English result pre intermediate tb

EnglishReSUlt P re-in term ed iate Teacher's Book Annie McDonald & Mark Hancock w ith Rachel Godfrey & Catherine McBeth OXPORD U N IV E R S IT Y PRESS Contents Introduction » p.iii Student’s Book contents » p.2 Teacher’s notes Unit » p.6 Unit » p.16 Unit » p.26 Unit » p.36 Unit » p.46 Unit » p.56 Unit » p.66 Unit » p.76 Unit » p.86 Unit 10 » p.96 Unit 11 » p.106 Unit 12 » p.116 SB Pairwork » p.126 SB Grammar Bank » p.136 SB Irregular verbs » p.148 SB Pronunciation » p.149 SB Audio scripts » p.150 Grammar Bank key » p.160 Unit tests » p.162 Tests key » p.186 Introduction W e lc o m e to E n g l i s h R e s u lt ! W e 'v e f o c u s s e d o n m a k i n g e a c h le s s o n m o t i v a t i n g , a t t r a c t iv e , a n d m e m o r a b le W e 'v e p l a n n e d t h e c o u r s e to b e c o m p le t e a n d s u c c e s s - o r ie n t e d W e t r e a t l a n g u a g e a s a p r a c t ic a l, a c t io n - o r ie n t e d t o o l f o r c o m m u n ic a t io n W e 'v e m a d e t h e c o u r s e t r a n s p a r e n t a n d e a s y to fo llo w , w i t h a c le a r le s s o n a n d u n it s t r u c t u r e W e h o p e y o u e n j o y it! Motivating Attractive and memorable E n g lish R esult is d esign ed to m otivate We b elieve th at q u a lity o f learn in g depends on q u a lity o f attention, an d students w ill only p a y attention if th e y are m otivated Student m otivation m a y be extrin sic (they stu d y th e subject for e x te rn a l rew ards) or intrinsic (they like the subject for its o w n sake), or a m ix o f these E n g lish R esult is design ed for m a x im u m v is u a l im pact The entire left-han d page o f the m a in lessons sists o f a strikin g com bination o f picture an d text These 'im pact pages' are designed to attract the students' attention T h ey are the kinds o f pages th at w o u ld probably spark the cu rio sity o f a n y person thum b in g th rou gh the book, eve n som eone not stu d yin g English These pages are addressed to th e reader-as-person, rather th a n the reader-asstudent-of-English, an d th eir im pact is not diluted b y instructions, explan ation s, or exercises The im pact page form s th e 'centre of g v ity ' o f th e lesson, helpin g to give each lesson a distinct and m em orable character A dult an d yo u n g adult students often have v e r y good extrinsic reasons for le arn in g English - for w ork, exam s, study, or travel, for exam ple H ow ever, th is alone does not gu aran te e th at th e y w ill be successful, esp ecially considering th at m a n y w ill have tried to learn English before w ith disappoin tin g results W e've often heard fru strate d students say th in gs like, 'I've studied E nglish for six ye ars an d I still can't speak it!' These students need a fresh n e w approach, in clu ding course m ate rial w h ic h is in trin sically appealing W e've w ritte n E n g lish R esult w ith th is in m ind, b y creating m ate rial w h ic h w ill act like a m ag n e t to attract students' attention In our experience, te xts an d tasks are lik e ly to w ork as 'atten tion m agn ets' i f th e y have one or m ore o f the fo llo w in g properties: - cu rio sity en tertain m en t challen ge enjoym ent space for personalization space for choice an d control For th is reason, w e have sciously tried to m ake sure th at at least one o f th ese properties is central to each lesson Once the students' attention has b een attracted, th eir m otivation needs to be su stain ed du rin g the lesson an d th ro u gh the course T h ey need to fe e l th at th e y are m ak in g progress an d ach ievin g som ething w o rth w h ile T his ach ievem en t is m o tivatin g in itself We aim to cu ltivate ach ievem en t m otivation in a n u m ber o f w ays: - B y p rovid ing en g ag in g lessons w h ic h b eg in b y stating a practical com m u n icative objective (How to ) an d provide all th e n ece ssary input for th e students to achieve th at objective - B y p rovid ing tasks w h ic h are clear, focussed, ch allen gin g, do­ able, personalizable, an d w h ic h o ffe r choices - B y p rovid ing assessm en t tools for both learn er an d teacher w h ic h are tran sp aren t an d a llo w the students to check th e ir o w n progress a g ain st the independent, in tern atio n ally recognised student attain m en t levels in the CEFR (the Com m on E u rop ean F ram ew o rk o f Reference) For m ore in form ation , go to w w w oup.com /elt/teacher/resu lt We b elieve th at v a r ie ty from lesson to lesson is cru cial to m a in ta in in g the students' interest, so the im pact p ages include a w id e m ix o f genres such as the follow in g: - m agazin e articles com edy sketches m y ste ry stories gam es puzzles p erso n ality tests gen eral kn ow ledge quizzes poem s art There is a lw a y s a strong v is u a l com ponent on the im pact pages We fe e l th at im ag es are v e r y valu ab le in lan g u age le arn in g for a nu m ber o f reasons: - In lan g u ag e teach in g, a picture is like a te x t w h ere the students provide the w ords A s a result, a picture can provide content for a lesson but at the sam e tim e leave th e students w ith an active role in structing th e lan gu age - A picture can provide a v e r y clear text for n e w lan guage Often, th is text w o u ld be im possible to describe in w ord s at the student's level o f English - Pictures are level-flexible The m ore lan g u ag e yo u know, the m ore yo u can say about the picture - Pictures are attention m agnets Introduction iii Success-oriented Action-oriented and practical E n g lish R esult is d esign ed for success E n g lish R esult encourages students to see lan g u ag e in term s of w h a t th e y can w ith it, rather th a n as a b o d y o f know ledge Often, students v ie w lan g u ag e as ju st a list o f w ord s an d g ram m ar stru ctures an d th e y end up in the fru stra tin g position w h ere th e y k n o w a lot about th e lan g u ag e but th e y still can 't speak it In our experience, m ost students w o u ld like to im ag in e th em selves com ing out o f a course b ein g able to say, 'I can use English', rather th an , 'I kn o w the past ten se o f irre g u lar verbs in English.' To help m ove to w ard s this, w e have tried to sh o w h o w the n e w lan g u age is used to create m e an in g an d to com m unicate: - O ptim u m le v e l o f c h allen ge: The course is b ased on realistic expectation s o f w h a t the students should be able to achieve in a lesson For exam ple, w e not e xp ect students to be able to discuss issues in fluent English w h e n th e y have o n ly been prepared to produce a fe w basic exchanges The course is ch allen gin g enou gh to keep a student o f th is level alert, but not so d ifficu lt th at th e y get lost an d lose th e ir sense o f control In th is w ay, students are positioned righ t at the edge o f th eir com petence an d p u sh in g it fo rw ard - Positive approach: The course takes a positive approach to le arn in g an d progress b y helping both the student an d teacher to focus on w h a t students CAN rather th a n w h a t th e y can't L an gu age le arn in g is a com plex process an d w e not expect that, at th e end o f a lesson, a student w ill be able to produce a flaw le ss perform an ce in a com m u n icative task Instead, w e take a positive approach to learn in g b y helpin g teachers an d students fo cu s on elem ents o f com m u nication w h ic h are successful, rather th a n v ie w in g an utterance as som ethin g to be corrected In th is w ay, students can see h o w fa r th e y've com e an d not o n ly h o w fa r th e y 'v e got to go - - - - iv Support: In E n g lish R esult P re-interm ediate, students are given p le n ty o f support in a ll skills For exam ple, for spoken English: - N ew w ords an d phrases are m odelled on the audio com ponent to help w ith pronunciation - Often, fu n ctio n al d ialogu es are printed on the page so th at students can see a printed m odel for th e ir o w n oral com m unication - Students are give n the op p o rtu n ity to prepare an d plan before freer com m u nicative tasks - A ll o f th is kind o f scaffold in g m ean s th at students are not sim ply 'th ro w n in at the deep end', an d success is m ore th a n ju st a m atter o f luck R ealistic le a rn in g load: The lan g u age presented in E n g lish R esult Pre-interm ediate is tig h tly graded an d controlled so as not to o v erw h elm the learner The g m m a r an d v o cab u lary in put is in form ed b y publications related to the Com m on European Fram ew ork o f Reference, b ased on w h a t is m ost u se fu l an d frequent In th is w ay, students are not ad rift in an endless sea o f n e w lan g u ag e - th e y are in a pool, an d th e y have a good chance o f reaching the other side R ecycling: N e w lan g u ag e is co n tin u ally recycled from lesson to lesson an d across the course In addition to th is im plicit recycling, there is explicit recycling in th e E lessons an d R eview lessons at the end o f e v e ry unit The E lessons are design ed to put som e o f the n e w lan g u ag e from the u n it into action in the text o f a ca re fu lly staged an d supported w ritin g task The R e vie w lessons give students a chance to revisit a ll the n e w g m m a r an d v o ca b u la ry in th e unit Feedback on progress: E n g lish R esult com es w ith a com prehensive set o f assessm ent m ate rial so th at students can test th eir n e w skills on a re g u lar b asis an d get reliable feedback on w h a t th ey're doing w e ll an d w h a t th e y need to m ore w o rk on Introduction - The H ow to titles o f all th e lessons indicate a practical purpose for th e lan g u ag e in th e lesson, sh o w in g th e students th at th e y are not sim ply learn in g n e w v o cab u lary an d stru ctures 'because th e y are there' - N e w g m m a r an d v o ca b u la ry are presented w ith in the flo w o f a lesson, as p art o f an ov erall p ractical objective, an d not ju st for th eir o w n sake - The C an b ar at the end o f each lesson rem inds students that th e y are le arn in g practical abilities, not passive know ledge Complete The E n g lish R esult P re-interm ediate syllab u s is closely in form ed b y Council o f Europe publications an d includes a com prehensive coverage o f th e vario u s com petences outlined in them A strong A i-level student w h o h as w orked su ccessfu lly th ro u gh En glish R esult P re-interm ediate should be able to place th em selves at or above A2 for listen in g, reading, spoken interaction, spoken production, an d w ritin g For m ore in form ation , go to w w w oup.com /elt/teacher/resu lt - C om m u n icative task s: The E n g lish R esult P re-interm ediate lesson th em es are fu n ctio n al in nature, an d are b ased on activities described as b ein g appropriate for an A2-level learner In th is w ay, the student can e a sily see the use o f the lan g u age th e y are learn in g, an d it is pitched to th eir le vel to provide an o p tim u m degree o f challenge - Skills: In addition to th e trad itio n al fo u r skills o f listen in g, reading, speaking, an d w ritin g , E n g lish R esult fo llo w s th e CEFR b y regardin g the speakin g skill as com prising both spoken interaction (conversation) as a skill in its o w n right, an d spoken production (for exam ple, g iv in g a short self-introduction) as a separate skill This helps to ensure th at the students experience a b alan ced ran ge o f speaker roles so th at th e y re a lly can come a w a y from the course b ein g able to 'speak English' - Strategies: E n g lish R esult p ays explicit attention to the v ario u s strategies students can use to overcom e d ifficu lties in com m u n icative situations, such as askin g for clarification or listen in g an d id en tifyin g clues to m ean in g In th is w ay, students w ill be em pow ered an d not le ft helpless w h e n e ve r th e y hit a com m u nication problem - Lan gu age com petence: E n g lish R esult has clearly identifiable gram m ar, vo cabu lary, an d pronunciation strands, w h ich are h ig h ligh ted at the top o f each lesson page as w e ll as in the contents pages In addition, attention is p aid to sociolinguistic com petence (n am ely aspects o f culture such as appropriate w a y s o f addressin g people) an d pragm atic com petence (for exam p le b ein g able to m ake an d respond to suggestions appropriately or u sin g linkers to jo in ideas together) This gives students a fu ll picture o f w h a t the lan g u ag e is an d h o w it w orks Clear unit structure A ll 12 u n its o f E n g lish Result Pre-in term ediate h ave the sam e six-lesson structure: - Lessons A -D each consist o f tw o pages: the im pact page on the left and the lesson page on the right - Lesson E is one page, re v ie w in g the lan g u ag e in the u n it and b u ild in g up to a w ritte n output task - Each u n it ends w ith a one-page R eview lesson, pro vid in g e x tra practice o f the g m m a r and vo ca b u la ry covered in the unit This clear structure m e an s th at yo u k n o w w h ere yo u are at a glance, m ak in g the course clear and easy-to-use Introduction v How English Result works How to The H ow to provides a clear fo cu s an d m akes the p ractical learn in g outcom e absolutely tran sp aren t to the student Accidents at home Left-hand impact page E very A to D lesson includes a w hole page o f v is u a l stim ulation to keep m otivation high verb past past participle verb past past participle dro p happen b re a k d ro p p e d happened d id b roke d ro p p ed /d rD p t/ h a p p e n e d /h * p s n d / d one b roken fall cut put bum fell cut put b u rn t f a lle n cut put b u rn t M a n y d ifferen t genres, from n e w s articles to adverts, cartoon strips to m y ste ry stories, quizzes to gam es, help to provide v a r ie ty an d keep the m aterial fresh Visual help Im ages are used e xte n siv e ly to m ake te x ts an d n e w lan g u ag e m ore accessible an d m em orable for the students 58 vi Introduction 4B C ho o se a blo ck o f s ix L is te n to th e W hen all o f yo ur s ix The fir s t p la y e r to to s D raw a line co n v e rs a tio n s and s q u a re s h a ve a t ic k , sh o u t around th e m tic k th e p ic tu re s s a y 'Bingo!' th e w inn er is GVP bar Vocabulary The gram m ar, vocabulary, and pronunciation content of each lesson is clearly signposted so teachers and students know w h a t to expect The v o ca b u la ry in put is m an ageab le and relevan t - high-frequency, u se fu l lan g u ag e that is o f im m ed iate practical value Students are g ive n the op p o rtu n ity to e xp an d th eir v o ca b u la ry in areas w h ic h are relevan t for them This helps th em to ta lk about th eir o w n life an d circum stan ces V ocab u lary is co n stan tly recycled across lessons, helping students to fix it in th e ir m inds Grammar bank The G m m a r B a n k at the b ack o f the book provides clear reference notes plus e x tra exercises for students w h o need m ore controlled practice • H o w to s a y w h a t ’s h: G presentperfectforrecentevents Vocabulary accidenl Look a t th e ugc c a n y o u see? E xam ple p h o to s o p p o site w i t h a p a rtn e r W h a t A regular (+ed) drop-dropped -dropped T here's a k n if e i n p ic tu r e d M a tc h - w ith a -f T h ere m a y b e m o r e t h a n o n e correct a n sw e r d ro p a, c, d b rea k fa ll cut put b u rn a y o u r to a s t b y o u r fin g er D irregular past simple = past participle past participle is diffejent from past simple / cut-cut-cut burn- burnt- burnt break- broke - tyiCken in g op p o site W ork w ith a A Say se n te n c e s a b o u t th e p h o to s B Say th e p h o to e sa lt i n y o u r coffee f o ff th e sh e lf E xam ple A H e's d ro p p e d th e su g ar M o re p ractice? Gram m ar B a n k » p.: H e's b ro k e n h is g la sse s - p ic tu r e f H e's b ro k e n H e's She's c u t H e's H e's B C irregular all three forms are the same Look a t Look a t th e p h o to s a g a in M a k e se n te n c e s a n d say w h ic h p ic tu r e or p ic tu r e s th e y a re d e scrib in g E xam ple / B irregular an her h is h is sa lt d ro p p e d put b u rn t egg fin g er w i t h a k n ife glasses s h irt i n h is coffee Gxammax present perfect for recent eve: Lts he g r a m m a r b o x a n d c o m p lete th e e x am p le s ^ Listen and play a game 46.1^ L isten a n d re a d th is co n v ersatio n Tick ✓ th e pic ture M W M W O h no! W h a t's h a p p e n e d ? W h a t h a v e y o u done? I'v e b u r n t th e to a st Y eah, I c a n s m e ll it! present result 10 R ead a n d fo llo w B i n g o rule:: o p p o site He'sdro| oed an egg (lean see an egg on the floor) 11 ^ Play t h e B in g o ! g a m e You w ill h e a r c o n v ersatio n s L iste n fo r k ey w o rd s a n d tick / th e p ic tu re s U se th e ir e s e n t p e rf e c t to ta lk a b o u t a p a s t a c tio n w h e n y< a re in te r e s te d i n th e p r e s e n t re su lt past ction She's cut h e rfin a e r H e's She's She's T he! present result (I c a n se e b lo o d o n h e r finger.) (The coffee is horrible.) (I c a n se e a c u p o n th e floor) (There is m ilk a ll over th e floor) (T hey're o n th e floor) Pronunciation sh o r t fo r m o f have 12 M a tc h th e c o n tra c tio n s a n d t h e p h o n e m ic sp e llin g , you’ve he’s Hve /aiv/ /p v / 3/Jiz/ 4/ h i z / I've c u t m y h a n d b u r n t th e to a st d ro p p ed a n egg b ro k e n a g lass she’s 134 ^ L iste n a n d r e p e a t t h e se n te n c e s i n exercise H e 's (The to a s t is b la ck ) Look a t he g r a m m a r b o x U n d e rlin e th e co rrec t w o rd s in th e ru le oelow subject have past participle object l/You/V e/They 've(have) He/She It 's (has) broken dropped a cup an egg T he p a st p a rtic ip le is a lw a y s / n o t a lw a y s th e s a m e a s th e p a s t s in ole fo rm Both audio an d te x tu a l m aterials are tru e to th eir genre For exam ple, casu al conversation tains fe atu re s of n a tu l speech such as hesitation Scripted dialogues tain authentic soun d e ffects so students are exposed to th e trastin g varie tie s o f spoken E nglish th e y m ight expect to hear both in the m ed ia an d on the street H o w d id y o u k n o w w h ic h p ic tu r e to tick? U n d e rlin e th e k ey w o rd s i n th e c o n v ersatio n past acti n Example Reading and listening skills Receptive skills, sub-skills, an d strategies appropriate for a student asp irin g to reach level A2 or A 2+ are m ade explicit in th e section headin gs Teachers an d students kn ow w h a t th e y are p ractisin g an d w hy 14 Look a t a u d io sc rip t 4B.2 o n » p C h o ose five o f th e c o n v ersatio n s A ct th e m w i t h a p a rtn e r BCD Pronunciation Pronunciation sections flo w n a tu lly from the H ow to, gram m ar, or v o ca b u la ry o f each lesson, h elpin g students see h o w pronunciation fits into the w id e r picture Equal w e ig h t is give n to segm en tal featu res such as sounds an d to supra-segm en tal featu res such as sentence stress In th is w ay, students get b alan ced practice of English pronunciation both recep tively an d productively Put it a ll together 15 W ork w i t h a p a r tn e r a n d d e scrib e yo d ifferen c es Student A Look a t th e p ic tu r e o f th e k itc h e n on Student B Look a t th e p ic tu r e o f th e k itc h e n on Pronunciation exercises take a m ean in g-b ased approach w h ere ve r possible, so th at students can see h o w pronunciation can ch an ge m eaning I can say w hat's happened Productive Skills Grammar sections Reflection Students a lw a y s see n e w gram m ar in context before it is actively presented to them This show s the gram m ar in action and dem onstrates h ow it contributes to m eaning, before th ey focus on the form The C an b ar at the end o f each lesson rem inds students w h a t the lesson h as b een about an d in vites th e m to reflect on h o w m uch th e y have learnt This helps th em to self-assess th eir ach ievem en t re alistically an d positively Students are encouraged to w o rk out ru les an d p attern s o f lan g u ag e for th em selves so th at the presentation is m ore m em orable The Put it a ll together section at the end o f eve ry A-D lesson gives students the chance to put n e w language into action in a speaking or interaction activity This provides an opportunity for freer oral practice of the n e w language The students are give n p len ty o f support an d preparation for these activities to help give th em the b est possible chance o f success The Put it a ll together section at the end o f e v e ry E lesson is a piece o f w ritte n w ork th at h as b een ca re fu lly prepared, step-by-step, throu ghout th e w h ole lesson In th is w ay, students have p len ty o f ideas, strategies, and appropriate lan g u ag e before th e y start w ritin g Students are also sh o w n stages in volved in th e w ritin g process Introduction vii What else does English Result offer? S tu d e n t's B o o k W o rkb o o k w it h M u ltiR O M W o rkb o o k w it h A n s w e r K e y B o o k le t a n d M u ltiR O M T e a ch e r's B o o k w it h DVD C la ss A u d io CDs For students: extra practice m aterial www.oup.com /elt/result For teachers: extra resources www.oup.com /elt/teacher/result Teacher's Book Orientation The E n g lish R esu lt Teacher's Book h as b een design ed as a resource: - for p lan n in g before the lesson for quick reference du rin g the lesson for step-by-step gu id an ce du rin g a lesson The Teacher's Book is in terleaved w ith the Student's Book so that the teach in g notes are on the page facin g the corresponding classroom m aterial This, together w ith strong section headings, clear a n sw e r keys, and colour-coded e x tra activities, m akes for e a sy n av igatio n and fa st cross-referencing ^ These notes appear in the first colum n o f a set o f notes for each lesson, an d provide yo u w ith a v a r ie ty o f lesson-appropriate in form ation : the text o f situation, the lan g u ag e focus o f the lesson, an d w h a t w ill happen in the Put it all together The section ends w ith p ractical preparation ideas and w a rm e r suggestions - Context notes T his is a an o v e rv ie w o f w h a t the students w ill m a in ly focus on durin g the lesson, along w ith a b rief su m m a ry o f the in put m ate rial to help yo u q u ic k ly 'tu n e in' to tire; m aterial - C ulture notes These are b rie f notes on aspects o f e v e ryd ay culture such as d ifferen t politeness conventions or d ifferen t e xp ectation s o f h o w to be a good guest You can use this in form ation to help y o u r students becom e m ore intercu ltu lly aw are For moire in form ation , go to w w w oup.com /elt/teacher/resu lt - L an gu age fo cu s This is an ‘at-a-glance' boxed su m m a ry o f m a in lan g u ag e areas o f the lesson (gram m ar, "vocabulary and phrases, pronunciation and discourse), along w it h an indicator o f lan g u ag e points b ein g preview ed, recycled or w h ich should be treated as for recognition purposes only This helps you d istin gu ish b etw e e n areas o f lan g u ag e w h ic h needs greater attention and lan g u ag e w h ich is in cid en tal to a p articu lar lesson - L an gu age notes These notes give e x tra in form ation about aspects o f the n e w lan g u ag e th at often fuse students, such as stru ctures w h ich m a y tie d ifferen t in th eir o w n lan gu age, or fa lse frien ds In th is w ay, yo u 'll be prepared for those ‘d ifficu lt' questions - End-product notes These notes provide a su m m a ry o f the fin a l "task: w h a t students w ill tie doing, w h a t m aterials th e y can look b ack to for support, and h o w th e y w ill w o rk together to it T his m ean s yo u k n o w in advance w h a t the w hole lesson is b u ild in g tow ards - P rep aratio n notes These notes te ll yo u w h a t y o u can before the lesson to m ake it n m ore sm oothly, such as askin g students to b rin g diction aries or preparin g a fe w questions This helps to ensure you're not caught unprepared - W arm er notes The W arm er section provides topic-opener activities for yo u to get y o u r students th in k in g and talk in g about the topic and to introduce the H ow to , the com m u n icative task fo cu s and a im o f the lesson R ea d a n d u n d e r s t a n d t h e w r it e r ’s a i m In this section, students analyse a note to determ ine w h y it has been written Check students understand the title of the section Go through the instructions and the questions Direct students to the note Set a short tim e lim it for students to skim and scan to answer the questions Go over answers as a class Phillipa’s house (maybe in the kitchen) Phillipa She’s not hom e to w elcom e Ana Ask students to read item s i- and check vocabulary Do the exam ple to make sure students understand the activity They compare in pairs before you go over answers as a class perhaps yes no perhaps yes Extra activity Ask students for exam ples from Phillipa’s letter w h ich indicate that it’s an inform al note to a friend, e.g HU, use o f short sentences - one on each line, imperatives, contracted forms What's in it? The teacher's notes for each lesson are in th ree m a in sections: viii - O rien tation T his g ives yo u all the background in form ation about the lan g u ag e and content o f the lesson so th at yo u can see ‘the b igger picture' - Step-by-step lesso n notes These gu ide yo u th rou gh the lesson - A ssessm en t gu id e At the end o f the lesson, th is helps yo u assess student perform an ce so th at yo u and yo u r students can see h o w fa r th e y've come Introduction Step-by-step lesson notes - B alan ce d The list g ives yo u a m en u o f criteria b y w h ic h to judge perform an ce, for exam ple accuracy, fluency, vocabulary, or coherence The criteria are sy stem atically v a rie d from lesson to lesson so th at yo u r assessm en t an d feedb ack is b alan ced an d not dom in ated b y o n ly one aspect, such as gram m atical accu racy for exam ple - P ractical W hen yo u assess student perform ance, it is im possible to fo cu s on all aspects at once For th is reason, there are o n ly a fe w criteria specified in each assessm en t checklist, in order to m ake the task m ore m anageab le In addition, for each criterion, a v e r y concrete an d specific featu re is specified for yo u to listen out for, helping to m ake yo u r assessm en t m ore fo cussed and objective rather th a n im pressionistic N u m bered exercise notes These notes accom pan y th e exercises in the Student's Book, fo llo w in g the sam e n u m berin g system for ease o f n avigation The notes include: - A dvice on classroom m an age m e n t, for exam p le h o w students should be grouped - T each in g tech n iqu es, for exam p le concept-checking There are a w id e v a r ie ty o f tech n iques to help yo u v a r y yo u r teach in g style an d discover w h ich procedures b est suit yo u an d yo u r class - Tips on w h e n an d h o w to give feed b ack on students' perform an ce, an d w h a t aspects o f th e ir perform an ce to focus o n The notes also ad vise you w h ere not to e xp ect accu racy or correct error For m ore in form ation go to w w w oup.com /elt/teacher/resu lt - Text o rien tatio n For tine listen in g an d reading sections in each lesson, w e provide a m in i-orientation to tine; topic o f a text, a s u m m a ry o f the sub-skills b ein g developed, an d su p p lem en tary in form ation on the genre o f a w ritte n te x t or the qualities o f a liste n in g text A ppropriate The task checklists in E n g lish Result Pre-in term ediate are b ased on the scales at A2 in the Com m on European Fram ew ork o f Reference This m ean s you can be confident th at the assessm en t criteria are relevan t and appropriate to the students' level - T ran sparen t The assessm ent checklists are tran sp aren t for both teacher an d student alike T h ey m ake it e a sy for yo u to e xp lain an d for students to u n d erstan d e x a c tly w h a t th ey're doing w e ll an d w h a t could be im proved A fin a l note in the Student Perform ance section g ives m ore advice on helping students selfassess on the C an b ar at the bottom o f the page For m ore in form ation , go to w w w oup.com /elt/teacher/resu lt - Extras These notes are in colour so th at yo u can d istin g u ish th e m from the procedural notes T h ey include: - L an gu age notes on ty p ic a l problem areas in the fo cu s lan guage - T each in g tip s to give yo u e x tra ideas for d ealin g w ith d ifferen t teach in g points - E xtra help for d ealin g w ith students w h o are h a v in g difficu lty - E xtra a ctiv itie s in case yo u have e x tra tim e an d w o u ld like to give m ore practice - E xtra plus: ideas "to provide m ore ch allen ge for those students w h o need it - E arly fin ish e rs: e x tra activities for m ix e d a b ility classes or w h ere som e students fin ish earlier th a n others - A n s w e r keys: For m ore open-ended exercises w h ic h don't have a sin gle correct an sw er, suggested a n sw e rs are give n so yo u kn ow th e kind o f a n sw e r th e students are expected to produce Student performance At the end o f each lesson, yo u w ill fin d an assessm en t checklist to help yo u to assess an d give feedback on student perform ance, an d to focus student attention on specific criteria w h e n th e y are deciding; w h ere to place th em selves on "the C an bar Notes for Review Lessons The R e vie w lessons in the Student's Book provide a set o f fam iliar, free-stan d in g exercises w h ich students can use to re v ie w the m ain g m m a r an d v o cab u lary in a unit The accom pan yin g TB notes provide a w e a lth o f e x tra activities an d exercise ty p e s to help tailor th e m ate rial to yo u r students' needs For fu rth e r in form ation , go to w w w oup.com /elt/teacher/resu lt The R e v ie w lessons can be u sed in a v a r ie ty o f d ifferen t w a y s For exam ple: - You can have a quiet class, to allo w students to w o rk at their o w n pace, an d m ake y o u rse lf availab le to attend in d iv id u al questions - Students could w ork th rou gh all the exercises in p airs or sm all groups - Students could chose w h ich exercises th e y w a n t to - You could also use th e R e v ie w activities at an appropriate point in yo u r lesson to give students fu rth e r controlled practice - You could set the R e v ie w exercises as hom ew ork, possibly askin g students to choose tw o or three exercises, an d give students parts o f the a n sw e r k ey for th em to self-correct Student performance In each set o f Teacher's Book R e v ie w lesson notes, yo u w ill find: Students should be able to use sim ple sentences to give inform ation - Use th is checklist for m onitoring and feedback or to assess stu d en ts’ perform ance A R e vie w Lesson W arm er, w ith an exercise or a c tiv ity b ased on ten k ey p h rases from th e unit - W arm -up activ itie s for each exercise: suggestions for optional short (often w hole-class) activities w h ich get students th in k in g about a lan g u ag e point before th e y the exercise Fluency Do stu d e n ts s a y w h a t ’s h a p p e n e d w it h o u t a lot o f h e sita tio n ? e x e rc ise 13 Vocabulary Do stu d e n ts use v e rb s and n o u n s a p p ro p ria te ly? e x e rc ise - Set-up notes for each exercise: p ractical advice an d a n sw e r keys Pronunciation Do stu d e n ts m o s tly p ro n o u n c e h e ’s an d s h e ’s a s on e w o rd ? - Follow -up notes for each exercise: suggestions for optional activities w h ic h u s u a lly have a m ore student-centred focus - E arly fin ish e rs: suggestions for fu rth e r activities w h ich students can in dividu ally, often g iv in g th em th e op p o rtu n ity for person al reflection on th eir w o rk on the u n it as a w hole e x ercise 14 I can say w hat’s happened Students tick on m y own if th ey can describe the picture w ith ou t looking at >> p.38 They tick with some help if th ey n eed to look back to >> p.38 once or tw ice to check the verb list Introduction ix Also in the Teacher's Book U nit Tests Assessment in English Result E n g lish R esult tains a coherent, com prehensive, flexible, and reliable set o f assessm ent m aterials for both teachers an d students These m aterials can be fo u n d in v ario u s com ponents in E n g lish Result: the Student's Book, Workbook, W orkbook MultiROM, Teacher's Book, an d Website - One photocopiable Test per SB u n it (see p.162) - Each Test includes G ram m ar, V ocabulary, Pronunciation A w aren ess, an d Reading an d W riting sections - E asy to ad m in ister w ith clear in struction s an d e xam p les for students an d m ark in g gu id elin es for teachers DVD K ey features: - 30 m in utes o f classroom footage an d author co m m en tary to sh ow yo u h o w the m ate rial w orks in th e classroom A ccom p an yin g teacher train in g w orksheets w w w oup.com /elt/teacher/resu lt Other components W orkbook - One page o f gram m ar, vo cabu lary, an d pronunciation practice exercises for each Student's Book lesson (w ith C an self­ assessm ent) - Two p ages o f S k ills practice e v e ry u n it to develop students' reading, w ritin g , an d listen in g skills - S e lf C heck tests for e v e ry un it to help students reflect on th eir le arn in g an d m easu re th e ir progress M ultiRO M - Stu den t’s M ultiRO M w ith in teractive listen in g, vo cabu lary, and pronunciation practice plus d ow nload able stu d y docum ents W ebsite The R esult W ebsite provides e x tra in teractive an d d ow nload able m aterials, including: - Listen ing tests Speaking tests CEFR support E nglish Result Portfolio W orksheets to acco m pan y th e DVD E xtra practice for students Teacher's site: w w w oup.com /elt/teacher/resu lt Student's site: w w w oup.com /elt/result We take a broad v ie w o f assessm en t an d provide a set o f resources w e th in k w ill be u se fu l for both teachers an d students We believe th at one o f th e m a in purposes o f assessm en t is to sh ow w h a t has been achieved, an d so, in keeping w ith the k ey valu e s o f the course, w e have provided m ate rial to help yo u to provide reliable feedb ack an d to credit students for w h a t th e y are able to In other w ords, as w e ll as p rovid ing trad itio n al tests, w e also offer assessm en t m ate rials w h ich are success-oriented an d in form ative We hope the result w ill be a positive im pact on m otivation and learn in g For teachers: We provide a set o f trad itio n al tests w h ich com prehen sively assess lan g u ag e an d skills on a unit-by-unit basis, an d w h ich are e a sy to ad m in ister an d m ark To help teachers fe e l th at th e y are b ein g fa ir an d consistent in th eir assessm ent, w e also provide clear a n sw e r keys w ith suggestions on h o w to allocate m arks an d w h a t to fo cu s on w h e n assessin g the w ritin g and speakin g skills For m ore in form ation , go to w w w oup.com /elt/teacher/resu lt For students: We provide a ran ge o f m aterials w h ich w ill encourage students to reflect on th e ir progress in relation to th eir person al learn in g needs an d current le arn in g goals Our aim is to help teachers to help students to take greater respon sibility for th eir o w n learn in g At th e en d o f the course, students w h o w a n t to w ill be able to see h o w th e ir progress in E n g lish Result P re-interm ediate relates to th e Council o f Europe ‘Can do' descriptions in relation to level A2 for Listening, Reading, Spoken Interaction, Spoken Production, an d W riting Assessment for teachers Put it a ll to geth er task s In the Teacher's Book lesson notes, w e provide a gen eral description o f th e ty p e o f activities students in th e Put it a ll to geth er section in each lesson We also o ffe r som e task-specific criteria to help yo u focus on p articu lar aspects o f students' lan g u age The checklists offer d ifferen t criteria on a lesson-by-lesson basis, and u sin g th ese w ill help yo u becom e m ore confident in u sin g a ran ge o f criteria for speakin g an d w ritin g tasks If y o u w a n t to use the criteria to give yo u r students a m ark for th eir perform an ce, you should also add an ov erall evalu atio n o f h o w w e ll yo u felt students perform ed the task Unit tests The Unit tests give students the chance to sh ow h o w m uch th e y can On pp.162-185 o f the Teacher's Book, there are photocopiable Unit tests There are three sections, testin g Gram m ar, V ocabu lary an d Pronunciation A w aren ess, an d a fu rth e r tw o sections w ith R eading Com prehension an d W riting tasks There are 60 m arks in to tal for th is p art o f the test, divided e q u a lly b etw e e n lan g u age an d skills O verall, each test takes about m inutes, an d is e a sy to adm inister, w ith clear in struction s an d exam p les w h ich dem onstrate to students w h a t th e y have to The listen in g and speakin g tests, w ith 20 m arks allocated to each skill, can be found on w w w oup.com /elt/teacher/resu lt A ll th e questions an d activities are b ased on th e m ate rial students have covered in th e corresponding Student's Book unit The g m m a r an d v o cab u lary content o f a u n it test is closely linked x Introduction □3 Reading and Writing A message of apology Read the text and m atch th e highlighted words w ith the correct definition Read the em ails and tick / True, False, or Doesn’t say El Laptop ‘thief* apologizes and returns m issing com puter businesswoman who accidentally took a laptop containing an important unfinished novel has apologized and finally returned the computer Thirty-year-old manager Helen Goode put her own laptop on the luggage rack above her seat on the 15.30 train from London to Edinburgh In the seat next to hers was the wellknown author Mrs Tara Penn Her laptop was also on the luggage rack When Ms Goode left the train at Leeds, she took the wrong laptop Mrs Penn realized the mistake immediately She shouted after the woman, but it was too late Ms Goode didn't hear and the train left the station Mrs Penn contacted the train manager and he called the police, who soon identified Ms Goode from her seat reservation However, when they tried to contact her, she didn't reply After two weeks they sent a letter saying they would prosecute her if she didn't return the laptop Unfortunately Ms Goode was on holiday in the Caribbean for a fortnight, so she didn’t open the laptop or realize it wasn't hers When she returned, she received the letter and immediately contacted the police She apologized to Mrs Penn and returned the computer Mrs Penn is delighted that she can now complete her novel A laptop □ unfinished □ luggage □ prosecute □ fortnight □ delighted □ C0 a b c d e f E l C Hi Gary, No problem I Here's the original message again, and the attachment It’s just a document with this month's sales figures If you look below, you’ll see that I’ve sent you all the annual figures, too Have fun! Lisa Exam ple Read the text again and answ er the questions W hy w as the laptop important? □a Where w ere the tw o laptops on the train? H ow did the police identify Ms Goode? W hy didn’t Ms Goode reply w h en the police tried to contact her? W hat did th e police after tw o weeks? Gary deleted Lisa's em ail by mistake True [7] False □ Doesn't say □ Lisa's original em ail contained a lot of attachm ents True □ False □ Doesn’t say □ Lisa sent her first em ail yesterday afternoon True □ False □ Doesn’t say □ Gary asked Lisa to send her m essage again True □ False □ Doesn’t say □ Lisa w as angry because Gary deleted the message True □ False □ Doesn’t say □ The sales figures w ere for the m onth of June True □ False □ Doesn’t say □ Lisa sent Gary more inform ation about the sales figures True □ False □ Doesn’t say □ period of tw o weeks portable computer incomplete bags and suitcases very happy make a legal case against someone What did Mrs Penn w hen she realized the mistake? □ Hello Lisa, I’m really sorry-1 think I deleted your message by mistake I thought it was junk mail because it had an attachment and there wasn't a subject I’m afraid it was too late when I realized, and so I've lost the file you sent me Could you resend your original email? I’m really sorry about this All the best, Gary Choose one of the situations and w rite a m essage of apology Use the em ails in exercise to help you Write - words, a you forgot your sister’s birthday b you spilt coffee on your friend’s computer keyboard c you borrowed your cousin's digital camera and it broke w h ile you w ere using it □0 R eading and W riting Total 30 W hat happened to the computer w h en Ms Goode returned? W hy w as Mrs Penn delighted? P hotocopiable © Oxford U niversity Press 20 08 177 Unit Test Food Date: Vocabulary Grammar C ountable / u n c o u n ta b le A re the b o ld w ords countable (C) or uncountable (U)? Example Food a n d cooking Read the in stru ctio n s and m atch them w ith the food and d rin k a-e Example W ould you lik e some s tra w b e rry y o g h u rt on yo ur fru it? _LI Cut the m eat and chop some vegetables Cook e ve ryth in g together slo w ly for about tw o hours Do you w a n t a san d w ich or a b a k e d p o ta to ? □ W ash the lettuce and chop some tom atoes Add some tu n a or ham , th en pour on olive o il and vin eg ar □ Put some butter on sliced bread and f ill w ith cheese, ham , or a chopped boiled egg □ Cut the m eat into squares, and th en put them on a skew er G rill for 15 m inutes □ B o il the w ate r and add it to the pot A fte r a fe w m inutes, pour it into the cup and add m ilk and sugar □ Barbecue the sausage, and then put it in the bread ro ll Add some tom ato ketchup Can I have some more g te d cheese, p lease? _ W ould you lik e a frie d egg w ith yo ur b aco n ? _ I'd lik e some ro a s t b e e f and boiled p o tato es. _ I'll have some p e a s w ith th at, p le a se _ Q u a n tifie rs Complete the conversations w ith these w ords a fe w a little m an y m uch m ueh none A H ow much w in e w o uld you like? B Oh, ju s t _ , please / " i T A H ave w e got an y sausages? B Yes - but there a re n 't _ A H ow m an y b iscu its are there? B _ ! I ate the la st one - sorry A T P h rases w ith make, do, have Complete the note w ith make, do, or have A Do you w a n t some more potatoes w ith your meat? B Just _ , th an ks A Can I have some more cheese? B O n ly a sm a ll piece - there is n 't d a salad e a san d w ich f a hot dog a a cup of tea 4b bit-W c beef kebabs F r id a y Tom and Peter, le ft Vie re going now —see you on Sunday evening! Remember to make your beds' and the Washing t/p before We come home! (And please the cleaning if yo u a mess in the kitchen ) Should and must U nderline the correct w ords a nice break button tfo rg e tto your homework! See you soon, hum If you decide to register for the trip to Morocco, you should / mustn't read this guide carefully It will help to make your holiday a more enjoyable experience! TaUe manners During the trek you'll eat on the floor in tents, so you1must/ mustn't expect comfortable chairs or restaurants! The Berbers don't use knives and forks so you2should/ shouldn't use your hands (and your bread) to eat the food In Morocco it's very bad manners to eat with your left hand, and you3shouldn't/must pass food with your right hand Try to finish the meal - you shouldn't/must leave any food at the end And you5should/mustn't forget to thank the cook! Pronunciation L inking c o n so n a n t-v o w e l T h in k about the sound of these phrases W h ich w ords are linked? Add o n e ^ in each phrase Example some g rilled onion, please a boiled egg w ith sliced bread an orange for me, please some ice cream w ith yo ur fru it? some scram bled egg, please a sliced apple for dessert? GVP Total 30 P h o to c o p ia b le © O xfo rd U n iv e rs ity P ress 2008 Reading and Writing For dessert, we often have fruit or cheese and biscuits My favourite dessert is 'barm « ■ brack’, which is a sweet bread with spices and dried fruit Of course the traditional alcoholic drink is Guinness which you can find in every pub in Ireland! You should also try Irish coffee - coffee with a bit of whiskey and some cream There are lots of great restaurants here in Dublin, but my favourite is King Sitric’s Restaurant in Dublin Bay I recommend the fish of the day, which is always freshly caught! Gerry O’Shea, Dublin A food and drink guide for visitors Read the texts and answ er the questions Table manners in the USA If you are invited to dinner in an American home, you should take a small gift such as chocolates or flowers Your host will probably serve the him /her on the food It's all right to eat with your hands when the meal is pizza or burgers If you’re in a restaurant, you shouldn’t smoke or use a mobile phone during the meal You can take some food home with you if you don’t finish it Table manners in Japan There are a lot of rules about table manners in Japan but don’t worry if you make a mistake ^because the Japanese are very forgiving! JD f course you should use chopsticks, but remember not to pass food to someone else with your chopsticks as this is very impolite Before you start eating you should say 'Itadakimasu', which means ‘I will receive’, and then you should try to eat all your food Never fill your own glass because this is very impolite Nam e one th in g that guests should take w h en they go for dinner in the USA W hen can you eat w ith your hands in the USA? W hat shouldn’t you in a restaurant in the USA? What m ustn’t you w ith your chopsticks in Japan? What should you say before you start eating in Japan? W hy shouldn’t you pour your o w n drink in Japan? cm Read the text and w rite the nam es In my country, the traditional local dish is Irish stew, which is made of meat and vegetables Potatoes are Ireland’s most traditional vegetable, and you usually get potatoes with everything Potato cakes are popular, but I’d recommend ‘colcannon’ - mashed potatoes with butter and cabbage If you visit the coastal areas, you should try the excellent seafood Don’t miss the famous oysters! The mussels and crabs are excellent too Photocopiable © Oxford U niversity Press 20 Traditional local d ish : _ Traditional vegetable: _ Recommended dish: _ Favourite dessert: _ Traditional drink: _ Recommended restaurant: _ cm Read the text in exercise again and choose the best answer, a, b, or c Exam ple Gerry lives i n a □ England b □ Scotland c \7\ Ireland The text i s a □ a recipe b □ a personal account c □ from a guidebook Irish stew is m ade w i t h a □ fish b □ seafood c □ m eat Colcannon is m ade w i t h potatoes a □ baked b □ grilled c □ m ashed M ussels are a kind o f a □ seafood b □ vegetable c □ dessert ‘Barm Brack’ doesn’t c o n ta in a □ spices b □ w hiskey c □ dried fruit A ll serve Guinness a □ restaurants b □ pubs c □ shops Irish coffee is m ade w it h a □ w hiskey b □ Guinness c □ m ilk The speciality of King Sitric’s restaurant i s a □ Irish stew b □ fish c □ local cheese □□ Write about traditional food and drink in your favourite country Use the tex t in exercise i help you Write -6 words □0 R eading and W riting Total 30 Unit 10 Test Journeys Vocabulary Grammar P resen t p erfect w ith yet, just, a n d already W rite the w ords in (brackets) in the correct place in each sentence Example Date: P rep o sitio n s of d ire c tio n Complete the directions w ith these w ords cross H ave you visite d Oxford? (yet) Have you visited Oxford yet? fo llo w leave past reach takes u n til You leave the station, w a lk _ the pub, and the m a in road at the tra ffic lig hts You can then see the riv e r the riv e r for a short distance you the u n ive rsity The w a lk about tw e n ty W eVe been to Cam bridge and York, (already) I've fin ish ed m y En g lish exam s! (just) m inutes Have you had the results? (yet) I've registered for the n ext En g lish course, (already) W eVe fin ish ed our first w eek of classes, (just) A ir tra v e l Complete the te xt w ith these w ords arrived boarded checked landed took w en t M y jo u rn e y h o m e P resen t p erfect w ith fo r a n d since Complete the conversation w ith for or since I arrived at the airp o rt in Paris and _ in m y bags, then I w en t through passport control and had a look round the shops W hen to the departure gate, I got a big surp rise Rob, m y ex-boyfriend, w as sittin g there! We _the plane together, and h is seat w as n e xt to m ine! A n yw a y, H ow long have you lived in London? Oh, I've been here for about five years Really? I've o n ly been here la st year But have you studied En g lish a long tim e? Yes - I w as five years old! I've o n ly studied En g lish I le ft school That's w h en I decided to come and liv e here A A nd how long have you been at th is school? B one year now I have lessons tw ice a w eek after w ork A B A B A B used to Replace the bold w ords w ith phrases w ith used to Example It w a s v e ry expensive to trave l by plane used to be the plane _ off, and w e chatted for the w hole journey A n hour later, w e at H eathrow , and w h en w e w en t out into the a rriv a ls h a ll, someone w as w a itin g for Rob It w a s m y best frien d Judith! Pronunciation yet 1)1 or je t T h in k about the sound of these w ords W rite the w ords in the correct colum n yet yours je t jo u rn e y /dj/ /j/ jet yet G V P T o ta l 30 yes ju st People w e n t through se cu rity more quickly Th ey used pesetas in S p a in _ We got our euros at the b a n k _ M y uncle v isite d M allorca every sum m er Th ey brought me a present every y e a r. _ 180 P h o to c o p ia b le © O x fo rd U n iv e rs ity P ress 200* Reading and Writing A letter to a holiday friend Dear Jake, Read the holiday route and m atch paragraphs 1-6 w ith headings a-f 'Rewenrber Mg? We n*et at fAachu Yccbu uten you asked Mg to take your photo Well, I’vejust prided try photos, and I ’m sendmy these ores of you as proMsed I ’m also sendmy soive pctures framthe trek as yuess you followed the saure route Hopefully they'll briny back happy rrerrcriesl Sorry it’s taker rre so lory to yet s with nouns correctly? nil | Unit 10 Unit 11 Unit 12 G m m a r 1 W e've alread y been to Cam bridge and York I've ju st fin ish ed m y English exam s! H ave yo u h ad the results yet? I've alread y registered for the n ext English course W e've ju st fin ish ed our first w e ek of classes If students get yet, just an d already in the correct place in th e sentence, aw ard the fu ll m ark G m m a r 1 are sm ilin g seem is g ivin g like don’t un derstan d G m m a r 1 to get d riv in g to book to sta y 2 lb 5c lived w o u ld get ’d w atch had since for used to go used to use used to get since since used to visit used to b ring V o c a b u la ry past cross Follow reach takes checked land ed For w ent w e re m ade w a s n ’t given ear eyebrow s forehead tropical sore reason b y canoe tents Puno porters parrots m onkeys False True Doesn’t sa y False True Doesn’t sa y True True Students' o w n an sw ers lc 2b 3c 4a 5c Students’ o w n an sw ers b 7b Marking guidelines marks Have students used informal language consistently? Have students included all the information? Grammar Have students used Task Vocabulary Have students used a variety Have students got enough vocabulary to express their ideas? gratulation s com petition f Students' o w n answ ers Marking guidelines marks Task Have students used informal language consistently? Have students included the information a reader expects? of past tenses? Do students use action and state verbs accurately? the present perfect com petition H ow are you? a frie n d ’s Do yo u w a n t can’t w a it to see you Can yo u let m e kn o w Best w ish e s Do you w a n t to stay at m y place B rin g a bottle! Have students described the events in chronological order? prepositions o f direction marks Have students described the Marking guidelines Gramm ar appropriately? Have students used a situation in sufficient detail? Task costum es p a rty Friday e ven in g She w a n ts to sh o w h im h er photos from Peru in th e States (authentic) peanut butter A pril th ree refu n d (of £ 74.97 or m on ey back) b for w ork 15th Septem ber 90 th ree tim es a d ay 23rd Ju ly Slim £ 24.99 f had R e a d in g a n d W ritin g lb 2d 3a e 5c before m eals tak e reg u lar exercise people un der 18 i f yo u w a n t advice about d ietin g or if y o u su ffe r p articu lar h ealth problem s 4b P ro n u n c ia tio n pronunciation in form ation tradition chin R e a d in g a n d W ritin g R e a d in g a n d W ritin g lb 2d f a 5e c Students can w rite the letter a -f, or the w ords T hey should not lose m arks if th e y ju st w rite th e letter or the w ords 3c V o c a b u la ry 2d a e took 2a dan cin g lips P ro n u n c ia tio n b e come prom ise e x a m prefer P ro n u n c ia tio n /d3 / journey, ju st /j/ yes, you rs w a s m ade w a s chosen w e re film ed V o c a b u la r y m atter headache ach in g feel u n til boarded pretended to be p lan n in g to stu d y refused to lend forgot to b u y agreed to look going Gramm ar Have students used gerunds and infinitives accurately? Have students used future form s appropriately? Vocabulary Have students used going out phrases accurately? accurately? Vocabulary Have students spelt irregular past tenses correctly? Have students used a variety of travel-related words? Tests Key 189 OXFORD U N I V E R S I T Y PR ESS Great Clarendon Street, Oxford 0x2 6dp Oxford University Press is a department o f the University o f Oxford It furthers the University’s objective o f excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico-City Nairobi New Delhi Shanghai Taipei Toronto W ith offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam o x f o r d and o x f o r d E n g l i s h are registered trade marks o f Oxford University Press in the UK and in certain other countries © Oxford University Press 2008 The moral rights o f the author have been asserted Database right Oxford University Press (maker) First published 2008 2012 2011 2010 10 All rights reserved No part o f this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing o f Oxford University Press (with the sole exception o f photocopying carried out under the conditions stated in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope o f the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Photocopying The Publisher grants permission for the photocopying o f those pages marked ‘photocopiable’ according to the following conditions Individual purchasers m ay make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part o f this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only Oxford University Press disclaims any responsibility for the content isbn: 978 o 19 430 483 Printed and bound by Grafica Maiadouro S.A in Portugal This book is printed on paper from certified and well-managed sources ACKNOWLEDGEMENTS The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations o f copyright material: p72 A dapted from a tex t by Geeta Pandey on http://news.bbc.co.uk; p80 Adapted from The Sunday People, January 2000 Reproduced by perm ission ofM irrorpix Illustrations by: David Atkinson p25; Cyrille Berger p l8; Annie Boberg p48; Stuart Briers p llO ; Gary Bullock 126 holiday picture), 132; Bob Dewar pp40,127(Lisa’s house); Mark P uffin p p l5 53, 60(bank 8r post office a/w), 75, 78 H t i g pencils & objects) 85 90,129 (objects); Scott m l * ) 61: In h n G o o d w in n S fi- S im o n G n r r n C l: Kennett p36; Joanna Kerr p p l3 , 5 ,129(computer, holiday, journey etc), 294; Ken Laidlaw plO; Gavin Reece p p ,47, 0 ,126(film studio), 127(the kitchen), 128(what were they doing?), 133(film studio & kitchen), 134(what were they doing?); M ark Ruffle p p ,107; Terry Wong p p l2 (robber), 129(office), 134(handbag th ie f 8i office) Commissioned photography by: G areth Boden pp38(picture ‘B’), 50(Buying Jeans), 70,106,120; Mark Mason pp 8,10 The publishers would like to thank the following fo r permission to reproduce photographs: Alamy Images pp6(Ericsson/vario images GmbH & Co.KG), 6(McDonalds/Ferruccio), 6(airplane/ EuroStyle Graphics), 6(Ford car/picturesbyrob), 6(Schweppes advert/John Ferro Sims), 6(Porsche/vario images GmbH 8i Co.KG), 6(Dior shoes/PCL), 6(Suzuki GSX750R/Motoring Picture Library), 6(Fifth Avenue/Frances Roberts), 6(Michelin logo/artpartner-images.com), 6(Chanel/Andrew Holt), 6(Honda logo/Gari Wyn Williams), 6(Yamaha/Peter Coombs), 6(Ferrari/Mick Broughton), 12(watch/Synthetic Alan King), 12(Allianz Arena/imagebroker),12(Cannon Hill Park/Images o f Birmingham), 12(match/Rob Walls), 12(Maple leal? imagebroker), 20(Hyde ParkfThe Photolibraiy Wales), 20(winter/Robert Harding Picture Library), 20(girls/Pegaz), 20(Tower Bridge/SCPhotos), 20(Siberia/Images&Stories), 22(Cairo/Authors Image), 22(Oriental knifes/FAN Travelstock), 22(souvenirs/Jon Arnold Images Ltd), 22(beeijugs/David Crossland), 22(Soviet advertising posters/Iain Masterton), 22(souvenir cups/Jack Sullivan), 22(Egyptian souvenirs/ W estend 61), 22(Panama t-shirts/M Timothy O’Keefe), 22(fans/Robert Fried), 22(baseball caps/Lightworks Media), 22(postcards/Jeronimo Alba), 22(keyrings/Stuart Crump), 22(cairo/Authors Image), 26(sky diving/StockShot), 30( Psycho’/Pictorial Press Ltd), 40(spoon/Maximilian Weinzierl), 40(sink/Patrick Eden), 40(gas burners/Mark Sykes), 40(cooker/Sam Morgan Moore), 40(radiator/Leslie G arland Picture Library), 40(tap/Stephen Cobb), 52(keep off sign/Nick David), 52(Prohibited sign/Kim Karpeles), 52(admission sign/Paul Carstairs), 52(sailing club sign/alam), 52(St Elli shopping centre/Walespix), 52(youth/Janine W iedel Photolibraiy), 58(traffic lights/vario images GmbH & Co.KG), 58(road sign/Chris Howarth), 58(motorway/Tony Chamock), 58(L Plate/Dominic Burke), 58(dispatch rider/Ianni Dimitrov), 58(zebra crossing/Paul Mayall), 58(man on phone in car/ Fredrik Skold), 58(accident/Aspix), 58(petrol station/Rob Walls), 68(stafffoom/Janine Wiedel Photolibraiy), 76(wireless symbol/Ewan Stevenson), 76(Singapore/Eye Ubiquitous), 76(fhistration/David J Green), 76(diying mobile/Scott Hortop), 76(mobile/Andrew Curran), 80(schoolchildren/Sally and Richard Greenhill), 86(fried egg/Jochen Tack), 86(chicken/ M ichael Soo), 86(scrambled eggs/foodfolio), 86(egg/ The A nthony Blake Photo Library), 86(bread/D Hurst), 88(street vendor/David Leadbitter), 90(food pyramid/ D Hurst), 92(knife/Roger Eritja), 92(India/Eye Ubiquitous), 92(breaking bread/ArtMediaPix), 96(England/David Gregs), 96(Comwall/Celia Mannings), 96(public house/Graham Oliver), 98(airport/joeysworld.com), 98(check in sign/ graficart.net), 98(airport signs/Peter Horree), 98(duty free/ Helios), 98(Airport gate sign/David R Frazier Photolibrary Inc), 98(toilet sign/W ilmar Photography), 98(Boeing 747/ Gary Crabbe), 98(airport sign/John Rensten), 98(customs/ geogphotos), 98(exit sign/Oote Boe Photography), 102(dragon on silk/Panorama Media (Beijing) Ltd, 102(silk seller/Tamir Niv), 102(SamarkandfTibor Bognar), 108(Girl with a Pearl Earring c l 665/6 oil on canvas/Visual Arts Library London), 108(Portrait o f Lisa del Giocondo (Mona Lisa) 1503-1506 by Leonardo da Vinci/Dennis Hallinan), 108(The Shrimp Girl c l 745/Visual Arts Library London), 112(Mar Adentro 2004 film poster/Photos 12), 112(Jennifer Lopez/ Photos 12), 113(Emma 1996/Pictorial Press Ltd), 116(clampers/ Ruby), 116(street canvasser/Gary Roebuck), 116(police chase/ H arry Sheridan), 118(snow festival/Pacific Press Service), 118(Moss Man Tribe/Doug Steley), 118(rainbow/Keren Su/ China Span), 118(Berber men/Anders Ryman), 118(camival, Brazil/Sue C unningham Photographic), 118(Holi Festival/ Keren Su/China Span), 118(camel wrestling/Jeremy Nicholl), (Elephant football/Robert H arding Picture Library Ltd); A nthony Blake Photo Library pp40(pint glass/ATW Photography), 86(jacket potato/N orm an Hollands), 86(mashed potato/Scott Morrison), 86(grated cheesefTim Hill), 86(frozen peas/Robert Lawson), 86(grilled sardines/ M artin Brigdale); Axiom Photographic Agency p94 (pum pkin seller/Sue Carpenter); Bridgeman Art Library Ltd pp60 (Drugstore, 1927 (oil on canvas), Hopper, Edward (1882-1967)/Museum o f Fine Arts, Boston, M assachusetts, USA, Bequest o f John T Spaulding), 108(A Bar at the FoliesBergere, 1881-82 (oil on canvas), Manet, Edouard (1832-83)/ ©Samuel Courtauld Trust, Courtauld Institute o f Art Galleiy); Corbis pp6 (Maria Sharapova/Michael Cole), 6(Bjork/ Alessandra Benedetti), 12 (woman w ith dogfTony West), 17(Eiffel Tower/William Manning), 17(London Eye/Skyscan), 20(ice formation/Remi Benall), 24(volcano & rapids/Hubert Stadler), 26(ice climber/Beat Glanzmann), 26(diver/Stuart W estmoreland), 26(snowboarder/Mike Chew), 26(waterskier/ Rick Doyle), 30(iceberg/Paul Souders), 42(teens w ith pizza/ C Devan/zefa), 42(m other & son/Freitag/zefa), 52(rollerblader/Benelux/zefa), 67(man serving/Patrik Giardino), 67(tennis player/Joe McBride), 68(cleaner/ Shannon Fagan), 96(Comwall/Jason Hawkes), 98(baggage/ Patrik Giardino), 102(desert/Keren Su), 118(Tomatina/ Reuters); DK Images p46(swimming shorts/Dorling Kindersley); Getty Images pp(woman on mobile/Miguel Salmeron/Photographer’s Choice), 6(Gabriel Garcia Marquez/ Piero Pomponi), 14(female runner/D irk Anschutz/ Stone), 14(smiling girl/Photographer’s Choice RR), 19(woman in glasses/David Young-Wolfl/Photographer’s Choice), 28(Waikiki beach/Marc Schechter/Stone), 28(Men surfing at (broken egg/Harry Sheridan/Photonica), 38(man in kitchen/ Joos Mind/Taxi), 38(woman clearing up/David C Ellis/ Stone+), 38(broken glasses/Dag SundbergfThe Image Bank), 38(spilt cereal/Philip J Brittan/Photonica), 38(housework/ Donna Day/Stone), 38(spilt flour/Olaf Tiedje/Photonica), 38 (woman in kitchen/Trujillo-Paumier/Stone+), 38(man w ith cleaning products/Didier Robcis/Stone), 46(pants/Jacobs Stock Photography/Photographer’s Choice), 46(tights/011e Lindstedt/Nordic Photos), 54(Chinese New Year/Sylvain Grandadam/Stone), 68(office/Gregory Kramer/The Image Bank), 68(canteen/Yellow Dog ProductionsfThe Image Bank), 68(science class/Sean Justice/ Photonica), 68(computer class/ Andy Sacks/Photographer’s Choice), 84(man w ith laptop/ bilderlounge), 88(woman cooking/Tai Power Seeff/ The Image Bank), 88(tent/Melissa McManus/Stone), 88 (potatoes/Petri A rtturi Asikainen/Gorilla Creative Images), 88(camping/Andrew Shennan/Taxi), 88(barbecue/Riser), 88(street vendor/Rich LaSalle/Photographer’s Choice), 88(preparing vegetables/Riser), 88(tea ceremony/Bruno M orandi/Reportage), 88(Ndebele wom an/M artin Harvey/ Gallo Images), 88(mangoes/Livia Corona/Stone), 88kebab/ Bill Arce/StockFood Creative), 89(salad/David Loftus/ StockFood Creative), 89(egg salad/Chris Alack/StockFood Creative), 89(pasta/Spencer Jones/StockFood Creative), 92(eatingfTodd W amock/Stone), 98(newspaper/amana images/Photonica), 102(Jiayuguan Fortress/Keren Su/ The Image Bank), 102(Xi’an, China/Greg Elms/Lonely Planet Images), 102(Pamir Mountains/David Sanger/ The Image Bank), 109(Detail from St Augustine in his StudyI Sandro BotticellifThe Bridgeman Art Libraiy), 109(Portrait o f Paul Scarron (1610-60) (oil on canvas)/French School/ The Bridgeman Art Library), 109(Young Man with a Hat, 1888 (oil on canvas )/Vincent van Gogh/The Bridgeman Art Library 112(The Sea Inside 2004 film poster/Stephen Shugerrm an ) 116(policeman/Peter D azeley/Photographer’s Choice), 116(computer demonstration/Erik Dreyer/Stone), 116 (prison Benelux PressfTaxi), 116(waiting room/Silvia Otte/Photonica 116(army/Robert Daly/Stone), 116(mature m an/altrendo images), 118(cheese rolling/Peter Macdiarmid), 122(Les Saintes, Guadaloupe(oil on canvas),Claude SalezfThe Bridgeman Art Library), 122(Cleopatra (69-30 BC) on the Terraces ofPhilae, 1896 (oil on canvas), Frederick A rthur Bridgman/The Bridgeman Art Library), 122(Be Free Three oil & acrylic on canvas), Kaaria M ucherera/The Bridgeman Art Libraiy), 122(Shakira/Krafft Angerer/AFP), 122(Brad Pitt/Ph-al Hosain/Fotos International), 122(FirstCarpet-Cat-Patch, 1992 The Bridgeman Art Library), 130(family/Britt Erlanson/ Stone), 133(family/Britt Erlanson/Stone); KEO Films p20 (Dr Nick Middleton w ith an Afar cowboy en route to DalloL KEO Films/Andrew Palmer); Kobal Collection pp32(Laurel & HardyfHal Roach/MGM), 32(Dracula 1931/Universal), 32 (Gone w ith the Wind/Selznick/MGM), 32(Julius Caesar 1953/MGMu 32 (Psycho 1960/Paramount), 32(Dr No/DANJAQ/EON/UA) 32(Blade Runner/Ladd Company/W amer Bros), 32(Titanic 1997fTwentieth C entuiy Fox/Paramount), 33(Laurel & Hardy!Hal Roach/MGM); OUP pp30(tv/Chris King), 68(school/Photodisc), 78(wood/Photodisc), 78(metal/ Photodisc), 78(material/Photodisc), 78(colour hoops/Corel 78(glass/Photodisc), 78(box/Ingram), 78(clock/Stockbyte 122(young woman/Photodisc); PunchStock ppl2(trying on shoes/Corbis), 12(coins/BrandX Pictures), 14(woman j Stockbyte), 14(woman/Valueline), 21(smiling man/Photodisc 22(bags/Brand X Pictures), 26(rollerblading/Digital Vision 30(illustration/Digital Vision), 36(hotel receptionist/ BananaStock), 36(hotel room/BananaStock), 38(rinsing finger/image Source), 38(cut finger/image Source), 43(young man/Digital Vision), 46(socks/Photodisc), 46/top Photodisc), 48(shopping/Corbis), 52(youth/Brand X Pictures 54(Chinese boy/IZA Stock), 56(mannequins/Digital Vision 58(car/Creatas), 58(changing tyre/Stockbyte), 68(teacher Stockbyte), 68(classroom/Stockbyte), 68(class/Digital Vision), 74(home office/BananaStock), 76(spilt coffee/ Digital Vision), 78(ruler/Corbis), 92(salami/Westend61 , 98 (currency exchange/Creatas), 98(departure board/Brand X Pictures), 98(on time/ Brand X Pictures), 98(welcome hom e Creatas), 102(Mogao Caves/Digital Archive Japan), 104/man imageshop), 104(man on dock/imageshop), 109(Portrait of Giuliano de Medici/Valueline), 115Federico II o f M ontefeltr: Photodisc), 116(cariyingparcels/Photodisc), 116(autogiapfc signing/image 100); Rex Features pp6(JK Rowling/Maggie Hardie), 6(Jackie Chan/Maria Laura Antonelli), 6(Wolfgang Peterson/Sipa Press), 30(Anaconda/Columbia/Everett i, 50 (Rebel W ithout a Cause filmstill/SNAP), 52(heely shoes i; Science Photo Library p96(Comwall/M-Sat Ltd); Surfpix p28 (Rabbit Kekai surfing/Jim Russi); Hemera Technologies In c p298(plate); OUP pp292(gym/Photodisc), 292(corridor Photodisc), 293(Spanish flag/EyeWire), 295(Radcliffe camera/Photodisc), 296(couple/Gareth Boden), 298/cup and spoon/Ingram), 298(glass/Photodisc), 298(knife/Stockbyte 298(fork/Stockbyte), 300(shopping/imagel00), 302(girl in car/Brand X Pictures), 304(office/Gareth Boden), 305/young woman/Photodisc), 306(girl in shop/Digital Vision), 308(desert/Corbis/Digital Stock), 309(tulips/Photodisc) 309(rice/Photodisc), 310(friends/Phil James), 310(airplane/ Photodisc), 312(photo frame/Stockbyte), 312(young m an J Photodisc), 314(fireworks/Photodisc) The Publishers and Authors would particularly like to thank the following readers and teachersfo r their help with the initial research and piloting: Maggie Baigent, Jo Cooke, Ana Deptula, Jon Fitch, Anne Fowles, Rachel Godfrey, Amanda Jeffries, Colin Lockhart, Fiona McLelland, Marisa Perazzo, G raham Rumbelow, Enda Scott, Joanna Sosnowska, Meriel Steele, Carol Tabor, Michael Teny Recordings directed by: Leon Chambers Words and music in songs by: Mark Hancock E n g l i s h P e s U l t Takes students from how to to can in every lesson Help students learn th e language th ey need and put it into practice immediately w ith English Result Teacher’s Resource Pack includes: - Teacher’s Book with - Interleaved Student’s Book pages Full notes, including warmers, extra activities, and culture notes Checklists for monitoring and assessing students’ spoken performance Photocopiable Tests for every Student’s Book unit - Teacher’s DVD which shows the Pre-intermediate Student’s Book * - Student’s DVD with real-world documentary clips and authentic A - material in action, plus author commentary interviews to use in class Photocopiable Resource Book with - Communicative activities for every main lesson Worksheets to use w ith the Student’s DVD in class Extra teacher support online For listening and speaking tests, CEFR support, an English Result Portfolio, and Teacher’s DVD worksheets, go to www.oup.com /elt/teacher/result English Result belongs to the Result super-series - three individual series with common Result values Go to www.oup.com/elt/teacher/result and find out more about English Result, Business Result, and Exams Result English Result Pre-intermediate is designed to take a strong Al-level student to A2+ on the Common European Framework of Reference scales O XPO RD HUD UNIVERSITY PRESS for all your ▼ ^ t e s t i n g neet k /^ o n lin e go to www.oup.com/elt :fordenqlish testina.com OXFORD E N G LISH ISBN 978-0-19-430483-2 9780194304832 780194 304832 ... - X n o w future past action present result Read th e e xp lan atio n w ith the class W rite p a st action an d present result on the board and use the pictures to elicit... questions - iT iu a g e note tell as u sin g the present perfect to lin k present results to - event w h ich has alread y tak en place, w e can use the present -rtert w ith ever The addition o f th... e g m m a r box presen t: are does past: w a s w e re did T e a ch in g tip English uses a u x ilia ry verbs be an d to m ake questions (and fo rm negatives) in the past an d present A sk studen