Ebook Countdown to first certificate (Teacher''s book): Part 1

Ebook Countdown to first certificate (Teacher''s book) will enable you to make optimum use of the Student''s Book, through comprehensive teaching notes, cultural information, and advice on when to use the Workbook tasks. Please refer to part 1 of the ebook for details!

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Oxford University Press, Great Clarendon Street, Oxford OX2 6DP

Oxford New York

Athens Auckland Bangkok Bogota Buenos Aires Calcutta Cape Town Chennai Dares Salaam Delhi Florence Hong Kong

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© Oxford University Press 1999

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Acknowledgements

The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material:

p15 ‘Costume Dramas’ by E Roylance and J Tainsh from The Sunday Times STYLE magazine London, 28 September 1997 © Elaine

Roylance/Julie Tainsh/The Sunday Times, 1997

p38-9 ‘Island journey into the television age’ adapted from an

article by Anna Pukas, The Sunday Times, 26th March 1995 © Times

Newpapers Limited, 1995

p54 ‘Simply the best’ appeared in Focus June 1997 edition, and reproduced by permission of Gruner & Jahr (U.K.) Partners

p78-9 ‘Mr and Mrs Gladiator dive with the sharks’ by Tom and Eve

Davies, with their permission Appeared in OK! magazine August

1995

p79-80 ‘Hanssen family in Namibia’ interview by | Woodward © HELLO! Magazine 1996

p94-5 Private Eye: Funny Old World compiled by V Lewis-Smith © 1996 Pressdram Ltd Reproduced by permission of Private Eye p95-6 Interview with Rondell Sheridan by Peter Anthony Holder,

reproduced with his permission Broadcast on CJAD 800 AM, Montreal, on 11 September 1995

p102 A Guide to Music Around the World by P Dunbar-Hall and G Hodge © Science Press 1991

p103 Interview with Hans Zimmer by C Westbrook Appeared in Empire November 1995 issue Reproduced by permission of Empire

at E-MAP Metro Publications

p118-9 ‘My son’s Sick Get outta my way!’ by Paul Bannister, with

his permission

p126 ‘The Deep Sea Drivers’ by M Glaskin © The Observer p131-2 ‘How to take your adults around museums’ by David

Anderson, Head of Education at the Victoria and Albert Museum,

reproduced with his permission Appeared in the ‘Museums,

Galleries and Kids: A How-to-do-it Guide’ of the May/June 1997 issue of the Museums and Galleries Magazine

p132 ‘Me and my collection’ by L Gill, from, Financial Times How to Spend It Magazine September 1997 Reproduced by permission of

the Financial Times Syndication

Although every effort has been made to trace and contact

copyright holders before publication, this has not been possible in

some cases We apologize for any apparent infringement of

copyright and if notified, the publisher will be pleased to rectify any

errors or omissions at the earliest opportunity

Illustrations by:

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Contents Framework 4 All you need to know about Countdown 6 Glossary 8 Unit 1 10 Unit 2 18 Unit 3 26 Unit 4 34 Unit 5 42 Unit 6 50 Unit 7 58 Unit 8 66 Unit 9 74 Unit 10 82 Unit 11 90 Unit 12 98 Unit 13 106 Unit 14 114 Unit 15 122 Practice Test Key 130 Photocopiable activities 134 Unit Tests 1-15 210 Progress Tests 226 Key to Unit Tests 232 Key to Progress Tests 235

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COUNTDOWN TO FIRST CERTIFICATE 1> READING Ge ee a Kon 14,01) UNIT 1 Look at me! Pages 6-15 UNIT 2 When night falls Pages 16-25 UNIT 3 Getting away Pages 26-35

UNIT 4 Then and now

Part 1: Multiple matching (headings)

Language study: be, like, be lke, [ook like Part 4: Multiple matching

Language study: Uncountable nouns

Part 2: Multiple choice

Part 3: Gapped text (sentences)

Part 1: Multiple-choice cloze Grammar zoom: Adjectives and adverbs, Comparisons

Part 3: Key word transformations Part 2: Open cloze

Grammar zoom: Present tenses — Simple present or present continuous? Verbs of physical perception Part 5: Word formation Grammar zoom: Defining and non-defining relative clauses Part 1: Multiple-choice cloze Grammar zoom: The past ~ Simple

Part 3: Talking together Part 2: Taking a long turn Paraphrasing

Part 4: Discussion Part 2: Taking a long turn Part 1: Talking about yourself Expressing likes and dislikes Part 3: Talking together Asking what your partner thinks Part 1: Talking about yourself Part 2: Taking a long turn Part 4: Discussion Giving extra information Part 3: Talking together Part 1: Talking about yourself

Pages 36-45 past or past continuous? Prepositions with expressions of time, Used, used to do and be/get used to doing _—Part 3: Talking together Giving yourself time to think UNIT 5 Lifestyles Part 2: Multiple choice Phrasal verbs with up Articles Part 4: Error correction Part 1: Talking about yourself

Part 3: Talking together

Pages 46-55 Grammar zoom: The present perfect Showing that you are listening

simple, For and since, Yet and stil

UNIT B Get moving! Part 4: Multiple matching Part 1: Multiple-choice cloze Part 3: Talking together

Grammar zoom: -ing form and Saying that you approve /disapprove/

Pages 56-65 infinitive, Verbs and objects don't disapprove

UNIT 7 Times to come

Pages 66-75

Part 1: Multiple matching (headings) Phrasal verbs with cut

Part 3: Key word transformations Part 2: Open cloze

Grammar zoom: The future ~ Shall, will or going to? Expressing probability/ improbability

Part 1: Talking about yourself Part 1: Talking about yourself Part 3: Talking together

Expressing uncertainty

UNIT B Money matters

Pages 76-85

Part 3: Gapped text (sentences)

Language study: too and not enough Part 2: Open cloze Grammar zoom: Conditionals - Zero, first and second, If, unless, in case

Part 1: Talking about yourself Part 2: Taking a long turn Part 3: Talking together Asking for/giving advice UNIT 9 Close encounters Pages 86-95 UNIT 10 Stand by me Pages 96-105 UNIT 11 Funny old world Pages 106-115 UNIT 12 Sounds right Pages 116-125 Part 2: Multiple choice Reference devices Part 4: Multiple matching Language study: so and such Part 1: Multiple matching (headings) Phrasal verbs

Part 3: Gapped text (paragraphs)

Part 1: Multiple-choice cloze Grammar zoom: The past ~ Simple

past or past perfect?

Grammar zoom: Modals - Must, have

(got) to, should/ought to, mustn't, don’t have to, needn't, shouldn't, can

Part 2: Open cloze

Grammar zoom: The present perfect simple and the present perfect, continuous

Part 1: Multiple-choice cloze Grammar zoom: Reported speech, Reported questions

Part 3: Talking together ‘Asking if someone agrees, agreeing, disagreeing

Part 4: Discussion

Part 1: Talking about yourself Part 3: Talking together Persuading and convincing Part 1: Talking about yourself Part 2: Taking a long turn Part 3: Talking together Comparing and contrasting Part 3: Talking together Part 2: Taking a long turn Part 4: Discussion UNIT 18 Good luck, bad luck Pages 126-135 UNIT 14 Rights and wrongs Pages 136-145 UNIT 18 That's how it's done Pages 146-155

Part 2: Multiple choice Language study: / wish and if only

Part 1: Multiple matching (summary sentences)

Part 4: Multiple matching

Part 4: Error correction

Grammar zoom: Third conditional Part 5: Word formation

Part 2: Open cloze

Grammar zoom: Past modals ~ Must/ can’t/couldn’t have (done), might/may/ could have (been), should(n’t)/needn’t have (done), didn’t need to (do) Part 4: Error correction

Grammar zoom: The passive and the causative have

Part 1: Talking about yourself Part 2: Taking a long turn Part 3: Talking together Checking that you've understood Part 4: Discussion

Asking someone to repeat Part 3: Talking together Saying you don’t know Part 1: Talking about yourself Part 3: Talking together

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IRAMI 4 UIT IL ) framework w0£rPBWHI > LETS REFLECT

Part 4: True or false?

Part 4: Multiple choice Part 2: Writing an article (1) Language study: Adjective order Verbs and adjectives, Words easily confused, Physical descriptions, Describing personalities

Multiple-choice cloze, Key word transformations, Spot the mistake, Vocabulary Part 1: Multiple choice Everyday expressions Word stress

Part 2: Writing a report (1) Language study: Formal and informal suggestions

Talking about time, Phrasal verbs with look, Describing location, Words easily

confused

Open cloze, Key word transformations, Spot the mistake, Vocabulary

Travel vocabulary

Part 3: Multiple matching Part 1: Writing a transactional letter (1) Language study: Opening and closing, Changing styles

Different uses of get, Words easily confused, Word grades, Phrasal verbs connected with travel

Word formation, Key word transformations, Vocabulary, Spot the mistake

Part 2: Note taking

Time expressions Part 2: Writing a story (1) Language study: Focus on tenses, Punctuation

Countries, people and languages, Words easily confused, Phrasal verbs with take, Numbers

Multiple-choice cloze, Key word transformations, Right or wrong? Vocabulary

Part 3: Multiple matching

Everyday expressions Part 2: Writing a letter of application Language study: Set phrases Writing skills: How to plan your writing

Words connected with work, Computer technology, Different jobs, Job search, Word formation

Error correction, Key word transformations, Spot the mistake, Words connected with work

Part 3: Multiple matching

Part 4: True or false? Part 2: Writing an article (2) Language study: Talking about similarities and differences

Adjective and preposition combinations, Words easily confused, Phrasal verbs connected with health

Word formation, Key word transformations, Spot the mistake, Wordcomb

Part 2: Note taking

Everyday expressions Part 1: Writing a transactional letter (2) Words easily confused, Phrasal verbs with back, Word formation, The same

or different? Extreme weather conditions

Word formation, Talking about the future, Key word transformations, Vocabulary

Part 1: Multiple choice Talking about numbers Part 3: Multiple matching

Part 2: Writing a composition (1)

Writing skills: Using linking words Words connected with money, Make and do, Forming words Open cloze, Key word transformations, Spot the mistake, Vocabulary

Paraphrasing Part 4: Who said what? Part 4: Multiple choice

Part 2: Writing a story (2)

Writing skills: Paragraph writing Words connected with talking, Words easily confused, Irregular plurals, Expressions with get

Multiple-choice cloze, Which past tense? Vocabulary

Part 1: Multiple choice Part 3: Multiple matching The same or different? Part 3: Multiple matching Part 4: Who said what? The same or different?

Part 2: Writing an informal letter

Language study: Word order

Part 2: Writing a report (2) Language study: Focus on tenses

Vocabulary, Make, let and allow, Words easily confused, Phrasal verbs/ expressions with up and down,

Question tags

Phrasal verbs with come and go, Word grades, Fun and funny

Error correction, Vocabulary, Question tags, Modals, Key word transformations Open cloze, Key word transformations, Spot the mistake, Phrasal verbs

Part 2: Note taking

Part 4: Multiple choice Part 1: Writing a transactional letter (3) Language study: Asking for information Phrasal verbs with put, Say, talk, speak, tell, Reporting verbs, Verbs and prepositions

Word formation, Key word transformations, Spot the mistake, Vocabulary

Part 1: Multiple choice Part 3: Multiple matching The same or different?

Part 2: Writing a story (3)

Writing skills: Adding details Words easily confused, Neutral and negative adjectives, Have or take? transformations, Spot the mistake, Multiple-choice cloze, Key word

Sentence completion

Part 2: Note taking Part 4: True or false? The same or different? Everyday expressions

Part 2: Writing a composition (2)

Language study: Lead sentences Words connected with crime and punishment, Expressions with good and bad, Phrasal verbs with on

Open cloze, Words which go together, Everyday expressions, Key word transformations

Part 2: Note taking Part 3: Multiple matching The same or different?

Part 2: Writing an article (3) Language study: Informal language Writing skills: Timing and checking your writing

Phrasal verbs with into, Forming words,

Which way? Word formation, Vocabulary, Word stress, Key word transformations

PRACTICE TEST

Pages 156-169 PAIRWORK

Pages 170-174 PHRASAL VERBS

Page 175 VOCABULARY AND GRAMMAR REFERENCE

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All you need to know about Countdown

Who is it designed for?

Countdown to First Certificate is designed for students preparing to take the FCE examination It will appeal particularly, but not exclusively, to young adult learners as the topic areas and authentic materials have been carefully chosen to motivate and interest such students

What does the course consist of?

There is a Student’s Book and two cassettes, a Workbook

(with or without key) with a complimentary cassette, and a Teacher's Book

How is the Student's Book organized?

There are 15 ten-page units in the Student's Book Each unit is divided into 5 frames: Reading (2 pages), Use of English (2 pages), Speaking (1 page), Listening (1 page) and Writing (2 pages)

Each unit also contains a

— Wordpower page: designed to reinforce, expand and activate students’ vocabulary These tasks can be

completed during the lesson whenever a Wordpower flag appears, used as a revision of the vocabulary introduced

in a unit, or set as homework Each task should take no longer than five minutes

Let’s Reflect! page: revises what has been taught in the unit and gives students additional practice in

exam-format Use of English task types The marks for

these revision tasks add up to 50

The final unit is a complete Practice Test for the FCE

examination

At the end of the Student’s Book, there is a Grammar and

Vocabulary Reference, listing the main vocabulary and

expanding and clarifying the main grammar points focused on in each unit

How are students trained for the First Certificate exam?

The coursebook starts at pre-FCE level and the tasks gradually build up in length and difficulty to FCE level, which is reached half-way through the course

Thorough and systematic exam training is given in all exam

type tasks and every unit contains at least one exam task

from each FCE paper

Useful advice is given in the form of Helplines to develop students’ confidence and help them develop the skills needed for the different task types They also help students

to develop their language skills by suggesting how they could improve their English outside the classroom

The full-length Practice Test included in the Student’s Book

can be answered on photocopiable UCLES sample answer

sheets, which have been included in the Teacher's Book

How are reading skills developed?

Authentic texts are used covering a wide range of interesting topics

Students develop specific reading skills, e.g skimming and

scanning, through a variety of tasks included in the course After each reading task there is a focus on contextualized vocabulary, which is then practised and recycled throughout

the unit

How is grammar introduced?

A deductive approach to grammar is complemented by extensive practice of general grammatical points, functions and exam focused tasks in the Grammar Zoom

The Let’s Reflect! revision tasks at the end of each unit

practise and consolidate the grammatical points and

functions introduced

The concise Grammar Reference, included in the Student's

Book, is designed to help students in their self-study and to

encourage them to check their learning

How are listening and speaking skills

developed?

There is extensive practice in all Paper 4 and Paper 5 type

tasks

Students listen to a wide variety of texts covering the full range of exam tasks which increase in length and difficulty

as the course progresses

Help and advice is given to encourage students to improve

their listening skills

The speaking section of each unit includes Phrase Boxes which contain useful expressions and phrases for students to use when dealing with speaking tasks Students should be encouraged to keep a record of the Phrase Box language

and to use the expressions whenever relevant

An Everyday expressions section is designed to increase student wordpower and confidence

The integration of speaking and listening skills enables students to improve their aural comprehension and oral

production focusing on various aspects of pronunciation, e.g word stress and sound discrimination

There are further opportunities for developing listening and

speaking skills with the complimentary cassette

accompanying the Workbook

How important is vocabulary in the course?

Vocabulary receives high profile treatment throughout the

course

The Wordpower section in each unit of the Student’s Book recycles, consolidates and practises target vocabulary The Workbook further practises and extends vocabulary in

Wordplay which contains a useful Word Select section to help

students differentiate between the meanings of words

The Vocabulary Reference at the back of the Student’s Book

lists useful vocabulary unit by unit

SEs SS ESS SESS TES STE SS RES

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How are writing skills developed?

In Part A of the writing paper, students must write a transactional letter (formal /informal) based on written information and occasionally visual stimuli In the course,

they have the opportunity to practise this kind of letter several times and they are given advice on how best to analyse and interpret the question

In Part B of the writing paper, students have a choice of questions, and may be asked to write either a letter, report,

discursive composition (argument), article, short story or a

question based on a set book The Student's Book looks at each of the first five in detail and students are given practice in answering each type of question

In the Student’s Book, the writing sections are linked to the

main unit, either thematically or grammatically, and

students therefore have the chance to recycle some of the

language that they have been introduced to Students are encouraged to consider the questions carefully and to plan their work There is usually a sample answer, which reflects what they will be asked to produce themselves Sometimes students are presented with a poor sample answer and are asked to comment on what is wrong with it

The writing sections have a Language study section which focuses on a particular aspect of language that is important in the exam There is a considerable emphasis on style so that students have the opportunity to examine and produce pieces of written work in various styles

The main part of each writing section is designed to be covered in class so that students can discuss the topic Detailed notes are given to help them plan their answers

The written work can then be set as homework making optimum use of classroom time

What can be found in the Workbook?

As well as having one main reading text and a Use of English task per unit, the Workbook contains some innovative original features

Listening and speaking activities can be done by students at home listening to the complimentary cassette Alternatively, the teacher may choose to complete such activities in class The speaking and listening activities include a range of activities aimed at developing speaking and listening skills

and exam-type tasks which give students more awareness of

what is expected of them in Papers 4 and 5

Further practice of the grammar covered in each unit is given in the Workbook The Grammar Check refers students back to the Grammar Zoom in the Student's Book

Micro-writing skills give students the opportunity to focus on very specific writing features

Vocabulary is recycled with enjoyable activities and games in the Wordplay section

The with-key edition includes the speaking and listening

tapescripts

There are three revision tests, one after every five units

What can be found in the Teacher's Book?

The Teacher’s Book contains comprehensive teaching notes

which assist teachers to set up tasks and give ideas for additional activities A glossary has been included explaining linguistic and pedagogical terms, complete with examples There is also a full key for all tasks in the Student’s Book and tapescripts for the listenings in Frame 4

The Bright ideas! offer imaginative suggestions for additional classroom activities and exploitation of materials They consist mainly of games or activities which involve students

working together and are a useful way to promote student

interaction Learner training sections give useful advice and ideas to encourage students to become more independent Cultural notes give background information and further

insight into British culture

Numerous Photocopiable activities are included towards the back of the Teacher’s Book to consolidate what has been taught References recommending at which point these

should be used are made in the teaching notes

Similarly, references are made suggesting when Workbook

tasks should be completed

To revise the vocabulary and grammar introduced in the

Student’s Book, there is a test at the end of each unit, and a

Progress Test every five units These appear in the

photocopiable pages towards the back of the book and all come complete with keys

There are also photocopiable UCLES sample answer sheets for the FCE exam

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Glossary

The words in this glossary are used throughout Countdown to First Certificate Teacher's Book The first time they occur,

they appear in italic with an asterisk* to refer the reader to the glossary Here the words are listed in alphabetical order with an accompanying explanation and example

brainstorm Students think of as many words and

expressions as possible related to a particular topic The aim is to get the students focused on a topic to help them predict what they might read, write, say or hear during a

task and so mentally prepare them Students often call these

words and expressions out and the teacher writes them on the board

Example: If they are about to read a text on computers, the

teacher might ask them to brainstorm all the words they know related to information

technology

concept question This is a question that teachers ask to check that students have understood something A concept question should use as few words from the original text as possible Concept questions can be used to check that students have understood a grammatical rule, a word

or an expression

Example: The train that | needed to catch had left by the time

| got to the station

Concept questions: Where was | going? Why was | going there? Was | successful? Why not?

distractor A distractor is a word or words which may mislead students into giving a wrong answer when

completing a task Distractors are quite common in the FCE

Reading and Listening Tests — students should therefore make sure that they read/listen carefully to the whole text and not just for key words Distractors also occur in

multiple-choice questions, when words with very similar meanings are given as options

Example: He is going to

for 3 years

a research b study c learn d revise

at Manchester University

elicit This refers to how teachers help students to recall a word which they have heard before but may not have used

for some time

Example: To elicit the word unemployed, give them a

sentence in which the word could be used: / lost my job in October and have been since

then Alternatively offer them a definition of the word: not having a job; out of work

ellipsis This refers to when a word or words are omitted

yet the meaning can be understood without them Example: Orange juice, please This implies that someone

would like a glass/carton of orange juice

feedback When students give spoken comments,

answers or opinions after doing a task in a class, we call this

feedback Teachers ask students for feedback so that they can monitor how well the students have understood and

completed the task and, if necessary, go over areas of difficulty

gist The gist of a piece of writing, a recorded text or a

conversation is its general meaning Students should always

be encouraged to skim a piece of written text to get the gist

before they attempt to answer the questions in the

accompanying task

key notes These are the notes students make before writing an essay This is an important part of the planning process Key notes should be detailed so that students do not need to refer to the task again while writing the essay key words These are the words in a piece of written or spoken text that help students to identify the meaning or

message of the text They are usually nouns, verbs, adjectives and adverbs

Example: / went to the shops for some milk The key words are went, shops, milk

learner training The term learner training is used to

cover a variety of ways of training students to become more

independent and confident learners

Teachers may assist students to become more reflective by asking them to keep a record of their strengths and weaknesses In this way learners can be more conscious of

their language production and learn to exploit their

strengths and improve on their weaknesses

Learner training can also include training in specific skills Example: In reading comprehension tasks, the teacher

may encourage students to underline key words

in the questions and show them how to look for reference devices in the text

Teachers can also train students to become more independent learners by showing them ways to help themselves

Example: When students cannot understand a word in a

text, they often ask a classmate or their teacher Rather than doing this, the teachers can show

them how to work out the meaning from the context or encourage them to use English- English dictionaries

lexical set A lexical set is a group of words or expressions

which are related to one another, e.g car/van/bus/lorry are

all related to the lexical set of vehicles Teachers should encourage their students to record new items of vocabulary in lexical sets for easier reference

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paraphrase When students are unable to think of the

correct word for something, they should be encouraged to

paraphrase

Example: When faced with a picture of some scuba diving

equipment, they could paraphrase by describing it as: a piece of equipment that allows you to breathe underwater

predict Before listening to or reading a piece of text, students predict, or guess, what they are going to hear or

read

Example: If they are going to read a text about a

millionaire’s lifestyle, they could be asked to

predict how he/she lives Students may work in groups, or as a whole class, and brainstorm their ideas Prediction is important, since it helps the students to focus on the topic

pre-reading /listening A pre-reading /listening

question (or task) helps students to focus on the topic they are about to cover

Example: If students are about to read a text on computers, a pre-reading question/task might be: Work with a partner and discuss the different reasons why people use computers In what ways do computers play an important part in our lives?

pre-teach This refers to when the teacher identifies and

teaches new or difficult words before students complete the

task

procedure This is the way in which a task is carried out

in class

Example: Students skim a text for gist, then read it in detail to find the answers and finally check their answers

with a partner The teacher then asks the class for

feedback

sean This refers to the skill of locating a particular piece of information in a text quickly, without reading it in detail

Example: Students may scan a text in order to answer a lead-in question before completing the main task skim This refers to the ability to read a text quickly, noting only the key points, in order to get the main ideas of the

text

Example: Students may skim a text in order to find out what it is about, before reading it again in detail to complete the task

terminology These are words and expressions we use when talking about aspects of language learning Adverb, adjective, phrasal verb, noun, verb and preposition are

examples of linguistic terminology

vocabulary /grammar bank A vocabulary/grammar bank is a written record of words, expressions or

grammatical rules that students can keep to refer to in the future, either when they need to check a meaning or rule,

or when they need to revise for an exam Banks can be

arranged into lexical sets or grammatical groups Example: lexical set

happy (adjective — positive) He’s a happy little

boy, always smiling and laughing

talkative (adjective — neutral) She's really

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Look at me!

cus of this unit is the theme of PHYSICAL

ANCE AND CHARACTER Students look at the ways we see ourselves and one another

wing language points are covered in this

GRAMMAR

Adjectives and adverbs Comparatives and superlatives VOCABULARY Sense verbs (see, hear, taste, smell, feel) Clothes Personality Physical description Words easily confused (try on, put on, etc.) FUNCTIONS Paraphrasing EXAM SKILLS

Reading: Multiple matching (Part 1) Writing: Writing an article (Part 2)

Use of English: Multiple-choice cloze/Key word

transformations (Parts 1 & 3)

Listening: True or false?/Multiple choice (Part 4) Speaking: Talking together /Taking a long turn/

Discussion (Parts 3, 2, & 4)

LT

@ In this frame, students are introduced to the theme

of appearance and personality and read a text about a doctor who believes he has discovered a method of measuring beauty

Some students, especially teenagers, are very self- conscious about the way they look Any discussion which involves physical description should therefore be

sensitively approached Words like fat and overweight can be avoided by using well-built Similarly substitute slim for skinny

Setting the scene

This task works particularly well if students can all see one

another from where they are sitting It also helps if they know one another’s names If this is a new class who don’t

know one another, give the students cards or badges to

write their names on

Ask students to think of different ways in which we describe people’s physical appearance, e.g height, build, hair colour, hair style, hair length, colour of eyes

Ask each student to list words describing themselves based

on the above criteria If necessary, elicit* some suitable

vocabulary,

Suggested vocabulary:

Height: short, medium-height, tall

Build: well-built, of medium build, slim Hair colour: red, brown, black, fair Hair style: straight, curly, wavy

Hair length: long, medium-length, short Eyes: blue, green, grey, brown, black

You may need to pre-teach* curly and wavy with a simple drawing

Collect the finished descriptions and redistribute them,

making sure no one receives their own one back Each student reads aloud the description you have given them and the whole class guesses who is being described Alternatively, you read the descriptions to the class and students note down who they think is being described

When you have finished, check their answers This activity

will take about 15 minutes

Lead-in

The photographs are of the same person — American actress Glenn Close Ask if the class has seen any of the films the pictures are taken from What were they about? Did they enjoy them? Students discuss the questions with a partner After two or three minutes ask the class for some feedback*

1 Suggested answers:

101 Dalmations — wicked, cruel

The Paper — business woman, professional

Hamlet — regal, serious

The Big Chill — gentle, friendly

2 Different images are created by make-up, i.e it can be used to emphasize certain features, make you look older or younger, add features like spots, moles, freckles and scars Also hair colour and style, clothes, different

ways of moving and speaking can also help to create a

different image

3 Most people make some kind of initial judgement when they see somebody for the first time This is usually

based on stereotypes; looking at the way someone is

dressed, their hair and general outlook

4 Personality, facial expressions, body language, voice and posture, physique can all make a person attractive

1 Multiple matching (headings)

Helpline

Explain the purpose of Helplines (see TB p 6) This first one encourages students to read more outside the classroom Learner training*

One way to encourage students to read is to keep a class

record on the wall At the end of the week, students write down what they have read in English that week This can include books, newspapers, magazines, leaflets, etc

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Tp PHOTOCOPIABLE ACTIVITY 1 '#TB p 134

A Write the title on the board and encourage students to discuss it in pairs before they tell the rest of the class what

they think the text will be about Asking students to predict

the content of a text from its title is a very important pre- reading task* as it helps them to mentally focus on the topic This is a method that we all use in our everyday lives — a

good example is the way we use a newspaper headline to

decide whether or not we want to read the article

Give students about two minutes to skim* the text to see if

their predictions were correct Skimming a text in this way is

an important skill since it helps the students to get a general idea of the content of the text without worrying about

details

BRIGHT IDEA!

if you have access to English-language Newspapers or ˆ

‘magazines, cut out ae headlines /titles or write them

Paper

each group some of the headlines /titles ne them: to discuss the possible content of the text that is

B_ Students work individually to complete the task using the procedure and advice below, then check with a partner

Helpline

Ask students to read the information in the box Multiple matching procedure*:

1 Skim the whole text (usually done as task A in this

course)

2 Look at the list of headings A-H and underline the key

words

3 Scan* the first paragraph for words which are similar in meaning to any of the key words in the headings Encourage students to use a pencil to underline the words in the text that are similar

4 Look at the headings /summary sentences again and choose the most suitable one

5 Underline the words in the paragraph that match the

key words in the heading

6 Continue with the other paragraphs Learner training

In the First Certificate exam, students are not allowed to use

dictionaries Tell them that if they can’t answer a question, they shouldn't spend too much time on it Instead, they should move on to the next question and, if they have time at the end of the exam, return to the question that they couldn’t answer 1E 2€ 3B 4A 5G 6D @ WB p 4-5 READING Tasks 1-3 2 Language study

A Students often confuse How ? and What ? when talking about people, e.g How is she like? and often misuse is and does, e.g What is she look like? Before students look at

the language study, write the following two sentences on

the board and ask them to correct them

Tell me about your sister's personality How is she like? Answer: What is she like?

Is your brother good looking? What is he look like? Answer: What does he look like? 1⁄4 5£ 3d 4b B_ Students work in pairs to complete the task Le 2e 3c 4a 5d

C Students talk generally then focus on one member of their partner’s family or one of their friends and find out as

much as possible about that person; encourage them to

make notes Allow them about five minutes to talk When

they have finished, ask some of them to tell the class about

the friend /family member that their partner described

>) PHOTOCOPIABLE ACTIVITY 2 "=> TB p 134

= WB p 5 READING Task 4

2> II§t IF HIBLISN

In this frame, students review some important adjectives that we use to talk about character and

personality They also study the differences between adjectives and adverbs, and focus on irregular adjectives, i.e adjectives that do not add -ly when they become adverbs

Setting the scene

Ask students if they know the names of the star signs in English

Aquarius (Jan 21/Feb 19) Pisces (Feb 20/March 20) Aries (March 21/April 20) Taurus (April 21/May 21)

Leo (July 24/Aug 23)

Virgo (Aug 24/Sep 23) Libra (Sep 24/Oct 23) Scorpio (Oct 24/Nov 22) Gemini (May 22/June 21) Sagittarius (Nov 23/Dec 21) Cancer (June 22/July 23) Capricorn (Dec 22/Jan 20)

Ask students what star sign they are Do they know of any characteristics that are supposed to be typical of their signs? Do they think star signs are a good way of determining somebody's character? Do they read their horoscope in the

paper? Do they think these horoscopes can predict their future?

Lead-in

In pairs, students discuss the questions in the Lead-in Ask them for their opinions What do they think is the best way

of telling what a person’s character is like?

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1 Multiple-choice cloze

Before students look at the text, write the word Phrenology on the board and ask them what they think this word

means; give these three possible answers and ask them to

decide which one is correct:

a judging somebody's character by their handwriting b judging somebody’s character by the friends they have ¢ judging somebody's character by examining the shape of

their head

Students look at the title of the text as a clue, and then skim

the text for the answer Helpline

Students focus on the Helpline before selecting the multiple-

choice options Remind them that it is important to look at the words immediately before and after the space

In pairs, they read the text again, choosing the appropriate answer, A, B, C or D Check their answers and ask them to tell you which words before or after the space helped them

to choose the answer 3D 4B 5A 6D 7B 8B Learner training

FCE students often find this part of the exam quite a

challenge, mainly because many of the words in the multiple-choice options are similar in meaning Students are not allowed dictionaries in the exam, so to help them

succeed in this type of task they should build up a vocabulary bank* during their course and recycle the

language whenever possible This bank should show not only the word and its meaning, but also an example of the word in a sentence, with the words preceding and following

it highlighted Students should also learn to record words in lexical sets* so that they are able to compare the structures

and meanings

BRIGHT IDEA!

Instead of showing students how to keep a record of

the words they acquire on the ne hold the following competition:

(You will need 1 dictionary per pair of students)

Write the following words on the board:

fond/keen/ enthusiastic/ interested

Explain to students that they must Mai a method of -

keeping a record of these words and their meanings

They should do this in such a way that, if they see the

word again, they will be able to quickly find out what it means and how it is used without looking it up in a

dictionary, e.g | am fond of Italian food | am | ben on Words expressing ‘like’: fond, keen ạ

Divide the class into pairs and give each pair a dictionary Allow them ten minutes to devise their

_method They should do this on paper using the words you have written on the board Put their finished papers

‘on the classroom wall In the same pairs, they then look — at all of the papers and give each one a mark out of: five, Add the scores up The pair with the highest score

is the winner Ask the other students why they thought

is neat and tidy, it makes use of colour and ‘pictures shows how the | words are pronounced

WB p 5 USE OF ENGLISH Task 1

Grammar zoom ©~

Adjectives and adverbs Learner training

Students often fail to use adverbs correctly A common

mistake is to use an adjective, e.g He drives slow, You did

good Students sometimes make the mistake of using an

adverb instead of an adjective, especially after the verb to be, e.g She is beautifully This is because they see the verb to

be preceding the adjective and assume that an adverb is needed An adverb cannot be used after to be unless it is supporting another adjective, e.g He was wonderfully kind

Setting the scene

Before students do the tasks in the Grammar Zoom, ask

them look back at the Multiple-choice cloze and pick out the adjectives and adverbs from the text and the multiple-

choice options How do they know which are adjectives and which are adverbs? Suggested answers: By looking at the

words which precede or follow them, by looking at the ending of the word

1 Regular adjectives and adverbs

A_ Students do questions 1-3 in pairs then check their

answers with another pair

1 human and different are adjectives; rapidly is an adverb

By adding -ly

We use adjectives to describe nouns We use adverbs to describe verbs and other adjectives and to modify sentences

wn

B_ Students work in pairs or individually to choose the

correct answer Ask them if they notice anything special about the words funny and easy in 3 and 5 (the y changes

to jin the adverb) Ask them if they can think of any other

examples, e.g pretty, happy They should also be aware of the change from single consonant to double consonant,

e.g careful — carefully 1 slow 2 carefully 4 fluently 3 funny 5 easily

2 Irregular adjectives and adverbs

A Before students look at the task in the Student's Book,

write the following sentence on the board You speak good

English Ask the students to change the sentence so that

good becomes an adverb Answer: You speak English well Elicit that the adverbial form of good is irregular

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Elicit more information about irregularities: not all adverbs

are formed by adding -ly to adjectives Sometimes we have to change the word, e.g good = well, sometimes we have to

add more words, e.g silly = in a silly way They should also be aware that some adjectives change their meaning completely when we add -ly

Examples: The exam was very hard

| hardly know her

Students match the adjectives and adverbs They compare their answers in pairs

B_ This gives students a chance to think about, and recycle, the information you have just given them They should work

on this in pairs or small groups 4d Sc 6h 7b Bi 9g A 1f 2e 3a B 1 Fast and hard are adjectives in 2 and 8 and they are adverbs in 1 and 6

2 Hard is an adjective and an adverb, hardly is an

adverb meaning almost not at all:

3 We use the structure in a way

4 In sentence 4 well means to a good standard In sentence 5 well means of good health

3 Comparisons quiz

In this section, students review (a) adjectives which add

-er/-est in their comparative and superlative forms and (b) adjectives which use more/the most in their comparative and superlative forms They also review irregular adjectives Setting the scene

Draw three pencils on the board (or another simple cheap item), label them 20 pence, 15 pence, 10 pence and write the word cheap next to the 20 pence pencil Ask students how the other pencils compare in price and elicit cheaper, the cheapest

Draw three cars on the board (or show them three pictures of different cars from a magazine) and label them £20,000, £30,000, £40,000 Write the word expensive next to the

£20,000 car Ask students how the other cars compare in

price and elicit more expensive, the most expensive

Ask the students when we use -er/-est and when we use more/the most Answer: more/the most is used with adjectives of more than one syllable, unless the adjective ends with -y

Write Test result: 80%, Test result: 85%, Test result: 90% on

the board Write good next to the 80% result Ask students

how the other results compare and elicit better, the best Give the students one minute to complete the quiz on their

own When they have finished, they should compare their answers with a partner

cheap A interesting B good C well C badly C softA oldA hotA famousB easyA prettyA comfortableB fastA badC modern B The spelling changes in the following formats:

hot, hotter, the hottest easy, easier, the easiest

pretty, prettier, the prettiest 4 Practice Students work in pairs to complete the task WP{ sẽp142 Tp PHOTOCOPIABLE ACTIVITY 3 #3TB p 134 '#È*WB p 6 GRAMMAR CHECK and Tasks A-C

5 Key word transformations

Before students do this task, introduce them to the general

idea of Key word transformations (KWT) by writing the

following examples on the board and asking students if they know of other ways of saying them so that the meaning remains the same

Teacher to student: Where are you from?

Possible transformations: Where do you come from? Which

country are you from?

Now write the following examples on the board

What are your hobbies and interests?

What do free time? do What do free time? like How free time? spend

Tell them that they must use the words in bold to complete

the sentences so that the meaning is similar to the first one They should use between 2 and 5 words

Answers: What do you do in your free time? What do you like doing in your free time? How do you spend your free time?

It is important to point out that KWTs can also involve a vocabulary transformation Once students are familiar with the concept of KWTs, they will feel more confident to try the task on SB p 9

Helpline

Tell them to read the Helpline before beginning Learner training

For many students this task is the greatest challenge in

Paper 3 of the FCE exam The combinations of vocabulary and structures can initially seem endless It is important, therefore, that students develop a bank of common transformations As students develop their bank, they will soon see that there are a limited number of combinations and transformation structures In Countdown to FC the KWT exercises practise the language covered in the Use of English

Frame In the exam, this task will include a variety of structures, and if students keep a record while they are using this book, they will cover a wide range of structures,

including many that are likely to appear in the exam

plays the guitar really well drives very fast

was more expensive than type as quickly as

RWNs

Trang 15

đ?> 8PERKINE

™@ The Speaking Frames in Countdown to FC consist of a wide range of skills development tasks They are not

always exam tasks as such, but are designed to enable students to develop skills required in the FCE Speaking Test

In this frame, students talk about clothes, and discuss the different things people wear in different situations

They also review the present continuous to describe

what people are doing and what they are wearing

Setting the scene

Before students look at their books, ask two of them to stand back to back Ask them what the person behind them

is wearing If they are all wearing school uniform, stand

behind one of the students and ask them what you are

wearing

1 Talking together

Learner training

Explain to students the importance of working together on

some tasks rather than just doing them individually and then checking their answers Explain that in some parts of

the FCE Speaking Test they must be seen to be working together, asking each other questions and encouraging each other to speak It helps if the students sit opposite each other rather than next to each other as this encourages eye contact NB: In the Speaking Test, students are usually

examined in pairs However, they might find themselves in a

group of three

A_ Students work in pairs to name the items of clothing This should take about three minutes

a jacket f cap k boots b cardigan g trousers | jeans c sandals h skirt m shirt d tie i socks n_ blouse

e belt j_ trainers o jumper

B With the same partner, they discuss what they would

wear to go out for the evening

2 Taking a long turn

Learner training

When comparing and constrasting pictures, students should be prepared to say what is happening in the picture and what the people look like, i.e physical description, clothes They should also use expressions such as / think , It looks

like , Perhaps , Maybe Tell students to look at the

Phrase Box and encourage them to paraphrase* They

should show that they are listening when their partner is talking about the picture They can use simple body language like nodding and smiling

Make sure that students compare the people in the

photographs They should mention the following points:

1 students /working/wearing school uniform

2 pop group/posing for a photograph / wearing leather jackets

3 soldiers /having a photograph taken /wearing

combat gear

4 women’s football team/celebrating winning a

cup/wearing football strip

3 Discussion

Learner training

When working together on discussions, students should encourage one another whenever possible as part of the marks given are based on how students interact with each

other Questions such as What do you think? and Do you

agree? are important Try not to allow one or two students to dominate the group, especially if there are less-confident

students with them, as this can be intimidating for those students Students are assessed on how they express their ideas and not on how much they say Helpline Ask students to read the information in the box BP 2 sBp 14 | PHOTOCOPIABLE ACTIVITY 4 \®} TB p 135 = WB p 7 SPEAKING SKILLS Tasks 1-3 4 > LISTENING

@ Throughout this course, all listening tasks should be

played twice (as they are in the Listening Paper) The

first time students listen, they choose their answers The second time they listen, they check them This also gives them the opportunity to answer the questions they missed the first time they heard the tape

In this frame, students listen to part of a radio

programme about London Fashion Week They also listen to a tape about women who volunteered to go out in some unusual designer clothes

Setting the scene

Ask students to think of someone, maybe someone famous,

who is always very fashionably dressed What sorts of things do they wear? Do they have good taste? Would the students wear those clothes? Why? Why not? Do they know of any

famous fashion designers, e.g Calvin Klein, Christian Dior,

Georgio Armani, Versace? Would any of them like to be

models?

Lead-in

Students discuss the statements in pairs for about two or three minutes Ask them for their opinions

1 True or false?

Before students listen to the tape, ask them to read the statements and to predict* which words they think they will hear This is an important skill to encourage, as it helps them to mentally tune-in to the topic and therefore helps

prepare them better for the task sr SES

Trang 16

Play the tape once Students listen and check their answers

with a partner

Play the tape a second time (you will have to rewind the

tape) Students check their answers individually Good morning - today we’re talking to who's going to tell us a little about

ion Week, which, as you may know,

Monday

you tell us a little about the event and how compares with, say Paris or New York?

has always been a very important place in world and we don’t just get British

and models here - we get people from all

‘world, Japan, the USA, you know, and it gives chance to let people see their clothes and

it gives them a lot of publicity

something that happens every year?

started six years ago, and there’s been one and it’s always a very exciting event,

eryone is trying to find out what the new be and what sort of clothes we're going to

shops next season

sort of things can we look forward to?

hasn’t been any single style this year —

ily one of the things I’ve noticed is that it - if you remember, two years ago almost

‘seemed to be wearing black, but this time |

Ik | saw a single model in black — there was a /, a little dark blue, but mostly there was lots

'olour — fantastic dresses in deep purple

ot at all, most of them wear lots of different

2 Multiple choice

In this section, students have a choice of three possible answers, of which only one is correct

Helpline

Ask students to read the information in the box, and then give students a few seconds to read the questions

Encourage them to highlight or underline the key words

(nouns, verbs, adjectives) in the questions Ask students for feedback on what they think the extracts will be about Play the tape twice

in London Fashion week, we thought it

interesting to get some volunteers to wear clothes from the show for a day, and we

studio Elaine Roylance and Julie Tanish, who e our models

Well, I’m glad to see you survived Can | i, Elaine, can you tell us what you were

be said about it | had to go to the

to do a bit of shopping, and | have to say

it silly

the other shoppers think of it?

‘iced me, | can say that In fact everybody it me, and | think they were all trying to whether the bird was dead or alive, and | was

someone might attack me for being cruel

but luckily that didn’t happen

any serious disadvantages?

shopping goes, it was OK when | was trying

gs off the top shelves, but | had a lot of ing pasta off one of the low shelves,

pt getting in the way and knocking shelves And the whole thing kept

forwards as well, so | think there was a serious ‘oblem there

won't be wearing it again, | suppose?

for going to the supermarket anyway,

might be fun at a party

ut you Julie, did you have any more luck?

really, I'm afraid

“an you describe what you were wearing? was a Mishiko Koshino dinosaur dress with

wn the legs and a very long tail wear it for work?

ided to put it on to go to the local pub, and very slowly, you have to — you see, it’s very

you can only take very short steps, so | sort of

g pulling my long tail behind me and it

get to the bar

people think of it?

noticed me but I’m not sure it made me ttractive There were a lot of comments us a roar, then’, and there was one chap

something like ‘I didn’t realize I'd had so

drink’ — | was tempted to hit him with my

| didn’t think I'd be able to get away fast anything you liked about it?

— Ít was grey, and | know that’s meant to jonable colour this year, but the reason | that it allowed me to sit in a dark corner

ouldn’t really be seen, and that’s where |

the rest of the evening all, not a great success

Trang 17

Ee EL

Writing an article (1)

@ In this frame, students write an article similar to the type which is required in Part 2

An article requires students to write a short text for a magazine for young people, e.g a school magazine An article could be on any subject, but often requires the student to give a description of a place, a person or an

object

The type of publication the article is intended for is very important as this will tell the student who is going to

read the article and therefore determines the style of

writing For a school magazine, the article should be

lively, informative and friendly - something that a young

person would like to read Learner training

The word limit for both writing tasks is 120-180 words This is the recommended number of words required to complete

the task satisfactorily Contractions, e.g I’ve count as two

words, although these should only be used when they are

appropriate for the task, e.g for an informal letter

If students write more than this, they may include irrelevant

information, make more mistakes and run out of time

What's more, the examiner may decide to only mark it up to the point where the maximum number of words is

reached

If students write fewer than this, they may not give a complete answer If an answer contains fewer than 50

words, it may receive no marks

Students have 90 minutes to write two compositions

Handwriting must be clear Answers which are difficult to

read lose marks Illegible answers may receive no marks American English (vocabulary and spelling) is acceptable

provided that its use is consistent

Helpline

Guide students through the main points If they are

experienced writers, you may like to go one stage further by asking them if they can think of any other important points they should consider when writing

Suggested answers: Think of your audience, i.e who you are

writing to, make sure you have clear, legible handwriting, if you make a mistake, cross it out and write the word again; don’t waste time using liquid paper, do not exceed the maximum word limit, make sure your piece of writing has an introduction, a main part and a conclusion

Setting the scene

Ask students if they enjoy reading magazines, either in English or in their own language What sorts of things do

they like to read about? Why do they like to read these?

What do they think is important in a good magazine article? Suggested answers: /t should be interesting, it should be

exciting, it should be entertaining, it should be easy to read

and should not contain any long, complicated words or

sentences

Ask them to tell you about an article they have read

recently

1 Sample task

In pairs, students read the task, underlining the key words

Suggested answers: magazine, young people, articles, describing a person, known for a long time

2 Sample answer

Students read the article individually and underline the

adjectives They should then check these in groups of two or three oldest (friends) attractive pretty (face) beautiful blue (eyes) long brown (hair) tall slim (girl) (looks) good

old blue denim (jacket)

baggy red Norwegian (jumper)

white tennis (shoes) bright stylish (clothes) great fun (to be with) wonderful (sense of humour) sensitive

3 Language study

Mistakes with the order of adjectives are very common, and even students whose English is quite advanced sometimes make them

A_ Students work in pairs to complete the task They should

look for words in the article which are /exically* related,

e.g slim in the text and skinny in the task both describe physical build

B_ Students look at and try to remember the rhyme for two minutes Tell them to close their books and ask them to repeat the rhyme, each student giving you one of the words until the rhyme is complete

Repeat this a few times until they are familiar with the words

C,D &E_ Students do the tasks in pairs When they have finished, they should join up with another group to check their answers

A lovely green eyes

short black hair

a new green cotton jacket a big green Swedish jumper black football boots

C Adjective types

1 opinion and general Examples description nice, funny, lovely

2 size and weight big, small, heavy

3 age old, new, young

4 shape round, square, rectangular

5 colour green, red, blue

6 country of origin Swiss, Spanish, Greek 7 material woolly, cotton, plastic 8 purpose and power walking (socks), tennis

Trang 18

ep) PHOTOCOPIABLE ACTIVITY 5 TB p 135

4 Writing task

Explain that before going on to the writing task, they are going to revise some vocabulary to help them

BPS 456 p14

Helpline

Students read through the Helpline and then look at the sample answer again Ask them the following questions:

Is the article the correct length? Yes, there are 173 words Does it have a title? Yes, Jenny, one of my best friends

Can you think of a better title? Suggested answer: Jenny — a friend for life

Does the article have a clear introduction? Yes, the first paragraph tells us who the best friend is and how long the

writer has known her

Does the article have a clear body? Yes, we are told what she looks like; her face, hair, build, the clothes she wears in the first paragraph, and the kind of person she is in the second paragraph

Does the article have a clear conclusion? Yes, the writer tells us how she thinks their relationship will continue in the future

ls the style appropriate? Yes, it is informal The writer uses

contractions, gives personal opinion, and uses colloquial English, e.g She’s great fun to be with

Students read the writing task and underline the key words Notes

Students work individually through the note-making tasks

After each paragraph, they should discuss their notes with a

partner Tell the students to comment on the notes their partner shows them, e.g Is there anything else that could

be added? Is there anything that should be removed? Before they write their article, allocate new partners and ask

students to describe the person they have chosen to write about verbally to each other from the notes they have

made; this will draw their attention to the fact that it is

much easier to work from notes that they have prepared rather than try to work without having planned and made notes

Students write the article for homework You could suggest

that the workbook tasks are completed before they write their article => WB p 8-9 WRITING SKILLS Tasks 1 & 2 1 Verbs and adjectives Suggested answers: 1 tastes horrible 2 seems very nice 3 sounds awful 4 tastes lovely 5 feeling lonely 6 feel well 7 look different 8 smells wonderful

2 Words easily confused

1 get dressed 4 put on

2 wear/put on 5 wore/were wearing

3 tried on 6 put on 3 Physical descriptions

A lc 2b 3g 4a Sh 6i

C Suggested answers:

The lady in the picture on the left has got short wavy

grey hair She looks short and a little plump and she wears glasses She is elderly and looks happy

The picture on the right is of a young man with short dark hair He seems tall and slim with bright eyes and a nice smile He is probably in his mid-twenties 7d Bf 9] 10e ®} WB p 9 WORDPLAY Tasks 1 & 2 LET'S REEL 1 Multiple-choice cloze 1B 2A 3B 4D SC 6D 7B 8A 9D 10C (10 marks)

2 Key word transformations 1 was the weather like 2 smiled in a friendly way 3 not ski very well (10 marks)

3 Spot the mistake

11 didn’t know you could speak English so well 2 I’ve never been to India What is it like?

3 I’m not very interested in fashion

4 |'m tired because I’ve been working too hard 5 It can be dangerous if you drive too slowly 6 He’s quite thin because he hardly eats anything

7 Manchester is much bigger than Cardiff

8 The film wasn’t as good as the book

9 My sister’s the girl over there with long dark hair 10 There’s something wrong with this wine — it tastes

4 not work as hard as 5 was easier than

horrible

(20 marks )

4 Vocabulary

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When night falls

is of this unit is the theme of NIGHT look at different ways of talking about the

ing language points are covered in this GRAMMAR Uncountable nouns Present tenses VOCABULARY Time expressions

Phrasal verbs with look

Words easily confused (afraid, worried about, etc.)

Words and phrases to describe location

FUNCTIONS

Expressing likes and dislikes

Asking what your partner thinks

EXAM SKILLS

Reading: Multiple matching (Part 4) Writing: Writing a report (Part 2)

Use of English: Open cloze/Key word transformations

(Parts 2 & 3)

Listening: Multiple choice (Part 1)

Speaking: Taking a long turn/Talking about

yourself /Talking together (Parts 2, 1 & 3)

ea LS

In this frame, students are introduced to the theme of

night and discuss whether or not they believe in ghosts They also read a tourist information leaflet about some

ghosts which are reputed to haunt famous buildings in Britain

Setting the scene

Before opening their Student's Books, tell your students to relax, close their eyes and listen while you read them the

following story Tell them not to worry if they don’t

understand all the words; the meaning of the story is more

important and they should be able to understand it from the key words

One wet and stormy night, Bill was waiting at the station for the last train back home He was the only passenger on the platform, and he felt a bit nervous as he tried to shelter from the wind and the rain Then, at the other end of the

platform, he saw a young woman standing in the shadows

He was surprised because, although it was a cold night, the woman was wearing only a thin summer dress He felt sorry

for her, so walked over to her and offered to share his umbrella She smiled, but didn’t reply

18 UNIT 2

They waited for a few minutes, and then the train arrived They got into an empty carriage and sat down without

speaking

Half an hour later, Bill reached his destination Getting out of the train, he turned round to say goodbye to the young woman, but to his surprise, she had gone

The next day, he went to work and, as usual, spent a few minutes looking at the newspaper before he started working On page two, he stared in surprise There was a

picture of the woman he had seen the night before He read the article underneath

‘Although it is one year since her murder,’ it said, ‘police are still looking for this young woman’s killer.’

Ask them some questions about the story Where was Bill at the beginning of the story? Why did he feel nervous? What was the weather like? Who did he see at the station? Why was he surprised? Did the young woman speak to him? Why was he surprised when he got off the train? What did he read in the newspaper? How do you think he felt? How would you feel? What would you do? Do you like stories like this?

Lead-in

A Students discuss the questions in pairs Ask them how

they would react if they saw a ghost

Review a few adjectives that could be used to describe how they might feel

Suggested answers: scared, frightened, terrified, petrified, excited B_ Students discuss the questions with a partner Haunted refers to a place which is frequently visited by a ghost

2 old buildings, e.g theatres, houses; in places where something terrible happened in the past

1 Multiple matching

A Tell the students to skim the text Things that go BUMP in

the night (about 2 minutes) to get the general idea

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B_ Students answer questions 1-12 in small groups

Helpline

Using key words to understand a text is a valuable study skill It is possible to understand reasonably complicated

texts by using key words alone; students should be aware

from an early stage that key words are almost always either nouns, verbs or adjectives If you are teaching a

monolingual class, give them a short text (about 10 lines) in

their own language to introduce them to this sort of activity Ask them to work in pairs to identify what they consider to

be key words They should then find it easier to transfer this

skill to an English text 10 21 3K 4F 5G _ 6A/7D (in any order) 8E 9) 10C 11H 12N

C Students discuss which ghost they find most interesting

in small groups They should explain why 2 Vocabulary Students do the task in pairs or: Task 1 Task 2 1 violinist 1 cellar 2 soldier 2 tunnel 3 owner 3 mansion, hall, castle, 4 drummer 4 castle 5 pilgrim 5 theatre 6 builder 6 abbey, Bishop’s House 7 queen 7 attic 8 visitor 8 seaside

9 monk, bishop, 9 woods 10 housekeeper, servant, 10 avenue

cleaning lady

3 Language study

Uncountable nouns

Before looking at the task, give your students the following words and ask them to tell you the difference between the

two groups

a pen man car drink Answer: countable b water air rice pasta Answer: uncountable

Students complete the task individually and check with a

partner

Remind students that uncountable nouns are not usually preceded by an indefinite article However, it sometimes

occurs due to ellipsis*, e.g a (bottle of) Coke

Tell students that they can find out whether or not a noun is

uncountable by looking in a dictionary Most dictionaries

which are designed with English-language students in mind have C for countable or U for uncountable after the noun

The uncountable nouns in the task are abstract nouns,

i.e they are things that we cannot physically touch Most abstract nouns are uncountable Ask students if they know of any other abstract nouns

Suggested answers: health, weather, English (as a language), hope, love, hatred

give some information

tell some news

give some/a piece of advice ask some information hear a lot/bit of news had a stroke /bit of luck

DAuUAWN

Explain that some nouns can be both countable and

uncountable depending on their meaning Examples:

glass, i.e glass in a window and a glass for holding liquid

wood, i.e wood used for building and a wood meaning forest

paper, i.e paper used for writing and a paper as in newspaper

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BRIGHT IDEA! [ PHOTOCOPIABLE ACTIVITY 1 > TB p 135 = WB p 10-11 READING Tasks 1-4 2 > USE OF ENGLISH

In this frame, the theme of night is developed Students also review the different ways of talking about

the present using the simple present and the present continuous

Lead-in

Students work in groups of four or five to ask and answer

the questions in the lead-in When they have finished, ask them these questions

How do you feel if you don’t get enough sleep?

Suggested answers: | feel tired, bad tempered and unable to

react quickly when necessary

What sorts of things cause lack of sleep?

Suggested answers: Things can include worry, stress, too

much noise, too much light and alcohol — which prevents you from sleeping deeply enough to get any proper rest

What do some people do to get a good night's sleep? Suggested answers: They may drink a warm milky drink, take

some exercise, have a bath, read a book or take sleeping pills SB p 24 p

1 Open cloze

A_ Students skim the text (about two minutes) Check that

they have understood the gist* of the text by asking them these comprehension questions

How do people feel if they don’t get enough sleep? They feel

tired and bad-tempered

Do most people get enough sleep? No, they don’t

What are the reasons for this? Reasons are shops staying open

until late, television and radio, noise from the streets

B_ Before they do the task in pairs, ask students to read the

information in the Helpline and to do the related activities below

Helpline

Review the meaning of words such as noun, verb,

preposition, adjective, adverb, pronoun, article and conjunction

with students Ask them to give an example of each Then ask the students to identify (gramatically) the missing words

in the text These are: (1) article (2) adverb (3) preposition (4) conjunction (5) preposition (6) pronoun (7) preposition (8) pronoun (9) article (10) preposition

BRIGHT IDEA!

Refer students back to a previous te in the hen Ệ Book and ask them to find examples of the parts of :

speech mentioned in the Helpline, or, if you have a

monolingual class, to find examples in a text in their

own language Alternatively, ask them to identify the

grammatical function of a few of the missing words

from the multiple-choice cloze (SB p8) 1 a/one 6 where 2 not 7 until/at 3to 8we 4 than 9an 5 between 10 on {| PHOTOCOPIABLE ACTIVITY 2 "=> TB p 136 > WB p 11 USE OF ENGLISH Task 1 Grammar zoom ©~ Present tenses Learner training

Students often use the present tenses incorrectly, especially when speaking Common mistakes include using the simple present to talk about what is happening now, e.g ! go to the cinema and the present continuous to talk about regular or

repeated actions, e.g | am going to school every day at eight o’clock We can use the present continuous to talk about a repeated action when we are praising or criticizing, e.g He’s always helping people, You're always complaining about something

Setting the scene

Write these sentences on the board Ask your students to

decide in pairs whether they are grammatically correct or

incorrect:

1 They live in Paris Answer: correct

2 Shhh! | watch television Answer: incorrect 3 Darling, | am loving you! Answer: incorrect

4 | play football every day Answer: correct 5 Nadim always complains Answer: incorrect

6 Nicky is always helping other people Answer: correct

1 Uses

A &B_ Students work in pairs to underline the verbs and

decide which tenses are used and why they are used Ask them to join with another pair and write more examples

following the rules in a, b and c

Trang 22

A 1 sleep simple present

2 are doing present continuous 3 works simple present 4 is talking present continuous

Bla 2c 3a 4b

2 Simple present or present continuous?

Students do these individually and then check their answers with a partner looks for 4 are looking for 1 listens to 2 2 is listening to MP2 56 p 24 3 Verbs not usually used in the present continuous tense

A &B_ Before they do the tasks, dictate these words to the students Column 1: sleep, do, work, talk, watch, listen Column 2: like, need, want, prefer, hate, seem Ask students if they can tell you the difference between the verbs in

Column 1 and the verbs in Column 2 Elicit that the verbs in

the second column are not usually used in the present

continuous If necessary give them some of these sentences to help them

1 He's doing his homework 2 Are you listening? 3 What are you doing?

4 They really like their English teacher

5 She hates fish

6 | need a holiday

Students then work in pairs or small groups to make the

questions in Task A and ask and answer the questions in

Task B

A Suggested answers:

1 What kind/sort/type of foreign food do you like?

2 What do you need to take (with you) when you go

camping?

3 What do you want to do after the lesson? 4 Which season do you prefer and why?

5 Is there anything you really hate doing/to do?

6 Does this exercise seem difficult?

4 Verbs of physical perception

Write the words smell, see, taste, hear on the board Ask students to give examples of words that each verb could describe Suggested answers: smell something burning, see somebody coming towards me, taste something bitter, hear a

crowd shouting and cheering They then work in pairs to

write the questions for the task

1 What can you see ? a rainbow

2 What can you ? an aircraft engine 3 What can you burning

4 What can you hear ? children’s voices 5 What can you smell ? gas

6 What can you garlic 7 What can you hear ? loud music

8 What can you hear ? thunder “BRIGHT IDEA!

students have ee Task 4, develop th the verbs stion into the môn games 2 Be

class into teams of five Give the teams th

below and then give them five minutes to

sentence describing each situation

different verbs of perception At the end of the

point for eacl ‘correct sentence

1 beach — 1 can hear the wind in the palm

frees | can smell sun cream | can see boats out at sea iB

ea The others should say where they are and

what is | hore,

can hear loud music and people shouting to each other

Answer: You are at a club or a party

5 Night workers

Before they look at their books again, ask your students to think about the sorts of jobs that involve working at night

Students work in groups of three to make sentences about the night workers in the pictures

Suggested answers:

1 This woman is a police officer She fights crime for a

living At the moment she is smoking a cigarette 2 This man is a night porter in a hotel He carries

people’s luggage for a living At the moment he is listening to the radio

3 This man is a pilot He flies planes for a living At the

moment he is talking to the cabin crew

4 This woman is a doctor She looks after patients for a living At the moment she is having a cup of

coffee/tea

If they thought of any other jobs that aren’t shown in the

pictures, ask them, in small groups, to write similar

sentences for those jobs

Trang 23

6 Dreamland

In their same groups, students ask one another about their dreams Did any of them have an interesting or strange

dream last night? Who had the most unusual or interesting

dream?

Ty PHOTOCOPIABLE ACTIVITY 3 #TB p 136 = WB p 12 GRAMMAR CHECK and Tasks A & B

3 > SPEAKING

@ In this frame, students work with a partner and take it

in turns to describe two pictures before talking about the sorts of things that they like doing in the evening They also give their opinions about some evening

activities shown in a second set of pictures

1 Taking a long turn

A In pairs, students match the vocabulary with the pictures Picture 1; fireworks, display, open-air, spectacular, exciting, deafening Picture 2: telescope, bedroom, peaceful, indoors WP sẽ p 24 B Students should compare and contrast the pictures as accurately as possible Helpline

Ask students to read the information in the box Although

they shouldn’t interrupt each other, they should show that

they are listening

Make sure the students compare and contrast the photographs They should talk about where they are, what they are looking at and mention how the people probably feel

After they have described the pictures in the Student's Book,

ask one or two of them for their descriptions and write these

on the board Ask them to correct any mistakes they can see

(in particular, focus their attention on the tense structures)

2 Talking about yourself

Before your students look at this section, ask them about the

different types of things that people do in the evening after

they have finished school or work What do they like doing? Ask students if there are any phrases they could add to the list in the Phrase Box Elicit possible colloquialisms such as,

I'm mad about , I’m really into , | can’t bear , etc

Helpline

It is important that students do not just say that they like or

don’t like something They must give a reason, e.g | don’t

like going to discos because they are expensive and noisy and

can get too crowded

3 Talking together

A &B_ Students discuss the pictures in their groups Don’t let one student dominate the discussion Remind them that they are marked on how they express themselves, not on how much they say Tell students to look at the Phrase Box to see ways in which they can ask their partners what they think about the activities

A_ A driving in the dark B flying at night

C night watchman looking after a building D night nurse looking after patients E walking along a deserted street

F waiting for a bus with some other people

x &=——t—‘“CS

B Suggested answer:

| think being a night watchman is quite difficult, as you

are on your own, all through the night It must be

quite lonely and boring When the time comes for you to do something, it becomes a dangerous job What do you think? "> WB p 12-13 SPEAKING SKILLS Tasks 1-3 4 > LISTENING

In this frame, students listen to other people talking about activities that they find frightening, dangerous, boring, etc They also look at some colloquial

expressions that we use in conversation, e.g / can tell

you , Actually , etc

Lead-in

Before your students listen to the tape, refer them back to

the Talking Together task (SB p 20) Ask them to imagine

that they were doing those activities in the pictures How

would they feel? Would they find it boring, dangerous, frightening, etc?

Explain that they are going to hear four of the people in the pictures talking about their jobs Tell them that in total they

are going to hear the tape three times (although in the

exam they will only hear it twice) The first time, they should number the pictures in the order they hear them Play the tape once

‘feally afraid of the dark Mind you, | still feel when I’m alone at night in a deserted to look over my shoulder — just to make

ing followed!

se, the work's a bit tiring But after a while | | just sort of get used to it Someone has to after all You can hardly expect the patients

themselves, can you now?

Trang 24

ething | particularly enjoy, and I’m not can tell you | used to find it really glare from the lights and that sort of

lly when it’s raining But if you keep your ad and take your time, it’s not too bad

ets a bit boring, actually There’s not exactly

activity at night and you feel that you’ve time on your hands But, with any luck, rious‘ll happen and you look forward to for a nice breakfast! le 2d 3a 4c Suggested key words: 1 deserted street 2 job/patients 3 lights/road 4 not great deal of activity at night/nothing too serious‘ll happen 1 Multiple choice Helpline

Students read through the Helpline Check they understand the information by telling them to close their books and

asking them the following questions

Do you hear the instructions, questions and options on the tape? Yes, both the questions and options are played

How many options are there for each question? There are

three, A, Band C

Will you see the options on the paper? Yes, they always appear on the paper

What should you listen for? Key words which help you to

choose the correct option

Ask students to read the questions quickly Play the tape

again Students check their answers in pairs

Play the tape for a third time for students to confirm their

answers and to note down the words which helped them

decide

1C 2B 3C 4B Key words:

1 I'm not really afraid | still feel a little worried

2 after a while you just sort of get used to it

3 it’s not too bad

4 it gets a bit boring WP 5B p 24 2 Everyday expressions A&B_ Students discuss the explanations and the expressions in pairs Learner training

Explain the importance of short expressions like the ones in these tasks Correct use of these expressions in the Speaking Test may help to improve students’ performance On the other hand, warn them that over-usage of just one or two

expressions, e.g | mean can have the opposite effect!

Encourage them to keep a written record of expressions and use them when they are appropriate A 1c 2a 3b B 1 actually 2withany luck 3 can tell you 3 Vocabulary

A&B _ Students match the time expressions with their explanations and ask and answer the questions about time

Other time expressions are presented later in Unit 4

4 Word stress

Ask the students what word stress means, i.e it is part of a

word which has a stronger sound than the other parts Also explain that stress is important because it can be

difficult to understand a word if it is incorrectly stressed, or

sometimes the meaning of the word may change, e.g

record (noun) /record (verb)

alone worried spectacular serious fiightening boring dangerous difficult

deafening thing peaceful deserted interesting exhausting © WB p 13 LISTENING Tasks 1 & 2 La LAL TH Writing a report (1)

@ In this frame, students write a report similar to the

type that is required in Part 2 A report requires the student to write a short text containing factual

information The person the report is intended for is very important as this will tell the student which style of

Trang 25

writing they should use Because they are usually written

with an employer in mind, they should be semi-formal (there should be no contractions or idiomatic or colloquial English) The report should not only describe the place or event, but what the student feels about it,

e.g Would they recommend it? Why? Why not?

Reports should not be written as a piece of continual text The information they contain is easier to read if it is presented as a series of smaller paragraphs with

numbers and sub-headings and this is how students

should do the task in the exam

Reports are popular with students as they can usually

write from personal experience, e.g if they are writing

about a restaurant they know However, they can invent information if they want, and reports do not involve

many tenses

The word limit is 120-180 words Students have about 45 minutes to write their report

Setting the scene

Tell students to imagine they have just returned to their

home country after studying English at a school in Britain Their head teacher or boss would like them to write a report describing the school so that they can decide whether or not to send more students /employees there What information would they include in the report?

Suggested answers: where the school is, what facilities it has

for learning and socialising, e.g library, bar, what the social programme is like, what courses it runs, which exams students

can take, how long courses last, how much they cost, what the

accommodation consists of, what the food is like, what qualifications and experience the teachers have

Ask them how they would present the report; would they do it as a piece of continual text or would they do it in

point form, e.g 7 Location, 2 Facilities, 3 Courses? The latter is easier to read (and easier to write) and is what is expected

in the exam

1 Sample task

Students look at the sample task Ask them what they should do first

Answer: Read the task carefully and underline the key words Students work in pairs to highlight the key words

Task interpretation

Students join with another pair to answer the questions When they have finished, expand the discussion to include the whole class For question 3, students give reasons why they think points a-h are (or are not) important

1 Your boss at the local tourist office

2 (a) details about the cinema and (b) details about

the restaurant

3 av bY cx dv ev

4 Suggested answers:

a _ the kind of films that the cinema shows

b where you can get information about what films are on 5

c what sort of food the restaurant serves d= how much an average meal costs {x gv hv 24 UNIT 2 2 Sample answer Analysis

Students read the sample answer and discuss the answers to

the questions in the analysis with a partner

1 It is clearly laid out Each of the two main sections is numbered and the heading is underlined The final

paragraph contains a brief summary

No This is a report, nota letter Paragraphs 2 and 3 Paragraph 4 Formal C XU N 3 Language study

Formal and informal suggestions

A Why don’t you 7 is too informal for a report — it would be more acceptable in an informal letter (to a friend) or in

spoken English Students should also avoid phrases such as

How about ?, Why not ? and If | were you

B Students change the sentences with a partner

NB: Recommend and suggest can be followed by an -ing

form verb, a noun, or a that clause Tell them to give each other some more suggestions and recommendations for

places to visit in their town, and give reasons why using an appropriately formal style, e.g | would recommend going to

the new pizzeria in Summertown They have a wide choice of

dishes at very reasonable prices

A The first two sentences would be more suitable in a formal piece of writing

B_ 1 I suggest (that) you go to the new cinema complex

2 would recommend going to Don Antonio's 3 | suggest (that) you try the vegetarian dish 41 would recommend the Italian ice-cream for

dessert

4 Writing task

Helpline

Ask students to read the information in the box Ask them what else they could do to make their reports easier to read, e.g use of headings and sub-headings

Students work individually to prepare their notes They

should not include everything in the lists or their final report

will be too long This should take about twenty minutes They should show their notes to a partner and compare ideas

Students write their report for homework Remind them that if they make a mistake, they should cross it out (one line

through the mistake is sufficient) and write in the correction

Trang 26

WIIRIPDWIR LET'S REFLECT!

1 Talking about time 1 Open cloze

1 What time is it? / What's the time? 1the 2a3 there 4 At Sup 6 about 7 of 8 are 2 What's the date? 9 they 10 is

3 rises (20 marks) 4 sets

5 midday/noon, midnight 2 Key word transformations

6 week 1 give me some information about/on 7 weekend 2 give me some advice

8 31 28 3 can’t stand watching

9 365 four 4 am always short of

10 Spring, Summer, Autumn, Winter 5 doesn’t believe in

11 two weeks (literally fourteen nights) (10 marks)

12 a on time = at the correct time

b at times = sometimes 3 Spot the mistake c in time = before something starts 1 good luck

2 some luck/a stroke of luck 2 Phrasal verbs with look 3 The children watch TV

look for = search, look at = regard, observe, examine 4 some information 1 look it up = d 5 Richard is studying

2 look in = b 6 terrible weather

3 looking after = e 7 The children like

4 looking into = c 8 Some people are 5 looking forward to =a 9 Every night we hear

10 time for the news

3 Describing location (10 marks) thường 4 Vocabulary

1 patient 3 boring 5 haunted eet 2 nightmare 4 furniture

(10 marks)

Total: 50 marks

}— in the bottom -|

in the corer right-hand comer UNIT 2 TEST (photocopiable) TB p 211

4 Words easily confused

1 worried, afraid 4 With any luck, Luckily,

2 boring, bored 5 sleepy, asleep

3 now, Actually, 6 nervous, excited

ff PHOTOCOPIABLE ACTIVITY 4 TB p 136

= WB p 14-15 WORDPLAY Tasks 1-5

Trang 27

Getting away

of this unit is the theme of HOLIDAYS L Students also discuss different places

more unusual ways to travel ing language points are covered in this GRAMMAR

Defining relative clauses

Non-defining relative clauses

VOCABULARY

Travel

Get - different uses

Words easily confused (trip, tour, journey, etc.)

Word grades (boiling — freezing / packed — deserted) Phrasal verbs connected with travel

FUNCTIONS

Giving extra information

EXAM SKILLS

Reading: Multiple choice (Part 2) Writing: Transactional letter (Part 1)

Use of English: Word formation /Key word

transformations (Parts 5 & 3) Listening: Multiple matching (Part 3)

Speaking: Talking about yourself/Taking a long turn/

Discussion (Parts 1, 3 & 4)

el

™@ In this frame, students are introduced to the theme

of travel while talking about the places where they live

and the places they would rather live if they had the

choice They also read a magazine article about a man who lives on a desert island and discuss his lifestyle

Setting the scene

Tell students to describe where they live to their partner They should describe their house /flat and also talk about their neighbourhood, what amenities there are, e.g shops,

restaurants, evening entertainment, parks and gardens If

they could improve their neighbourhood, what would they do to it?

Before looking at the Student’s Book, get some feedback from the students

Lead-in

In pairs, students should look at the pictures and discuss their ideal place to live, by answering the questions and completing the task

26 UNIT 3

1 Multiple choice

A Ask the students to skim the text quickly to get the

general idea and answer the two questions

1 Andrew Martin feels the island is like the most precious jewel in the world

2 The writer feels that the island is like hell

B Students follow the advice in the Helpline to complete the task

Helpline

Once students have scanned the text and underlined the relevant areas, they can then delete the answers that aren’t correct This is a useful technique when they are unable to find the answer immediately It would be useful to point out

the importance of reading lead sentences carefully

Occasionally all options could be true, but only one fits the lead sentence correctly, as in question 3 You should also point out that, with the occasional exception of the final question (which often checks the students’ overall understanding of the text), the questions follow the same order as the text 2D 3C 4C 5B 6A

Students work in pairs to discuss whether they would enjoy

Trang 28

2 Vocabulary

A&B_ Students work in pairs or small groups to complete the tasks NB: There is a tense change in Task B question 3

A 1 got in touch S-hut

2 swimming trunks 6 unpack 3 flip-flops 7 exotic 4 jewel 8 flight B 1 flight 4 unpack 2 swimming trunks 5 exotic 3 get in touch B17 58 p 34 ®@ WB p 16-17 READING Tasks 1-3 Tp PHOTOCOPIABLE ACTIVITY 1 STB p 137 A aa HE

In this frame, students develop the theme of travel They review word forms, e.g photograph - photography —

photographic They also review relative clauses and look at the difference between defining and non-defining relative clauses

Setting the scene

Before students look at their books, ask them how they usually travel around their village, town or city Elicit as

many forms of transport as possible, e.g car, train, bus, underground train, tram, taxi Ask them if they can think of

any methods of transport which are more environmentally friendly, e.g bicycle, horse and carriage

Lead-in

Students work in pairs or small groups to talk about the

photograph of the rickshaw and answer the questions in the

lead-in

1 Suggested answers: Thailand, China, Nepal

2 Suggested answers:

Advantages — tourists can see more, you travel in the

‘open air, you could get to places that a car couldn’t get

to, it may be cheaper than hiring a car, it doesn’t pollute

Disadvantages — tourists are not protected from bad

weather, you will be breathing in pollution from the

other traffic, it looks more uncomfortable than a car

Explain that the rickshaw is still used extensively in South

and South-East Asia as one of the most important methods

of inner-city travel Many rickshaws are now motorized

1 Word formation

A&B After students have skimmed the text and answered

the two questions, it might help them to review word

formations and the fact that many words in English can have several different constructions Give them this example: Write photograph on the board Next to it, write the

following words: (a) verb, (b) abstract noun, (c) adjective, (d) person Ask students to change the word where necessary to fit into these categories

Answers: (a) to ph8tograph/ to take ph8tograph (b) phot8graphy © photogrỗphic (d) phot8grapher

Show them how the pronunciation of the vowels changes as the stress is altered in each word

Some other words which change their stress patterns are:

record, produce

Helpline

Ask students to read the information in the box

Students complete the task and then check their answers with a partner A 1 from reading an article about the benefits of cycling 2 People like going to places that you can’t visit by car B 1 tourists 5 enjoyable 2 interesting 6 successful 3 regularly 7 normally 4 recently 8 students

In addition to asking them if they would like to drive a rickshaw as a holiday job, ask them what their ideal holiday job would be British students often take a job in their holidays, especially in the summer ci PHOTOCOPIABLE ACTIVITY 2 TB p 137 => WB p 17 USE OF ENGLISH Tasks 1 & 2 Grammar zoom ©~ Defining relative clauses 1 Who or which? Setting the scene

Before students look at their books, elicit the relative

pronoun who by asking students to describe somebody in

the class using a complete sentence beginning with the student's name Ask: Who is (+ a student’s name)? If

somebody in the class gives you a sentence which uses who, e.g Michel is the student who always arrives early Write their sentence on the board and underline the name, the word

who and the relative clause

Ask them to tell you why the word who is important Elicit that it helps us to identify or recognize which student we are

talking about

Students develop this idea by describing the other students

in the class using a relative clause, e.g Jean is the student who is wearing a black T-shirt Write a couple of similar

A A LT NTT LL SL TE

Trang 29

sentences on the board and underline the relative pronoun

who and the relative clause which follows it

A Tell them to look at the example who works in York in their books

Ask if the students know any other words we can use to

define, identify or recognize something that we are talking about

Suggested answers: which, where, that, whose

B Students do the task in pairs As students often find the terminology* difficult, write the answers on the board and make sure students make a note of them

et

Ằằ ằnï

1 a company which takes, the rickshaws which he had

recently seen, the passengers who he takes round, the places which you can’t get to

company, rickshaws, passengers, places awho b which

the rickshaws (which) ., the passengers (who) , the places (which) Because there is a different subject in the clause which follows

5 the passengers whom he takes round

6 The word that could replace who, whom and which AWN C Students do the task on their own before checking with a partner The relative pronoun where is the same as using that and a preposition

If a preposition is included, then the relative

pronoun cannot be where

B_ 1 The place which / that we went to last year The place where we went last year 2 The hotel that we stayed in was just

The hotel where we stayed was just 3 correct 4 correct 5 The restaurant that we usually had dinner in had a The restaurant where we usually had dinner had a 3 Whose

Before looking at the tasks, write these sentences on the board and ask students to tell you which ones are correct and why

| met a man who's father climbed Mount Everest Incorrect: who is does not make sense in this sentence

| met a man whose father climbed Mount Everest Correct: the possessive form whose is appropriate for this sentence | met a man who's climbed Mount Everest Correct: who's is @ contracted form of who has used in the present perfect

toa

1 We went round the city with a guide (who, whom, that) | couldn’t understand at all

2 Last year we stayed in a hotel (which, that) a friend

of ours had recommended

3 I've got a villa (which, that) you can use whenever

you like

4 I'll give you the number of a travel agent (who, whom, that) | know

5 I've bought a guide book (which, that) has a list of good restaurants

6 We went on an excursion (which, that) lasted all day

That can be used in all of these sentences

The relative pronoun can be omitted in sentences 1, 2, 3 and 4

Sentences 5 and 6 must have a relative pronoun

because it is the subject in the second clause

2 Where

A Before students look at the sentences in their book, elicit

the use of where by writing the following on the board and asking them to complete it: A cinema is a place

Suggested answers: A cinema is a place where we can watch films Ask them to do the same with school, disco,

department store, restaurant

Students work in pairs to answer the question The inclusion of a preposition with the relative pronoun where is a very common student mistake When that or which is used to describe location, a preposition must also be used The two

sentences both have the same meaning

B Students do the task on their own before checking with

a partner

A Whose refers to a friend and her car

B_ 1 We stayed in Greece with some friends whose parents owned a house in Athens

2 Our guide was a young man whose English was very good

3 If you want cheap tickets, I'll talk to a woman | know whose uncle is a travel agent

4 My brother stayed with a landlady whose cooking was wonderful

Make sure that students pronounce the /z/ ending correctly on whose, A common mistake is to write whose as who's, which has the same pronunciation

4 Practice

Students make up dialogues in pairs Non-defining relative clauses 1 Uses

Learner training

Unlike defining relative clauses, a non-defining relative clause provides us with extra information; we could omit it from the sentence and the main meaning of the sentence

would remain unchanged A non-defining relative clause should always contain a relative pronoun Sometimes, in

speech, we omit the relative pronoun, e.g Jon, my neighbour, is a designer

Students discuss questions 1-4 in pairs They then compare their answers with another pair

Ss SS ESS SS SSS ES ETO SS SE ESC SES TS SRS ARES

Trang 30

1 The relative clause in (a) gives us extra information

about the island

2 The relative clause in (b) tells us which room had a marvellous view

3 Sentence 1 has commas around the non-defining clause Sentence 2 has no commas

4 In sentence 2, the defining relative pronoun could be omitted or replaced by that 2 Defining or non-defining? Students discuss the differences in pairs

1 Tells us which kind of islands the person likes going to - those with wonderful beaches

2 Gives us more information about the islands — that

they all have wonderful beaches

3 Identifies which sister - the one who lives in the

USA

4 Gives us more information about Molly’s sister — that she lives in the USA

5 Tells us which rooms are expensive — those with a

sea view

6 Gives us more information about the hotel rooms — that they all have a sea view

3 Practice

Questions 1, 4 and 6 in the task can be written two different

ways, depending on which information in the sentence we consider to be more important The relative clause contains

the less important information

Example: My grandparents, who are in their sixties, are going on a cruise My grandparents, who are going on a cruise, are in their sixties 1 My grandparents, who are in their sixties, are going on a cruise (non-defining) 2 | gota letter from a friend (that) | met on holiday (defining) 3 My sister often goes to Paris, where she has a flat (non-defining) 4 Eleni, who teaches us English, is doing a course in Bath (non-defining) 5 Have you got that guidebook (that) | lent to you? (defining)

6 Alima, who is one of my best friends, is going to Budapest next week (non-defining)

4 Wordcomb

This task gives students the opportunity to practise the relative clauses they have studied in this frame It is

important that the students do not see each others’ instructions

The word in the box is RESTAURANT

=} WB p 18 GRAMMAR CHECK and Tasks A & B

3 ?> 8PERWINB

In this frame, students talk about a holiday they

remember and what was good or bad about it They also take it in turns to describe some holiday pictures and review functional language used for giving extra information

Setting the scene

Before students do the task, ask them to imagine that they are going to go on holiday soon Ask them how they would

decide where to go; what factors would determine whether

or not they had a good time, e.g the weather, the entertainment Elicit the main areas in Task 1

1 Talking about yourself

Students complete the task in small groups Helpline

Remind students of other aspects of their lives they might have to talk about, by asking them to read the information in the box and by brainstorming other possibilities

2 Taking a long turn

A Before students do this exercise, spend a few minutes

eliciting the different types of holiday that people go on Prompt them with these key words:

1 suncream, towel, swimming costume, sand Answer: a beach holiday

2 camera, guidebook, monuments, museums Answer: a

sightseeing holiday

3 ship, dinner jacket, cabin, Captain, ocean Answer: a cruise

4 goggles, snow, cable car, mountain Answer: a skiing holiday

5 binoculars, Land Rover, animals, Africa Answer: a safari

6 backpack, sleeping bag, anorak, cooking equipment Answer: a camping holiday

Elicit some other things that people take with them when they go on holiday, e.g passport, travel insurance, first aid kit, insect repellent

A Left hand picture:

sightseeing trip, by coach, tourists, crowded, the

desert

Right hand picture:

walking tour, on foot, hikers, quiet, the countryside B Make sure that students compare and contrast the

photographs Student A should talk about the

people in both pictures and mention what they are

doing Student B should talk about the places in

both pictures and mention where the people are

P283 sẽ 34

B_ Students compare and contrast the pictures in turn, reviewing language of location and present continuous to

talk about current actions (SB p 18)

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3 Discussion

After answering questions 1-3 in groups of four, more

practice can be given Give students some other sentences as prompts for them to practise giving extra information Give each student a card with one of the following

sentences on it and let them elaborate using the expressions in the Phrase Box: (1) A beach holiday is the best kind of holiday (2) A sightseeing holiday is the best kind of holiday (3) A cruise is the best kind of holiday (4) A skiing holiday is the best kind of holiday (5) A safari is the best kind of holiday (6) A camping holiday is the best kind of holiday

| lay Ệ

challenge another stud it

®} WB p 18-19 SPEAKING SKILLS Tasks 1 & 2

4> LISTENINE | $8 p31

@ In this frame, students listen to other people talking about their holidays The first listening task focuses on

holiday problems The second task focuses on general

holiday experiences In each task, students develop the skills of predicting what they are going to hear and listening for key words to identify meaning They also

develop a travel word map

Lead-in

Students develop the word map in pairs Ask them for feedback and, as a whole class activity, develop a map on the board They should then copy it into their notes

Suggested answers :

Travelling by land: four-wheel drive, bus, coach, bicycle,

motor bike, taxi, underground, lorry, truck, caravan

Travelling by air: helicopter, aeroplane, hot-air balloon,

glider

Travelling by water: motor boat, yacht, cruise liner, submarine, houseboat, canoe

Jobs in the travel industry: air steward(ess), ground

steward(ess), tour operator, tour guide, hotel manager

1 Multiple matching A

Helpline

To help students familiarize themselves with the concept of

thematically-linked extracts, ask them to think of all the

things that could possibly go wrong when travelling Write these on the board This is the kind of connection the five extracts will have

A Before students listen to the tape, give them a few minutes to read parts A, B, C and D These tasks prepare them for listening by helping them to predict what they are

going to hear In the exam, students are given some time before each listening section to read the questions During

that time, they should underline the key words in each

question

NB: You may need to pre-teach the Tube, which is the name

people use for the underground system in London B Students work individually to think of the words they may hear connected with arriving late at the airport and

then check with a partner to see if they thought of the same

words

Suggested answers: check in, ground steward(ess), air

steward(ess), tickets, passport, luggage, boarding card, passport control, boarding lounge

C Play the first part of the tape while students listen and

read the tapescript

R "and Tapescript

Speaker 1: The only time | had a problem was coming back from Paris last year | had to wait for ages to get a taxi because there was a bus strike In the end | got one, but | arrived there when it was meant to take off — so | really thought | was going to miss it But luckily the plane

had been delayed by three hours so | was able to check in without any problems,

There are several distractors* in the first part; students may

be misled by the words taxi and bus strike, this is a common

feature of the FCE Listening Paper They should be aware that, while key words are important, they should also listen to the text as a whole in order to find the answer

D_ Students do the task individually, then as a whole-class

brainstorming* session Write their responses on the board

Suggested answers:

A ferry, sea, waves, rough, dizzy, sick

B train, ticket, ticket office, ticket machine, platform C engine, accident, burst tyre, breakdown service, police,

insurance

D customs, customs officer, nothing to declare, search,

suitcases, arrested

Tell students that they are going to hear the tape twice, so

they shouldn’t worry if they don’t get the answers the first

time Play the tape twice The first time they hear it,

students should decide which problem the speaker is talking

about The second time they should check their answers and complete any questions they didn’t answer the first time

Ask them if they heard any of the words they predicted

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: We were on the motorway on the way to

was about three in the morning, and it was Suddenly there was a traffic jam right but | was going too fast | put on the

we skidded and went into the back of the it of us Nobody was hurt, but there was a

age to both cars and we had to go the rest

by train

‘Il never forget coming back from France

ber | was meant to take the hovercraft, too rough so | was offered a place on the

h | thought would be OK But when we got

the wind got stronger, and it was appalling

s going up and down and everyone was ill and it went on for nearly six hours What a

Never again

: | was on the underground the other day |

n the escalator to the platform when

crashed into me and | dropped everything ed my things up, and got on the train, and

five minutes later the inspector came along

to see everyone's ticket | just couldn’t find

tried to explain I'd dropped it, but he didn’t

\e, and in the end | had to pay a £10 fine for without a ticket

spoilt There are no hotels or anything ju have to sleep on the beach It’s

Í, with palm trees all along the jungle behind | was only there for ten days

was just like a dream

went to a Scottish castle last Christmas

the whole thing for a week, with some

ours, and if you split the cost between you juite cheap, or at least we thought it But the trouble was that when we got

felt like millionaires and we spent far too

shops We had to have the best of ind in the end we spent a fortune Had a ough

he best place that I’ve ever been to is a

island, and I’ve been there three or four

But the last time | went it was the of September, and | was really looking two weeks of warm sunshine It was OK for

uple of days, and then it started to rain |

believe it and it went on like that almost the It was so depressing B 1A 2D 3C 4B 2C 3A 4B

Refer them back to the situations they developed on the

board How many of them were mentioned on the tape?

WP4 sẽp34

2 Multiple matching B

A&B_ Students work in pairs to develop the topic-related words Play the tape twice and let them check their answers in pairs or small groups

i)

A Suggested answers:

1 museums, art galleries, theatres, monuments, archaeological sights, churches

2 rain, wind, storm, snow, blizzard, freezing, hurricane, earthquake

3 cash, cheque, credit card, bill, receipt, shopping 4 sun, sea, quiet, birds, fish, unspoiled, snakes

5 wildlife, giraffes, lions, tigers, leopards, elephants

wasn’t looking forward to our family

spain We were staying in a kind of typical but in fact it turned out really well

lub the children joined and we hardly

all, and we were free to do what we | we went off to galleries and museums, and ind it was far better than we had expected

‘The best place I’ve ever been to is a place

lentian — it’s a couple of hours off the coast

fou can only get there by fishing boat It’s BRIGHT IDEA! “WB p 19 LISTENING Tasks 1 & 2 Ha LLL TY

Writing a transactional letter (1)

® In this frame, students write a transactional letter

similar to the type required in Part 1 Candidates must

do this question

A transactional letter requires the student to read a few

pieces of information which may include graphic or pictorial material Texts may be in the form of adverts, letters, postcards, diaries, short articles, etc Students

then write a letter which includes the information they

have been given The letter will either be informal,

e.g to a friend or semi-formal, e.g to a company

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1 Sample task

Learner training

It is very important for the students to read the task carefully

and to plan their letter, otherwise they may miss out essential information, or run out of time in the exam Marks

are deducted for incomplete work or work which does not contain the correct information

Students read through the sample task on their own While they are doing this, they should underline the key points that they need to include in their letter Suggested answer:

meet, friend, weekend, London, find out, accommodation, give information about hotels, which prefer and why, ask friend to contact you before booking They should also underline any other relevant information in the task that they think is important Task interpretation Students check their answers to questions 1-3 with a partner

To give the information about the two hotels,

to say which hotel you would prefer,

to ask your friend to contact you before you make the booking, to say why you prefer it

2 Brief opening and closing lines

3 Make it informal by choosing informal vocabulary,

making contractions and using appropriate opening and closing remarks

2 Sample answer

Students read the letter alone

Analysis

Students work in small groups to answer questions 1-3 in

the analysis to decide whether the letter is appropriate to the task Ask the whole class for feedback

1 No It contains all the necessary information

2 Yes It is a good answer It is written in an

appropriate informal style

3 There are many examples throughout of informality Example:

Many thanks for It was /sounds great

Personally, | think the one

that’s not much more Could you get in touch OK Then | can call

Looking forward to seeing you Love

3 Language study

Opening and closing

It is important that students begin and end the letter appropriately All letters in English begin with Dear, whether

they are formal or informal Informal letters must include the recipient's first name (Dear John, not Dear friend or Dear Mr Smith) unless they are a parental relative (Dear Mum, Dear Grandma) Informal letters end with Best wishes, Love, Lots of

love or occasionally Regards (not sincerely / faithfully) followed by the sender’s first name

Students do tasks A and B in pairs

A 1b 2a 3d 4c

You would use them as follows:

1 for official letters to people whose name you do not

know

2 for friends and relatives and close colleagues

3 for close friends and family members

4 for semi formal and informal letters to people who

you normally call by their last name

B Suggested answers:

In very informal situations, it is possible to begin an informal letter with ‘Hi’ or ‘Hello’ followed by the first

name Likewise, ‘See you!’ or ‘Lots of love and kisses’ can be used to close a very informal letter

Changing styles

Students should be aware that notes and faxes are often written in note form to save time or space; these notes usually omit words such as articles or prepositions where the meaning is obvious without them, or there when used as a subject Relative pronouns are also omitted They may also omit punctuation marks Some words may be more formal than the words we would use in informal spoken or written English

A The letter gives several examples of how to change the

style from formal, abbreviated advertisements to informal

letter writing style This is a skill students need to learn for Part 1 tasks

B Students work in pairs to rewrite the notes as informal

sentences Remind them that the notes are missing certain grammatical words Write the correct answers on the board

and underline the words which weren’t in the notes Ask the students what sorts of words they are grammatically Also

underline the words which change when we write or speak

them informally

A It’s so close to everything we want to visit We'd get 10% off if we booked early

B Suggested answers:

1 The bus goes every twenty minutes and it costs £15

return

2 The Seaview does vegetarian food It’s open from ten in

the morning until midnight, and you can have parties

and big groups there

3 The Denver's got four bedrooms, a kitchen, toilet and

TV

4 Writing task

Helpline

Ask students to read the information in the box

They should then read the task carefully, underline the key

words and then develop the paragraphs in pairs Encourage them to plan their letter in a series of key-word notes, but make sure that they do not write the entire letter in rough and then rewrite it — in the exam they would not have Sletten Rs SS ISIS ST SS SDE

Trang 34

enough time In the exam, they have 90 minutes to write two compositions, so they should not spend more than 45

minutes on the letter The task could be set for homework if there isn’t enough time in the class

= WE p 20 WRITING SKILLS Task 1

1 Different uses of get A lc 2a 3b

B_ better/angry/old/cold

home/away/to London/on the bus

a new job/a phone call/a new car/a present

C 1 get better 4 get angry

2 gota job 5 get anew one 3 got home 6 get away

2 Words easily confused A 1 trip 4 travel 2 journey 5 tour 3 voyage 6 excursion B 1 journey 4 travel trip 5 excursion 3 tour 6 voyage 3 Word grades The weather:

1 boiling 3 warm 5 cold 2 hot 4 cool 6 freezing The number of people in a place:

1 packed 3 busy 5 empty 2 crowded 4 quiet 6 deserted

4 Phrasal verbs connected with travel B 1 check in 4 turn up

2 get held up 5 take off 3 set off 6 break down C Suggested answers:

By checking in early By turning up on time By setting off early

2 To avoid breaking down When you take off and land

4 You have to check in at reception w ®> WB p 20-21 WORDPLAY Tasks 1-4 eae 1 Word formation 1 interested 6 comfortable 2 marvellous 7 expensive 3 normally 8 crowded 4 sightseeing 9 enjoyable 5 campsites 10 disadvantage (10 marks)

2 Key word transformations

1 get in touch with me

2 room where we took the

3 turn up in (good) 4 hotel that we stayed in

5 like going to beaches which 6 will get better

7 whose father is a

8 it takes me ten minutes 9 to meet people who are/come 10 of mine whose son

(20 marks) 3 Vocabulary

1 c-the others are all connected with flying 2 d-the others all mean with a lot of people

3 c—the others are all professions /people

4 d-the others are all connected with temperature 5 a-the others all use some kind of object to hit a

ball with /all use a ball

(accept any other logical alternatives) (10 marks)

4 Spot the mistake

1 I'm reading a book which is very interesting 2 Do you know whose car this is?

3 My wife’s mother, who is nearly 60, is coming to live

with us

4 | don’t know why he didn’t come to the party — he just didn’t turn up

5 The room that | am staying in is very noisy

The room where | am staying is very noisy

6 | was sorry to hear you are in hospital - | hope you

get better soon

7 | think we should do some sightseeing this

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us of this unit is the theme of

INMENT Students look at the past and the id how people's lifestyles have changed ars ing language points are covered in this GRAMMAR

The simple past The past continuous

Used to, Get/be used to

Prepositions of time (at, on, in)

VOCABULARY

Entertainment: cinema, theatre, radio and television Countries, people and languages

Words easily confused (whole, both, all)

Phrasal verbs with take Numbers

FUNCTIONS

Giving yourself time to think

EXAM SKILLS

Reading: Gapped text (Part 3)

Writing: Writing a story (Part 2)

Use of English: Multiple-choice cloze / Key word transformations (Parts 1 & 3)

Listening: Note taking (Part 2)

Speaking: Talking about yourself/Talking together (Parts 1 & 3) ee 12/1101)

™@ In this frame, students are introduced to the theme of entertainment while talking about growing up and the changes people go through as they get older They

also read a magazine article about the actor Antonio

Banderas

Setting the scene

Before they open their Student’s Books, ask the class if they know a word that can be used to describe a person who is aged between 13 and 19 Elicit the word teenager

Ask the class if they know words or expressions that we use

to describe other ages Write these on the board They don’t

need to come up with all of the target words and expressions in the Lead-in Which objects would they associate with them?

Lead-in

In small groups, students define the expressions in the Lead-

in

Ask them about the advantages and disadvantages of each

age and what you can and can’t do, e.g When you're a child you can't go out on your own after dark When you're a child you don’t have to worry about money Which age would they

rather be? Why? Which is the worst age to be? Why? A Suggested answers:

@ pensioner/60-65 plus a middle-aged person/40-60 q teenager/13-19 a child/3-12 year-old an adult/18 plus a baby/ 0-1 year-old

a toddler/1-2 year-old an elderly person/80 plus

1 Gapped text

A Ask students to describe the boy in the pictures and say how old they think he is in the different photos Don’t tell

students yet, but these photos are of the actor Antonio Banderas

Now ask students if they know who he is To help them,

name some of the films he has been in, e.g Philadelphia, The House of the Spirits, Evita Give them his initials, tell them

he is married to Melanie Griffith and that he is from Spain B_ Explain that they are going to read a magazine article about Antonio Banderas The article comes from Now magazine, a colour supplement of a popular Sunday newspaper, so it is written in quite a chatty, informal style

You can ask the students to put five events of his life in

order before they read the article To help them to do this,

elicit these words from the sentences by giving them

definitions: divorced /acting /review

The students work in pairs Ask them for their answers, but

don’t correct them yet

Tell the students not to worry about the gaps in the text;

they will still be able to understand what it’s about Students scan the text and check that they have put the sentences in the correct order

1b 2d 3a 4e 5c

C Students read the information in the Helpline and do the

suggested activity, before they complete the task in pairs

Helpline

Students often say that the gapped text is one of the most difficult tasks in the FCE, so it is worth spending some time looking at the techniques which make this task easier for them Students read the Helpline tips on their own and ask a partner for clarification if they don’t understand

Make sure your students understand the difference between

context and reference devices Write these examples on the

board and ask them: (1) which gives an example of a reference device and (2) which uses context to link the two sentences

Trang 36

My computer is terrible It always goes wrong at an inconvenient moment Answer: reference

My car is always breaking down | think that, in future, 1’ll take the bus Answer: context

WSDNNHHmI

-BRIGHT IDEAI

Students work in pairs to replace the missing sentences, underlining the key words or phrases which helped them

1D 2A 3E 4B 5C Extra sentence: F

Context and reference devices are:

1 Text: handsome Mediterranean charm, Missing sentence: Banderas was born with lots of this, (reference)

2 Text: he took up acting and joined a local theatre

group, Missing sentence: he was the first one to do $o , (reference)

3 Text: They made him feel as if he was doing something terrible Ana was soon won over, Missing

sentence: All was forgiven , (context)

4 Text: fell in love with Melanie Griffith they

married ., Missing sentence: their daughter was born, (context)

5 Text: spend more time with his family those who

are close to you , Missing sentence: His parents are old (reference) BP 182 SB p44 2 Comprehension Students do the task in pairs and check their answers with another pair Ask students for their answers Suggested answers: 1 Banderas is even more handsome in person than he is in his films Some actors /actresses wear a lot of make-up on the screen,

2 Ana was persuaded that being an actor is not such a bad thing after all

Antonio was becoming famous and was having some

success in his profession

3 Kept a large empty book in which she stuck newspaper

cuttings, etc about her son

To have a record of his career and remind her of her

son’s success

4 You begin to feel sad and want to be where you were born and brought up

Food, home comforts, the weather, friends, family

5 He wants to spend more time doing something

3 Speaking

Students discuss their childhood in small groups, or

alternatively, they walk around the class asking as many

people as possible the questions

WP 8 p44

{5 PHOTOCOPIABLE ACTIVITY 1 TB p 137-8

=} WB p 22-23 READING Tasks 1-5

2 > USE OF ENGLISH

In this frame, students develop the theme of entertainment They also review the difference between the simple past and past continuous structures and look

at how used to is used in different situations

Prepositions of time are explained and the students have

more opportunities to talk and work together

Setting the scene

Ask students when they last went to the cinema What film did they see? What was it about? Did they enjoy it? Why?

Why not?

Elicit the different types of film that they could see, e.g

comedy, action/adventure, drama, horror, romance, thriller,

musical Ask students when they last went to the theatre What play did they see? What was it about? Did they enjoy

it? Why? Why not?

Cultural note

Cinema is a British-English word North Americans talk

about going to the movies, the theater or the movie theater NB: the spelling difference between the British theatre and the American theater American English is acceptable in the

FCE exam provided it is used consistently Lead-in Students match the vocabulary with the pictures and answer the questions in 2 a play (2) the screen (1) an act (2) a performance (2) a film (1) a scene (1 and 2)

the cast (1 and 2) an interval (1 and 2) the curtain (1 and 2) a star (1 and 2) the stage (2) scenery (1 and 2) 1 Multiple-choice cloze

Ask the students if they have heard of the English playwright William Shakespeare Do they know any plays he wrote? Cultural note

William Shakespeare was born in Stratford-upon-Avon on 23 April 1564 In 1582 he married Anne Hathaway and they had three children He worked as an actor and playwright in London from 1592 until his death in 1616 During his lifetime he wrote some of the most well-known plays in the

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English language These include A Midsummer's Night

Dream, Hamlet, Romeo and Juliet, Richard Ill, King Lear

Ask them to think about the differences between a modern theatre and a theatre during Shakespeare's time, e.g there was no electricity, so plays were held by candlelight or during

the day, there weren’t many special effects, the audience had

to stand throughout the play Your students might also like to know that the women’s parts were played by men (acting

was considered unsuitable for women) and that the

audience used to take apples and nuts with them to eat

Before they read, write these questions on the board:

What happened when it rained?

What did the audience do if they didn’t like the play?

Students skim the text to find the answers This way they get an idea of what it is about before reading it more slowly

for the multiple-choice

The text is taken from The Guardian, a broadsheet daily

newspaper

Helpline

Before students complete the task ask them to read the

information in the box

Students work individually to fill in the missing words They then check their answers with a partner 1D 2A 3B 4C 5A óC 7D §C 9B 10B B Students complete the task individually and check their answers in pairs

Ask the students to guess the ending of the story in pairs, then listen to some of their suggestions

To finish, ask them if they would enjoy going to a theatre

like this Why? Why not? And if they know what other sorts

of entertainment there were in Shakespeare’s time (16-17th century)

Suggested answers: listening to music and poetry (sonnets),

gambling, horse-racing, drinking, dancing ™® WB p 23 USE OF ENGLISH Task 1

Grammar zoom ©~

The past

1 Simple past or past continuous?

A_ Students work in groups of three to discuss when the

simple past and when the past continuous forms are used

We use the simple past for an action which happened at a definite time in the past or to tell what happened in a

story, and the past continuous for an action which was

going on in the past when something else happened to

set the stage for the action

Give students some more sentence openers and ask them to complete them:

While | was having a shower We were watching television As Sally was doing her homework Or:

36 UNIT 4

1 was standing 5 began 9 reached 2 appeared 6 noticed 10 blew 3 were wearing 7 was collecting 11 fell

4 (were) playing 8 was 12 happened

{8 PHOTOCOPIABLE ACTIVITY 2 ® TB p 138

2 Talking about a particular time in the past

A_ Students do the task in pairs

Hết

at 12.40, the weekend, night, the end of the week, the

beginning of the term

on Monday morning, my birthday

in September, the morning, winter, 1997

no preposition a few weeks ago, last week, the day

before yesterday

B Students work in pairs to talk about the things that happened to them at these times

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4 We moved into our new house a few weeks ago

5 When the children were babies, they often used to wake up at night

3 Used, used to do and be/get used to doing

A_ Students work in pairs to match the sentences and definitions Check they understand by asking the following

questions:

Last night, you made yourself some hamburgers for dinner

What did you use?

Suggested answer: | used some minced beef, some salt and pepper, some tomatoes, some lettuce and a burger bun

What did you do when you were younger that you don’t do

any more?

Suggested answer: | used to fight with my brother

What things were you accustomed to doing when you were younger?

Suggested answer: | was used to getting up early to go to school

What things did you become accustomed to when you started learning English?

Suggested answer: / got used to using a dictionary to look up

the meanings of words

A lc 2a 3b 4d

B_ Students discuss the questions with a partner Read them the sentences 1-3 in part A and ask them to identify when

used is pronounced /ju:st/ and when it is pronounced /ju:zd/ Tell them to repeat the sentences, making sure their

pronunciation is correct

Most dictionaries have a complete list of phonemes and examples of words either at the beginning or in an appendix at the end Encourage your students to use these and refer to them if they need to know how a word is pronounced

Used to is followed by jump in 2 because the

construction means did this regularly and is followed by an infinitive form, but by crouching and standing in 3 and 4 because the construction means was/were/ became accustomed to and is followed by the -ing form or a definite object

| used (to do) is pronounced /ju:st/

I used (made use of) is pronounced /ju:zd/

4 Used to do

A&B _ In small groups, students discuss the way life used to be, adding any other examples they can think of In the same groups, they should then say how life has changed

Suggested answers:

People used to write with quill pens

They used to listen to the gramophone They used to travel in stagecoaches

They used to light their houses with candles They used to cook on open fires

They used to ride penny-farthings

ANURWN=D

5 Got used to, got used to doing

Do this as a role-play Divide the class into pairs One student is a radio interviewer, the other is the time traveller The interviewer takes notes After five minutes, ask them for feedback

ip, PHOTOCOPIABLE ACTIVITY 3 TB p 138 > WB p 24 GRAMMAR CHECK and Tasks A & B

3 > SPEAKING

In this frame, students talk with each other about the role and importance of television in their lives They look at the different types of television programme and how

their lives would be different if they didn’t have

television

Before students look at their books, ask them if they know when television was invented and how they think people used to spend their time before it was invented Review language of past experience — used to (SB p 39)

1 Talking together

A In pairs, students compare their answers with the

pictures and describe the pictures as accurately as possible They can also add their own comments and thoughts if they like, e.g It looks very boring, | wouldn't like to do that, what about you? They then talk about other forms of

entertainment, e.g People used to go to the theatre, people used to talk more, people used to play more sport, people used to hunt, people used to listen to the radio, people used to visit

each other more, people used to play games like chess

Suggested answers:

People used to: read, sing round a piano, play cards, sew

B_ If you are teaching a monolingual class, students may be tempted to discuss the programmes in their first language

Monitor them carefully by walking around the class Tell them to try and translate the title of the programme into

English If your students come from different countries, pair them with somebody from another country so that they can tell their partner what they watch back home Suggested answers: drama — a play comedy — humour/to make you laugh nature — wildlife

current affairs — the news in depth documentary — a factual programme

game show — where people play games and win prizes

soap opera — serialized domestic drama

chat show — presenter interviews guests informally

cartoons — animated drawings

Finally, students answer the question, thinking of different examples of television programmes which can be developed on the board Other programmes might include music programmes (especially rock and pop videos), cookery

programmes, quiz shows, children’s programmes, fashion

programmes, films, sports programmes

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2 Talking about yourself

Students discuss questions 1-5 in pairs They should try to

give as much information as possible for each question; a one or two-word answer is not enough

3 Talking together

Learner training

Your students should be aware that in this task in the exam,

both candidates should work together as much as possible to help and encourage each other They will not get extra marks for dominating the discussion or interrupting their partner unnecessarily Part of the criteria for assessing a student in the spoken part of the FCE is student interaction; working together, asking questions and responding On the other hand, they should not let their partner do all the work They should make an adequate contribution themselves

Sometimes, students work in groups of three in the exam

Also, there is a good chance that they will not do the Speaking Test with somebody they know Prepare them for this by letting them do this task in a group of three and with students they don’t usually sit next to or work with in the class

Helpline

Ask the students to read the information in the boxes Remind them not to overuse the expressions in the Phrase

Box; using an expression like this once or twice is fine, but

any more than this sounds repetitive and might make the

examiner believe that the student has a limited vocabulary

Students discuss the activities in groups of three After they have completed the task, students join with another group to discuss their decisions

™@ WE p 25 SPEAKING SKILLS Tasks 1 & 2

4 > LISTENING

@ In this frame, students listen to a radio programme

about the arrival of television on the island of St Helena Lead-in Students work in groups of three to discuss the pros and cons of television Suggested answers:

Pros: Television keeps us informed It is a cheap form of

entertainment (once you have bought the television)

It educates us It stops us from getting bored

Cons: It stops us from doing other things It causes

arguments in the family about who watches what Too much violence, sex and bad language can have a negative

influence We can become unfit if we spend too long in

front of it

1 Note taking A

Tell students that they are going to listen to part of a radio

programme about television arriving on a remote island for

the first time St Helena is Britain's remotest colony and lies in the middle of the South Atlantic The area is 47 square miles — approximately 120 square kilometres

This listening section is divided into 3 parts In each part, students listen to the tape and complete notes in their Student's Book

Explain that, as in the exam, they will hear each part twice Tell them not to worry if they can’t get the answer the first time as they will have another chance in the second

listening

A In pairs, students try to work out what the missing

information might be

Helpline

Ask students to read the information in the box With note

taking tasks, it is important students know that they are not

required to write complete sentences Answers that require

numbers do not have to be written as words (the students can write 5,000 instead of Five thousand) Symbols, e.g %, £, § are also acceptable

B Play the first part twice while students make notes

Students check their answers with a partner Ask them how they would react if they had to go for a week without

television How would they feel? What would they do

instead?

f St Helena switched on to TV at 9 am on a ing in March 1995 For the people who

life was about to change dramatically In

people know all about the effects of

small screen Some time ago, a TV out an experiment on a family in

rsuaded the family to give up TV and interest for one whole week The effects he father ended up sitting doing nothing

evenings, while the 14 year-old daughter

t for every lost episode of her favourite nobody really understands why we | TV to become as important to us as it has

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2 Note taking B

A In pairs, students try to work out what the missing

information might be

B Play the second part twice while the students make notes Ask them if they would like the lifestyle enjoyed by

the people of St Helena before the arrival of television

lies in the middle of the south Atlantic and

s 47 square miles of mountains and valleys The

Inders are warm and friendly and, for the time t least, there is no serious crime there There ‘two murders in two years in the 1980s but, before

fast murder was in 1904 Dr Tony Charlton

‘to St Helena in 1991 to study the behaviour of the 's children His research showed that the children

| very well most of the time In schools, they

96% of their time working The children also

id their own entertainment which included

once a week, and the most popular sport on the

| at the time was skittles But Dr Chariton was about what effect the introduction of TV would | the lifestyles of the islanders 5,000 /five thousand /5 thousand murders behaved 96%/ninety-six per cent dances WRWN 3 Note taking C

A In pairs, students try to work out what the missing information might be

B Play the third part twice while the students make notes Ask them how they think life on the island changed Ask the following questions:

What do you think has happened to the rate of crime? Has it increased? What do you think the children are like now? Are they still industrious? What about entertainment? Do the islanders still make their own? Do you think life is better

or worse for the islanders?

cript

years ago, the people of St Helena were

d to the radio, and, when TV finally arrived,

landers seemed delighted that they were finally in

20th century, keeping up with the times The

change they noticed was in their everyday

ation People began to have deep discussions

what was going on in the outside world because

ere now able to see and not just hear and read TV was free during the trial period but

is islanders found that the cost was about 12% jonthly earnings TV was an expensive luxury

but the islanders wanted more channels entered the world of the 20th century and

very happy to be there They were no longer

world behind the times! 20th /twentieth century everyday conversation outside world monthly earnings channels AWN P4 sẽ p 44 4 Time expressions A_ Students work in pairs to complete the task 1c 2a 3d 4e 5b Ty PHOTOCOPIABLE ACTIVITY 4 “#3TB p 138-9 = WB p 25 LISTENING Task 1 > WRITING Writing a story (1)

In this frame, students are shown how to write a story (a narrative composition) similar to the type that is required in Part 2

A story requires the students to write a short text,

usually to be included in a magazine for students/young people or as part of a story-writing competition; this is important as it tells the student who the intended audience is and which style to use The story is

prompted by a sentence which must be included either at the beginning or end of the story

The story should be written in the past, using the simple past, past continuous and past perfect In this course the past perfect is covered in Units 5 and 9 and the simple past and the past continuous are reviewed in this unit and this frame They may also need to include examples

of both reported and direct speech, which will be

studied in Unit 12 Paragraphing and punctuation are also important

The story must be original It must not be a copy of

another story the student has read

It should be between 120 and 180 words long

Encourage your students to read for ideas and to get an

idea of style and layout Most EFL publishers have a range of graded readers (classic stories by famous

authors which have been adapted for English students at

different levels) which students usually enjoy reading

Setting the scene

Before they look at their books, ask the students if they have

read a story, either in English or in their own language recently What was it about? Was it a good story? Did they

like it? Why? Why not? What sort of stories do they usually

like to read?

Explain that they are going to write a short story in English,

but before they do this they should tell you what, in their opinion makes a good story, e.g excitement, mystery,