do something to protect yourself... / You will have to alter... / You may haveto revise... /Whatyou need is a community.,. /You'll need their encouragement.,. / ...they'll need to get tough on you. . .Yet you have to find ways to motivate yourself
The opening and closing paragraphs should be very
dramatic and striking. The writert position should be made clear in the first paragraph. The conclusion should confirm the writeí! position. The conclusion should contain no new ideas that have not been considered earlier in the essay. There should be appropriate linking of ideas between
And some other possible forms for advice giving:
sentences and between para9raphs,
lf l were you, l would. . . / Have you thought about? / You
(really) ought to.., / Why don't you...? / ln your position,
l
would... /You should perhaps... /You could always...
There should be examples to support the main ideas. The style should be quite formal, or at least neutra|, There should be no contracted forms or informal phrases. There should be a line space between paragraphs.
collocations e.9. chain -, passive give up -, quit -, take up
e.9.
e.9. smoking
alcohol -, drug -, to have an -, to cause an
a
(an)
addiction
-
conscious -,
a
constant -, an extra
-, to make an -, in an
-
ban,
-
hazards,
(an)
-
.
prone,
-
to,
-
problem,
+
infinitive (with'to')
- clinic
chronic -, potentially fatal -, to display
-
-, (a)
symptom
-
,
,
eífort
(to;,
flu-like -, common
of a disease,
problem,
-
of a
- responds
well to treatment
Lesson 3: Ways of Living, Ways
. ,
of
Thinking "
Comments:
--related diseases
-,
-, to lead to
-
- compartment,
.
, Checklístfor effectíve essays
The table shows a widely-accepted view of essay writing, although naturally opinions may differ when it comes to evaluating a specific piece of writin9.
.
The number of
paragraphs depends on the number of main
issues the writer tackles. At B2 level, where the requirement is to write approximately 150 words,4 paragraphs will
normally be enough, A paragraph should focus on one issue, which would
normally bring together more than one idea related to that issue.
Depending on the overall structure of the essayl it may not be appropriate to put pros and cons in the same paragraph. Not all paragraphs require a topic sentence. For example, the introduction and conclusion may not need explicit topic sentences. The opening paragraph needs to grab the reader's attention but does not need to be extremely dramatic.lt may be enough to ask an interesting question to gain the readeft interest. Similarly, the opening paragraph does not have to make the writer's position clear. The writer may prefer to consider both sides of the argument before giving their opinion in the
conclusion,
paragraph ends and the next one starts,This can be done by indentation or by leaving a complete line space between paragraphs - just as long as it lt needs to be clear where one
is clear,
Answer key 4. Analysi ng
discu rsive writi
n
g
C.
Checklist (with 8 criteria selected from the table in Activity 3): criteria for
actually, consequently, by the way, definitely, anyway, in comparison, to tell the truth, sure, speaking of.,., for example, to some extent, considering..., 9uess what,
Comments
effective essays Logical structure
The main points are in a logical order.
Writer! position
The writer! position is well signalled, and
Those words not highlighted above would normally be used in more informal contexts, for example a chatty email or in a spoken discussion.
made clear at
the rest of the essay illustrates the overall
the beginning
VieWpoint.
Strong opening
Both the opening and closing contain thought-
and closing
provoking, strong ideas.
Coherent
Each paragraph is focused and shows internal
paragraphs
cohesion through the use of pronouns and
dealing with one
determiners
issue
and sentences are well linked to each other
(e.9. 'this'and 'the'), The clauses
Lesson 4: ln and out of Homes
2. Describíng places to live d. Picture
with appropriately used linking words and
A
expressions. The three central paragraphs (i.e, not the
in each
opening and closing paragraphs) contain
paragraph
topic sentence or clause.
Formal/Neutral
The style is consistently neutral. Howeve, the
style, no
contractions in the first and last paragraphs are
contracted forms
?
2,3, 1
B
Topic sentence
paragraphs
although only paragraphs 4 and 5 begin with 6).
of housing could have an enclosed, private communal (i.e.
position Without repetition
G
1,2, 4,s;'twinned'is not a word that can be applied to housing 1,
4i
sh a
red facil ities' would be typical of student
accommodation, not public housin9
l,",
The final paragraph serves as a personal
conclusion, reinforcing the position which
probably 4
1, 2, 3,
H
used to create cohesion and coherence.
the pictured house is typical of suburban housing, not
inner-city housing
F
Altogether,
(conjunctions, adverbs and prepositions) are
confirm5 writert
1, 2, 3;
E
more than 10 linking words and expressions
conclusion
possibly 5;'a block of flats'is British English, while'on
shared) garden or leisure area at the back
it to the previous paragraph,
linking adverbs (see Activity
red faci l itles' refers to kitchen and/or bathroom faci lities
apartment block'is US English; it is quite likely that this kind
D
with the overall neutral style of the Writing.
which links
a
that a number of students would share access to 1, 2, 3,
not appropriate as their informality does not fit
linking between
,2,3,5;'a housing estate' is British English, While'a housing
3, 5;'sh
c
Each paragraph opens with a reference device
5
developmen( is US En9lish
a
Appropriate
Related words, expressions
i.,J)'- {,,,
is
made clear right from the opening paragraph.
1-C
student in the hosteltrying to prepare for an exam): pass the retake; go home for the breaks; get down to any revision; all turning twenty-one (a
2-A
5. Linki ng words and expressions for
con
ideas across sentences and paragraphs
necting
?.
Comparing & Contrasting
the At the same time, However, ln spite
of
this, On the other hand,
9
(an elderly person who has recently moved to a terrace from a detached housewith a big garden): l miss the big garden; all that space; one bedroom upstairs; noise is coming from both sides; spare bedroom overlooking
Adding info
Additionally, Moreover, On top of that,
Concluding, summarizing
ln short, On the whole,To sum up,
smallbackyard
3-B (a young couple on a low budget, renting a flat in a housing estate): got lost... in this labyrinth of buildings;allthe buildings look like carbon copies; help me find my way back; maintenance costs are incredibly low;so many people sharing the expenses
Giving exampIes; focusing
For instance, ln particula1 SpecificalIy,
Reformulating, cla riíying
ln other words, To put it in another Way,
Referring to, changing subject
As for.
Cause & effect; reason & result
Accordingly, As a consequence,
independence; no next door neighbours; stone floors; low
Giving Alternatives
Alternatively, lnstead,
ceilings;fireplace
.
.,
With regard to. .,,
4-F (probably
a
youngish person moving into a cottage which
needs renovating):
Answer key 7 . Writing Task 2: Discursive Writing -
Listening to radio programmes, answering m u ltipl e- ch oi ce q u esti o n s 1 -/ ; 2-{ ; J-t ; !-r; §-x; $-x; | -x; $-{ ; 9-r' ; fi-{ ; 11-x;'|2-/;13-r';14-x
3.
A Letter to
the Editor A possib|e answer: Dear Sir,
with interest Michael Jenner's recipe for making cheese sauce in the November's edition of CookeryWorld. l would like to take issue with a couple of points. Jenner writes that, in makin9 the base mixture, flour should be placed in a frying pan and then butter added; yet as any amateur knows such a procedure runs the risk of burning the flour. lnstead, the butter should be melted without causing it to boil and the flour added gradually l read
5. Listeníng Task
3: Radio Programme
1 -B; 2-B; 3- A; 4-C; 5-A; 6-C;
Lesson ,?,,
"
1:
7
- A; 8-B; 9-C;
1
0-A
Food Blogs
Ta b o o g a m e a n
d v o ca
b u la
r y,f o cu se d g a pfi l
afterwards.
l
-website; 2-cook/prepare; 3-update; 4-recipes; 5-busy; 6-time; 7-visitors; 8-cookbooks; 9-in9redients 1
Scandalously, Jenner then tells us just to pour in milk into the flour and butter mixture. Again, it is common knowledge that a small quantity of water blended into the flour before adding the milk can prevent the sauce from
lumping.
3. Choosing
the right vocabulary for your
texts
Here are four possible categories we have identified, but you
could come up with very different ones]
feedback, ingredient, instructions, recipe - these are
related to the presentation of dishes in recipes; add, boil, stew, stir in - these represent various cookin9 activities, tecniq ues; canned, deep frozen, expire, p]eserve - they all have something to do with how we or shops store food; diet, healthfood, nutrition, vegan - these words or terms are connected to the quality and health level of
food.
,
ln my view, if Michael Jenner cannot 9uide us in making a simple cheese sauce, l would have little confidence in
trusting him with a more elaborate recipe. l believe the readers of Cookery World deserve better.
Yours faithfully, E. N.
Lesson 2: The Sweetest Thing AlI
Listeníng to and completing quotes
Any guesses expressing somethin9 similar to the descriptions below can be accepted.
1.
Topic 1:The original article was a review of a cookery book, The Joys ofthe Cajun BBQ (barbecue).
renovation,
lf the bees
disappeared off the
years of life left. (Albert Einstein,
2. We stole a box of honey jars one
D. l don't think l touched honey
time and went out in the woods
again for 20 years. l never wanted to see honey again. (Quincy Jones,
and took care ofthe whole box.
a
3. leat my peas with honey; |'ve
4.
it all my life,
lf you want to gather honey,
lntroduction: B, C; Body: A,
E;
Conclusion: D, F
B. They do taste kinda funny, but it keeps'em on the knife. (Ogden
A. don't kick over the beehive. (Jonathan sWift, 1 8th-century lrish Writer)
we have rather chosen to fill our
E. With the two noblest of things, which are sweetness and light.
hives With honey and wax; thus
(Abraham Lincoln, US president)
5. lnstead of dirt and poison
5. Basic guidelines for writing a Letter to the Editor
C. then man would only have four
surface ofthe globe,
done
Topic 3:The original online article was a longer text with multimedia support (e.9. videos) about a region's culinary history and characteristics, i ncluding recipes.
the uses of honey
Except for statements no. 4 and no. 8, all the others are true.
;,.What is a Letter to the Edítor?
Topic 2:The original article was a review of a local pub's new menu, in other words, a new line of dishes, following
Rankin.
furnishing mankind
Answer key 6. lfyou gotthe money, honey,
I
got the time and
G. when you run out of money,
'l d
honey, l run out of time. (Willie
point when a bee
or presentation
Nelson, American country singer)
landed on my nose.'
disturbed,
An outdoor talk
. Could the person continue the talk or not?
. what
7. The only reason for being a bee
H. only reason l know for making
that l know of is making honey.
honey is so as l can eat it. (Winnie-
And the
the-pooh, book character created
8.
just got to the key
was the
reaction ofthe
audience?
byA. A. Milne)
'The jar of honey
small accident on
. What was damaged
lf you know somebody is going to be awfully annoyed
F. satisfying, and if they howl
opened in my
the way home from
as a result
with rage or cry, that! honey.
rucksack. lt was
the market or from
accident?
by something you Write, that's
(A. N. Wilson, English writer and
terrible.'
a
obviously very
newspaper columnist)
relative!/friend!
ofthe
. Could the damaged
house in the country,
thing be cleaned or
for example.
repaired? How?
&. Reading, predícting and gap-fitling
Lesson 3: Eating Well or Not Eating WeIl
Title C
Á
is
the most appropriate.
-Typesoffood
The dishes in the pictures are very
€n
(although many other ideas con
1-B;2-A;3-C; 4-B; 5-C
probably the following
be
justified):
§. Lístening Task 2: Makíng Noúes
A-a cinnamon bun (or any kind of bun with cream); B-spaghetti; C-a steak D-cold cherry soup (or any cold fruit soup); E-French fries; F-fried fish; G-paprika chicken; H-stew
1-a stronger flavour; 2-1eft open or not closed; 3-9one or become or turned hard(er) / dark(er);4-hot water; 5-boiling; 6-sme!Is like alcohol; 7-sweeter (than sugar); 8-fresh(er) (longer); 9-one (year old)
R, Readíng for specific information and vocabulary practÍCe Text 1 -cold cherry soup; T2-stew; T3-French fries; T4-
fried fish; T5-cinnamon bun
&, Identifying spelling mistakes &. 1 -bears > years; 2-beerkeeping > beekeeping; 3-at last at least; 4-day > way; S-fuzz> buzz;6-1eather > gather
>
4, Reading skills overview fu. Sample answers (but others are also possible):
h"
1-180 million; 2-7OOO;3-9000; 4-150 million; 5-11,4OO; 6-556 & 35,000
Skimming (SK)
Scanning (SC)
a newspaper story
a
TV Guide
an online
a train
lntensive Reading (lR) a
timetable
job advertisement
a short story
advertIsement
7 , Stinging storíes
a poster
Possible assumptions are expressed in the form of questions in the table. statement
What was happening
What happened
webpage
a
medicine instructions
C.
and where?
n€xt?
An attack of bees very
HoW long did the
surrounded by
probably on a lakeside
person have to stay
lf
in the water?
...want to know what
so l threw myself into
Did anyone help?
dish exactly is,
the lakej
trip or at a campsite.
an economic report
news portal
The possib|e reasons for reading the same text type differently:
'5uddenly l was thousands of bees,
a memo
you... certain
skim
scan
read intensively
How long did the
...Want to see what there is on
skim
scan
read intensively
bees stav?
offer in genera|,
skim
scan
read intensively
.,Want to eat fish,
a
Answer kev 5,, Reading Task 2: Scan Reading succeed? 1
.
2.
3.
4. 5,
{;*.
- How to
Read the statements 1-7 , so you have an idea of what to look for in the texts. Next, skim read the text right through, and mark the parts of the text that you think tell you about statements ] -7. Remember, there may be parts of the text which
you don't need to understand completely. Then work through the statements, checking whether you have marked the correct section of text by looking at the text again. Fill in your answer in the space provided, lf you don't know one yet, leave it and go on to the next one. Come back to it at the end - it may be easier then. Never leave a statement unanswered. lf you don't know the answer,9uess! Make sure you read the texts and statements very carefully one more time. Sometimes a few words can make the difference between an answer being right or Wron9.
Reading Task 2: Scan Readíng
-C; 2-D; 3-B; 4-B; 5-D; 6-C;
7
-A
l
/
However,...; Although.,.;
5imilarly,...
interesting idea is..,; ld now like to turn to...
clarification
Turn-taking
Could you explain that, please?; So
Sorry to (8.) interrupt you but...;
you mean,..; (6.) Are you saying
l
correctly...
*
l
just like to say that.
,.;
can l just
*
lf l may say something...; May
|'m not sure what you mean.; |'m
afraid
d
add (9.) something here?
that..,; lf l have (7.) understood
l...?; Sony but l would like to add
something to this..
didn't really understand
,
that.; Could you give an example
of.. .?
Disagreeing
Askino for an opinion
Well, that sounds quite convincing
What do you think about...7;
but..
,;
Yes, that's
partly true but
don't forget...; l see (10.) what .That'< \/^l l mA^n hr rt l
but.
i
(1 1.)
Way
l
, .;
That's interestin9, but don't
What's your opinion on / about,..?; Have you got (12.) any
comments on /about.
. .
you agree that,,.?
?;
*
Don't
What are your feelings about...
?; l
am curious to hear what you think of that.
you think,.,?; That's one Way of
1. l would go for a couple days without eating anything 2. lfelt dizzy and then lfainted 3. l have been worried about my weight and what l ate
7,
one?
*
while/whereas...
The next point is...; Another
see it...
;"
5. 6.
(5.) On the other hand,..; ..,but
agree.; What was the next idea?;
Shall we (4.) move on to the next
Well, you have a point there,
Iu,lo
4.
comparinq and contrastinq Both... and...; Neither of them...;
quite possible. But the
].?,
1
stru(turing Let! start With...; Let's try and
ever since l was a little girl l would be out of breath just going upstairs When l woke up l was in hospitalwith a drip feed l would eat so much that l would make myself physically sick Being hungry gave me a rush of energy so l could carry on reading allthrough the night
(1 .)
Agreeing
nitely think that...; ln my
opinion,...
;
Personally,
l
*
|'m sure that. ..; lt seems to me.
As l see it,...
l haven't
.;
l
Yes,
l
d go (2.)
that! true,
thought (3.) of that.; How true.
.
*
couldn't agree more.; That'
exactly what l think.; Yes, you're absolutely right.; l Was going to say the same.;That's a good point.; l
This categorisation is a suggestion and other categorisations are equally possible.
British cuisine: fish, chips, curry, steak, boiled vegetables, pies, rarelmedium/well done, black tea, cheese
agree.
Chinese cuisine: sweet and sour soup, noodles, rice, soy sauce, a wok, chopsticks, 9reen tea, hot spices, hundred-
year-old egg
so, too.;
along With that.,.;
l
believe,..; l'm convinced that...; lf you ask me,...
think / suppose
Different cuisines and eating habits
balsamic vinegar, salami, cheese, tea, tiramisu
k., Collectíng useful expressíons for a discussíon Giving your opinion
but.,.; Yes, but don't forget that...
ltaIian cuisine: pasta, pizza, rice, coffee, seafood, olive oil,
Lesson 4: Cultures and Cuisines
l defi
looking at it, but...;You?e right,
Hungarian cuisine: goulash soup, pancakes, cauldron, lard,
bacon, sausages, hot spices, breadcrumbs, wine, poppy seeds, coffee, salami, noodles, stew, cottage cheese
French cuisine: oysters, seafood, wine, cognac, aubergines, croissant, chips, cheese, coffee, pancakes, fish
Answer key §!, Listening an_d discussíng: comparing American and Hungarian éating'habití 1. lnterest in the foods, food history, and eating culture of
2. 3.
discussion groups th
at
su
(A web
pport s i nteroct ive di
page
multi-user or multi-ptayer online
scu ssion s
9ame§
by users. Users submit text content
other countries has 9rown. To please the customers who may expect international dishes there, too. Asia, the Middle East, Central and Latin America
using a form, which is saved and
archived on the server and thus made available to other visitors.)
wiki
(A
collaborative website which
can be directly edited by anyone with access to it.)
carry on a verbal conversation over
"§,,
Readíng, rygking notes and roleplay More than justfeeding
the lnternet.)
online tests
The wording of the answers could be anything similar to the following points, Just make sure the content Őr the message is the same,
1.
2, 3.
#;
Lesson
i"_"vmgp-
1:
Communication at any time
(asynchronous communication):
forum discussions
Real-time (synchronous
communication): text Chat
(A
real-time lntemet
service that allows two or more users to type messages and immediately send them to each other.)
email
audio conferencing (Communication between three or more sites that are linked by a voiceon ly te leco m mu n
onIine newslettefs
(A document,
sent usually in emailform that nforms,
an
nou n ces, rem i nds,
file sharing
ications medi u m.)
(The process of
making
files available to others to download
from the lnternet.)
advises, instruct5, advertises or com m
un
Facebook [can be either] (The world's largest social networking website intended to connect friends, family, and business associates.)
2. |eqding and vocabulary main topic ,,_
-
ldentifying the
.,
blog, maintaining a blog or adding an aiticl" to an existing is called "blogging'i lndividual articles on a btog are called "blog posts,"''posts''or''entries'i A person who posts
blog
these entries is called a ''blogger''. A blog comprises text, hypertext, images, and links (to other *áb p.ges and to video, audio and other files). Btogs use a conversational style of documentation, Blogs often focus on a particular area of interest, such as the political goings-on in Washington, D.C. Most blogs discuss personal experiences. '',
l:]l,
Words and phrases in the text: weblog, authoring a blog, maintaining a blog, adding an article to a blog, blogging, blog posts, blog entries, blogger, Other words and phrases: blog search, blog site, blog tv, blog layout, blogspot, vblog or video blog
icotes, offe ri ng hypertext
links for further sources
of
nformatio n and webpages.)
blogs (Ablog -the shortened form of "web log" - is a type of website,
usually maintained by an individuaI with regulal entries of commentary, descriptions of eventl, or other material such as graphics or video.
l?o)
text-based posts of up to 140 characters displayed on the author's profile page and delivered to the author's subscribers who are known as followers,)
:
Online Communication
its
web chat
networking, micro-b!ogging service that users to send and read messages known as tweets.Tweets arc (A sociat
A blog is a website in which items are posted on a regular basis and displayed in reverse chronological order. The term blog is a shortened form of webtog. Authoring a
ln the table only the less well-known terms are explained.
i
enabIes
*"lfe;r,t"g=,j
" . Getting online
i
tw|taet [can be either]
,..h.elp disadvantaged young people to find a profession and employment. ...learning a range of skills needed in the restaurant business. ... build a global social enterprise and to inspire youngsters globally.
:,tj, ld,],
voice chat (An application that enables two or more individuaIs to
,;;,, Co m
video conferencing (IJsing a computel video camera, and network such as the !nternet, to conduct a live conference between two or more people.)
p ute r- re l ated exp ressíon s
i:
These six multi-word verbs can fill the gaps in the sentences: hack into=gain entry to a computer, website etc. without permission pop up=appear suddenly scroll down=move (a Pa9e) down
Entries are commonly shown in
Set up=g5l6§;l5h
r ev e r se
log in=enter a computer by providing username and password
-
c h ro n
o I o g i ca I o
rd e r.)
Answer key plug in=insert a plug into an electric socket
::.,
1-hack into; 2-pops up; 3-scroll down;4-set up; 5-1og in;6-pIug in
A-2 (a podcast=a programme [usually audio, sometimes video] which is made available as a downloadable digital file
ia
f
More computer words
B-4 (cyberspace {web}celebrity=61,1 individual whose fame
:
The multi-word verbs that can also be used as multi-word nouns or adjectives are the following: Nouns: a print-out, a back-up, a plug-in, a set up, a pop-up
Adjectives: a back-up server, a plug-in device, a pop-up
window
is primarily derived from their lnternet presence)
C-l
(spoof user=a person sending an email or other form of electronic communication using a false name or email address to make it appear that the email comes from somebody other than the true sender)
D-3 (news Twitter site=a Twitter profile for i]:, Seven steps to
reading success
2-D ('the key ('more words); Step 3-A thoroughly); Step 4-G ('one by one' &'systemati cally); Step 5-F (' mu lti ple- choice options'); Step 6-E ('which options are definitely incorrect)i Step 7-C ('review your answers) Step
:':i
"
1
-B
(key words: Qet a general idea); Step
its advantages and disadvantages. lnterestingly, the closing paragraph is not a conclusion, but rather a summary as well as a prediction, the latter illustrating a typicalfeature of tabloid
newspaper articles,
Reading Task 3: Multiple-Choíce Readíng 1 -B; 2-D; 3-A; 4-C; 5-C; 6-D; 7 -B
l#."
"
Lesson 2: Living in Cyberspace ,,'i..
Reading about livíng in cyberspace
Possible headings: Heading 1-'Types of virtualreality'; Heading 2-'Realand virtual relationships'; Heading 3-'My computer and me'i Heading 4-'lf forced to choose'
Speed reading for overall meaning
This formal and not very thorough, rather superficial text could be an online or printed newspaper article. lts first three paragraphs introduce the frrst couple of years of the history of Twitter, while the following paragraphs provide examples of
',l*
a news agency)
Watching for dístractors
él- *;, A good distractor is always logical or plausible and usually works for one of the following reasons: ]. it refers to something in the text but not accurately or it is not true within the context of the text and/or
question; 2. it is true but is not the answer to the question that has been asked; 3. it might be true but the text does not say so or refer to it. ln this question, distractors A and C represent the first type, while distractor D represents the third type. Key words in the text extract that give the right answer (B): 'The director of the company came up with the idea of people sending text messages to a large number of people through the net,'
i:.-Words and contexts Words in the text related to the world of computers, to the cyber world: gaming, simulations, computer universe, live on [...] computers, be connected to technology, screen, keyboard, at the click of a button, l live off it [the computer]
words in the text connected to the real world: boredom, physical sense, l eat at [the computer], l've spilled soda, in a normal fashion,'face-to-face'situation, stick with a more'primitive'medium of social contacts, going out with my buddies
!i:.,Workíng out meaníng from context 1-F; 2-D; 3-H; 4-A;5-1; 6-8; 7 -C; 8-G; 9-E
word formatíon and contextualisation verb e.g,
prefer
noun preference
adjective prc:íerable,
prefetential confuse exeile
confusion
confusing, confused
eagerness
eaqer
excitement
exgiling, exgited,
exgitable initiate
initiation
in_itial
intera!1
interaCtion
interac,!ive
Answer
E
interfere
interíerence
interfering
socialise
soclety, sociali5ation
social, sociable
tend
tendency
Type of
language learninq
Disadvanta9es self-discipline needed no or limited outside help lack of personal touch
often cheaper than faceto-face learning lots offree services,
options (e.9. chatting) learn according to own
6. Answering the question
íl. The questions the teacher would not ask: . How much does your father earn? . Do you have a boyfriend? . What religion are you?
Studying online
huge choice and variety,
difficult to choose possible lack of honesty difficulty of tasks and materials often unpredictable
pace huge choice and variety chatting can be similaí to speaking in a face-to-face
situation all skills can be practised social media sites offer wide range of practice
b.
opportunities
Barbara makes two exam-taking mistakes: She answers as if she had memorised short "speeches" beforehand about certain topics, such as'Your home'or
all sites can be accessed with tablets and
. .
Advantages
'o
n lin
u n i cati o
e co m m
She is not
smartphones
n!
listening carefully to what the examiner asks, and
does not answer that question.
Suggested answers:
2. Online language learning tools in support of Euroexams Exam tasks and possible resources:
The question which the teacher
The question which Barbara
asks
thinks she actually answers
Euro 82 exam task
Useful online language learning ]e§ou]ces
Are you comfortable?
ls your
Why do you want to study English
Are computers important
Paragraph Headings
Websites
online?
nowadays?
Writing 2
e,9, newspapeí and magazine websites
ls English an important language?
Discursive Writing
With reviews and articles; blogs; essay sites
How many hours a
week do you
home/room comfortable?
want to study English?
Reading
e.9, social websites; language Iearning
1
Listening 3
e.9. podcasts; language learning websites;
How many times a week would you
What is your favourite day of the
Radio Programme
online messaging, chatting; news websites
like to study?
week and why?
Gramvoc 2
e.9. language learning websites; free
Multiple-Choice Gapfi ll
webpages of news portals
Can you pay for the course
electronically?
ls shopp|ng
online cheaper than
(e,9. BBC
Learning English)
traditional shopping? Speaking 2
e.9. social websites; online messaging;
Picture story
chatting
Amodel intervíew Both candidates perform well: they answer the questions appropriately and provide quite a range of vocabulary and structure when doing so. Félix has a stronger Hungarian accent, but he uses intonation appropriately: he changes his pitch well and places the stress on the right syllables. Sára sounds a bit more British. However, Sára's intonation is very flat; she cannot convey meaning, emphasis effectively with such flat
intonation,
Lesson 3: Online Language Learning ''.
, Learning lqnguages: in the classroom or onlÍne?
Since the text focuses on online learning forms mainly, the key does too.
"1
*, Doesthisword exist in Hungarian? English
Hungarian
Website
weboIdaI
distance learninq
távoktatás
online messaqinq
online üzetenetvá|tás
chat room
chat szoba (csetszoba)
chatting podcast
csete| és
social networkinq site
közösséqi
blog post
blog bejegyzés, poszt
podcast oldal
&" Mediation Part One:Translation A possible answer:
False friends in EngIish Word that
English Word E.g.
classical
Typical misuse
should be used
Thiswasa€M
False friend used
Clifton House Online English
correct!y
classic
llike classical music.
lt Was not an
on purpose,
The path leads
accident. 5he did
deliberately
directly to the lake.
can l have
meal
The waiter gave me
info@ cliftonhouse.co,uk Dear Sir/Madam,
example.
directly
itfuly.
menu
a
24-hour
He ran for twelve
l am writing to ask you if l could have access to the downloadable version of some of your free online teachin9 material5. l have been using your online services to improve my English for a year now and l have enjoyed every minute of it. l especially like the chat room, 9rammar practice exercises, the vocabulary building games and puzzles. l also found the link to the graded versions of famous
store
hours non-stop.
literary pieces for language learners very useful.
lettuce
lt Was nice having so
the menu,
chicken sandwich meng?
non-stop
l
went shopping
at the
salad
fiےHtop.
He understood
As l need further practice l would like to download a part of the tasks before the web pa9e5 are updated, This function is not allowed at the moment, so l would like to know if there is a way of obtainin9 permission.
coke, which was
how she felt
VerylÉ?patMie
about her loss
l
of him.
and was generally
l
didn't have
many vegetables in
carrots. l just had
saH, sympathetic
He gave me a
my salad.
nice
Yours faithfully, Tamás Garay - tamas.9826freemail.hu
5ympathetic.
table
l
wrote the answer
The student put her
board
Lesson 4: Shopping Online
pencil on the table.
on thetable.
1,
1.
§. Setphroses ín formal lefters and emails These are likely English forms for the Hungarian phrases in the table.
1. 2. 3. 4. 5. 6, 7. 8. 9.
10. 'l
1
.
12. 13. 14.
5, 6. 7.
With regardstoyourenquiry,... l wonder if you could give me further information on. With reference to your |etter/email,... Could you (possibly) ensure/make sure that
everyone...? l would like to take this opportunity to.., l look forward to your prompt reply. l can be contacted at,., Yours faithfully (at the end of a letter starting 'Dear Sir/ th e en
How to shop online
2. 3. 4,
Dear Sir, Dear Professor Hughes, l am writing to complain about... l would like to enquire about... l am writing to thank you for... l wish to apply for the job...
Mad a m,') / You rs si ncerely (at 'Dear Mrs Robinson,),
look forward to hearing from you soon.
..
d of a l ette r sta rti n g
search the catalogue or search for the specific product
categories choose what you want to buy put your selection in a virtual "Shopping Cart" review the contents of the shopping cart; delete items if necessary register (if required) log in using a username and password enter the address to which you want the product to be
delivered
8. select your preferred method of payment 9. fill in your payment details 10. wait for the confirmation of your order 'l. modifo or cancel the order 1
12.
keep the printed copy of the purchase order and confi rmations for records
Answer key 2.
Checking for and correcting grammar mistakes Welcome to our web shopl We would like to tellyou why it i5 worthtffise using our food delivery service of the 200-300 basic products in
almost every househ olds
(exa
mple).
ThisThese food and chemical products are always of the same type and brand, the type of products that you simply want to buy to restock your pantry when you will run out of them. Our web shop service is ready to relieve you of this timeconsuming task. On our site, you can find 3000-4000 products, a range we are constantly broadening and developing in response to our Gustomers'
wishes.
eusffi
The shopping list, favourite products, and detailed search functions make shoppin9 ffiofe easier and more comfortable. You will be awardinged bonus points for remaining a loyal customer, Our helpful staff wi|l deliver the requested items within 48 hours of registering your order. You may place an order by phone on 06] 476 36 80 or online. We hope you enjoy using our service and that we can welcome you toas a regular customer in the future.
Function 2-Making complaints
. . .
am upset about the... to say that you have not.,. l am upset about the inconvenience caused. I
l regret
There are no specific phrases for function 3: explaining the
problem in detail!
Function 4-Giving suggestions
. . .
would appreciate your looking into this matter. suggest that in order to avoid..., you should... l think something should be done about,,, l
I
Function 5-Being positive
.
l have no wish to go elsewhere and hope that a solution can be found. l am generally satisfied with the good service. Normally l am very happy with things...
. .
Function 6-Future actions
.
shall have no choice but to seek legal advice in this matter. l regret that unless my request is granted, l shall be l
.
forced / obliged to consider taking further action.
6" Evaluating a sample email of complaint &3*b. The samp|e email uses virtually no functional exponents. Even the few phrases the writer includes in the email are
Complaining in writíng State the reason for writing the letter. Make the complaint: state your dissatisfaction and how
1.
2.
you were inconvenienced. Explain the problem in detail in the main body of the letter. lnclude such details as dates, times, names of people involved, etc. State your suggested solution. State some positive things about your normal experience with the organization concerned. (This step is optional but often worth including.) Refer to what action you might have to take unless your request is responded to appropriately.
3.
4. 5. 6.
quite impolite, thus inappropriate.
The scores and the detailed reasons for them: 6
o
o o
Reasons Although the writer includes the necessary information (three problems and the required action by the
o
E. @= >.: oo
=r i!
recipient), there is a serious weakness because no o ll
l' 6 F
reference is made to the initial orde, making it difficult for the reader to respond. Also, the problems are not
very clearly described. Nevertheless, the writer may well eventually achieve the overall purpose of getting a
replacement order for free, The email is highly inappropriate in style. Not only is
lx" Functional exponents for complaints Function 0-Opening am writing to complain about... l really must complain about... l wish to complain about... l would like to draw your attention to the fact that... l
it too aggressive, personal and
o
emotional, but it also
shows a lack of awareness of the appropriate level of ci d.E
>o o; o ll
formality for this kind of writing. As well
r o
N
as the
choice
ofvocabulary and overall style mentioned above, the contractions (e.g."|'m'i"|'ll") and omissions (e.9."Looking forward,.,") also contribute to an inappropriate informality. The layout, however, is fine, except that the use of 'ln conclusion'is not appropriate in a letter.
Answer key
EE o,= oCl
t"l
E ,6
r
7.
an opening paragraph setting out common information.
A possible answe]:
The typical section5 (see Activity 4) are sequenced
Dear SuperBooks,com,
approoriatelv. The letter consists of two paragraphs with few linking devices. New ideas (e,g. the packaging being broken)
oE ,i ,E
É
o
o.
o6 9_
t. >: §E vT !E 6E
sF Eö
are not introduced With new paragraphs. The writer uses
reference devices effectively and accurately ("the ...
delivery l received from you'i"but not this time'i "unless you do'i use of"the" in general). The grammar shows a good range and level ofaccuracy for 82 level, although the choice ofstructures (e.g. the
c o q tt
passive in "which has been caused by you") is sometimes inappropriate. The minor errors (e.9'didnt contained") are not very important and do not get in the way of
communication.
É
is >.E
Et
The lexical range is sufficient for the task and is used
'6
íl EG
cE o-a od
t o c
rl
EB E>
Writing Task t: Transactional Writing
The structure of the letter is logical, except that it lacks
accurately
if not always appropriately,
e.9. "stuff'i
"want'i
"awful'iThere are only occasional lexical errors (e.g. "bottle jar of peanut butter"). Spelling is good,
Overall comment: Although the writer clearly
is at 82 level in terms
of
am Writing in connection with my recent order (5B 365724) for three academic books advertised on your web5ite, l
The service fell far short of the standards advertised. ln place of one ordered title, lron and Silk, l received by mistake a book of humorous
anecdotes by Woody Allen. ln addition, one of the other two titles, True Notebooks, had several torn pages. You also promised next-day delivery, but l had to wait two Weeks.
am requesting you dispatch lron and Silk by Mark Salzmann immediately and you refund half the purchase price of EUR I 5 for the torn book. l
l
am looking forward to receipt of the book and the compensation.
Yours sincerely, Robert Berg
Unit 7: Yes, l can! Lesson
1:
Handling Exam Sfress
Coping or not coping with exam stress? 1-E;2-A;3-D;4-B;5-C
general language knowledge, the candidate has not been able to score as well as he or she might have done (just
1
9 points out of 30), because
of inappropriate use of language and the effect that this has on task
achievement and appropriacy. Evaluation (íiteria
short explanation5
TAsK
Would your writing achieve its communication purpose in
ACHlEVEMENT
real life? Would the reader fully understand your intentions,
1-5 points
point ofview? Have you followed all the instructions and included all - and only - the re|evant information?
APPROPR|ACY
ls
1-5 points
type, your intention and the imagined readership? Have
the layout and style ofyour text appropriate for the text
you found the right level offormality (e.g. contracted vs.
non-contracted forms)? Have you referred to all relavant points in the instruction? the text made up of logically structured, Well-connected
COHERENCE
l5
']-5 points
ideas?
coHEsloN
Have you used purposefully chosen linking words and
1-5 points
phrases, reference words and phrases, in order to establish
the inner cohesion of both the paragraphs and the whole text? HaVe you divided youí text into well-connected
paragraphs?
GRAMMAT|CAL
Have you used the right grammatical stíuctures with
RANGEAND
the necessary range to support your communicative
AccunAcY
purposes? Are there grammatical or accuracy mistakes
1-5 points
(e.g. word order, punctuation) left in the text which hinder
compíehension?
LEXlCAL RANGE
Have you used the right range of vocabulary which is
ANDACCURACY
appropriate to support your communicative purposes? Are
1-5 points
there any vocabulary mistakes left in the text Which hinder
comprehension?
Misplaced words SKIMMING is used to quickly identify (seareh) the main ideas of a text by running (+o.oking) your eyes over it, noting important information, often at a speed three to four times faster than normal reading. You often skim when you have a limited amount of time and want to see, for example, if an article may be of interest (answer) for you, Remember, it's not essentia! (sp€fifit) to understand each word when skimming. Some people read the first and last paragraphs using headin9s (e,9. subtitles, subheadings), summaries (phfas€s) and other organisers as they move (gruide) down the page or screen or focus on the illustrations.
SCANNlNG
is a technique you often apply when looking (fiJfilifig) up a word in the telephone book or dictionary. You basically search (identifr) for key words or ideas. ln most cases, you know what you're looking for, so you concentrate on finding a particular answer (interest). A good example
for this is the Scan Reading EXAM PRACT|CE task, where the 7 statements guide (move) your reading, Scanning involves
moving your eyes quickly down the page seeking specific (essentia}) words and phrases (sirmnnaries). lf you see words or phrases that you don't understand, try to ignore them as much as possible.
ry
P*.
".'
Reading Task 2: Scan Reading 1 -B; 2-C; 3- A; 4-D; 5-C; 6-B; 7 - A
Writing Task 2: Discursive Writing
-
A
A possible answer:
Lesson 2: Facing the Exam
A new instant classic for exam candidates
,E- Features of effectíve reviews ln a 1S}-word review, which is the requirement at the Euro 82 exam, you probably cannot meet all these requirements fully, but you can consider them and think about which ones may be the most relevant for the particular task.
Those preparing for the 82 Euroexam - myself included can at last grab the Eurocity 82 2.0 course book. Having looked at it briefly, l can assure you it is worth waiting for. Firstly, the new book certainly looks pretty attractive, as the shades of blue and yellow are gentle on the eye.
The colours and layout also provide support for the new
logical structure.
.
a meaningful, eye-catching title which carries the overall
.
message both the beginning and the ending are strong and
attention-9rabbing
.
.
dynamic adjectives, often synonymous with each other to reinforce meaning sufficient data about authors, contributors, creators, etc. an unambiguous opinion given language of evaluation (e.9. one can hardly believe..., you find it very..., it is difficult to.,.) rhetorical questions in the case of films, books, plays or operas, a brief outline of the plot pros and cons, if necessary clear evidence for recommendations a recommendation which could be further specified: who it might be good for (or not) and why a c|ear overall structure, with an opening, a middle and a
.
closing clear linking of ideas, using a range of linking words
.i:l,,
Analysing a frlm review
. . . . . . . .
Strengths The first sentence ceítainly catches the eye; it is interesting as it
weaknesses There is no title at all.
contains slightly contradictory ideas in the same sentence, This use of opposites in words and
topics is maintained throughout: h a pp| vs.'sad' ;' cheap' vs. '
No information is given about the director, actors or setting (Sheffield, the infamous "City of Steel").
'profitabIe'.
The plot is presented very briefly,
There are dynamic words and phrases which carry meaning in themselves: e.g.' down-i n -thed u mps','society h os forgotten t hem'. The writer's viewpoint and
recommendation are clear.
"1
-
Book Reűew
Note that, in such a short review the otherwise short plot still amounts to more than half the whole text.
Appearance is not everything though. The content, written by experienced teachers of Euro 82 preparation classes in Hungary, offers some of the'bld"topics completely rewritten, while introducing some entirely new, up-to-date themes (e.9. Lifestyles, Cyber World). The focus, however, has not changed. Each ofthe 24
lessons is built around one'Exam practice'task, with activities helping to develop the skills we need to perform well in an exam situation.There are some fun and creative activities too! Having looked through it, l want to see Eurocity 82 2.0 in action! l am going to ask my teacher to try it out and l am sure she will like it as much as l do. @ (I82 words)
Audio scripts Similarly to the lessons, for each recorded text, you will find a headphone symbol with a file number in the middle to help you find the recording in the downloadable audio files. The recordings follow two different formats: All recordings for the EXAM PRACT|CE tasks were made exactly as if they were real 82 Euroexam tasks, This means, the recording with the same track number contains everything: the instructions; the audio material you have to |isten to in order to answer the questions; the necessary repetitions; the pauses for reading, writing, checking and proof-reading. Such recordings do not need to be stopped until the end of the whole task is indicated.
.
.
.
Four of the EXAM PRACT|CE listening materials, called "reprises", are repeated (Files 3,, 6., 9., and '|6.) W|THOUT instructions, pauses, etc, for further listening practice,
All the other audio files contain non-exam materials for further listening parctice.
Unít 1: Exam Setting Lesson l: What's in the Exam?
3. Focusing on
key information
nt,
This task in the Euroexams is called Making Notes. You see a table of notes before you hear the recording. ln these notes there are a total of nine gaps. On your answer sheet you can write a maximum of three words for each gap. When it comes to marking, only the meaning is marked. The examiners don't mark your spellin9, punctuation or grammar. And you have one minute to read the notes before the recording starts. You should bear in mind that the words and sentences, which are used in the recording, are different from those written in the notes. Of course, all the information you need to complete the gaps in the notes is given to you. lf you miss something the first time, do not panic! Remember that you will hear the
recording twice.
Listening Task 2: Making Notes
o {,
You will hear a short talk about the 82 Euroexam. . Look at the notes,The notes contain nine gaps. . you have one minute to read the notes. [1-minute pause] Now listen to the speaker and write a maximum of 3 words on each numbered line. Do not write more than 3 words in one gap. You will hear the recording twice.
. . .
P:
So what exactly are the Euroexams?
ot,
The Euroexams are designed to test whether you, the candidate, can use English at the right level, and in the real world. But unlike some traditional exams, we believe that effective communication is more important than complete accuracy.
So, assessment in the tests of the Euroexams depends |ess on the accuracy of your language, but more on
successful communication, including the clarity of your overall message, and its effect on your reader or listener.
This B2-|evel course book, therefore, thoroughly prepares you for using English in the real world as well as for passing the exam. But the course book is not the only thing offered by Euroexam. There is also a practice set of Euro 82 exams on the website, as well as a practice set of three whole exams which you can purchase in printed book format. The most useful tool for Generation Y howeve, seems to be the online exam preparation course which offers sample exam tasks, skills development activities and plenty of learning and exam tips.Takin9 this e-learnin9 course requires users to check regularly what new tasks and materials are available, and then to complete as many of them as possible. All participants in the course can receive online support from a teacher who is responsible for all registered learners.
And
you are hooked on social media, use Facebook for example, you can find a useful post in your feed virtually every day shared by Euroexam.These posts will mostly be links to videos, short texts, blog posts or vocabulary building materials. Whatever they may be, exam candidates can be sure that they can practise and develop their language skill with them in an enjoyable way. if
Following the success of its Facebook page, Euroexam has recently introduced a new innovative Facebook application called "Nyelvi Fitnesz'i Every week, thousands of language learners enjoy working with three language practice tasks to develop their listening, reading and vocabulary building skills. You can join in any time you like, sooner or later even on your smartphone, too, Remember success in the Euroexams indicates that you have developed your skill effectively, taken advantage of the wide variety of exam preparation options, and as a result, now can undertake a variety of rea|-|ife tasks using English at the required level.
Audio scripts Unít 2: Globetrotting
Lesson 2: Bridging the Communication
4.
Gap
3. From Hungarian into Engtish, from English into Hungarian
1.
As for this evening,
ld rather 90 to see an opera
3. 4. 5, 6.
l.\,
MediationPartTwo:Dialogue Help your friend who doesn,t speak English, between the two people.
. . . . . .
í) {,
performance than a ballet. Egészen részletes leírást nem tudok adni a fotós táskáról, vadonatúj volt, az indulás elótt vettem. After the brakes started to go funny, the chain suddenlyfelloff, and then ldid, Offthe bike lmean. Ouch. Sajnos ennek a nemzeti parknak ugyan van honlapja, de az angol nyelvű oldalai szinte teljesen üresek, semmi hasznos információt nem találok. This car is smaller than the size l booked. lt won't be large enough for the four of us with all our luggage. l've checked the roaming tariffs of each mobile company for trave| in the US, and they seem to be virtually identical.
2.
Mediate
I s. " l
i i
lf the person speaks in English, translate into Hungarian. lf the person speaks in Hungarian, translate into English.
The first two have been done for you. Do not translate every word. Concentrate on the basic
meaning. Please remember the quality of your language is also important. you will hear each line twice.There will be a fifteen second pause between each line for you to write the At the end of the conversation you will have two minutes to check what you have written. Remember, you will not have time to translate every word.
translation.
down
Dialogue
Exl.
fm spending a couple of days in Budapest and l'm looking for some cultural events. Ex2, Természetesen, Milyen programra gondolt7lgen nagy a
1. 2,
What about the spring? l'll be back again for a week then. l d love to go to a concert or a dance theatre to see some modern ballet performances. Adok egy programfüzetet, amit átnézhet. Benne van minden szükséges információ, időpontokról, helyszínekról és árakról. Meg rövid ismertetések is az elóadásokról, Sounds great. l see you have an email address so l can easily contact you. And whatt your offer for now? Are there tickets available for anything that's worth seeing? Mit szólna egy kis jazzhez? Éppmost zajlik egy jazz f eszliv ál, kü ö n böző rá nyza to kat ké pvi se ő együttesekkel. Este is Van egy koncert. De nagyon hosszú, 6-kor kezdődik, és körülbelül éjjel 2-ig taít, Well, actually, l prefer something classical. l might 90 to the opera. By the way, is there a ticket booth where you can get last minute bargain tickets for a performance? Sajnos nálunk nincs ilyesmi, de esetleg megpróbálhat jegyet venni a színházban, az előadás kezdete elótt fél órával. Néha vannak eladatlan vagy visszahozott je9yek.
választék, l've heard so much about Budapest being a festival city. What does that mean in practical terms? Can you
recommend anythin9 along those lines? Nos, három olyan jelentős fesaivál van évente, amit mi szervezünk, de egyik sem most zajlik. Ezekre amú9y is jóval előbb kell megrendelni a jegyeket.
5. 6.
l
7. 8.
i
l
Lesson 3: Souvenirs Listening Task 1: Short Conversations You will hear two friends who have been on holiday
talking about different things.
. . . . .
í)
t,
you will hear six short conversations. Listen and decide which present they are talking about. There are two items which you will NOT need. Write the number of the conversation (1-6) next to the item it refers to. you will hear each conversation twice.
Conversation
í)
1
1,
A: B:
Wow
A:
What were you worried about? That you d drop them from the top of the EifelTower?
B:
Veryfunny.
- thatt
a real tourist souvenir!
l know, isn't it silly? l swear l bought it tos l needed somewhere to keep these things safe. Last year l lost them in Rome and l had to pay 30 Euros before they let me into my room.
conversation 2
B: A:
There was just so much to see we felt we needed to read up about it in the evenings - and plan where to 9o the next day. Were the recommendations any good?
Audio scrípts Well, yes, we found some good places - for example, there was a Toy museum that l'd never heard of before. But the maps were useless - too small. We kept gettin9 lost.
conversation 3
A:
Why are you keeping that - you can't use it again, can you?
B:
No, of course not, but l like to stick them in a scrap book next to our photos. They have all the times and
dates on them, so we can remember the journeys,
A:
Oh, good idea, ld like to see that when you've made it!
on a website. She had to do something quickly, that's why she called the hotel immediately and booked a room... that... um... had a view. After that, she quickly jumped into a taxi, and as she was sitting in the taxi, she imagined the hotel; how it would look like, and... er.,. how good it would be, and how different would it be from the other hotel. so she got to... er... the hotel, and she... she was very happy with it. She could sit in the...um... nextto the window and she was looking outside , and she saw the very nice view... the Danube and the Chain Bridge, and the Parliament. So she was very happy at the end that she found a good hotel to stay in Budapest. Before she...um..,flew... home, she gave the hotel very high. . . mark. . . for the service and for its view.
conversation 4
s
A: B:
What about this, Did you climb up to the top of this?
i_ff
Oh, no. You can't go up that. But we were in the square when it rang, lt was 'l 2 otlock too.
A: B:
Lesson 1: Filmmakers
Was it loud?
.
A:
Yeah
B:
Sorry
-
but somehow ljust never got around to writin9 them,
- l was waiting by my letter box every day - and
- nothin9.
-
A: B:
look, why don't you have one now? Which one
s#_{á§T
4i
á:i#{,
t{j'ۤ
3: Radio Programme
o1)
on the test paper you have ten multiple-choice
. . . .
questions about the pro9ramme, Choose the best response (A, B or C) for the questions. Circ|e the appropriate letter. You will hear the recording twice. You have two minutes to read the questions/prompts before the recording starts.
lnterviewer Tonight on Making Movies
Oh, l nearly forgot, This is a present for you.
WowThanks, lt's got a hole on the back so you can hang it on the wall.
Oh, l thought ld have my lunch off it. l
think it's for decoration rather than use. But it's up to
you.
Lesson 4: Travel Stories
4.
;,€rfi
would you like?
conversation 6
B: A: B:
al
You will hear part of a radio interview with two people who act in films.
conversation 5 lt's so embarrassing. l honestly meant to send these
g
4. ListeningTask
Not very. You know the funny thing is, it looks as if each face is saying a different time.
B:
o
Listening to storytelling
ot,
ln the morning when she left the ...er... miserable hotel, she suddenly, she found... um... herself in front of.. . um . . . a café with wifi lnternet. So what she did was... um.., she went in and started to... um... browse the net for hotels. And soon...l guess...she found a good hotel
David lnterviewer
David
lnterviewer
(|) we are unsung t
9oin9 to talk to two of the heroes of the film world. our two guests have made over sixty films between them, but l guarantee that not even the greatest film buff will have heard of them. So David Fletcher and Helen Gatly, what exactly is your role in making movies?
'
We're both extras. David, what does that mean? What do you do exactly? Well, we are in the crowds, the people in the street who are essential to makin9 sure that the scenes are realistic. when the stars walk into a pub for examp|e, people sittin9 at the tables or chatting by the bar are extras, Do you find the job exciting?
Audio scripts Helen
That's probably not the word l'd use. lt's interesting at times and when you see the finished film it's great to think that you were part of it, but most of the time you just sit around for hours and then the same scene is shot ten or twelve times and you just drink your coffee in the café or walk past the stars as they have a conversation.
lnterviewer
lnteresting. And how did you become a film extra?
David
The usual, you know, through a friend of a friend. l think ld met the guy once at some party. All l remembered of him was that he was working on a film of some kind. lt was weeks later when he phoned me up because they needed extras. l got Helen involved and we liked the work, so we contacted an agency that finds extras and work began to come in,
lnterviewer
What films have you been in?
Helen
Loads. The first was a British gangster film called Face.Then lwas in the romantic comedy Notting Hill, some films by Ken Loach and lots of TV series, you know, soap operas. l've been in Eastenders a few times.
David
Adverts are pretty good as well, there are always jobs for extras in adverts.
lnterviewer
Have you ever spoken in a film or on TV?
David
No, never. lt's actually bad for extra work. Directors think that once you have a
speaking role people might recognize you and the audience will think"lsn't that the guy from Snatch having a drink at the bar" and then, when they notice you, you're not in the background any more.
!nterviewer
What is the pay like?
Helen
That's a difficult one to answer. lt's quite good for each film, usually about a hundred or a hundred and fifty pounds a day, but it's not a steady income, you might go for weeks without any work at all.
David Interviewer
Helen
David
You never really get to speak to the stars to be honest. They are usually off somewhere else and just come onto the set, do their part and go home.The only time you sometimes meet the star actors is at the party when the film is done.They generally seem fine, but we live in a different world and our paths do not cross that much. lt's like working for a very big company, you don't get to meet the boss very often, do
you?
lnterviewer Would you
David
l am a real actor, thank you very much! But to be a star, well, who wouldn't? But it's not going to happen.
lnterviewer And
Helen
how about you, Helen?
don't think l would. l think it would be a bit boring and it must be terrible if you've worked incredibly hard on a film and then you get awful reviews and you're blamed for the disaster. No-one criticises the extras. l
!nterviewer Unfortunately,
Helen David lnterviewer
that's all we've got time for. Will l see either of you on screen in the near future? l'm in a new film by Antonia Bird, which is due out in about a month. l am standing at the bus stop when Robert Carlisle walks to his car.
And l'm in an advert for a new soft drink called Taboo. l'm on a rollercoaster at a fairground. Well, l look forward to seein9 you both, thanks for coming in.
Lesson 4:The lnteractive Audience
5. Analysing a Discussíon task Examiner:
Basically, it's not a full time job, but we can get by all right. Do you know any film stars?
like to be a rea| actor?
nl)
For the final part ofthe test, you are going to talk to each other about a topic l will give you. l'm just going to listen. Your topic is:
Teen films may be the key to success for the film
industry.Why?
.
e€
teenagers are more likely to 90 to the cinema,
Discussion task: sample topic card
Audío scripts First make a spoken list of four or five things.Then, when you have done that, discuss which one is the best or most important. Remember to give reasons for what you say. You have three minutes altogether to try and agree. All right?'
Candidate A:
Yes, l think more teenagers go to cinemas,
Candidate
especially girls, And they always watch the new films of their favourite stars.
B:
l agree,
CandidateA: And these films are not very expensive to make.
Candidate B:
Yes, that's true, There are no
expensive
visual effects or famous directors. Also, these films often continue the stories in new films.
Candidate A: These films
are funny and entertaining, and they are about us.
Candidate B: Yeah, they are really funny. Anything else?
Candidate A: You are right. These films are really
entertaining and teens like them. They find it important to 90 out With their friends. One popular activity is going to shopping centres, where there are good quality cinemas with lots of shows. What do you think? also like going there with my friends. We often watch films, too. Have we discussed
Candidate B:
l
everythin9?
Candidate A: The posters ... Candidate B:
Yes, the posters and magazines.Teenagers want to dress and look like these characters.
Candidate A:
l agree. So can
Candidate B:
They are entertainin9 and cheap
Candidate A: Yeah, And teenagers like going to
shopping centres with friends and going to the cinema is part of their weekend pro9ramme.
Candidate A: Teenage magazines also write about these films.
Candidate
B:
Sure, they are full of posters ofthe stars of
these films,
Candidate B: Exactly. l think we can a9ree on that. Candidate A:
Yes, we can agree. Going to cinemas is
one of the favourite weekend activities for teena9ers.
Candidate A: And teenagers like to identify themselves with these characters.
Candidate B: Now let's start with the
first. Teenagers 90
Thankyou.That is the end ofthe test.
Examiner:
Goodbye. Have a nice weekend.
to the cinema more often.
Candidate A:
Candidate B:
Yes. They like going to plazas with friends and a part of an evening out is watching films, isn't it? l also like going to the cinema. But the tickets are expensive for teenagers,
CandidateA: Maybe, but parents normally give money for the tickets. what else did we mention? These films are not expensive to make ...
Candidate B: Not
really. They take place at schools, on
beaches, youn9 9irls and boys play in them, expensive stars or investments are not important.
Candidate A: Certainly.The stories are quite simple. Candidate
B:
Yes and they continue these stories in follow-up films which is probably cheaper, too. They don't have to spend a lot of
money on costumes, scenery or special visual effects.
we come to a conclusion?
Unít 4: Lífestyles Lesson
4.
1:
Pursuing Adventures
stories of extreme activities
Audio script
1:
(e t,
Last week, l put them to the test at East Coast. The only lesson ld had was a manufacturer's website virtual clip. E-learning at its best! l followed the video's instructions to the letter and l managed without even falling once. As you can see in the photo, l am adequately protected and look like some kind of robot on wheels, but it was cool to be able to even travel a short distance shakily on my first attempt. 5ubsequently, l did some online research
and realised a qualified coach would get me going and learning faster too.
Audio scrípts
Do your knees tremble at the thought of swinging across the jungle forest tops suspended from a steel thread? lf so, zip-lining may not be for you, But if you are into a fun adventure, then be sure to book a zip-lining ride in Belize. |'m not afraíd of heights, and the moment l stepped out into space from the safe haven ofthe tree-top box, l felt this mighty pull of gravity on my body, and then l was free
Welcome to the programme, Leaving Home. My name is Samantha Benjamin. On today's programme we have two first-year students who have both left home to study, Danny Noble and Sarah Jenkins, Welcome to you both.
Sarah
Hello
as a bird.
Danny
Yes, hello everybody.
Interviewer
Sarah, can l start with you? Why did you decide to travel to another town to study?
Sarah
Well it's a long story actually. My father is a management consultant and he really wanted me to do a business course at university, l tried to take an interest in mone, marketing and economics, but it just bored me stiff.
lnterviewer
So were you able to convince your father
2:
Audio scrlpt 3: First we actually had to pedal uphill a bit, but then it was time for the real thing. We had waterfalls over the road, muddy sections, lots of rocks thrown onto the road from the frequent earthquakes, two pretty deep creek crossin9s, and plenty of downhill speed - making for a very fast and bumpy ride! By this stage we were down to about 3600m above sea level, riding the 1 km of tight corners known as the Death Trail hardly able to breathe.
Sarah At the catalinas the surface was flat as a lake. yet, the first site was a big scare, you know why, At a depth of 12 metres, we had about 5 or 6 of them just circling around us. Adrenaline rushing through your body and screams left and right of buddies trying to point out more to each other. An awesome sight and feeling!To make the experience complete, on our way up to make a safety stop, we encountered a giant manta, and 3 more bulls came again to check us out!
Lesson 4: ln and out of Homes
5. Listening
Task 3: Radio
Programme
G) 1,
No l never believed he would change his
myself.
Interviewer
And
Sarah
More or less. l had a little money of my own, and l enrolled in a course in the north where prices and accommodation are cheaper. l lived in a small attic room. lwas able to earn some money by singing in a band,
!nterviewer
Were you happy?
Sarah
Oh yes. For the first time in my life l was enjoying the feeling of independence. l could come in and go out when l liked,
is
that what happened, Sarah?
After a few months l started going out with Tom, the drummer in the band. He had a small flat which he had inherited from his grandmother and we moved in there.
You will hear part of a radio programme about two
youn9 people who have left home.
On the test paper, you have ten multiple-choice
questions about the programme. Choose the best response (A, B or C) for the questions, Write the letter of the appropriate answer into the Answer box below, You will hear the recording twice. You have two minutes to read the questions before the recording starts.
that you wanted to study something else? mind. l told him l wanted to study drama, but his response was to throw me out of the house and tell me that l had to support
Audio script 4:
9
n{l
lnterviewer
Audio script
lnterviewer
Did your parents come to accept your decision?
Sarah
Not at all. Father felt l was wasting my life and decided never to speak to me again. When my grandmother died l received a letter from his secretary. Mother was even worse. Every time l tried to speak to her on the phone she just told me about all the money that had been spent on my education.
Audio scripts lnterviewer
Danny
OK, thank you, Sarah. Clearly a difficult time for you. Now can l turn to you, Danny? How did you decide whether or not to 90 to college? Well, ldidn't go to college right after school, l was unemployed for five years,
and then l got onto this programme that helps unemployed young people to gain skills and develop their knowledge in certain areas.
lnterviewer
l see, Danny.
Danny
Oh, lots of things. We do some maths, though l'm not too fond of that, but we also do writing. l love writing poems.
tnterviewer
Where do you go to college, Danny?
Danny
That's a real problem for me. lwanted to go to college in my home town. After all, my friends are all there, but there weren't any places, So l had to go the nearest big city about 100 km from here.
And what do you study?
!nterviewer
But surely you have made new friends?
Danny
Well, yes l have, but they are not like the friends from back home. when l'm at home l go out with my old friends from school to the Golden Eagle Pub, and we talk about everything. But it's not like that with the guys in London,
lnterviewer Danny
How often do you get to 90 home, Danny? Well, when l started at the college l went home every day. lt wasn't the time spent on the train that was the problem, but it was the train fare that was killing me, So l found a place in a hostel.
lnterviewer
Are you happy there?
Danny
lt's OK, l suppose. There's a problem with the food, though. l don't like it as much as the food my Mum makes. So she gives me masses on Sundays to bring back to the hostel. The problem is that l keep forgetting to put it into the fridge and it goes off.
lnterviewer
And how about your family? Do you miss them, Danny?
Danny
Yes, l do. Mum and l used to watch TV
every evening before l went to the pub. really miss that.
lnterviewer
Well, it seems it hasn't been very easy
l
foryou either ofyou.Thankyou both for sharing your experiences with all of us.
Lesson 2: The Sweetest Thing
(e
Listening, note-takíng and text reconstruction
{,
Suspicious Honey Closes California Airport
California's Bakersfield airport was evacuated and shut down for several hours yesterday after security staff became suspicious of honey in a man's luggage. The passenger, a gardener who had been carrying the honey in several energy drink bottles, was released after being thoroughly questioned by airport security officials, Reuters reports, Authorities, who are trying to figure out why the honey made the man's luggage test positive for bomb-making materials,5uspect that gardening chemicals may be to blame,
Listening Task 2: Making Nofes You will hear part of a radio programme in which a
(e
honey expert, Laurence Woodruff, speaks about ways of keeping honey at home. . Look at the notes.The notes contain nine gaps. . you have one minute to read the notes. [1-minute pause] Now listen to the speaker and write a maximum of 3 words on each numbered line, Do not write more than 3 words in one gap. You will hear the recording twice.
{l
. . .
R:
F:
Our next guest, Laurence Woodruff, is a honey specialist, Mr. Woodruff, what do you think our listeners should know about honey?
(e {,
Well, first of allthey should know that honey is a sweetener in liquid form. Honey can have many colours and shades, from almost colourless to a very
darkbrown. lf you wanta strongerflavour,you should look for darker honey,
lt's best to keep liquid honey in carefully closed containers in a dry place at room temperature, say about 20 degrees Celsius. lt! extremely important for the container to be closed. lf you don't, the honey loses its aroma and its flavour.
On the whole, there are three problems connected with keeping honey. Firstly, honey kept for many months may naturally turn darker. This doesn't affect the ílavour. we can continue using it.
Audio scrípts Secondly, as l'm sure your listeners know, or at least some of them, honey can become very hard as it gets older,This again is a natural process and nothing to worry about. lf you want to return your honey to liquid form, put the open container of honey in a pot of hot water, Make sure the water is not boiling, otherwise your container would break,
Q:
'Cross-cultural perspectives have a 9reat influence on our eatin9 behaviours. To what extent do you think it is true for American people?'
A:
ln increasing numbers, Americans are eating food that is not traditionally found in the USA. Many Americans now have their favourite international food when eating out, regardless of whether they may be dining at formal, sit-down restaurants, at fast-food eateries or at cafes, or if they purchase food from street vendors. Ethnic ingredients, produce and products have also become easier to find in shops for cooking at home. As a result of this, interest has grown in the food, the food history and the eating cultures of Asia, the Middle East, Central America and Latin America.
The last thing that can happen if we keep honey for a very long time is that it can start to smell like alcoho|. This is more serious. ln this case your honey is spoiled - throw it away! Now, for people who like cookin9, there is more good news. Honey can actually replace all sugar in cakes, salad dressin9, sauces - basically everywhere. An advantage of using honey instead ofsugar in cooking is that honey is actually sweeter than suga1 so you need less. Also you all know that cakes with sugar stay fresh for only 2 or 3 days usually. Well, with honey it's longer. Cakes with honey are often still fresh enough to eat after 5 or 6 days.
Reacting to this change of habits, even most US fast food chains today offer a variety of international menus, which is part of an international trend toward diversity in all aspects of life, Although all humans need food to survive, people's eating habits (that is how they obtain, prepare, and consume food) are a result of learned behaviour. This learned eating behaviour, as well a5 the values and attitudes it embodies, has come to represent a key aspect of a group's popular culture.'
One final thing, honey is extremely good not only for adults, but for children too, although itl best not to give it to babies less than one year old.
Lesson 3: Eating Well or Not Eating Well .l , Listenín1 a?! discussion:the medíaand our eating
habits
Í.,) t )
A recent study by a Harvard psychiatrist has shown that watchin9 stick-thin actresses on US sitcoms distorts girls' body images and encourages them to develop eating disorders such as anorexia and bulimia. Most models have 10 to 15o/o body fat compared with 22 to 26o/ofor a normal healthy woman, and are therefore much thinner than the average person. The study looked at the impact of the introduction of satelliteTV in Fiji. Dieting was almost unheard of prior to 1995, and the Fijian culture encouraged healthy appetites and larger body shapes, But within 3 years of watching US shows, girls became obsessed with their weight.Two-thirds of those questioned reported dieting to lose weight, whilst three-quarters felt that they were too fat. 1 in 8 of the girls asked was bulimic, So this proves what we have suspected all along - that the shape of a normalfemale body is wrongly portrayed by the media.
Lesson 4: Cultures and Cuisines Lístening and discussing: comparing American and Hungarian eating habits ,',.,
Lesson 2: Living in Cyberspace Answering the question - Answeríng the questíon?
'*.,
Teacher: Hello,
t,
t,
Barbara. Nice to meet you. Can you see and hear me ok?
Barbara: Teacher:
Yes. l can see and hear you clearly.
Barbara:
Yes, l have a very comfortable house. We have
Great. So can l. Now, l would like to start with a few general questions about yourself and your studies. This will take about ten minutes. Are you comfortable?
lived here for three years. l live with my father, mother and younger brother, Bruno.
Teacher: OK.Thanks. Now l want to move on to talk about your English studies. Why do you want to study English online?
Barbara: l think computers
í)
(e
are very important nowadays. Everybody needs to use them, and in the future they will replace books.
Audío scripts Teacher: OK.That's very interesting.
Now, thinking about
this online English course that you are just starting now, how many hours a week do you want to study English?
Barbara:
Teacher: Uh-huh.
lf we can go back to talking about this online course; let's just look at some of the details.The online lessons are available on Mondays, Wednesdays and Fridays, How many times a week would you like to study?
Barbara:
Friday is my favourite day of the week because l can go out with my friends, and l don't have to
get up early in the morning, OK, we'll come back to that one later. Well, if we move on to talk about the financial side of things, the price is 10 Euros per lesson and we would like you to make the transfer to our account electronically, ls that possible?
Barbara: The price
of everything is going up nowadays and more people are shopping online, which can be solution because it is cheaper.
Teacher:
OK. Great. Well thanks for that. NoW if we could just 90 over some of those areas once again and clear up a few details,...
? . A model Examiner:
Sara:
interview
Sára, are you a student or do you
n work?
t )
l'm a student. l'm in my fourth year at the
Kovács lmre Secondary School in Budapest. enjoy my studies.
l
Examiner: And how about you Félix?
Félix:
work. l am uhm... a advisor to a mana9ement executive in a pharmaceutical company. l
Examiner: Thank you. Now l'd like to ask about
Sára:
a
different topic. How often do you use a computer, Sára?
Almost every day. l write my homework on the computer, and of course emails to my friends.
Examiner: Thank you. Félix, what do you use a computer for? Fé!ix:
Thank you. Félix, do you think computers have a negative influence on family life?
Félix:
Well they can, if they are not used sensibly.
Examiner:
Thank you. Sára, do you think computers will replace books at some point in the future?
Sára:
Well they might for some people, but not for me, l enjoy reading novels, and l couldn't imagine reading them on a computer screen.
Examiner:
Thank you. NoW in this part of the test you
Yes, English is a very important language.
Everybody needs to know it nowadays.
Teacher:
Examiner:
Just about everythin9. l need to keep in contact with representatives of my firm around the world, and l use the computer for that.
One particular problem is children spendin9 hours with computer 9ames.
are going to....
Materials for paírwork and groupwork activities
Materials for pairwork and groupwork activities The materials in this section are not arranged in the order of unit and lesson sequence, lnstead, they have been placed as sPace allows, One basic PrinciPle has been considered: materials for activities involving information gap have been placed on seParate pa§es to ensure that each student in a pair or group can only see their own version.
Unít 5: Food for Thought Lesson 2: The Sweetest Thíng
Listening to and completing quotes Student A: ! . Vou begin the activity! Read any one of the first quote halves (1 -4) to your partner and let them choose the appropriate ending for that quote, You may read that first half twice, but DO NOT SHOW the text to each other, When your partner has se,tected the right ending, together read out the full quote once more, focusing on stress, pauses and intonation.
2.
Now your partner reads one of their first halves and you find the endings (E-H) in your table,
lst half of lf
quote
2nd half of
the bees disappeared offthe surface of the globe,
We stole a box of honey jars one time and went out in the woods and took care of the whole box. 3.
l eat
lf
my peas with honey; l've done it all my life.
you want to gather honey, E.
with the two noblest of things, which are sweetness and li9ht.
F.
satisfying, and if they howl with rage or cry, that's honey. when you run out of money, honey, l run out of time.
only reason l know for making honey is so as l can eat it,
3.Taking in turns, continue untilyou have Activity 2/b on p.
E
101,
got
all8 quotes complete and
have read them aloud foryourselves.Then
go backto
Materíals for paírwork and groupwork actívities
Unit 6: Cyber World
Lesson 2: Living in Cyberspace Speaking Task
1:
Interview (Open dialogue format: SCRIPT l)
1 . one of you, who has been chosen to be the "examiner" first, asks the following questions to the tandidates': using this scriPt.
Examiner: €andidate
[Name of Candidate
1],
are you a student or do you work?
1:
Examiner:
And how aboutyou [Name of Candidate 2]?
Candidate 2:
Examiner:
Candidate
Now l'd tike to ask about a different topic. How often do you use a computer, [Name of Candidate 1]?
1:
Examiner:
Thankyou. [Name of Candidate 2], what do you use a computer for?
Candidate 2:
Examiner:
Thankyou. [Name of Candidate 2], do you think computers have a negative influence on family life?
Candidate 2:
Examiner: Candidate
1:
Examiner:
2. r
Thank you. [Name of Candidate 1], do you think computers will replace books at some point in the future? Thank you. NoW in this part of the test you are going to.,
.
Discuss briefly the fottowing two questions
Did the "candidates" answer the "examiner's" questions?
o Was their pronunciation (individual sounds, word stress, intonation) accurate and clear enough, and did it support What they said? (You may use the assessment criteria for Pronunciation in Activity 7 on p.127.)
3.
Now hand over the role of the "examiner" to one of your partners, who should turn to SCRiPT 2 on p, 1 96.
Materíals for paírwork and groupwork activities
Unit 2:
Lesson l: Survívíng as a Tourist Speaking Task 3: Transactional Dialogues
RoIe cards and "examiner's" script ISET
l]
1 . Your teacher will give you 3 separate, numbered role cards. Give them one by one to the "candidate" before you start the instruction for each situation.
[Hand out card 1/A] Examiner speaks:'(Nam
e),
read this card. When you are ready, please start a conversation with me. l am your friend.'
Card 1/A:
Your friend is trying to decide where to go on holiday. Suggest Greece.
Candidate speaks: Examiner reads out reply:.'Why doyou thinkthat's a good idea?'
Candidate speaks: Examiner speaks:' Thank you.'
[Hand out card 1/B] Examiner speaks: '(Name), read this card. When you are ready, please start
a
conversotion with me. l am the waiter,'
Card 1/B: You go to a very nice but rather busy restaurant. Ask the waiter if there is a free table.
Candidate speaks:
Examinerreadsoutreply: Notforanotherhalf anhour. Icangetyouadrinkwhileyouarewaiting,ifyoulike.' Candidate speaks: Examiner speaks:' Thank you.'
[Hand out card 1/C] Examiner speaks:
"(Na me), read this card. When you are ready, please start a
conversation with me. l am the fellow passengel
Card 1/C: A fellow pa§senger accuses you of having taken his suitcase. Deny it.
Candidate speaks: Examiner reads out reply:'Oh, Candidate speaks:
I'm sorry, mine looks exactly like that.'
Examiner speaks:' Thank you.'
2. Afte, you have completed conversation /C, invite the observer to give feedback to the "candidate" using the checklist. Then change roles according to the instruction for SET 2 in Activity 7/a on p. 29. 1
"1
Materials for pairwork and
Unit 3:
Movies
Lesson 4: The lnteractive Audíence Speaking Task 4: Discussion ITOPIC 2]
1
.
Act as an
'examiner" and conduct the Discussion task with the two "candidates" according to the script below.
Examiner's script:
l
For the final part of the test, you are going to talk to each other about a topic l will give you. l'm just 9oin9 to listen. Your
topic
is:
[Read out question and example on the card] person, you want to make a new fictional film based around the life of a famous film? Who could be some possibte subjects for the * e.9. J. K Rowling €
s *
e Discussion task: sample topic card
is the best or most important. Remember to give reasons for what you say. You have three minutes altogether to try and a9ree. All ri9ht?
i* First make a spoken list of four or five things. Then, when you have done that, discuss which one
[Hand out card, "candidates" begin discussion] 2.
with the hetp of this stightly modifred checklist from Activity 5, the "examiner" is expected to evaluate how effectively, or not, the "candidates" have performed, Tick only the questions that accurately describe the way in which the discussion has been conducted, As the 'bxaminer", give quick feedback to the "candidates" about their performance.
Candidate
A
Candidate B
Did the'tandidates" contribute equally? Did they name a number of possible answers?
Did they discuss which was the best answer? Did they give sufficient reasons for their ideas?
Did they give their ideas and opinions? Did they listen to each other carefully? Did they avoid talking over each other?
3. When you have finished evaluating the performance of the two "candidates'i the third person in your group will conduct the last Discussion as the "examiner" with TOPIC 3 on p. 19j,
Materials for pairwork and groupwork activitíes
Unit 2: Lesson
1:
Surviving as a Tourist
Speaking Task 3: Transactional DiaIogues RoIe cards and "examiner's"
script
|SET 3]
1 . Your teacher will give you 3 separate, numbered role cards. Give them one by one to the "candidate" before you start the instruction for each situation.
[Hand out card 3/A] Examiner speaks: '(Name), read this card. When you are ready, please start a conversation with me. l am the receptionist.' Card 3/A:
You don't know what to do this evening. Ask the hotel receptionist if they have any suggestions.
Candidate speaks: Examiner reads out reply:'There are Candidate speaks:
lots of possibilities. For example, the opera house is very
good.'
Examiner speaks:'Thank you.'
[Hand out card 3/B] Examiner speaks: '(Name), read this card. When you are ready, please start a conversation with me. l am
the passer-by.'
Card 3lB:
A helpful local passer-by has just told you how to find a post office, but you didn't understand. Ask the person to
repeat what they said.
Candidate speaks: Examiner reads out reply:'Yes Candidate speaks:
it's the
second street on the right. Shall l show you7'
Examiner speaks: 'Thank you.'
[Hand out card 3/C] Examiner speaks: '(Name), read this card. When you are ready, please start a conversation with me. l am the tourist.' Card 3/C: Someone seems to have taken your reserved seat on the bus. Ask the passenger to check his / her ticket.
Candidate speaks: Examiner reads out replyz Candidate speaks:
'l'm afraid, this is my seat, look at the number. Could you check yours once again, please?'
Examiner speaks:' Thank you.'
2,
Afte, you have completed conversation 3/C, invite the observer to give feedback to the "candidate" using the checklist. When Activity 7/b on p. 29.
the feedback is finished, go back to
Materíals for pairwork and groupwork activítíes
Unit 3: Making Movies
Lesson 4: The lnteractive Audience Speaking Task 4: Discussion ITOPIC 1]
1
.
Act as
an "examiner" and conduct the Discussion task with the two "candidates" according to the script below.
Examiner's script:
l
For the final part of the test, you are going to talk to each other about a topic l will give you. l'm just 9oin9 to listen. Your
topic
is:
[Read out question and example on the card] are they? Being a famous film star has some disadvantages,What * e.9. they have no privacy *
s s 8 Discussion task: sample topic card
ffi First make a spoken list of four or five things.Then, when you have done that, discuss which one is the best or most important. Remember to give reasons for what you say. You have three minutes altogether to try and a9ree. All right?
[Hand out cardl "candidates" begin discussionl 2.
with the help of this stightly modified checklist from Activity 5, the "examinef' is expected to evaluate how effectively, or not, the "candidates" have performed. Tick onty the questions that accurately describe the way in which the discussion has been conducted. As the "examiner'i give quick feedback to the "candidates" about their performance.
Candidate
A
Candidate B
Did the'tandidates" contribute equally? Did they name a number of possible answers? Did they discuss which was the best answer? Did they give sufficient reasons for their ideas?
Did they give their ideas and opinions? Did they listen to each other carefully? Did they avoid talking over each other?
3.
When you have finished evaluating the performance of the two "candidates'i another one of you in the grouP will conduct the second Discussion as the "examiner" with TOP|C 2 on p. l89.
Materíals
Unit 2: Lesson
1:
activíties
Survivíng as a Tourist
Speaking Task 3: Transactional Dialogues Role cards and "examiner's" script ISET 2] 1 . Your teacher will give you 3 separate, numbered role cards. Give them one by one to the "candidate" before you stort the instruction for each situation.
[Hand out card 2/A] Examiner speaks: '(Name), read this card. When you are ready, please start a conversation with me. l am the other tourist.' Card 2/A: You meet another tourist, who asks for advice about a place to stay. Recommend the 4-star Sunset Hotel.
Candidate speaks: Examiner reads out reply:'lsn't Candidate speaks:
it a bit too expensive?'
Examiner speaks:'Thank you.'
[Hand out card 2/BI Examiner speaks: '(Name), read this card. When you are ready, please start a conversation with me. l am the waiter.' Card 2/B:
You are in a restaurant. The waiter has brought the wrong dish (you wanted fish). Complain.
Candidate speaks: Examiner reads out reply:'l'm Candidate speaks:
so sorry. What would
you
like me to do
about it?'
Examiner speaks:' Thank you.'
[Hand out card 2/C] Examiner speaks: '(Name), read
this card. When you are ready, please start a
conversation with me, l am the tourist.'
CardZlCz
A tourist asks you how to get to the British Embassy. You don't know but offer to find out.
Candidate speaks: Examiner reads out replyz Candidate speaks:
'Do you have a map maybe where we could check?'
Examiner speaks: 'Thank you.'
2.
Afte, you have completed conversation 2/C, invite the observer to give feedback to the "candidate" using the checklist. Then change roles according to the instruction for SET 3 in Activity 7/a on p. 29.
for pairwork and groupwork activitíes
Unit 3:
Movies
Lesson 4: The lnteractíve Audience Speaking Task 4: Discussion ITOPIC 3] 1
.
Art o' an "examiner" and conduct the Discussion task with the two "candidates'! according
to
the script below.
Examiner's script:
l
For the final Part of the test, you are going to talk to each other about a topic l will give you. l,m just going to listen. your
topic
is:
[Read out question and example on the card] What do you think the recipe for a good film could be? * e.9. an interestin9 5tory * * *
* Discussion task: sample topic card
I
First make a sPoken list of four or five things. Then, when you have done that, discuss which one is the best or most important. Remember to give reasonS for what you say. You have three minutes altogether to try and agree. All right?
[Hand out card, "candidates" begin discussion] 2. Wnn the hell of this stighttY modifred checklist from Activity 5, the "examiner" is expected to evaluate how effectively, or not, the "candidates" have performed.Tick only the questions that accurately describe the way in which the discussion htas been conducted. As the "examiner'i give quick feedback to the "candidates" about their performance. Candidate
A
Candidate B
Did the'tandidates"contribute equally? Did they name a number of possible answers? Did they discuss which was the best answer? Did they give sufficient reasons for their ideas? Did they give their ideas and opinions? Did they listen to each other carefuIly? Did they avoid talking over each other?
3.
After You have completed the third discussion and given feedback
to
both 'tandidates", go back
to Activity 6/b
on
p.
69.
Materíals for paírwork and groupwork activitíes
Unít 5: Food for Thought
Lesson 4: Cultures and Cuisínes Speaking Task 4: Discussion ITOPIC 1]
1 . Act as an "examiner" and conduct the Discussion task according to the script below.Tetl the "candidates" once again which criteria you are going to focus on (Range and Accuracy, Fluency and Coherence or Communication Suategies). Now begin the 'bxamining".
Examiner's script:
l
For the final part of the test, you are 9oin9 to talk to each other about a topic l will give you. l'm just going to listen. Your
topic
is:
[Read out question and example on the cardl Why are fast food restaurants so popular all over the world? quality everywhere +, e.g.you get the same dishes and * ,é
* Discussion task:5ample topic card
€ First make a spoken list of four or five things.Then. when you have done that, discuss which one is the best or most important. Remember to give reasons for what you say. You have three minutes altogether to try and agree. All right?
[Hand out card, "candidates" begin discussion] 2. Give feedback to the two 'tandidates" using the scores and descriptions of the set of criteria you have been focusing on (Range and Accuracy, Fluency and Coherence or Communication Strategies). When you have evaluated the performance of the two "candidates'i another one of you conducts the next Discussion as the "examine( with TOPtc 2 on p. l97, Range and Accuracy
5
Fluency and Coherence
Communication strategies
Wide range of grammar, lexis and cohesive devices used to complete the tasks, circumlocution only occasionally necessary. Comfortable with more complex structures and lexis although errors still occur.
Maintains a smooth flow of language with hesitation mainly to formulate ideas, not language. Links ideas into clear coherent discourse With little or no jumpiness even in extended contributions.
lnitiates, maintains and ends turns, Uses repair strategies (clarifi cation, circumlocution) where necessary. Uses appropriate register and intonation.
Sufficient range of grammar, lexis and cohesive devices to adequately complete the tasks although circumlocution may be
Some hesitation while formulating language, but can effectively maintain flow of speech. can link ideas into clear, coherent discourse
lnitiates, maintains and ends turns satisfactorily although not always smoothly, Evidence of ability to use repair strategies (clarifi cation, circumlocution) although not always applied. Uses appropriate register,
Frequent hesitation and inability to link ideas coherently causes 9reat strain on the listener,
Generally, fails to initiate, maintain and end turns satisfactorily. Does not use repair strategies (clarification, circumlocution). Uses inappropriate register.
4
3
necessary, Few errors in simple sentences. Errors when attempting more complex structures and lexis do not generally hinder
although with noticeable jumpiness especially in extended contributions,
communication. 2
,|
E
0
Range of grammar, lexis and cohesive devices insuíf cient to adequately complete the tasks. Repeated erro15 even in simple sentences.
Insuffi cient language for assessment
Materíals for pdirwork and groupwork actívities
Unit 5: Food for Thought Lesson 2: The Sweetest Thing
Listening to and completing quotes Student B: 1 . Your partner begins the activity!They will read out the first half of a quote. Listen and choose the appropriate ending from the right-hand column (extracts A-D). Read out the ending you have chosen to check if it fits. DO NOT look at your partner's text and DO NOT show them yours. When you are both confident that you have selected the right ending, together read out the full quote once moret focusing on stress, pauses and intonation.
2.
Now
yo,
choose one of the frrst halves of your quotes (5-8) and your partner witt find the appropriate ending,
lst half of
quote
2nd half of quote
A. don't kick over the beehive. B,
They do taste kinda funny, but it keeps'em on the knife,
C, then man would only
have four years of life left.
D. l don't think l touched honey again for 20 years. l never wanted to see honey again. lnstead of dirt and poison we have rather chosen to fill our hives with honey and wax; thus furnishing mankind 6.
lf you got the money, honey, l got the time and
only reason for being a bee that l know of is making honey. And the
7. The
8. lf you know somebody is going to be awfully annoyed
by something you write, that's obviously very
turns, continue until you have got all 8 quotes complete and have read them aloud for yourselves,Then go backto Activity 2/b on p. 101 .
3.Taking in
Materíals for
Unit 6: Cyber World
Lesson 2: Living in Cyberspace Speaking Task l: lnterview (open dialogue format: scRlPT 2)
1 , One of You, who has been chosen to be the "examiner" first, asks the following questions to the kandidates,, using this script.
Examiner: Candidate
[Name of Candidate
1], are
you a student or do you work?
1:
Examiner:
And how about you [Name of Candidate 2]?
Candidate 2:
Examiner:
Candidate
Now l'd like to ask about a different topic. How did you first learn to use a computer, fName of Candidate 1]?
1:
Examiner:
Thank you. [Name of Candidate 2], what do you frnd most enjoyable about using a computer?
Candidate 2:
Examiner:
Thank You, [Name of Candidate 2], what effect do you think computers have had on people,s social lives?
Candidate 2:
Examiner:
Thank you, [Name of Candidate
communication?
Candidate
], what do
you think are the possible drawbacks of using computers for
1:
Examiner:
2.
t
Thankyou. Now in this part of thetestyou are going to...
Discuss brieflythefollowing two questions
o Did the'candidates" answer the "examiner's" questions? o Was their Pronunciation (individual sounds, word stress, intonation) accurate and clear enough, and did it support what theY said? (You may use the assessment criteria for Pronunciation in Activity 7 on p.127)
3.
E
Now hand over the role of the "examiner" to one of
your
partners, who should turn
to scRtpT 3
on p. 1 99,
Materíals for paírwork and groupwork activitíes
llnit 5: Food for Thought
Lesson 4: Cultures and Cuisines
Speaking Task 4: Discussion ITOPIC 2] task according to the script below.Telt the "candidates" once again which the (Range and Accuracy, Ftuency aná Coherence or Communication Strategies). Now begin criteria you are going tofocus on "examining",
1
.
Act as an,,examiner,,
and conduct the Discussion
Examiner's script:
l
give You. l'm just 9oin9 to listen, Your For the final part of the test, you are going to talk to each other about a topic l will
topic
is:
[Read out question and example on the card] vegetarian? Why do some people choose to become * e.g.because of their religious beliefs * 0 § $
card Discussion task: sample topic
which one is the best or most First make a spoken list of four or five things. Then, when you have done that, discuss to trY and agree, All right? altogether important. Remember to give reasons for what you say. You have three minutes
n
[Hand out card, "candidates" begin discussionl ,,candidates" using the scores and descriptions of the set of criteria You have been focusing on (Range the Performance of the two and Accuracy, Fluency and Coherence or Communication Strategies). When you have evaluated ,,candidates;i the third one in your group conducts the last Discussion as the "examiner" with TOP|C 3 on P. 198.
2.
Give feedback to
the
two
Range and Accuracy
5
Fluency and Coherence
Wide range of grammar, lexis and cohesive devices used to complete the tasks, circumlocution only occasionally necessary. Comfortable with more complex 5tructures and lexis although errors still occur.
Maintains a smooth flow of language with hesitation mainly to formulate ideas, not language, Links ideas into clear coherent discourse With little or no jumpiness even in extended contribution5.
lnitiates, maintains and ends turns. U5es repair strategies (clarifi cation, circumlocution) where necessary. Uses appropriate register and intonation
Sufhcient range of grammar, lexis and cohesive devices to adequately complete the tasks although circumlocution may be
Some hesitation while formulating langua9e, but can effectively maintain flow of speech. can tink ideas into clear, coherent discourse although With noticeable jumpiness especially
lnitiates, maintains and ends turns satisfactorily although not always smoothly, Evidence of ability to use repair strate9ies
Frequent hesitation and inability to link ideas coherently causes great strain on the listener.
Generally, fails to initiate, maintain and end turns satisfactorily. Does not use repair strategies (clarification, circumlocution). Uses inappropriate register.
4
3
Communication Stíategies
necessary. Few errors in simple sentences. Errors when attempting more complex structures and lexis do not generally hinder
in extended contíibutions.
(clarifi cation, circumlocution) although not always applied. Uses appropriate register.
communication. 2
1
0
Range of grammar, lexis and cohesive devices insufficient to adequately complete the tasks. Repeated errors even in simple sentences.
lnsuffi cient language for assessment
Materíals for pairwork and groupwork actívities
Lesson 4: Cultures and Cuisines Speaking Task 4: Discussion ITOPIC 3] 1 . Act as an "exominer" and conduct the Discussion task according to the script below,Tett the "candidates" once again which criteria you are going to focus on (Range and Accuracy, Fluency and Coherence or Communication Strategies), Now begin the "examining",
Examiner's script:
l
For the final part of the test, you are going to talk to each other about a topic l will give you. l'm just going to listen. Your
topic
is:
[Read out question and example on the card] popular these days? Why are cookin9 TV pío9rammes and channels so * e.g.people want to learn new recipes É
*
Discussion task: sample topic card
;e First make a spoken list of four or five things, Then, when you have done that, discuss which one is the best or most important. Remember to give reasons for what you say. You have three minutes altogether to try and agree. All right?
[Hand out carL "candidates" begin discussion] 2. Give feedback to the two "candidates" using the scores and descriptions of the set of criteria you have been focusing on (Range and Accuracy, Fluency and Coherence or Communication Strategies), When you have evaluated the performance of the two "candidates", go backto Activity 6/b on p. 1 14. Range and Accuracy
5
Fluency and Coherence
Communication Stíategies
Wide range of grammar, lexis and cohesive devices used to complete the tasks, circumlocution only occasionally necessary. Comfortable with more complex structures and lexis although errors still occur.
Maintains a smooth flow of language with hesitation mainly to formulate ideas, not language, Links ideas into clear coherent discourse With little or no jumpiness even in extended contribution5.
lnitiates, maintains and ends turns. U5e5 repair strategies (cIarifi cation, circumlocution) where necessary. Uses appropíiate register and intonation.
Suff cient range of grammar, lexis and cohesive devices to adequately compIete the tasks although circumlocution may be necessary. Few errors in simple sentences. Errors when attempting more complex structures and lexis do not generally hinder
Some hesitation while formulating language, but can effectively maintain flow of speech. can link ideas into clear, coherent discourse although with noticeable jumpiness especially in extended contíibutions.
lnitiates, maintain5 and ends turns 5atisfactorily although not always smoothly. Evidence of ability to use repair 5trategie5 (clarifi cation, circumlocution) although not aIways applied. Uses appropriate register.
Frequent hesitation and inability to link ideas coherently causes great strain on the listener.
Generally, fails to initiate, maintain and end turns satisfactorily. Does not use repair strategies (cIarification, circumIocution). Uses inappropriate register.
4
3
communication. 2
1
E
0
Range of grammar, lexis and cohesive devices in5Ufficient to adequateIy complete the tasks. Repeated errors even in simpIe sentences.
lnsuffi cient language for assessment
Materíals for pairwork and groupwork activities
Unit 6: Cyber World
Lesson 2: Líving ín Cyberspace Speaking Task l: lnterview (Open dialogue format: SCRIPT 3)
1 . One of you, who has been chosen to be the "exominer" first, asks the following questions to the kandidates'| using this script.
Examiner: Candidate
[Name of candidate
1],
are you a student or do you work?
1:
Examiner:
And how about you [Name of Candidate 2]?
Candidate 2:
Examiner:
Candidate
Now l'd like to ask about a different topic. What do you frnd least enjoyable about using a computer, [Name
of
candidate l]?
1:
Examiner:
Thankyou. [Name of candidate 2], who in your family uses computers most ?
Candidate 2:
Examiner:
Thankyou. [Name of candidate 2], what effect do you think computers have had on the way people spend their leisure time?
Candidate 2:
Examiner: Candidate
1],
what do you think are the dangers of becoming addicted to compters?
1:
Examiner: 2.
Thankyou, [Name of candidate
Thankyou. Now, in this part of the
test
you are going to ,..,
Discuss briefly the following two questions
o Did the'tandidates" answer the "examiner's" questions? o Was their pronunciation (individual sounds, word stress, intonation) accurate and clear enough, and did it support what they said? (You may use the assessment criteria for Pronunciation in Activity 7 on p.127.)
3.
Now go back to Activity 8/b on p. 1 27.
Photocopíables
Photocopiables Unit l: Exam Setting
Lesson l: Whatt in the Exam? 5. Reading about and discussing the Euro 82 exam grouP. The 'l 4 These are the 14 pieces of information on cards which students receive in their 9roups. Make one set for each cards are to be cut up, shuffled and given to each group.
Candidates listen to a dia|ogue in an everyday situation and write translations from English to Hungarian or vice versa
candidates translate a letter from Hungarian into English
Candidates match paragraphs to headings
candidates decide in which of the four short texts certain pieces of information can be found
There are 7 multiple-choice questions about the content and details of a longer text
This task is a discussion between the two candidates about a topic
The task is a formaI letter or email of 100120 words, which is written to achieve a
particular outcome
candidates choose 1 from a choice of 3 text types and write an essay, a story, a report, a review etc. of approximately 150 words in length
candidates match short recorded conversations to titles, texts or pictures
Candidates fil! in gaps in notes based on the information from the recordin9
Candidates answer 1 0 multiple-choice questions about a radio programme they hear
Candidates respond promptly to some introductory questions from the examiner
Each candidate tells a picture-based
story they have prepared
Candidates make responses in short everyday dialogues
Photocopíables
Unit 2: Globetrotting
Lesson l: Surviving as a Tourist Quick responses - practising functional language
One photocopy ofthese cards needs to be made for each pair ofstudents. Before handing them out, the cards need to be cut up, so every pairwill get'l4 separate cards.
to Barcelona.
Complain that your train is 2 hours Iate.
Find a hotel with a spare double room.
Report a pickpocketing at the po!ice station.
Ask someone about the location of a bank or a money changing office.
Offer to help an apparently lost tourist with a map.
Ask at a railway information desk about the departure times of morning trains to Paris.
Find out about available tickets for a musical/opera at the box office.
Apologise for spilling coffee/red wine aIl over a café floor.
Ask someone what you should see in the city.
Refuse an invitation for dinner in a restaurant.
Recommend some sights to an enquiring tourist in your city.
You meet your (English-speaking) neig hbou r unexpected ly while visiting London.
lnquire at your ho(s)tel about nearby good restaurants.
Buy a return bus ticket
PhotocopiabIes
Unít 2: Lesson
1:
Survívíngas a Touríst
Speaking Task 3: TransactionaI Dialogues One copy of each set of cards needs to be made and cut up for each group of 3. A different set will be given to the "examiner" in each trio of examiner-candidate-observer (see distribution of roles for the three rounds of dialogues on p. 29).
Set
1:
1/A: Your friend is trying to decide where to go on holiday. Suggest Greece. Transactional DIalogues task: sample roIe card
1/B: You 90 to a very nice but rather busy restaurant. Ask the waiter if there is a free table. Transactiona! Dialogues task: sample role card
1lCz A fellow passenger accuses you of having taken his suitcase. Deny it. TransactionaI Dialogues task; sample role card
Set 2:
2/A: You meet another tourist, who asks for advice about a place to stay. Recommend the 4-star Sunset Hotel.
Transactlonal Dialogues task sample role card
2/B: You are in a restaurant. The waiter has brought the wrong dish (you wanted fish). Complain.
Transactional Dialogues task: sample role card
2lCz Atourist asks you how to get to the British Embassy. You don't know but offer to find out.
Tranrectlonel Dielogucs tlsk: sample rolc card
Sef3; 3/A: You don't know what to do this evening. Ask the hotel receptionist if they have any suggestions'
TransactionalDialoguestask:sampterolecard
3/B: A helpful local passer-by has just told you how to find a post oífice, but you didn't understand' Ask the person to repeat what they:aidonatDlaloguestasksamplerolecard 3/C: Someone seems to have taken your reserved seat on the bus. Ask the passenger to check hls / her ticket.
Transactional Dialogues task: sample role card
Y
Unit 2:
Lesson 2: Bridging the Communication Gap Whattourists say (in English or in Hungarian)
Only one copy of this set of cards needs to be made and cut up. The first member of each group gets one slip of paper. For second round of the activity give a different slip to the first member of the rearanged lines (see instruction on p. 31 ).
Sajnos a fővárosi múzeumok l need to find out what time többségében nem the Zoo closes on Saturdays. fogadják el a nemzetközi d iá kiga zolványt.
The ATM rejected my bank card. Could you check it for ffl€, please?
A Lonely Planet útikönyv szerint ennek az ékszerkiá ításna k m i nden nap nyitva kéne lennie.
Last night l booked 2 tickets online for the Baroque Masters exhibition for today.
Pontosan milyen tevékenységeket ta rta ! maz a "Titokzatos Nyolcadik kerület" pro9ram?
You can 90 diving from any beach to see the incredible variety of fish and other creatures.
I!
Hol jönnek össze a város
tinédzserei amikor egy zenés szombat estére vágynak?
a
Unit 2: Lesson 2: Brídging the Communícatíon Gap RoIe
playing dialogues with mediation
One coPY of these 9 situation cards needs to be made and cut up for each group of 3 students.
Situation: A tourlst
!s
station.
reporting the loss or theft of
her.ur"r. .t th" poli."
Roles: Po!ice officer, tourist, mediator
Situation: A visitor wants to buy several CDs of authentic rorr rrrt,sic Roles: Shop assistant, visitor, mediator Situation: A visitor is inquiring about options for activities at a fitness and
wel!ness centre. Roles: Visitor, receptionist, mediator
.Z*il
Situation: A visitor in a rented car is stopped by a poli." oFfi."[n road for some small offences (slight speeding, seatbelts, lights ofí etc.). Roles: Visitor, police officer, mediator Situation: A tourist is trylng to find out about a day pass and/or a City Card (price, vaIidity, discounts, etc.).
Roles: Ticket seller, tourist, mediator
Situation: A visitor is inquiring about conditions at an intern.t..te
download ing, limitations, etc.). Roles: Visitor, attendant, mediator
Situation: A visitor local use.
is
tpri*r
trying to buy a SlM-card and/or a mobile phone for
Roles: Shop assistant, vlsitor, mediator
Situation: A guest at a cheap youth hostel is complaining to the night clerk about some inconvenience (noise, smel|, malfunction, etc.). Roles: Clerk, guest, mediator Situation: A foreign visitor is inquiring about the terms and conditions for transferring money abroad (cost, time, identity, etc.). Roles: Clerk, visitor, mediator
Unit 2: Lesson 4: Travel Stories 5. Speaking Task 2: A Pícture Story Student A's Picture story 'On a Tuesday afternoon Lucy found a letter in the post from her boyfriend. . .'
§\
:--
\
=-_-.
%í rc
j \2 l
I § t
n fr
l, /,
|,1
Photocopiables
Unit 2:
Lesson 4: Travel Stories
S.Speaking Task
2:
A Pícture Story
Student B's Picture story 'One day Tim and Daniel spotted a sad chameleon in a cage. . .'
"W n
Fffi, iT{fi
E
;.ffiL
ffi
Unit 3: Making Movies
Lesson 4: The lnteractive Audience Speaking Task 4: Discussion
One copy of each set of these sample topic cards needs to be made and cut up for each group of 3. ln each round, the "examiner"will pick up and use the numbered card (Topics 1-3) according to their script.
TOPiC
l:
Being a famous film star has some disadvantages, too.What are they? they have no privacy
.
".g.
o a
oiscur$on
*!,tmple
topic card
TOPiC 2: You want to make a new fictional film based around the life of a famÖus person. Who could be some possible subjects for the film?
.
".g.
J. K Rowling
a a
Discussion task sampletopic card
TOP|C 3:
What do you think the recipe for a good film could be?
.
e
9 an interesting story
a a
Discussion task sample topic card
l,,
PhotocopiabIes
Unit 4: Lifestyles Lesson
1:
Pursuíng Advantures
7.Speaking Task
2:
A Picture Story
Student A's Picture story "lt all started brightly, when Sarah and her 3 friends began
*
)\.\r
zo)!
§§r\(,\$ -.&
,J, t€ry."
packing their 2 canoes for the trip..
.
PhotocopíabIes
Unít 4: Lifestyles
Lesson l: Pursuing Advantures
7.
Speaking Task
Student
Bt
2:
A Picture Story
Picture story
"Greg and his friends frnally managed to pack alltheir climbing equipment into the car...
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Unít 5: Food for Thought Lesson l: Food Blogs
Taboo game and vocabulary focused gapfiIl One copy ofthe set offour cards for theTaboo game needs to be made and cut up for each group offour students, Each student gets one card.
WEBslTE
RECIPE
ingredient food cookbook
F.a
,
read in
structio
BUsY relaxed active fulI
time hectic
g
n
s
.,., '
}
. update internet ,Prowse t
visitor Goog!e
cooK "' prepare food Australia
chef kitchen
Photocopiables
Unít 5: Food for Thought Lesson
-§
-
1:
Food Blogs
Míme race
One copy of the set of word cards needs to be made, cut up and shuffled for each group of students.
reIaxed
multiple
fetsback
float
,í* ,D)'
update
su
rface
cookbook
sha re
stu m ble
flavour
yummy
anecdote
clippin9
dessert
desire
Weight
Unít 5: Food for Thought Lesson 4: Cultures and Cuisines Speaking Task 4: Discussion one coPY of each set of these sample topic cards needs to be made and cut up for each group of "examiner"will Pick uP and use the numbered card (Topics
TOP|C
1-3)
according to t'heir script.
3. ln
each round, the
1:
why are fast food restaurants so popuIar all over the wortd?
.
'.
e.9.you get the same dishes and quality everywhere
._'f
'' ű"'t i. .
-l Dis§ssion task sampte topic Gard
TOP|C 2:
Why do some peopIe choose to become vegetarian? e.9.because of their religious beliefs
o a
Discussion task sample topic card
TOP|C 3:
why are cooking Tv programmes and channels so popular these days? . e.9.people want to learn new recipes a a o a
Discussion task sample topic
212|
Photocopiables
Unit 6: Cyber World
Lesson 3: Online Language Learníng
§&"
A living letter
One or two copies (depending on the number of students) of this set of cards needs to be made, cut up and shuffled. Each student receives one card. lt does not matter if two students receive duplicate cards.
With regards to your enquiry...
ShouId you need further
qű
t
lnformation...
F l
would like to enquire about...
l
t
would Iike to apply for the job.. t
.t
Could you (possibly) ensure/make sure that everyone...
l
l
am writing to complain about..
l
Dear Sir / Dear ProfessÖr Hughes,
wonder if you could give me further information on... l
expect a prompt delivery of the items. !
would like to take thls opportunity to...
With reference to your letter/email...
am writing to thank you for..
!
!
can be contacted at..
look forward to your prompt repIy.
ln view of the points above,
expect/demand.
Yours
fa
l
..
ithfu l ly,/You rs sincerely,
Marking schemes
Marking schemes Unit 2:
Lesson 2: Bridging the Communication Gap Mediation Part Two: Dialogue
o Only mark the sixteen numbered pieces of information; they are highlighted in bold below,
o
lf
the meaning is clear, the mark is awarded. The use of both the first and third person is acceptable.
o The meanin9 may be conveyed using different words from those in the Answer Key and in this Marking Scheme
r
Errors in grammar and spelling are not penalised
irtn"#uning n
t § §
l ll
Ex 1
l
l Ex
Write in
Hungarian Write in
2
English
1
Write in Hungarian Write in English Write in Hungarian Write in English Write in Hungarian Write in English Write in Hungarian Write in English
Y49 kuxek.
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,.
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.
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h"ape
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k maX
Annyit hallottam már, hogy Budapest fesztiválváros - Mit jelent ez
gyakorlatban?
-
Tudna ajánlani..
.?
a
1
- valamit ezzel kapcsolatban
(There are) three major annual festivals - organised by us - none of those are happening at the moment. - 2. have to order tickets well in
1
advance
Tavasszal megint itt leszek egy hétig, - 4. Szívesen elmennék egy koncertre - vagy egy táncszínházba - hogy megnézzek valami modern 3.
.
balett elóadást
2
^
^
5. Let me give you a program guide (to browse through) - 6. gives you the necessary information about dates, venues, prices. - And
2
summaries of the shows/performances, 7. Látom van
email címük / könnyen kapcsolatba léphetek önökkel - Kapható valamire jegy - amit érdemes
8. Ésmi az ajánlata mostanra?
megnézni?
9. What would you say to some jazz?
-
10. There's a
2
jazzfestival on
now - with groups representing different trends. - 11. (There's a concert in the eyenins. ) tl|s very long, starting at 6 till about 2 in the morning.
3
12. inkább valami klasszikusat szeretnék - 13. etmennék az operába. - (jut eszembe,) van jegyiroda, - 14. ahol az aznapi előadásra lehet
3
that - 16. try getting a ticket at the theatre half an hour before the performance - Sometimes
2
olcsón jegy,eket kapn i?
15. (l'm afraid) we don"t have anything like
there are unsold tickets or - tickets that haven been brought back
Total:
16
Markíng schemes Assessíng and marking writíng and speaking Writing and sPeaking are the two tests which are marked according to performance criteria. ln both cases two markers assess the candidate's Performance and follow the criteria in the tables on the next two pages. Having two markers and detailed criteria ensure that the final mark awarded in the speaking and writing tests is objóctive and reliable. The descriPtors in the tables Provide sufficient information and guidance for markers/assessors to make the appropriate decisions about the scores which are described in detail, as well as about the ones in between them.
Marking the Writing Test Each task is scored separately by two
e
examine lrs. For each tas*fÉ/oáre,ceive.3O'marks.
Task Achievement (5 marks) - Would your writlfg eghisF itstoriimunication purpose in real life (e.g. would the hotel be booked, would Your comPlaint be understoodll Wrtfu tfie reader fully underst.nj you, intentions, point of view? Have you followed all the instructions and included all - and only - the relevaniinformation?
APProPriacY
(5 marks) - ls the layout and style of your text áppiópriate for the text.type, your intention and the imagined readershiP? Have You found the right level of formality (e.9. coriiracted vs. non-contracteá forms)? Have you referred to all relevant points in the
instruction?
(,
:
,i
Coherence (5 marks) - ls the the text made up of logically structured, well-connected ideas? boes your writing make sense (you will lose marks for writing nonsense)?
Cohesion (5 marks) - Have You used purposefully chosen linking words and phrases, reference words and phrases, in order to establish the inner cohesion of both the paragraphs and the whole text? Have you divided your text into well-connected paragraphs? Grammatica! Range & AccuracY (5 marks) - Have you used the right grammatical structures with the necessary ran9e to 5uPPort Your communicative Purposes? Are there grammatical or accuracy mistakes (e.9. word orde1 punctuation) left in the text which hinder comprehension? Lexical Range & AccuracY (5 marks) - Have you used the right range of vocabulary which is appropri3te to support your communicative PurPoses? Are there any vocabulary mistakes left in the text which hinder comprehénsion?
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Marking schemes Scoring in the Speaking Test
Overall impression
All four tasks (interview picture story, transactional dialogues and discussion) are marked together,
r The interlocutor/examiner awards
Good ability to maintain accurate, fluent and natural conversation. Suitable range of grammar, lexis and cohesive devices to complete tasks. Some ability with complex language, Pronunciation is natural With appropriate intonation, thou9h occasionally problematic.
5
5 points for overall impression
(see the table on the right).
r The assessor (the person who is NOT asking the questions) gives a maximum of 20 points in total (4x5 points, focusing on the four sets of criteria below),
4
Range and Accuracy (5 points) - is the candidate using grammal vocabulary and other language appropriate for the level? And to What extent is the candidate getting it right? Ftuency and Coherence (5 points) - is the candidate without stopping and starting? ls s/he making sense?
Smooth use of language. Occasional small difficulties or gaps that do not severely impede understanding. A number of errors, including slips in simple sentences. Pronunciation may place some small strain on the listener. Conversation is maintained in a generally natural and appropriate
3
speaking i
Pronunciation (5 point§) - can we understand the words? Does it, sound like English? Communication Strategies (5 points) - is the candidate really talking to the examiner and (in task 4) other candidate? E.9. answering, asking, listening,
manner.
*F
Very hard to understand. Clearly siQnificantly below level criteria,
0
Rang€ and AcCuracy
5
Wide range of grammar, lexis and cohesive devices used to complete the task5, circumlocution only occasionally neces5ary.
Comfortable with more complex structures and lexis although
Noticeable hesitation. Jumpiness. lnsufficient 9rammar, lexis and cohesive devices to do the.tasks. Frequent errors in simple sentences. Avoidance of comolex structures or lexis. ' Signifi cant pronunciation d'rffi culties.
F!uency and Coherence
pronunciation
Maintains a smooth flow of language with hesitation mainly to formulate ideas, not language. Links ideas into c|ear coherent discourse with little or no jumpiness even in extended contributions.
Although there may still be an evident forei9n accent, pronunciation is natural and places little strain on the listener, The candidate often utilises features of connected speech and English intonation patterns.
some hesitation while formulating lan9uage, but can effectively maintain floW of speech. can link ideas into clear, coherent discourse although with noticeable jumpiness especially in extended contributions.
Pronunciation lstlearly intelligible in spite of evident foreign accent and occasional mispronunciations putting 5ome
Frequent hesitation and inability
Mispronunciations and inability to produce certain sounds frequently impedes communication of the message.
Communication Strategies lnitiates maintains and ends tu rns.
Uses repair strategies (clarifi cation, circumlocution) where necessary. Uses appropriate register and
intonation.
errors still occur.
4 Sufficient range of gramma1 lexis and cohdsive devices to adequately complete the tasks although circumlocution may be 3
necessary, Few errors in simple sentences. Errors when attemptin9 more complex structures and lexis do not generally hinder
strain on the listener.
lnitiates maintains and ends turns satisfactorily although not always smoothly, Evidence of ability to use repair strategies (clarifi cation, circumlocution) although not always applied. Uses appropriate register.
communication. 2
1
Range of grammar, lexis and cohesive devices insufficient to adequately complete the tasks. Repeated errors even in simple sentences.
_9
9
Generally, fails to initiate maintain and end turns satisfactorily. Does not use repair strategies (clarifi cation, circumlocution). Uses inappropriate register.
lnsuffr cient language for asses5ment
0
6
to link ideas coherently causes great strain on the listener.
circumlocution
You don't know a word so you talk around it, e.g. bird that thing that flies
coherent discourse
What you are saying is logical and makes sense
cohesive devices
Words like and, but however, also, first of all which tie your sentences together and make it easy to understand
connected speech
When words are said together in 5entences they change, E,g. Fish and Chips sounds like fi-shan-chips
intonation patterns
This is 'music' of the language. Yes/no questions for example go up at the end, e.9. Are you ill?
reg
ister
turns
Different groups of people use different types of language. The register of lawyers is different from pop group singers.
When people talk together they take turns
(e.9.
taking your turn or 9ivin9
a turn to
other people),
Level 82
,E
l2,a
*_ - Student'S,Book
'#* - t5.
=4&'?l*,l
*-,Eurocity 2.0 .
,
tells you all about the five tests in the 82 Euroexam has 24lessons, sufficient for 50 teaching hours o includes 24 exam tasks o takes you step by step through what you need to do in the Writing Test o offers plenty of language practice o gives you tips and strategies for success in the exam o is ideal for the classroom, small groups and self-study
.
-
Free online access to the audio material for Euroc Free online audio and video practice activities
iIy
2.0
Get better at commÜnication in real everyday English and take the 82 exam fully prepared.
www.euroexam.org
c2
Mastery
C1
Operational Proficiency
Euro C1
82
Vantage
Euro 82
B1
Threshold
Euro 81
A2
Waystage
Euro A2
A1
Breakthrough
@ Euro Examination Centre Tábor utca 5., Budapest, H-1012 Tel.: +36 1 797 1366, Fax: +36 1 797 1366,
e-mail: [email protected]
lSBN 978-963-9762- 12-1
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