CAE masterclass advanced teachers book

Asin the exam, the sectionsaim to create real situationsand studentsare expe cted to completetasks ra th erth an assume roles.All fourparts ofth e speaking test are given full coveragean

wlt f-r S t ruc t u re

sec tions b yKathy Gude

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AcknowledgementsThe authorsand publisher are grateful to those whohave given permission to rep rod uce the followingextractsand adaptations of copyright material:

p124 Adapted from'Drea m On',by permission,VerityWatkins/19 Magazine /RobertHarding Syndicationp130 Adapted from'Powe r of Persuasion',Executive PAMagazine,with kind permissionof Hobsons

(Pu blis hers)p127Takenfrom 'Sta ndard Bearer for the NewRites'byKatharine Whitehorn in The SundayObserver,bpermission of The Observer ©

p 124 Adapted from 'The Doodle Bug'with permissionofAP Walt Ltd on behalf of Libby Purves

p12B/131 Fro m'Heigh ts of Excellence'and'Pro lo nginActiveLife'b Susan Aldridge, ©The Guardian.by

pe rm issio nUniversityofCam bridge Local ExaminationsSyndicate:markinginformation for CAE Papers 2 and

5,Iuly 1995,©UClES

Teacher 's Book Content s

Keys to t he uni t tests 133

Keys to the progress t ests 136

sec tio ns The Co nt e nts page in theStudent'sBookgives

a brief guide to the unit structure andcan be usedas aquick reference forstude nts or a syllabusplannerfo rteachers

The unitsare eachbased aroundatheme which is

incorporatedin the unit rule.The sections within theunits also hawtitleswh ichin ica te whataspect of thetheme is explo red To stimulat ethe students,the orderofthesectio ns within theunits varies Unit I,forexample,which is anintrod uc tio n to relevant skills andexam tasks ha sthe following forma t:

Unit I LoudandClear

Students are encouraged tothink carefully aboutwha t toinclude in aCAEwriting taskand in particulartoconsiderwho will be the targetreaderand whatregisteris

appropriate.Thislea ds on tochoosingsuitable

vocabularyfor pa rt icularregisters.Students are then

listeningandSpeaking The introductionfocuses on

a classdiscussion abouthigh-tech communicationaids and moves on topre-listening activities Thencomes alisten ing activity

whichpreparesstudents for

a exam-type task Forthe

spe aking activity,stude nts

pra ctisetalkingabou t

the mse lves and their

dan ge rsofdou bfespeakisfollowed by a voca bula ryexercise oncompo un dadjectives

Rea din g

WritingThe Student's Book

Advanced Masterdassgivesstudents comprehensive

preparationand training for the CambridgeCertificate

in Advanced English exam ination The courseplaces

particularemphasison the topics and skills students

willmeet inthe examination The CAE examination has

introduced new questiontypesand ways of testing the

English language.Advanced Masterctasshas paid

special attentionto thoseare asbybreakingdow n each

tasktypeand giving stude nts plenty of guidedpractice

TheCAEexam make sparticularuseof authentictexts

andAd vanced Masterclasshasincludeda "iderange of

appropriate authenticextracts,takenfrom magazines

newspapers,brochuresand books As many ofthes e

textsare long(up to 1,200words),students are

encouragedtolimetheirrea ding and to buildup their

speed

This course plac e sgreatem pha sison writingskills The

wr iti ng pape rin theCA Eexa m ina tio n consists of a

varietyof task typeswhich focus onth e need to write

fo raspecifictarget rea der.Students arcpreparedfor

theseta sks withastep-by-stepapproach

Althou gh grammarisnot overtly tested inCAE

Advanced Mast erclassrecognizes the impo rtance of

structuralaccuracy and provide s revision in all the

areas studentsshou ldbe proficie n tinat this level

Vocabularyis focused on througho u ttheco urs e as

stude n ts'will nee d to copewiththe texispresented in

the authentic texts

The main aimofAdvanced Masterciassisto give

studentsfull training inall the exam ta sksfortheCAE

Thecourseispitched at headva ncedle elthro ughou t

but there is a progressionin the examtaskslead ingto

fullexa m-typeta sksin thela te runits andin the

Progress tests

The courseconsist sof14units,each of which is

divided into foursec tio ns The first three sections cover

read ing,listeningandspeaking, and writing: thefinal

section alwaysdeals withstruct u re.Vocabulary and

style secti on sappearin app ro priate parts of all four

sections.Preparat ion for theEnglish in Use paper

appearsat the mostrelevantpoim withinme four

Introductionn 5

The T eacher's Book

How long will the lessons take?

The followingfeaturesareincluded in the Teacher's

Book:

The structure sec tion has been placed at the en of

each unitso that it ca be used out of seq uenceor

perhapsnot at all if the teacher eel sthe struct ures

beingcove redarealrea dy und erstoo db the stu de nt s

However.asthis is thesec tio n which contai nsmostof

th egrammardozesin the cou rse,theteache rsho uld

give stude ntsthis ta sk ashomewor k or class work,even

iftherest ofthe section is omitted

Texts have been selectedfrom a wide varietyof sourcesand wherever possiblethes etexts have been set up intheiroriginal formattoaddto their authenticity.Som e

editing hasoccurred10re d uce thelength anddensity

of some textsburvocabularyandstructure has beenleft as in the original In most cases newspaper extra ctshave been taken from'q uality' neev'spapersratherthanthe tabloids

Read ing

Each unitisdivided into foursec tio ns: Reading,Listeningand Speaking,Writing,and Structure.There

is an introductoryphasetoeach section which may be

a listening activity,adisc uss io n basedon a text or a

visualstim ulus Theaimis to highlight a particularaspect of the unit themeand give each section aninitialfocus In addition, the re are Vocabulary sec tio nswhich exploitthe textsandprovide extension

exercises Englishin Useexercis eswhich give specific

exam practice.and Stylesectio nswhic hconc e ntra te onregist er andto ne

Amorede taie dde scription oftheunit sec tio ns isgivenbelow

Aparticular feature of the Readingsectio ns is theattention paid to helpingthe students cope withthelonger length of texts(450 -1,200words)they will mee t

in the exam.Thenumb er of wor dsin a text is alwaysgtvcn andst ude ntsare encouragedto practisetheir

skim mi ngandsca nn ingskills.I nthe earlyunisa

sto pwatch icon «~) indica te stha t thestudentssho uldtimc themselve s withaview tosteadi ly increasingtheir

readi ng spee Mostreadi ng texts arc illustratedto givecontextand to provideadditio naldiscu ssionpoints

ThcRe adingpap e rofCAEhas threeques tion formats

in additiontothefour-op tion mult iple-choice Theseare the singleand do ubl epage multip le mat ching tasksand the gapped text, where a numbe rof paragra phs

haveto be reinserted intothe text The Readingsections give the studentssuppo rtand practiceinthese tasks as wellas preparationforthe moretraditio nal multiple choice.Particularemphasis isthereforegiven to thefollowingreading skills in thissection:

How are the units structured?

askedto writea postcardto

a friend postpo ning aninvitation.Finallythere is anexercise asking studentstospot punctuation errors

This sectionactsas an

intro d ucti o n to the structuresections in the restofthe

cou rse Itfocusesonhowgrammaticalstructu resaffe ct meani ngand how

inco rrect use canle ad toa

breakdown incommunication

• keys to alltheexercises in the Stude nt'sBook

• afulltranscri ptofall the recordedma te rial

detailedproceduralnote s indica ting how the

teach ersmightusethematerial inclass

• optional activities which include speakin g

activitiesand writingtasks

• additional ac tivi e sdesigned togivestude nt s freer

practice in thestructu resections

• backgroundnotesto the texts includi ng

explanationsof potent ially difficultorcult

ure-specificvoca bula ry

• photoccpiableUnittes ts to che ckstudents'

understanding of each unitandProgresstests to

review thela nguage and exa m tasks of a groupof

units

Structure

Suggestio nsaregiven intheprocedural notes for how

long themain exa mtasks willta ke.Onaverage,each

u i rep res e nts6-10hours of class workand in total

the courseprovide saround 120 - 140hours of

classroomteach in g.The exactamo untoftim e will

depend on the la ngua ge level oftheclassand the

balancebetweenclass work and homework

• skimmingtoform an overall impression

• scanning for spec ificinformation

• understanding the gist of a text

• understa nd ing howthe te xt is structured

• deducingmeaningfromcontext

6 nIntroduction

Each unit concentrates on either Part I or Part 2

wr itingtasks

Part 1

This part of Paper 2 is compulsory and requires

candidatestoselect and organize informationfrom

given stimulus material.In the Student's Book,writing

taskshave beencarefully graded to ensure that

studentsare thoroughlytrained inthe processing skills

needed for Pa n I

InUnit 5,for example.where the focus is on re port

writ ing,stude ntsarcguid edthroughactivitieswhere

they arc askedto summarizethemain poi nts ina

sam ple repo rt ,analyse other doc umentswhich show

thepurpo seand target reade rof the report.andfinally

com plete theconcluding paragra phof thesa mple

repo rt

Inlaterun its, complete Pa rt 1tasks areset.Task types

includeformal and informalle tt ers.pe rsonalnotes and

reports Practice is given inproducingtwo pieces of

writingbased on thesame input but using different

registers

Part 2

A similar approach is followed for Part 2 tasks The

writing tasks covered include an article informal letter,

guidebookentry, revtew.Ieaflet.characterrefere nce

andrepo rt

As thestuden tsprac tiseeach type of writing task the

approachistailored to fit the differences in register

and structure InUn it 13, where thePart 2task is to

writea cha racter reference, students analyse the

sam plechara cter reference before readingthetask

which istowrite a characterrefer encefora friend who

wantsto beatourist guide Stude nts are advised to

considerthe qualities andskills neede dforthejob and

are remindedtoinclude the stre ngt hsandwea n esses

ofthe applica nt

Particu lar pitfalls inwr iti nga charac terreference are

highlight ed suchas includingunnecessarydetails

about therelati on sh ip between the writer andthe

applicant

Writing sections follow the sequence outlined below

Part I

I Unde rs ta nd ing thetask Ie reading throughth e

input materialand seeingwhat is required by the

task

2 Selec tingideas, te decidi ng what specific

info rma tion isneeded from the input materialbut

ta king caretoavoid 'lifting ' phrases from the texts

3 Foc usin g on thereade r,Ie deciding who thetar ge t

readeror audience forthe writing tas k isandwha t

registerismost appropriat e

4, Planning your answer, ie decidingon theoutl inefor the writing task, how to structureit,thinkingabout paragraphs and linking devices

5 Writingand checking the finished task

Part 2

1 Understanding the task,ie reading the questioncarefully and deciding what kind of response isrequired

2 Brainstorming ideas,ie thinking of relevant ideas

to include

3 Focusingon the reader,ie deciding on an

appropriate re gister and taking care nottointroduce irrelevantmaterial

4 Plannin g yo ur answer, edeciding whatshouldbe

includedin thetaskandhowtheconten tshou ld

be organizedinto paragra phs

5 Writi ngand checkin g the finishe d task

Sampleanswersin the units and the WritingResource(see below) are provided for studentsas models of thedifferent exam task types Every answerhasbeenwritten to exam length and contains relevantorganizationaland stylistic features that stu dentscanrefer to

Most of the training and preparation work should bedone in class,but the completion of the writing taskscan usefully be set for homework

Writ ing R esourc e

Students are given additional support for Paper2 in the

form of theWriting Reso urce atthebackof the

Studen t's Book on pa ges184- 192 Thisinclud es anexam ple of a compulsory Pa rt Itask, andarangeof

Part2 tasks Foreac htask type,useful keypoints are

given followedb asa m ple questiona d a model

answe r Notes alon gside each mode lans we r remind

studen tsof the im portantfeatureswhich need to beincludedin apiece of writing of thistyp e

The symbol( -Je d')within a writingsectionindicatestostudents when it would be useful torefer to the WritingResource Teachers may wish to setthe tasks as

additional assignments for homework

Listening and Spe aking

ListeningEach unit has one or two listening passages in thelistening section and there are additional listeningactivities in some other sections The mate rial, as intheexamination, has been based on authe nticsituat io nsand so urc es Deliveryis at norma l speed andarange ofaccentsis use d

7

Each listeningsection focuses on a differentsectionof

theliste n in g paper and in the earlierunits includes

pre-listeningactivities to prep are students forthe

liste ni n g skills they will need in the exam Stude ntsare

given a variety of testformats which arcused inthe

exam includ ingmultiple matching form-filling,note

-takingandmultiple choice

Thelisteni n g skills developed in these sections include:

• understanding specific information

• understanding gist

• understanding attitude and opinion

• recognising context, topic and theme

Sometranscripts are included in theStudent'sBook

when they are used for specific activities.A complete

set isinclu d ed in the Teacher's Book Exercisesare

repeated on the tape whenstudents are askedtolisten

to recordingsfor a second time

Speaking

This section includesPaper 5 prepara tion andtrai n in g

activities.There are also generalspeakingactivitiesin

the formof class an dpaired discussionsin allsections

A variety of activities areused topra ctise these skills

in cludi n g ranking,comparing, describing,and

contras ting

Asin the exam, the sectionsaim to create real

situationsand studentsare expe cted to completetasks

ra th erth an assume roles.All fourparts ofth e speaking

test are given full coverageand inpart icu la r the skills

cfinteracttngwith their partnerandth e examinerarc

discussed in detail

Theexa m focus activitiesarcde sign ed tobuild up the

students'confide nce inhandlinga range of stimulus

mater ialsand to give them practiceworking in apai r

Particularattentionhas been paid to the skillsof

negotiationand turn-taking In some cases,stu dents

may be examinedin a groupof threeandpra ctice in

thisfor mat is given in Unit 13

The stimulusmaterialin the Student's Book is atthe

backofth e book and students are directed to

particu lar pa ge s so that the procedures in the

examinationcan be closely followed

Structure

Thissectioncontains most of the grammaticalworkin

thecourse(oth e rth an that which features in the

En glish in Use sections elsewhere).The grammar doze(Pa rt 2,Pa per 3) appears mostly in this section

The grammarpoints which are covered in the Student's

Boo k are not meant to be a comprehensive

gram maticalsyllabusbut are there to revise and

consolidatewha tthe student alreadyknows and willneedto know for the CAE Although the CAE does not

test grammaticalstructures overtly, it is important to

ra ise the students' level of accuracy so that they

pe rfo rm wellinth e writing paper andth e speaking

pa rt ofthe exam

Artera briefintroductory activity,a reading passage

refle cti n g the theme ofthe unit begins each sectionand students aregiven the opportunityLOsee examples

of th eta rget structures in context Further practice isgivenin the exercises which follow, where students areencouragedtowork outthe grammatical rules forthems elves Exercise types include comparing andcontrasting sentences,identifying functions, matching

halvesofsentencesor completing gapped sentences

Additionalinformationaboutth e structure sections isincludedin theTeacher's Book.Language activat ion

taskshavebe eninclud e d at specific points These havebeendesigned to give students the opportunityto

pe rso n ali ze the target languagein freeractivities

Extensivevocabularydevelopmentoccursth rou gh ou t

Advanced Masterclass Particular attentionis paid toconfusa blewords, prefixes and suffixes, collocation,prepositionalphras esand phrasal verbs Topic-relatedvocabul a ry is also featuredas well as useful exercises

on expressions

Re adi ng texts are often used as the starting pointfor

focusingon vocabulary In Unit5,for example,studentsareaskedto identify wordswith suffixes and

thi sis fo llowedby a more generalexercise in whichstude ntsare aske dto addth e appropriatesuffix to aword whichcompletesa sentence

Itis particularlyimportant inth e CAE examinationto

be ableto dedu ce meaning from context because theauthentictexts are boundto contain some words

whic hstud e ntshave not met before.Students are

8 nIntroduction

trained to tackle unfamiliar vocabulary and

understand the gist of texts

Cartoons are often includednext to voca b ul ary

exercises[Qhelpstudents and teachers withparticular

vocab ulary po in ts , andto amuse!

Stude n ts plan n ing to take the CAE should read

exte nsi velyand make apart icul ar effort toread English

la nguagenewsp aper sand maga zin es, which are

commonly thesourceof examination texts

The VocabularyResource on pages 193-195 provides

relevant lists of words and phrases, which students can

refer to from the writing andspeaking sections in the

units Th e symbol( ~ )refe rs students to a particular

listorlists The VocabularyResource is organized

alphabetica llyundermain functional headings, for

exam pleArgument; Comparison and Contrast.In this

way,it tiesin withthe exa mrequirements and ca nbe

accessedeasilyby stude n tsworkingo the irown

Style

Some units includea section which focuses on style

Thesesec t ionsaim toencourage students to be aware

otrhe features of different typesof texts andthe

registers used inthem

They includeara nge of featuresfrom specific

attrib utesof for m al styles suchas the use ofthe

impe rsonal'it'i nstatemen ts, toth e stylistic features

co m m only found in generalint er est articles.Students

aregiven pra cti ca l help inways toengage the reader's

interest through , for exam ple, quotations,expressing

opinions, and makin greferencesto cont e m po rarylife

Stu d e n ts are also given helpful suggestionson how

theyca n imp rove the organizationof theirwritten

wo rk throu gh theap propriateusc of cohesivedevices

andexp ressio ns of time In these sections, students arc

given examples or referred to examples which occur in

the texts, before attempting exercises which givethem

guidedpra ctice

Exam Factfile an d Exam tips

The Exa m j-artfilconpag es5-8 of theStude nt's Book

provides factualinform atio nabout the(' AE

exa m ina tion Eac hofthe five papersis covered in

deta il,with adescriptio n of thete stfo cu s and

refere nc estorelevant exa m ples in the units

The Examtipsin the units themselves give practical

advice on howtotac kle specific exam tasks and

questio ns

Unit TestsThese photocopiahletestsonly appear in the Tea ch er's

Book They con tai n voca bul ary multiple-choice

que stions, a struc tural test in theformof individual

sentencesor aclozepassage,and an error correction

exercis e.Thete stsrevise vo cabular y and grammati cal

pointscoveredbytheun itand canbe donein classor

as homework

Acorrect answer scoresone mark and eachunit testcarries a total of30 marksapart from UnitTestI whichhas25marks

Progress Tests

Thesephotocopiahletestson lyap pearinthe Teach er 's

Book The re are three Pro gresste sts designed tobe

taken afte rUnits1- 5,6-10,and 1-14.Thetest sreview

thela nguageand exam ta sk typesfro m thesegroupsof

units.Each Progres s test inclu desone PaperI task(m ultiple matching, mult iplechoiceora gappedtexn.Paper 2 Part 2 compositiontitles.andthreePape r3tasks

TheProgress tests are marked as in the examinat ion.Reading

Multiple matching - 1 mark for each itemMultiple-choice- 2marks for each item

Gap pedtext- 2marksforea ch itemEngli sh in U se

Vo cabularydoz e- 1mark foreach itemGrammarclozc - I mark for eachitem

Erro rco rrectio n- Imarkfor eachitem

Registertransfer - 1mark for each ite mPhrase gap - 1 mark for ea ch item

Wr iti ngThe answeris marked on a scale of0 5accord ingtothe general impression mark scheme on page 10

Introduction 9

Pap er 2

The generalim press io n mark scheme is used together

witha task-s pecificmarksche m e.whic h focu seso

criteriaspecific to each particula rtask, including

relevan ce,length omissio ns.rangeof struc tures I

vocabula ry and la yo ut;following the conventio ns of

wrilin letters, re po rts, etc.ispartof taska hieveme nt

5

To tallypositive effecton ta rget re ader.Min imal error s:

resou rceful, controlled and naturaluse of lan gu age

showinggood rangeofvocabu laryandstruc ture

Completion oftask: well-organize d.good use of

cohesivedevice s.appropriate register.nore levant

om issio ns

4

Suffi ci entlynatural.Errorso lywhenmore comp lex

lan guage atte m p ted Some evidenceof rangeof

voca bulary andstructure Goo datte m ptattask, only

minoromissions Atte nt ion paid 10organ isatio nand

cohesion ;register not always naturalbut positiveeffect

on rea der achieved

3

Accuracy of languagesatisfacto ry; adeq uaterangeof

vocabula ryand structures Reasonable task

ach ievement.Or,an ambitiousatte m p t at taskwith

good ra nge ofvoca bula ryand structu res , causing a

numberof nonim peding errors The re ma yb min or

om issions,but contentclearlyorga n ized.Wou ldhavea

positiveeffect on the ta rgetrea der

2

Errorssometimes obscu recommu nica tio na d Ior

lan guagetoo element ary So m e attemptat task but

notableom ission s and Iorla ck oforga nizat io nan d

co hes io nwo uldhave negative effecton target rea der

Serio us lack of controlandIorfreq uen t basieerrors

Narrowra ngeoflanguage Totally inadequateattempt

at ta sk Ve ryn g tve effect on targetrea der

o

Notsufficient com prehensiblelanguage for

assessment

Paper 5xtarksare awardedthro ughoutthetes t according10

thefollowi ngasse ssmentcrite riawhic htogether make

up thecandidate'slingui sticprofile:Fluency

Nat uralnessof rhythmand speed, coherence ofspo keninteractio n: pause sto marshalthoughtsrather than

la guage

AccuracyCorrectness of gra m maticalstruc tu resandvoca bulary.(Majorerro rswould bethose wh ichobscu rethemessage; slips of the tongue are notpe nalized).Range

Evidenceof a range of structuresand vocabularyto

maintaincommunicationin all co ntexts

PronunciationControlboth of individual soundsand of pros odicfeaturessuch as stress,rhyt hm, into nation and pitch.Hrst la ngua gefeaturesma b hear dbutdo not affect

c m m unica tio Task Ac hieveme nt

Pa rticipat ion inthefour phas es ofthe test coveringth

followingareas:

• fullnessof contributions;

• appro priacyofcontributionsto the task;

• ind epe ndenceincarrying om the tasksIiethedegre eto which candidatescancarryouttheta skwitho ut pro m ptin g orredirectio n by the

Interlocutor or theother candida te);

• the organiza tion of contributions;

• flexibilityI reso urcefuln essin taskma agem ent

Note

Theattemp ttocom ple te the tasksisassessed,not

arrivingat a'right' answerwith inthetime ava ilabl e

I nt e ractive Co mmunicatio nAbility tointeract bothactivelyandresponsively;demons tra blesensitivity tothenorms oftum- taking

Cand idatesare assessed ontheir own individ ual

pe rfo rmanceaccordin g to theestablishedcrite ria andarenotasse ssed in relation to ea ch other

10 [] Introductio n

Teaching notes

Unit 1- Unit 14

loud and Clear

Tapescript

N = Na rr at o r

N Th e h u man v o ice has a remarka ble musical range T he re are wi de differe nces in the tona l quali ties of in divid ual

v oic es , for a person's voice is unique, just as fingerp rint s

a re Even during ord inary con versation, p eople

c o ns ta n tly a lte r the p itch or the ir voice , using high and

lo n OlI'S.

In additio n 10 varyi ng the musical pitch of the vo ice, a

pe rso n ca n a m plify or so ften t hei r voice produc ing

Explain th tone of the main challengesatCAE

le elisfor stude ntstoe te ndtheirvocabula ry

rang substa ntially.Askthem totu rn tothe

Voc bulary Resource on page194and findlst6 1:Adjectivestodescr ib cha racter They sho uldscan

thelistforthe adjectives theyhavejust been using

Wh ereo posi te saregiven ,elicitexa m ple

se ntences from students

3 Expla in th tstudent s are goingtoheara

monologueabou tspeechandlistenfor the topi cs

liste d,sothat heycan'co m pletetheorderingtask.Check tha t theyunderstandw hisper, nod , chatter

before they lste Answers

1Tone 2 Volume 3 Speed 4 Pausing

5 Quantity

Studentsthe nwo rk through the que stionnaireo

the irownanddiscuss theiransw ersinpairs.Ask

them tothin k briefly abo ut thequa lities a goodliste ner has,eg patien ceand courtesy.Thi swill

leadinto 2, wherestude nt schec k their

understandingof relevant no unsandadje ctives

2 Elicitthe missin gwordsand extend thelistwith

any adjectives or nou ns whichcam eupinthe

earlierdiscussion Answers

Manyof the general exam requirementsarepresented

inthis firstunittoorientatestudentstowardsthe CAE

Classesmay additio nallywish to go throughth Exam

Pactfllein the Student's Boo k at thebeginnin goft he

course

Li stening

1 Befor e students go th ro ugh thequest io nna ire,

elicit the meaning ofday-dreaming,

misinterpr eting, butti ng inandfidg eting.

lntroduc tion St udent's B ookp 9

1 Askstude n tswheth e r theyha ve everseena video

phon eand whetherany ofthem uses amobile

phone.Stude ntsdiscuss eachofthe statements in

pairs,fo raboutfive minu tes Then initiateaclass

discussion on th e t\votopics, askingstuden ts to

think ah o u ttheroleofthelisten e rin ea ch case

Suggested answers

Videophones will allow the listenerto pick up on facial

expression and gestures,which mayimprove

co mmunicat ion Mob il e phon es g iv emorefreedom to the

users tocommunicate whereand whenthey want to;

however, therearealso publiclisteners,who may not wish

to hearthese conversations

2 Divide studentsin togroups of three anddiscuss

theque stio n.Thetopi ccanbe broa ened to

in clud e otherhigh-techaids,suchas theInterne t

and electronicmail an the imp licat ions of'fingers

doing the talking'asoppose to verbal

c m m u nica t io n

Suggestedanswers

The receiverhas to reada screenrather thanlisten to

someone; the messagemay bemorecarefullyconstructed

inwritte n form, allowing less chanceof misunderstanding;

the message may not berestrictedto the communicators,

asit can bestoredin acomputer's memory,rather than

beingtransitory and short-livedlike speech

12 1UNIT 1 loud and Clea r

anything from the loudest shout to the quietest w his pe r

Actors, teache rs and o the rs wh ose work r e q uires them 10

address large audien ces without a micropho ne , often u se

a lo ud form of sp eech whic h is more e ffec tive t ha n

shout ing T h is is known as ' d ia p h rag m s peech'.

Some p e o ple are natura lly fast talkers , o the rs s lo w , b t

nearly every body tends t o speak faster when excited , a nd

the meaning is easily lost A fast s pea ker who i s l is te n i ng

to a slower one i s o ften tempte d to finish enure o the r

person's sentences Sluw talkers fiod this ir ri ta ti ng b u t

seldom have t he cha nce to say so! Ma n people find

rea d ing aloud a prob lem At meetings , ( o r e xa m ple, t h ey

te nd to read 100 quickly, T he listene rs ma y be 10 0 p olit e

to point t his ou t, an d bad communication resu lts.

Breaks in conv ersation are also a featu re o f some

indlvldual sty les of speech These t e n d t o occur mos t

freq uently when someone is thinking aloud , particularl y

about his feelings I n face -to-face c ommu nica ti o n , a ga p

is usually acknowledged by the listener with a n od or a n

'r um ' noise to show that he is still paying a ttent ion B ut

when s uc h gaps occur o ver the telephone the li s te ne r

u fte n wonders whether the spea ker i s still t here Som e

t elephone speakers can achieve b ett e r communi cat i o n b y

no d ding less over the phone and using mo remms ' an d

'uh-huhs', The se noises ( kn ow n as ' pa use fil le rs ") serve a

very useful purpose in conversation No t on ly do t h e y

show the spea ker t hat h e o r she i s s till b e ing listened t o

and t h a t his or her wo rds the refore ha ve some va l ue; they

a lso imply that the speaker himself i s valued w ith i n t h e

re lationsh ip Timing is v e ry impurtan t he re Mos t o f us

have prubably at some time or ot he r listened wi th o ly

half an ear , simp ly saying 'y es' or ' no' in the right places ,

and then start led the other conversationalis t by sayi ng

t he wrong one at the wrong ti m e.

How m uch we say is another important fa cto r A l m ost

a ll o f us feel that we t a lk either t oo muc h o r l OO litt le

when we are with othe r peuple T h e o rigi n o f this self

-j ud gement can often be trace d back 10 the pa rc ntal

discipline imposed in childhood Chatter ing is pa n ofthe

nat ura l development of sp eech i n child hood , and good

parents listen c a refu lly and patiently Ch ild ren w ho a re

to ld tu u often to ' sh ut u ' and not tal k nonsense c a n v e ry

e asi ly feel rest ricted i n conversation in laterlife: t he y

b ec o m e r e tice n t and are e asily hun

Ask stude nts whe the r they agree tha tchildren who

are toofreque ntlysilencedbecom ereticellti nlate r

life.Write thewords reticent, reservedand taciturn

on the board Thesewords are veryclosein

meaning.Canstude nts specify any differences?

r eticent - reluctant to t e ll p eople things

re served - unemotiona l, k eeping fee lings hi dden

taciturn - quiet and u ncommu nicative, poss ib ly appear ing

u nf riendly

4 Explai nthatstudents are now goi ng to hearfour

short snippets Ask themtoevaluateeachspeaker

acco rd in g to thefourdescrip tion sgiven,a-d

Beforeth eylisten, check that studentsundefstand

the wo rds and phrases use d in thed scri pti o ns

Point out tha t theywill have a matching task in the

C AElsten ingtest , whe rein additiontoanswering

questio ns abou tcontent, thev willoften haveto

listen ou tforattitu deand ma nner

Afterstuden tshavecompleted thematch ingtask,

ask themto speculateo what each spea ker does

for aliving, givingreasons fortheiranswers

NBStud en tssho uldfocuso thc male voice in the

first extract, h inte rviewe ein the secondextract,

and thefemale voicein the fourthextract

A nswers

S peaker 1 b (Customer re lat ions person or Manager)

S peaker zc {Po lit ic ian)

S peaker 3a ( Tour gu ide)

S peaker 4d { Housing officerISoc ia l wor ker)

rapescrtpts

Ex tra c t I

( A ", Cu s t omer; B '" Cus to mer re lations pe rsonfManag er)

A l w o uld l ike someone to come back and ch eck it , as soon as possible

S I t' s not w o r king properl y?

A No

B Ha ve you re a d th e b o o kle t that came w ith if! It's worth

d o ing that first.

A But ifthe i nstalla tion was wrong.

B E r.Fm sure i t was proper ly i nstalled Our pe rsonnel a re highly trained y ou know 1 suppose we could come back

an d ha ve an other lo o k at iI, but the fitte rs are boo ke d up this we ek a n ne xt.

A I t is ra ther urgent l mean , it co u ld b e d a nge ro u s

B N o no y cu ne ed n't w o rr y on th a t score Everything we

s u pp ly mee ts approved safety standards I would s ugge s t

t hat y o u read the instru ctions carefully and try again There 's probabl y a s imple explana tion.( pause)Can I

B W e ll , we have done much tu protectjobs ill the last three

ye a rs , w it h business tax cuts and oth er fi n a ncia l

i nce n t ives And I migh t add , ou r track reco rd in t he

c rea tion of ne w jobs has been consistently bett er than the pre vi ous governmen t's pe rfo rmance If you consid

A B ut my q ues tio n w as

B J us t 11' 1 m e let me I h ope y ou 'll ha ve the courtesy to

le t m e finish f yott c o nt ras t the desperate situation a s

r e ga rds unempl oyment unde r the p revious government if y ou take t hat and c ompare it with what we have

d o ne , n a ll b e co m es cr ystal clear.

A W l l h respect, you s till have n't ans wered m y qu

B I c a n nnlyun dcrilnc again how much WI' have done as a

pa rt y to keep as man y peop le in wo rk as p ossible But yo u know , in these t imes o f w o rl d recession there are many

to ugh de cisiuns 10 be made and we ha ven 't s hie d aw ay from t hose d eci s io n s , howe ver hard t h ey are And a noth er thi ng , w he n people talk about

Loud and Clear UNIT 1

Introdu ction S tudent's Boo kp 1

pausefiller s where possible.Circulatein order to

assesseach pair,

4 Te llstud e ntsthat the strategieslisted willheessentia lfor Parts 3 and 4 ofthetest They should

look at h ead i ce for speakers and listeners

Exp lainwhythese strategies are necessaryfor

ba la n ced conversat ions,eg introducing deliberatepause sallows the liste nerto reacttowhatyou havesaid Ask students to add to thetwo lists, perha ps

b reca llingsome of thecontentof the previous

list eningta sks

5 Dividethecla ss into groups of three and askthem

tochooseth e ir roles The'ob se rve r' could time the

conversat ionand assess each participant's tu rn taking skills.When the groups ofthree are all read y,askthem to turnto page197and discussthe

-cartoon,answer ing the two questions,

Optionallead-inAsk stude ntstoform pairs,One stude ntpretends

to fo llowthemovemen tofa lizard across the

cla ssroom wall,from leftto right.Theoth e r

stu de ntstud iesthe person's face carefullyand

de scri bes theeyemovemen t, whichwillpro b ably

be a se ries of smalljerks Thiseye movementis

use din rea d ing

1 Askstude nts to readth e textand to time

themse lve s.Anaveragerea dingtime on a text ofthis lengthwou ldbethreeminutes(I OOwpm),By

speedreadi ng in the way the text suggests,the

wpmcouldbe increasedto200oreve n300,that is,

aslittle as on eminute'sreadingtime

A Well, I'll make a start [ hope you had a pleasant fligh t M y

name is Mandy and I'll be with you for the ne xt five days.

During the journey to t he hotel I'll be pointing O UI some

of the sights of the city, The t raffic's bad today so it may

take us quite a whil e to get there ICsdiabolical in fa c t the

traffic, the worst it's ever been But I'll, as [said , be talking

to you, er about the sights, er of th e city Right We're

going through the suburbs at the m oment so there's not

much to see but I'll try

Ext ra ct 4

A=Co u nse llo rfHou s ing officer; B=Client

A Okay David Tha n k you for coming in l und e rsra nd yo u

have a problem yo u need 10 discuss Would yo u [ike to tell

me in your own words what's wrong?

II II's the Ilat.Tt's m iserab le It not fit to be lived in.

A Right David , I a m going to need a bit more information.

What is the actual prohlem?

II It's not fa ir, it's affec ting th e health o f our baby The

doctor said so.

A I see but yo u're go in g to have to be a little m ore

specific what exactly is affecting her heahh ?

B I t's the rooms, they're so damp We asked to be re- housed

last autumn, you know.

A J didn't know that Belie ve me, I understand yo ur

problem Bu t equally, yo u must understand that we 've go t

a real shortage of acc ommodation at presen t Lei 'S try to

sort something out in the short term, o ka y? Now, could

yuu just give me a few details for this fo rm?

B We d id all this last tim e You must have this informat ion

in a file somewhere.

A I'm sorry, I ha ve checked and there do es n't seem to be

anything Look this won't take lo ng "

Speaking Student's Bookp 10

Refer stude n ts to the Exam tip,Thi s sectio nfocuseson

Part Iofthe speaking test andadditio nally en co urage s

studentsto be awareof the importanceof tu m-taking

in the pairedformat

1 Stu d entsthinkwhat they would say abou tthese

top icsbeforeaskingtheirpart n e r Th ey then work

in pairs and take notes, whichcanberefe rred to

when theyintro du ce each other to the secondpair

Tryto moni torthe wholeclass, so thaty u can

assessth e stu dents'use of lin ke rs in the ir

in tro d u ctions

2 Po in t ou t to thewhole class how important itis to

link whatyousay, and ask stude ntsto use some of

thegive n conversation linkers in the irrevised

introd u ctio n s

3 Stu d e n ts decide on their roles.Givethemafew

minutesto lookat thecarto onstripand pre pare10

talkaboutit

Ask stu den ts to keep talkingforthe fullminute; he

oth e rstude nt in each pair should attemp ttouse

j argon - the sp ecial language used by members of aprotesstcn.trade,etc.

inflated language - elaborate terms used, for example, to

describe ord inary jobs

Spenda little mo re time on the three parag ra phsconcerned,checking understanding ofth evocabularybelow:

norsn -hard, s~vrre

distastefu l - unpleasant, unpalatable

prerentious - appearing important but notso(used to show the writer's disapproval)

esoteric - understood by only a small numb er of peopl e

laying off- fir ing, making redu ndant

4 Askstudents tomatch theadjectives in pairs,

laking turnsto do eachone

A nsw ers

3 Studentsdo theactivityin pairs andcom pare

results A slowreaderlooks at each word

individually.An average rea derrea ds pairs of

words tegreading speeds,while a more efficient

reader sees atleast three 10 four words at a tim e(eg

your reading speed significantl YJ Encourage

students to think about thisas they read the next

They are e xamples ofdoublespeak, ie languaget hat i s

unclear and ha s b een made more complex, possib ly to hide

the truth and make it more palatable.

language

2 Ask students to predict the sorts of peoplewho

mightusedoublespeakbeforethey read thearticle

Rem ind themtotimetheirreading Chec ktha t

studentsund erstand the followingvocabulary:

blanket term- a gene ra lwordthaicovers

everythi ng (likea bla nket)

tolerable- accep table

Not e

Theart icle iswrittenby William Lutz, anAme rica nwho

teach es at RutgersUn iversity and is Cha irof the

'Committeeon Public Doublespe ak'forthe Natio nal

Co uncilofTeache rsofEn lish in theUSA.Heis also

editorof the Quarterly Re view ofDou blcspeak

~ An swer

The following professions are ment ioned: gov ernment

officials , the bosses of a company, any specialists such as

lawyers, accountants, scient ists.

When stude ntshave finished reading, askthemto

work outtheirreadingspeeds Then ask stude nts

whether theythink the articleaccuratelydes cribes

how certain peopleuse languagetoda y

3 Studentsdiscuss theterms ingroups ofthree,each

stude ntwritingabrief definition for one,and the n

chec kthe irdefinitio nswiththe article

~ An swer s

the euphemism- a word or phrase meant to avoid tlaus ing

offenc e or mak e a t rut h l ess hurtful

Opt io nal act ivityWhen students have completed the exercise,askthem( 0 look up the com poundadjectivesin theirdictionariesand find suitablecollocatingnouns, eg

labau r-saving decices, fa r-reachiIlgconsequences,ere

ineach case Ifthey are reluctant10 do this, tell themaboutyour own experience- orinvent anextremeexampleto illustrate the pain I!

Writing

1 Refe rstudents to the Exam tip on the differe nttypesof wn rtng requiredfo r CAE and remin dthem

l ou d a d C lea r UNIT 1 n1

that theycanlook atthe Exam Fact fileforfurth er

in fo r m a tio n The WritingResource on pages184

-192givesexamplesof Paper 2tas ks

Spend a few minutes consideringtheas p ects given

andexplainthe WRITE mnemonic,whichcove rs

th e mainrequirementsof anyCAEwriti ng task

2 Studentslo o k at the extrac ts in pairs and for ea ch

one decidethe source,targetreaderand re ason

why theymighthave beenwritt e n

~ Answers

A Introduction to pa rent s tostimulate

a bookreview on students interest

childre n's fiction othe rwriters,

especially ofchildren'sfiction

B Leaflet orguide tourists to stimulate

book on histor ic artIarchitec t ure inte rest

buildings lo ers

C Letterof mana gerof to dema nd acti on

complainttoa Custo mer

tour company Relat ions

departm entI

owne r ofcompa ny

i small

DInternal direct orI to give

business report managerof a informat ion

FStudent fellowstudent s toadvise

money

3 Studentsan sw erthe qu estio nson theiro w n ,

makingnotes as theylookateachextract.be fo re

co m p a ri n g theirfindings withanot herstu e nt

3 D cssess ancjudgecould alsobeused in aformal

report ;the phrasalverbs ize upisinap propria te, as

itisinformal

4 E oddandbi zarr ecould be substit uted;abnormalis

too formaland inappropriat e for the context

5 f bor in ganddr earycould beused;m ono tonousis

u likelyto beusedby st udents in this contextand

isfairly formal

6 B s p le ndidandsup erbfit n withthedescriptve

style;gr eatwouldbeinapp ropriat e, asit wouldsound too informal

7 D Allthewordswouldbetypicallyusedina formal

report

B A emot ionalandno stalgiccouldbeused;c orn yis

too info rmal

5 Referstudents ba c k to thetwo phrasal verbs given

in4(1: b owled o verand3:si ze u p),which are only

appropria te in infor m a l contexts Students thencompletethe sentencesin pairs

~ Answers

1 inc reased 5 wait 9 visiting

2 turn in 6 polished off 10 toldoff

3 findout 7 specify 11 let you down

4 arrange 8 putoff 12 avoid

6 Encouragestudents to use afe w pbrasalverbs in

theirwriting,whichcould be set asho m e w o rk

Refer hem tothe VocabularyResource on page

19 3

~ Suggested answerModelpostcard :

I' m r ea lf y s orry; but I'm g oingtoh ave t o p utoffl unch on Thursday My bo ss w ants me to g toaco nferenc e and I

ju st can't g et ou tofi t W hat abo u t fi xin g up another lunch

fo r th e f o ow i ngweek?Ha w ab ou t Tu esday? Hopetosee you th en.

L ove

Stu dentsskimthe text and decide on theta rget

reader

~ Answer

wo uld-be writers ofteenagefictio n

2 Referst udentsto theExamtip on one kind ofproofread ingtask in Paper3.Then look at he th ree

registe r to ne facts or desc riptive? action?

opinions?

A neutral impersona l opinions y" 00

B neutra l impersonal bot h y" 0

C formal personal facts 0 y"

D formal impersonal facts 0 ye>

Einformal pe rsonal opinions y" 00

examp le answers givenand expla inth attheymust

write [he wordts jand necessary punctuati on inth

spacesprovided.Suggest tha t stud entsproofread

the textindividually andthenco mpare their

3 Ask studentsto discussthequestionsinsmall

gro ups or as a class and encouragethemtogive

specificexa mple s ofboo ks theyhaveread,eithe r

in Eng lishorin their own lan gua ge

Structure

Student's Book p18

Try not to dwello in -depth gram maticalexp lanatio ns

at this stageasthegrammarpoints whichap pearin

this sectionwillbe dealt withduringthecourse

Ask studentstodiscusssectionsA-Kin groupsof three

or four Alternatively this co uld be doneas a test,or or

homeworkto berevie wedinth efollowing lesson

A

1 might =thisis a possibility

2 could", the departmentis capableof doingthis

3 would ",iswilling to do this undercerta inconditions

4 s hould ",thisis what the departmentoughttod I

thereis an obligationonthe part ofth department

1 'We'lltryto workharder:

2 'We're tryingto work harder:

3 'We'vetriedIWe triedtowork harder:

D

~ Answers

1 b 2 aE

~ Answers, b 2 aF

~ Answers

G

~ Answers

1 Martinis alwaystellinglies

2 Martinisvery rude

3 Martinhas ijust}movedin next doorImovedinnextdoor some time ago

H

~ Answers

a Yousaw the wholeperformance

b You sawonlypart of whatwas actuallyhappening

2 b tosethappenedafterPaulremembered.Firsthremembered,the he didit

a setti nghappenedbeforePaulremembered.He did

i and remembered it ater

3 a The speaker didn't manage to talk to his boss

b The speaker talked to hisboss butit didn'tdomuch good

~ Answers

1 b 2 , 3 a

loud and Clear UNIT 1 n 17

Fighting Fit

Theuni tdeal swith differ ent aspectsofspo rt an

health,withan emp ha sisonlookin gaftery urown

body

Listening and Speaking

Op tion al l ead-in

Ask stu ent stoexplainthe meanin ofalterna tive

inth titleandelicitothe rpossiblecollocations,e

alt erna tiv e te chnol o gyThey couldthen sugge st

wordswith an opp osite mean ing,c conv entional,

t rad itional

Listening St u de nt's Bookp 21

Asthisisthe first focuson the listenin paper,tell

stude ntsthatther e arefo ursectionstothepap erand

that allrecordingsapartfromPa 2 archea rdtwice,Inthe Part Iactivitycovered here students havetocomplet esentences by fillingin the gaps withsuita ble

wordsor phr a se s Refer studentsto the Exam tipandpoint outthat there may needtobe some

reformulatingof theinforma tio n heard, in order tomake itfitgrammaticallyinto the given sentence.Theexercisesinthis sectionwillincre ase students'aware nessof this feature

1 Ask studentsto rea d thesente ncesquickly before

liste nin tothetape Students do no t needtowrite

downthediffer encesin wording,You may prefer to

ask themto coverexercise 2while theylookat Iasthene xtexerci se shows somep rt sof the

tap escr ip t

1 Askstude ntsiftheyhavepersona l experienceof

alternative the ra pies They shouldread the four

descriptions quicklyand match them to the

photog raphs

A ns w e rs

2

Suggested answers

Alternativetherapies do not usedrugs or medicines;a

doctor is notinvolved; thetreatmenttakes placein a

non-medicalsetting.Inthecase of irido!ogy,the treatment is

preventa tiverath erthan curative

In most cases drugsormedicine areprescribed aftera

medica lcondit ionhasbeendiagnosed

3 Give studentstwo to three minutes to list theirown

reasons,befor ebe ginning the paired discussion

S ug g~s t ed answe rs

Generalreasons might include wanting toteet more

hea lt hyor wanting to try somet hingdifferent

Specific reasonsfor one type of alterna tive treatm ent

might be to findout your actual state of healthand be in

a position to improve it;forrelaxation: asan alternative

to drugs and medicines; because it has been in usein '

Chinafor centuriesand must thereforebeeffective

A=Acupuncturi st

AAsan ecupuncturtstI think it's Important to understand

the philosophy ofChinese medicine,whichincludes thebelief inc hi -the body's energy flow,I you have an evenflow ofcntyou are in good health.Whalacu punctur eoffersis an abilitytota pint otheclii, It'sthen possible 10readjusta person's flow ofen ergy if lthas become

unba lan ced,

Before Itreatanybod yI ake some time ro stud y a

patient'smedicalhistory.Ialsoreadthe body's pulses.We

can taketh e pulse at 12 ifferelll places andeach place

relatestoa different organ

Fromth is informationIcan decideif thereareany

blockages in the flow ofene rgy or indeed anysurges ofenergy It'satthispoint that I decidewhere I'm going 10insert the needles.These needles increase or reduce theflowof energywhen they're insertedand twistedat theappropriate meridianpoints.Don'tworry- it doesn'thurtand you won'lbleed!

xow I believematacupuncture can benefit mOSI

people suffering fromdiseaseorwho arein pain InChinait's used asan anaesthetic.Imyselfused tronmywife when she was havingour lastchild,11certainly

seemed10reduce her need forpain-killers

Irun twopractices ThereisgreatinterestandI have11long waitinglist.Ithinkthereasonforthis ispartly

becaus econven tionalmedicine hasbecomeincre asin gly

impersonal Ord inarydoctorsare over-worked an don'thave enough nme10spendon each patient It's often

easier and,and , quickerfor them 10hand outpills rhan

to give proper personal attentjon

What acupuncturedoes isencourage the bodyto heal

18 ~ UNIT2 Fighting F

its elf w hich is after all e r a namral tendency, Th ere is

nothing d rastic about the tre atm ent and I th ink p eople

f eel more in comrot of the ir b od ie s, t han whe n th ey're

su bjected to all that h igh-tech equip ment in a mode rn

h os pit al.

2 Ask studentstolookat the tapescript extracts for

1-6in pairs an d compare themwordforword with

the answers

~ Answers

nea r ly always due to migraine Cases of migraine are o the increase , largely d ue 10stre ssful city livi ng where

n oise and pollution are contributing factors In addition.

it is recognized that particular foods and wine can hring

on a migraine as w ell as inadequa te sl ee p.

Conventiona lly, treatm en t i s with p ainkillers which a re

us ually ineffective, espec ially if t he p at ient suf fers fro m

n ausea , \ m ore s uccess ful ap p roach is t o u se a ltern at ive the rap y M ild b ou ts of migr ain e c an h relieve d by

home o athic remedies, us ually in the f orm of tablets

w hich d is s o l ve under the t ong ue a nd do nut irrita te t he

st om ach Acupunctu re p rod uce s e xcellen t resu hs in c ases o f

se vere migra ine F our n eed les a pplied to point s o f t he face give ra pid r elief, and f reedom from attacks c an b e achieved ane r as few as six t reat ment sessi ons.

Hypnosis is anoth er rech nlque which can be used Many people m isunderstand hypnosis An hyp notic state

i s s imply one of d eep re laxauon You are still in complete control and cannot be made to do anyth ing against your

\\ill Hypnosis is an e ffective cure for mig rain e as it induces a trance i n t h e p at ient Because o f th is intense

r elaxation th e mi graine attac k eve nt ually disappe ars.

(the patient's) pu lse

b lockagesorsurges

(of energy}

There are differencesinwordingfor3, 5and6.

3 the flowofenergy having more balanc ed

becomeunbolan~d

the body's pu lses

blockages in the flow

ofenergy or indeed any

surgesofenergy

In1 , 2and4the sentences as a whole areworded

differently, butthe wordingofthe answers is thesame

5

6

Now ask students to lookagainatse ntence s7-10

~ Answers

The relevant extractsare

7 Th ese needlesincreaseor r educe

8 InC hinait is usedas

9 than tog ive proper persona l attention.

1 peoplefeel morein contro l _

Playthetape right th ro u gh aga in

3 Stu dentsnow doa sim ila r Part I ta skonth e irown

Before they begin,elicit the meaningofmigraine

and ask studentstopredictwhat theymayhear

abo u t thetopic

4 Whenst ude n tsarc ready, playthe ta p e.Give the m

two or three minu tes towritethei r ans we rs and

then play the tape a second time forthem tocheck

P A g reat m an y people have hea dac hes T o m an y t lll'y;re

m erely a nui san ce that ca n e asily he cured b taki ng a

co upl e of aspi rin Fo r so me howeve r, bad h eadaches

bec om e a nightmare Head aches of such severity a re

English in U se Stu d en t's B ookp 2Tell student sthat there aresix questionstestingdifferent aspect sof grammar andvoca b u la ry in th eEnglish inUse paper.Referthe m10theExa mF actfile

for furtherde tail s.The focushereis on Part I th evocabularydoz e.which will be afamiliarforma tto any

stu de ntswho hav e alrea dytaken PETan d therevised

re s.

NoteMaureen Lipmanis a well-known ac tressin Brita in

Shehasappearedin films ando tel evision.aswellas

inthetheatre

1 Ask stu de ntstoread the extract, focusingin

parti cularonth e underlined words

Answer

Theunderlined words arealladjectives

Elicitexamples ofothe rpa rt s of sp eech ,eg adverb

pronou n etc

2 Stude n tstake it inturn s to say whythethree oth er

word s in each set donot fit the gaps.Encourage

the m to loo k againat thesurro u n din g contextfor

co nten t orlan gu age clues

~ A nswers

A innovativecannotbe used of a person

B firstis inappropriategiven that there are many

othe rpeoplewhohave a similar problem

C forl.'most doesnot fit thecontext given

2 A The previoussentence impliesthat sheworks

hard.so shecannot beapathetic.

Fight ing Fit UNIT2 1

heal healed

t reated cured

5678

disagreeingstro ngly:

1 totally disagree.

1don't agree at all.

disagreeingwith an opinion:

1don 't think: so.

1don't agree ( with YOIl).

recovered However totreatsomeone does not mean they will necessa rily recover.

2 treat ed

3 heal

4 cured, t reat ed

agreeing with an op inion:

You 're right there

You 'w got a point there.

1 think you're right,

So do I, etc.

agree ingpa rrly:

Well , 1agre e II to a po int.

All rig/It, but

agreeing strongly:

}oll 're absolutely right,

I couldn 't agree more

T heholiday is an alternativ e ty pe where th e focus is on heal th and general well -b eing.

2 Students discussthereviewsbrieflyin pairs.Ask

themwhat the yunders tandb the expression

ragbag ofriche s.(Aragbagis a varied collectionof

things Originally, heterm referred to abag that

was used to store oddpiecesof material.)

3 Chec kthaistudents un derstand themeaning of

thead jectivesin the two list s.Askthem to suggest

usefulp rases foragree ing and disagreeingwith

opinions(see the listb low)andre ferthe m to therelevant sectionoftheVocabula ryRes o urce onpage 194 They then discuss the advant agesanddisadvantagesof going on an Atsitsaholidayinpairs for five minutes Summarize the class's views

on the board

Speakin g Student's Book p 24Thisactivit)'is earlyprepara tion fo rPa rts3and4ofPaper5, wherestudentsdiscuss a given topic in pairsand summarize theirvtews.Itis not nec e ssa ry forthe m

to reach a consensus,provided they 'agree to disagree',

1 Students look at thepicturesandspec ula te aboutthe type of holiday before readingthe extract fromthe brochure toseeif their predictions were correct

N ot es

facilitators - people whohelp or facilitateothers to

achieve some thing,canalso he used oforganizatio nas

revitalising -:ma kinghealthyoractiveagain

oneness - fe elin g atonewi th:sec also'in tunewith'

in thepre viou spara graph

2

A doctortreatsor c uresa pati ent, whereash ealis used, to

refer to a part of someone's body eg abruise d arm h eals.

I a pat ient has beenc ured.t hey have got better or

C gru ellingcannot be used of a person.

D spent is also inapprop riat e fo r a person.

3 B severe dots not colloc ate withrest.

C acce ptabledoes not convey the idea of 'amount'.

D I m inimalwere used in the gap, it would mean n

rest at all.

4 A compat ibleis followed by the prepositionw ithnot

toand t he meanin g would be a ltered.

B alik edoes notfit,because of to.

D proportionalwould no t make sense.

3 Studentsrea d the restofthearticleand give

reasons fortheir choice ofanswersin pairs This

couldalso beset for homework:studentscheck in

pairsin the followinglesson

~ Ans wers

5 B T he other words cannot be used afteron

6 C damag esandr uinscannot be usedferpeople in

t his context Someone can be awre ckbut the

plura l form is not possible.

7 B complainof or about; exper iencedoes not

c ollocat e wi th from;you can have a headat.b.f:, but

yo u cannot 'ache' from migraine.

S 0 foreseen andma intainedare not appropriat e in

t he contex t andr egardeddoes not collocate w it h

' 0.

9 A expe rimentedneedsw ith; s earchedneedsf or,

prove dmay be a 'false frie nd' wi th t ried.

1 D ass istsneeds in+in g; i mprovesandres toresd not

fit grammat ically.

Vocabulary S t udent'sBookp 23

Conf usa blewordsarefocu sedon reg ula rly during this

co urse Try to make stu de n ts more aware ofthemso

tha t theyuse theright vocabula ry in the ir writing and

s,peaking

~ A nswers

Ast imulant issomet hing th at makes your body speed up

in some way, for example coffee.

As timulusencourages act ion of some kind, f or example

pictures are oft en used at the start of a unit as a stimu lus

to discussion.

Th e article contained the word st imulant.

20 l UNIT2 Fighting Fit

4 Encouragestudentsto relatesome of theirviewsto

health and fitness in additionto an oth errea sons

they givefor wanting to go,or not,on aholidaylike

th is

Optional act ivity

The discussionin 3 and 4 couldbe extend edinto a

shortpieceof writte nhomework(120words),

wherestu d e n ts argue the advantagesI

disadvantagesof going onsu ch a holiday

Writing

Sport for All ,

In trodu ction Stu de n t' s Book p 25

Optionallead-in

If individ u al membersof the class have experie nce

oflo n g-d istance running, or indeedofan other

individualsport,otherstudentscanaskthem for

det ailsof their exp erie n ce and reportbacktothe

whole class

1 Ask studentsto discuss the pictu resinpairs

Suggested answer

The pictures illust rate opport unities insport for the

disabledand disadvantaged;the issuesofsponsorshipand

highbudget professionalsport; the stat usof the amateur;

team games versus soloact ivit ies,suchasa marat hon

race

2

Answer

The peoplementionedareinexperiencedrunnersand do

not appear to be takingthe eventtooseriously,egAndrew

Arduinishould not be drink ingwineand therunners from

Paris shouldnotbe eat inga heavymeat- basedmealthe

nightbefore a marathon.Also,theyd not appear tohave

followed arigoroustraining programme

3 Stud e nts discussthequestio nsin pa irs

Suggestedanswer

Physicalskillsrequired:stamina, goodmuscular condition,

low to average bloodpressure

Mentalskillsrequired:courage,self-belief,determination

W ri t ing Stu de n t's Bookp 2This is the first loo k at aPart Iquestion and students

sh oul dfocuson the materialthat theyhave to read for

thispa rt of the exa m.Referstudentsto theExam tip

and drawthei r attentionto the fact that althou ghthey

haveto extrac tinform ationfrom a giventext , they

mustreproduceit in their ownwords andin a style and

registe r appropriateto the task

Th o rou h rea d in gof the questionand an awaren essofwhat exactlyisreq ui re d areclearly essential.Thissensitizationprocess is fun damentalto successful

performa n ceinCAEPaper2

Underst anding thetask

1 Askstude n tsto readthe task rubric only and checkthat they have fuIIyunderstoodwhatisreq u ired

Elicit anexplanationof the termFun R un - a

shorterdistance run,oftentora ise money for

ch arity, wherethe emphasis is moreonenjoym entthanafast finishingtime

The nask studentsto read the input mat er ial,

which consistsof someinformationo facilities

andanote fromtheclubcommittee.Clarify anyunfam iliarvoca b u lary, for example refu rbished.

Selecting ideas

2 Studen ts do not have tocoverall fourgyms.They

sh uld decide on one or two places thatseemto

offer theright kindoffacilities and makesome

not es onth ese,expandingthe information given

whereappropriate,and deciding howth efacili ties

would benefi tth eclub members

Focusingon thereader

3 Ask stud e ntsto re readthe examrubric , Ie task

descriptio n and the clubnot e Theycan discuss

thelikelyage rangeof the dub membersand write

the iranswerwith th isin mind

AnswerThe registershould beinformal Clues in the noteinclude

the friendlyopening from thecommittee, referenceto

inf o,andtheemphasis on 'Fun:

Planningyouranswer

4 Stress th atstuden tsshould spend time planning

theirwriti ng in orderto organizeth eirideas

pro per ly Somesuggestions of useful lang uage are

6 Th ischecklist will be extre mely useful for students

to refer backto every timetheydo awr itin g task

Stud e n ts can look at the WritingResourceon page

169 foranother exampleof a Part1 task

• Training

Diet,relaxation

thoughtitwouldbe fun to train toqether

w~canspur each otheron

theparkis idealforjogging

we could pamper ourselves

5 Studentssh uld kee pto th e wordlim itspecified

which willallowthemtoinclude a reasonable

introduct io n, to givesomedetailed information

about thetra ini n g sessionsand a separate

pa ragrapho the supperparty The endingca nbe

brier but should be suitably friendly and

encouraging

Remindstu d en ts to check their work for grammar

spelling and punctuation.They sho u ld also look

out for anyinconsistenciesin register.such as

languagethat is too formal or rather unfriendly in

tone

Reading

Bad Habits

ln troducti on Student' s Book p 28

1 Th is activity lea d s in to thema intextanddemonstrateswhenskim m ingatextissufficien t toextra ct th e information req u ired

AnswerThe maintheme is passivesmokingat workand howtointroducelimitationson smoking in the workplace.Theleaflet is aimed at employers and employees

2 Stu de n tssh o uld read the recommendedprocedureformatching headingsto paragraphscarefully.Givestud en ts betweento and 15minutes to

co m plete thematching task Ask them torevie w

th eir answers in pairsand discussthe words andphrases that helpedth e m to decide

NBAs thisis the first timethatstudents aretryingthi stypeof multiplema tch in g task, heyhavebeengiveneight headin gs to ma tch thesa me numberofparagrap hs.Inthe exam,therewillbemo reheadingsthan paragraphs

Answers162A (This i s call ed 'passive smoking:)

3E (acompl~t ebo n)

4H (w~ lI -recogniz~d saf~tyhazardsIhealth haza rdsto

individ uals whosmoke)

5 B (beyond doub t that smoking is0major cau seof

disease/h ealth p roblems)

6F (sci entifics tudies/resultsofthisresearch)7C (those w ho a lready have a respiratory di sorder/more distresstothi s g roup)

8 (im proveemployeemorale I reduce argu ments / redu ce t ime l ostId iminish cleani ng bill s/reduce fi re

r isk)

3 Ask studentsto quickly note down the irownopin io nsabout whethe ror not smokin gsh o u ld hebanned from publi c places.Studen ts the n discusstheir rea sonsin pa irs orgroups ofthree

1 This introductory discussion co u ld bedone in

pairs with each student reportingthe other's views

to theclass,as in Part 4of the Spea kin g test

2 Enc ou rag estu d e nts toelabo ra te onth eir reasons

for co nsi de rin g the activit ie sto beanti-socialor

not

R eading

Refer stu d e nts to the Exam tip As the time allowed for

Paper I is 1hour(p lus 15 minutestotransferanswers

to the answer sh ee t),students will need to have

efficient readingskillsto completeallth etasks

effective ly

Style Stu dent's Book p 30

Thissection looks at howprefacing struc tures relatetoformaltexts.Theywill be of useto students,

pa rt icula rly in Paper 2.Askstudents toloo kfo rsim ila rexam ples from newspaper s an d non -fictionbooks.1

Answers

1 Itis a factthat

2 lt is fullyunderstood that

3 It seemsto be thecasethatlitis a fact that

2 Afterstudents have firstthoughtof possibleadjectives refer them to the relevantsection of theVocab ularyResourceon page 193

22 ~ UNIT 2 Fighting Fit

Answer

Other adjectiv es commonly used in this waymctudelikely,

cert ain,possible,probable.

Modals and me an in g Stude nt's Bookp 32

A Answers Modals are not tested as there are too many possible variations Auxiliaries, however, often fit into a discernible grammatical construction and are more easily identifiable and l ess ambiguous, usually expressing differences of time and numb er, and forming passives, questi ons and

negatives.

Stude nts find theeigh t modals on their own

(You)w ould(be better off) (Y ou) must (bl? su premely ronfidenr)

(she) s hould(be ona diet )

(we) would (bl? gl?rt ;ng t hinner)

(dil?ters)nl?l?dn'thav e (bo thered) ( th ey) shou ld (have been mo re s trong-mindl?d)

d ieting may (be bad fo r y ou) (who r eally) m ust (lose weighr)

Ask studentstodiscu ss the meaningof themedals

in pairs

Answers

3

Suggested answers

Ithas recentlybeensuggested that banning smoki ng in

restaura nts is threatening the businesses concerned.

It cannotbed enied thatpassive smokin g is a t hreat to

health.

It is no w a g reed thatsmoking is the most commo n cause

of lung cancer

4 Ask studentsto pro d uce sentences ofthe ir own

using some ofth e reportingverbs theyfind in the

Vocab ula ry Resource on page 195

St ructure

Int rod u c t i o n Student's Book p 31

Ask stude nts to discussthediffe rent adve rts brieflyin

pair sor groups of three

1 should (be)

2 must (be)

3 needn't have {bothered)

4 should have (been)

5 would be better off

Diets have no long-term effect s and we shoul d try t o

accept the way we look.

H Tellstudentsth at forPa rt 2 Paper3,the grammar

dozete st, h ere are no multip le- ch oice op tio nsas

therearein Par t 1,the vocabularydoze.Give

stude nt s1 minutes to do the dozeon their own

andthenco m paretheir ans we rs in pairs

Stu dent s focus on the gappediemsand make a

listof the kinds of wordsthataregapped in this

grammar doze,eg comparativeforms,

prepositions,pronouns,auxiliaries.This will h'elp

themto identify more quicklythe wordsnee ded to

completethe spaces inothergrammardozes

B Answers

Number 5 has a different meaning from the opt ion s g iven

in A as, here, mo yis used to ask f or permiss ion or politely offer t o do somet hing.

La nguage activ ation

S tudents ' Snack Bar

Y our language sch ool is planning 1 open a (new) snack bar.

In small groups, students use the modals they found in A and used in B to discuss what kind ollood might/ could/ willl shouldIshouldn't be served Put the following on the board: microwave meals

sa

-salad national dishes Two groups then compare their ideas.

Fig h ting F it

UNIT2 l 23

Modal s and th e perf ect infinitive

A Studentsdiscuss the questions inpairs.Enco urage

them to use theweak formo flla wwhen saying

thep ssible combina tions

~ Answers

need and ron are no t used i n the pos itive

can't /cou ldn 't have doneare oppos itesof must hov e done

w ill I m ight I shou ld h ave done canrefer to the future

when used i n the fu ture perf ect with by,egby next

Need Student' sBook p 33

StudentsdiscussA-Cin pai rsor groupsofthree

A

~ Answ e r s

In 1 ,needn' tf ollow ed b y the pe rfect i nfi ni ti ve w i hout t o

m eans that sh e d id go o n a di et; in2, he v erb nee dwi th

t he a uxil iarydidn't, means t hat sh e d id n ot

1 would be rare ly heard.

Must, can 't , mu stn ' t, needn't

A Stude nts discu ss the quest ionsinpairsor groups

b You mustn't kee p you r fee lings to yoursel f (I t' s harmful.)

c You needn 't keep y our fee lings to yours elf (S hare them with us i f y ou wa nt to.)

The pas t of must i n2is hodto

1 n eedn't Isho uldn't have

2 shou ld have chec ked the time

3 mu st look f or it

4 c an't / could n't hav e ( d one) must be m ad

5 m u s t b e jokin g/ can't b s erious

6 woul dn' tImig ht n't h ave made th at m ist ake

7 ma yIm ight p hone lat er

8 h ad toIn eeded to

9 m ust n't / shou ldn't e at an ythi ng! be g iv en an yt hing

toeat

10 must notIshould not go i n

language acti vation

Modals in acti on

W ith a pa rtner o r in a s mall g roup, studen ts comm ent or specu late on t he f ollowing s itu atio ns u singmocatsfrom th is

sect ion D ifferent st udents read ou t o ne s i tuation ea ch to th e

rest of th e class or th e t eacher pho tocopi es e xamp l es for

ea ch gr oup.

1 Th e r e's a t errible n oise comi ng f rom n ext d oor

2 You r bes t tneoc rs j ust been fi red.

3 Y ou've d one th e sho pping b ut r eali z e you a re go ing ou t to

di nner.

2 nUNIT 2 Fig htingFit

2 Paul, he's afitnessfanatic.

3 Westillhaveno confirmati on they

havefou nda cure for the diseaseor not

4 Speaking ,Iwould advise you tolearn ten new words everyda y if youwantto p ss

7 He began to protest loudly, most

people in the room

B applicantsseemtohave therigh tkind of medicalqual ifica t io ns.I'm afraid wehave

no alte rn at ivebutto re-adve rtt se[he post

4 You 've sp ilt cooking oil on your new tr ousers.

5 You 've invited so me f riends to your house lor d inn er at

8 o 'clock but i t' s alter n ine and there i s no sign of them

6 You ar e ha ving a mea l in an expens ive restaurant and

decide that t he food you ar e eating tastes v ery strange

indeed.

7 You thought your next-doo r n eighbours were hard up but

r ecently you've noticed t hey've bought a new ca r and are

w earing e xpensive clot hes a nd g oing ou t a lo t.

8 Yo u see a large f urniture v an o utside yo ur n eighbour's

house.

S uggested a nswers

1 The n eighbours must be knock ing down a wa ll.

2 S he mu st have argued w ith h er boss once too o fte n.

3 1 eedn' t ha ve bought a ll that f resh food.

4 I s hould ha ve c hanged into m yoid clo t hes.

5 Th ey m igh t 've forgotten.

6 I t can 't h ave bee n cooked pr operly.

7 T hey migh t've inherited a lot of mone y

8 T hey must be moving

E xtra a cti v itie s

Ther e wereseveralph raseswitha sin thearticle on

page 31.Sho uldyo ur students re q uire practice in this

area you mayliketo givethem the following exercises

A In the article youca m e acro ssthese phrase s:

B Read throughtheseexamplesofasthen decide

which words and phrases (listed in a-hbelow)are the

nearestin meaningto asin 1-9 More than one answer

may becorrect

1 AsIhaven'tmuch timeleft this afternoon.I'll

havetodealwith this to m orrow

2 lust asIwas abo utto leave,Ireme mbe red the

Getting to Know You

The unit loo ksat relationships aswell as personal

fe elings and emotions

Silent Speech

l n t ro d u ct ion Student's Book p 34

1 Ask studentsto think of fa m o us people or film

charac ters whos e physicalappea rancemight be

describedbyone of these words.Elicitsim ila r

adjectivesthatcould be usedin physical

description

Answers

, c owering 2straight-backed 3 round - should ered

4 s louc hed

2 Checkthat studentsunderstandthe meaning of

the adjectivesbefore theybegin speculating

Optional activity

Ask studentsto thinkof adjectivesthey would use

todescri be a member of their family, afrie nd a

c lleagueand themselves,giving rea so ns forth ir

choices

R eadin g

1 Studentssay wha ttheythi nk silen t speechmean s

before read ing the introdu torytextin the boxto

see if theirideaswere righ t

2 Studentsreadth articlequickly andanswer the

two questions

~ Answers

Bod y l angu age i s important because of h ow it i nfluences

c ommunica t ion.

E ffect ive body language can giv e th e user mor e

co nfid ence and the upper hand i n communication.

3

~ Answers

what happens whe n our body lang uage do esn't ma tc h our w ords

2 making someone feel 's mall' or insignifica nt

3 strategies or methods of dealing with a s it uation

4 technique used t o gain a n advantag e

5 imitation of what someon e e lse is doing

6 move away sl owly, in a series of small m ovement s

7 ge t the message

B intrusion

4 Refer studentsto the Exa m tip Followinga skim

read stude ntswill ha veto readthe text in moredetailtobe able toans we r the multiple-choice

questionswhichfollow Em phasize the value of the

'elim ina tio n' processinanswerin g multiple-choice

questi ons ,particul arl ywhen theyare unsure of theright answer Gothrough thestage s carefully withthe student s

5 Givest ude nts 10 minutesto work.outthe answers

on their ownand thencomparetheiranswers inpairs

4 B( edgeawoys lightly line81)

5 A (The male e xpansi Vl: w eare,the more pow erful

line 9 4)

6 A( When tw o pe ople me eting makeeyecontact

' eyebrow fl ash:li ne 1 05)

6 Studentsdiscu sstheir views briefly in pairs

Op t ion al act iv ity

Studentscouldextend this topic by developing aquestionnaireon attitudestobody language, self-confidence andsocial interaction This could beused withstude nts in other classes,or with friendsand contact soutsideclass

A broad topic will yield more questions.Questions

shouldhave a choice of three distinctoptions.Encouragestude nts to tryoutthequestionnaire,

which will prac tisetheir oralskillsin a paired

situation.They can then report back to the rest ofthe classwiththe ir findings

26 nUNIT3 Gettin g to Know You

Style Stu de nt's Book p 37

Refer students to the featuresliste dan d encoura ge

th em tousethem whenwri tingarticles

~ Answers

The featuresare important as follows:

Shortheadings signpostmeaningandalso helpto break

up the text of the article,making iteasier to read

Firstsentencessummarize the content ofaparagraph and

underline the mainmessage

Exampleshelpto bring the textalive,engaging thereader

and makingthemeaning ofthe statement obvious

Quotesfrom specialistsadd authority towhatisbeing

said

Writing

The Generation Gap

Introduction Stude nt 's Bookp 38

1 Askstudentstodiscuss the picture briefly

2 Remind studentsto tim e the mselvesas theyread

th etext

~ Answers

Theshinjinrui (IreJapanese teenagers whoarechallenging

authorityand thevaluesof the oldergeneration

They believethat working hard to earnalot of moneyis

lessimportant than enjoying leisure timeandbeingwith

familyand friends

If there areJa pa n ese stu dentsin yourcla ss, yo u

couldaskthe mwhetherthe articleis accu ra te or

Wordsandexpressions to do with:

the young:youth, teenagers, yo ungpeople

the old:elders, pest-wargenera tion, theo lder ge neration,

staid, older people.

Whatare yourneighbours like? Have you ever had

anyproblemswiththem? Whatdid you do?

b Checkthat studentsfind theinconsistencie s,

whic hare outlinedbelow,and decide as a class

howth e stylecouldbe made more appropriate

Inconsistenciesofstyle in the letter are given in italics

below,withsuggested formal equivalents

We'ver eally h od ju st a bout enoughofyou.

Wehavereachedthe limitsofour patiencewithyou

It' s ju st n ot on!

This behaviour isunacceptable

( You d on't h ave tobe sono isy, d o you? l

Either reword: Isit necessarytomakeso much noise? oromitasthequestionis anotherrepetition ofthe

complaint

Wh at's m ore, yourm atesleftth e s tairs in a terriblestate

-th ey eve n smas hed tw o w indows on theirwayout!

Furthermore, your friends left the stairs in a terribleconditionandtwo windowswerebroken

If y ou d on't a nd y ou cor ry on bein g0n uisance, we'll kick you out!

If youd not and ifyou continuebeing anuisance, you

willbe requested to leave

c Tell studentsth a t letters of complaintare often

orga n izedinthe\vay outli ned

Understanding the task

2 Re fer studentsto the Exam tip on writing adescripti veaccount and stress th a t a task such as

thiswill ask for more thanjust a description.Stu dentswill lo se marksif theydo not cove revery

aspect ofth e task

The second paragraph inthetaskdescription tellsstudentswhat theymust do, te writetothe companyabout the

problemsthey had and suggestthat more care is taken

when matchingpeople infuture exchanges

Getting to Know You UNIT 3 n 27

The writer of the l ett er wo uld probab ly h ope t o get a

written apology from the compliny Such act ion wou l d

also help futu re pe ople i n th e scheme.

T he lette r s h ould be wr itten i n a forma l s ty le.

Brainstorming ideas

3 Give students en ough tim e to carryout h isstage

inpairs andthensummarizethemainideas on th e

board Askstudentsto elaborate on these idea s as

a class This willhelp toprovideeveryon ewit h

sufficientmaterialfor their ownpiece of writi ng

Planning your answer

4 Stress th a tstudents mustparagraph [h eirpiece of

writ in g su ita bly andcover allthe elementsofth e

framework, Refer them to thereleva ntsection of

the vocabula ryResource on page 193,

As agu id elin e, h e250words could bedivid ed as

follows:

Beginning the lette r(5 words)

The visitor- whathappened (150 words)

Your recommendatio nto thecompany (5 words)

Writing

5 Remindstudentstowriteina consistent style

throughoutan dto ch ecktheirwo rkcare fully

Encourage them to build upan idea of wh at250

wordslo oks like intheirown handwri tin g.This will

take away the need for coun ting every word

Listening and Speaking

B ig Boys do n't Cry T

Th e title ofth e section is asaying wh ich statesthat

grown menshould notshowth eiremotio ns,

lntroduction Student'sBook p 41

Discuss these twoquest io nswit h the wh o leclass,

Listening

Referstud e nt sto theExam tip on Part3,wh ichalso

pointsup the link betweenintonatio nand attitu d e

1 Students shouldspen d no longerthan half a

minute readingthroughthestatement s

W O h yes Tak e illness, for exampl e , It's a well - known fac t

t hai all men's illne sse s are more se rio us than women's.

M Wh at o n e rt h do you mean?

W We ll wh e r e a s women may feel 'a bit off-colour', ha ve ' ju s t a cold ' or 'a slig ht headache', for men it's much more

b l a ck o r white '" they basica lly reco gnize o nly two state s

or bctng.men ar e either fit enough to run the marathon

b efore bre akf ast a n d win, or th ey 're too ill to stand up 1\1 We ll , th at's n ot actua lly true ofm e I had a co ld last week,

b ut l didn't make a big thing of it, did I?

W True en ough Okay, l et's l eave yo u out of i t for a

m oment whar about sports injuries? Jus t consider th e typ ica l pe rfo rmance on a football field Ilow oft en have you seen a player rolling around in agony, with the 1V

c om ment ator p re d ictin g bro ken bones an d the end o f a

b rilli a n tcareer- and th e n th e very next minute he's bac k

on his f ee t, run ning round the pitch, without even a

t rac e of a li m p?

M But what's th a t go t to do with yo ur argumen t?

W it's tlt e same the same t wo states eithe r all or

n othing Y ou men h ave a o d e There's no such thing as a slig htly sore l eg that ach es for a while, Either it's so bad

t h a t t he m an may never walk agai n , or it's absolut ely fine A nd it's the s ame with health in general, as I sa id -

in th e pe a k o f condition or e lse at deaths doo r.

M Well, yo u have a point about foutball playe rs, although I thi nk you 'r e l a kin g it a hit too seriously - half the time,

t h ey 're j us t pretending after all.

\\' W hich isj us t my puint But what is it t h at turns them , n less tim e than it takes to kick a ball, from child ren in need o f s omeone to kiss t h e m better into fea rles s men?

M P ro ba b ly the threat of a goal at the oth er end of th e pitch l mld y u , it's an aC I.

W No, n o , no, it's much deeper th an th a t I think it's all to

d wi th h ow b ys haw be en brought up They grow up

e xpe c tin g to be b rave to be stoica l I mean, let 's fa c e it, tod ay's 1\ew Man may be ready to express his emoti ons

b ut , w he n i comes to admi tting pain or discomfort, he's

as s tltf-uppe r-Iipped as he ever was.

M And w omene

W Wo men , when t h ey are unwell and sense they' re gett ing worse, ake a voidin g a c tion - you know , us ing medicines,

go ing 10 bed ea rl ier , or

M Neith e r of which is tr ite fo r yo u

W Le t me fi nish UI taking tim e off work before they reach

t h e stage of coll apse Men on the other hand fee l that f

t hey do any f t h es e things i t's a sign of we a kn e ss So

th ey e nd u p fig hting off an illness until they can ho ld out

no lo nger A nd th e n , when they colla pse with a

28 nU NIT 3 Getting to Know You

secondary infection requiring a doctor's prescription and

-'Even a man like mec ou ldn 't shakethiso ff.'

;"1 Oh , come on!

yuu understand!

d if ferent attitudes uf men and wome n?

granteda certa in amount of pain and d is com for t in life.

W Ab solutely and womcn also fccl tree to discuss th ese

e xperiences Illness is a tric ky issue for a man, trappe d in

s wee ping generalizations.

W I lmm O f course, there cou ld h e anot her r eas on why

bed ridden.

2 Ask studentsto checkthei r answersinpairsand

then discuss thewo man'sviews briefly

2,4,5,6,7

NHIn numbe r 8,althoughthe actual contextisclearlymetap horical,theuseof J1owing torefer to the

riv ersof hair isinitselfliteral

4 Ask students to interpretthesituatio ns inpa irs

~ Suggestedanswersapplaudingaudienceat the end of a concert{theatre

performance1largechildren'sparty

2 politicalrally1demonstration

3 (civil)war, massacre, naturaldisaster

4 schoolplayground,pupils'demonstration

5 an old,abandonedhouse

Ask studentsto tim e themselves as theyrea drhe

article Check th eyunderstandthe follo win g

vocabularybeforeoraftertheyread it

Vocabulary

1

ideassunlight

Student's Bookp 4

Stude nt sshoul dgive reaso ns fortheir decisions.As

a follow-up, askwhat elsetheycouldsay about the

pictureincludingthe irperson alrea ctionstoi

2 Before studentsbegin the tas k,ask them to look

oncemore atthepictu reon page 44or putanother

picture onthe boa rd Elicitthe prep osition alphrasesforloca tingthedifferent partsofthe

pictu re,e i ll the bottom right -h an d comer, and

then refer stud en tsto the Vocab ularyResource onpage 194fora listof other useful prepositionalphrases

Checkthatstuden tsunde rsta ndwha tthetask

involves.They sh ou ld use thepicturesasa

springboa rd fordiscussion ,expandingon the

similaritiesanddifferences,rather tha n merel ydescribingwhat isin ea chpicture.Referth emto

hera lding(line I - anno unc ing th eapproachI

arrival of

tu g at s omeone's heartstr ings(line3 ) ~move

someone em oti onally

v uln erable(line 16)~easily hurt or affec ted, either

physicallyor emo tiona lly

he art-thro b(lin e91 ) - attrac tive person forwhom

onehas strongfeelings

~ Answers

Thewri te rbelievesthat men should beableto cry in

publicandthatthosewho can do so arehappierasa

result

m en who c an openly w eepareth e l ucky ones, the

em otionally h ealthy p eople,[line 19)

M en who ca n cry e asi l y ar e th e r eal winn ers inlife,those

whoar ea t th e som e tim e confid ent ands ensit ive.[line83)

2 Askstud en tstodisc uss the viewsbrie fly

3 Students dothe exe rciseFirst by themselvesand

then check withthe class

Getting to Know You UNJT 3 n29

therelevan t sectionof theVoca bul aryReso urceo

page193.Make sure th at they spend nomorethan

o eminute ea chon talkingabout he ir pictu re

Tryand liste nin oneach pair When theyhave

com pleted the task,theycouldplacethepictures

sidebysideto seeifthe otherstuden t'spicturewas

howtheyimagined

En glish in Use St udent's Book p 4

Thispage focuses on thePaper 3 wordformationtask,

introd ucedb UCLESin December 1999 Studentswh o

have already takentheFi rst Cer tificate i n E nglish

examinationwillb familiarwith the basi cformat,

alth oughthe CAE versio n contains two unrelated texts

and16 items.ReferstudentstotheExamtip about

Paper3,Part4

1 Elicit thefou rpa rtsofspeechrepresented

(adjective,adve rb, noun,verb)andthenallow

stude nts abouta minut etosortthewords intothe

fo urgroups

~ Answers

Adjectives:basic,fundamental, reluctant.sensitive,

vulnerable

Adverbs:eventually, significantly

Nouns: amount,capacity,definition,preference,

unwillingness

Verbs:abandon,amount, frustrate,tend

(a mountis bothanoun and a verb)

2 Askstudents to decideinp irs

~ Answers

Negat ive prefixes:de-,dis,in-, un-.under

-Related words:disallow, rediscover,underest

mate/re-est imate,co-exist, displease,destabilize,entrap,disunite!

reunite

Comprom ise

3 Students sho uld readthe first text quicklytofin

the answe r (m aking compromi sesin a

relationship)

4

~ Answers

Thenegativeprefixin-hasbeen added, and the new

ending makestheworda noun

S Ask studen tstowork throughthetext inp irs,

taking turns tosuggestsuitablewords forth gaps

A Studentsrea dthe articleand decide o an

explanationofa l ove m ap together.

Con d itio nals in cont ext St udent 's Bookp 47

Go overthissectio nwiththe wholeclass

~ An swers

a 2 b 3 c 1

d 3 e 1 f 2

Zero con ditio n a l

A Askstud entsto check the sentences in pairs

~ A nswers

Five conditi on al sente nces wit h similar structu r e s which

r efer to someth ing wh ich occurs fr equent ly, or is th ought

to be tru e:

1 w e are not hoo ked, un less e noughofth e r ig htbellsrin g.

(li ne 11 )

2 you may c onsta n tly overre act if your a dul t p ortn er is

al woys c ri ticising your behaviour.(li ne 42)

3 ifyour p artn er doesn't perform a s w e as you e x pect,

you m ay criticise him in the w ay your parents criticised

you.(line44)

4 itdoesgiv e you a challenge - a cha l/engl"towork

th ings out, if you really wonttogrow os a person.

(tinl" 4 8)

5 evenifour rove mop has c1l"ard irections our

destinationisnot fix l"d.(line 531

The present continuous tense is used in2to empnasrze

the fac t that th is happens oftenandis an annoying habit.

Note the use ofal waysto enforce the idea of annoyance.

B

~ An swers

The difference inmea ningis as follows:

unless means 'if not' a ndofte n appears aft er th e main

cla us e.

ifmeans that given a part icu l a r set ofcir cumstan ces ,

somet hing may w e ll follow as a r esul t.

evenifsuggest s t hat one set of circumstances wo uld not

make any di ffere nce to the outcome.

lang uag e acti va tion

Copi ng with feeling s

Students write down a list of lour different emotion s and

reenrcs The t ea ch er then puts a 'master' list on the boan::l.

Students then choo setwo01the items from the mast er l ist

and in small groups ask each other what they do if they' re

leeling.egn rvou sIhap py etc.

eg

Whal do y ou do i f y ou 're fee ling I you fee l ?

W e ll, if I'm feeling I fee l I

Firs t conditional

Askstu dentstowork in pairs

A

An swers 1 evenifwedon't findaperfect match, our brain circuitry

w ill hunt for thenex t bestth ing.(lin e9)

2 ifon epartne r beginstochange, the o th er w ill

au toma tically respond.(li ne 521 The fi rst example suggests that irrespect ive of whet her somethin g happens or not, the outcome wi llbe thesame.

B A variation on the firs tcondition al

~ A nswers

I I'v e i nvitedsoml':onein to mylife 10mgiving m ys l': /fthe

ch alle ng e i ther (line 49) The pr esen t cont in uou semchazlsest hat t his is ano ngoing

stateof affa irs.

la nguage act i v ation

A wkward situati on s ASk student s to thin k of one situation they find awkward Write the situ ations on the board and th n invite s tudents at random t o sa y what they do if this situation h as happened to them ,

e I f I'v e - made a mi stake,It ry to p ut i rig ht.

- been invit ed out t o din ner b y s omeone I don' ,

li k e, Second con ditio nal

Askstudentstoanswerthequestionsin pairs

- start work f or th e lirst time

- le avehom e to live alone

- take an e xam ination

- hitch -hik e round the world

- leam to driv e a car Tell students that dilferent lriends 01 theirsareabout to do these things In sm a ll groups , students say wh at they would

do if they w ere in the same position as their lri ends.

egI f I w e r e h im J he r, I' d

Getting t o Know You UNIT 3 n3

Thetwo exercisescan be setforhomewo rk

A Cause andeffec tin conditionalsentences

~ Suggestedanswers

Ifyou're pl annin g to s tay he re for a while,you mightprefer

thelarger room

Ifwe hod tim e to s tu dy mor e,wemightpass theexam

I we reall y l oved e ach o ther,we wouldknow

Unless you ca n agree ,you willhave togo

If you 've had a row,kissandmake up

Evenif hewer etoapo logize,I wouldn't beabletoforgive

him

Evenifthey beg gedme,I couldn't do it now

The conditional sentences beginningwithe venifsuggest

that it wouldn't make any differenceifthesethings

happened

H Tenses in co n d itio n a lse n te n ces

Tell studen tsthat the wordorde r may need

changing

~ Answers

1 were,would {'dtake,travel

2 Don'task, want

3 see,will{'IItell

4 are thinking,oughttoIwill have toImustIshould

find

5 were,would you answer

6 had,would notIwouldn'task

7 Don't acceptare,havemade

8 had, could notIcouldn'tafford

What if 7

Ask studentsto decidein groupswhatcourseofactio n

th ey would takeif

• their amilydidn'tapprove of the ir newfriend

• th ey 'd los ttheirhousekeys

• theywere offer ed ajobab roa d

• theyran ou tof moneylateat night

• theircarbroke down o a motorway

Stud e nt sth e n comparetheir decisio ns withth eother

gro u p s

~ Suggested answers

If my family does n't a pproveofyour n ew fri end,I'llmeet

himIheron thequiet

IfI've los t my house keys,I'llcallalocksmith

I I w ere offered a job abroad,I' take it ifthe conditions

were good

If! ra n o utofmone y l a tecrni ght,I'd gotoacashmachine

If my car broke dow n onamotorway,I'dcallforhelp on my

mobilephone

E xt ra acti vity

The re wereseveralprepos itions in thearticle.Sh ould

y urstude ntsreq uire pract icein thi s area, you may

lketogivethe mthefollowin g exercise

Prepositions

Ineach of thefollowi n g sentences,a necessaryprepositio n has bee nomitted.Decidewhich of the

follow ing prepositio n s shou ldbe in sertedand wh e re

aro und i nto w ith to ill for

Therearecertain signsof thezodiacwh ich are

morecom patible tha n others,acco rd ing experts

2 Th is leaflet istheperfectgu ide th e sola rsystem

3 Itisnotalwaysadvisabletomarry som eoneyou

havefall enmad ly in love

4 Thisis period reflectiono our futureho p es and

pla ns

5 Iinvi ted themth e kitchen for acu p ofcoffee

6 Although werea lizetha titis virtually

unob taina b le,we continue ou r hunt hap pi ness

7 I amsick andtired of being to ldo not handi n gin

workon time

8 Wh ichcourse ha veyo udecided to op t?

9 Th erearemanypitfalls along th e way our sear ch

forthe perfect partner

to I eeltha t so mewayIhave offended you

II Su d d enlyeverythi ngclicked place andI

Can You Believe H?

Listening and Spea king

In trod uct ion Stu dent's Book p 48

1 Discussthequestio n s as a class

An s w ~r

The pictureshowstheMarfa lightsin texas.USA,where

brigh t patches of lightap earin the ky for noapparent

List ening Student'sBook p 5

Refer srn dents to theExam tipo Part4 ofPaper4.Tell(hemthat inthe exam itself nopicture saccompanythe

tasksandthattheyarcusedhere forclassroomuseonly.Let studentsknow that theywill hearavarietyofspeakersand accents

1 Give studen ts enough limeto decidewhat thepicturessh ow.Enco urage themtotell theclassaboutanyper sona l experienceorknowledge ofthes phenomenathat they have

AnswersThepictures show;

Speaker1 9(0 bubbk of light, I t w asjust l arger than a

bask etball)

Speaker2 e( furniture started moving)

Speaker3 a(pe culioroircroft)

Speaker4 b( clou dofmony eo/ours - pin ks a nd g reens a nd

The account describes 'balllight ning~

3 Checkthatstu d e nts knowthe mea ningsofall the

words,which areusedlaterin theliste n in g

exerci ses,befo re asking th emto discus how they

would feelaftersu ch anexpe rien ce

En glish in Us e

Remindstu d e nts th attherearctwo basic type of

proofreadingta kin Paper3Part3: onedeals with

spellingand punctuation(asseeninUnit 1)and the

otherfocuses on words whichare gram m atically

incorrector do notfit inwith the sense of tiletext This

unit looksat hesec o n d type

1 Ask stud en tstoread thefirst partofthetas kbefore

th ey begin proofreading Stu d entsexplaininpairs

whythe words are unnecessary,

Answers

o Ihe definitearticleis not neededincombinationwith

aprofessionorfieldof st udy

Both prepositions would notbe usedh re tonether

ando utistheunnecessaryword,b ecauseon itsown

it would not makes enselofwouldalso beneeded)

2 Although it is possible to saylo tsof,the wordofis

unnecessarywithS everal.

3 The wordw hik d esnot fit grammatically.Note that

studentshavetoreadthe followingline to decide

this

2 Advisestudents( 0 re d thewholetextqu ickly 'an d

thenre turntoitforamorecareful lin e-by-line

read

Can you BelieveIt? UNIT4 r 3

3 Students now listen again andanswer thefive

multiple -choice questions.Sto pthe tape aftereach

speakera dc eckstude nts have unders tood

I was on a canoe trip with a group of High School bu ddies,

when we spotted a deserted cabin that could be used as a

campsite ~Iy friend and I ended up in the back room of the

cab in The rai n w as now a downp our but the cabin was

s tuffy, so [ went a nd o pened th e wi ndow a crack T hen we

saw wha tlooked l ike a Ilas hhgh t m o ving aroun d outs id e t he

opene d w ind ow To our c om ple t e a mazemen t t he

' flashlight' bega n to squeeze t hrough th e pen one - inch

crack above the window sill As w e w atched a 'bu bble' o f

light s lowly floated i nt o the r oo m II was a little larg er than a

bas ke tball.

Speaker 2

It was a very strange expe rience I woke u p and it seemed

very quiet outside Suddenly the furniture started moving

-the bed was swaying from side 10 side Pots on -the t ab le

were ra ttling an d pa pers slid ing a bo ut I f ell ut terly

c onfused I co uldn't su n out in m y h ead what was

ha pp e ning around m e Al te r a c o uple o f m inut es it s top ped

It wa s re por ted l a ter on t he lun ch -l ime n ews T h re w as a

l ot of structura l da m age in to wns 10 th e ort h of h ere It h as

r eally a ffec ted me, it was so unex p ecte d I fe lt so, so

v ulnerable.

S p eaker 3

This very brtghr flash was c o min g from a group o f objects

far up 10 the north of Mount Rainier I saw a chain of

pecu liar aircraft app roaching very rapidly They seemed to

h flying in f ormation L oo king a t Ih em against the s ky, and

againsr rh c s now of M o unt R ainier a s they a pproached, I

jus t cou ldn't ma ke o u t a ny tails on t h e m an d I h d n ever

s een an ai rcraf t wi thout a t all! T he y were prctry l ar ge , a n

there w er e ni ne u f th em

S peaker 4

P e rfe c tion! An i ncre d ibly moving e vent ! It InUS I have been

abour rwo o 'clock in the morning, and we'd all [usr about

given up hope I looked OUl lowards t he sea, an d at that

moment there appeared a sort of swirling cloud of many

colours - pinksand greensand blues The whole Ihing on ly

lasted f or a minu te or so We aUstood there, op en-mouthed,

dri nking i n t he she e r b eauty o f itaU.It w as just magical [

st ill feel s hive rs u p an d dow n my s p ine whe n I tal k abou tit

Sp ea ker 5

I wa s d ragged along by a mat e ' Best t hing yo u'll s ee i n y our

l ife time,' he said W e got to the par k an d the re we re lo ts of

ke en p eople the re already, w uh their cameras all s et up,

p oin ted at the sky But you couldn't see much, mere was

that much cloud Finally , II d id sh ine through - b rie fly - and

a hit of it was covered So what, I thought n was nothing

special Theil the skv clouded over again and that was that.

Vocabulary Student'sBookp 51

Tell students that the particlesu pandcuroccurv ry

fre q uently in phra sal verb combinations.Suggestthat

the ykeeptwolistsof these ph rasalv rbs(mo rewillbe

look d at nUni t7 )and write theirown sente nc es to

show themeaning

Befo re they startaskstudentsif theyknow whatanyof

thephrasalverb swith upand ollrmean,Ask the m to

loo k:at he gapped sentencesand seeif theycanguess

themea n ing of thephra sal verbwhic hwillcomplete

ea chgap , eg in 1,aph rasalverbwill beneeded which

means 'inve nted'

An swe rs

1 ha d mad e u pIw as mak ing up

2 tak en out

3 break o ut

4 've run outIam running out

5 ran upJhad run up

6 mak e out

S peaking

1 Dividethe classinto gro upsofthree Thista sk

in olve s studentsinturn- ta kinga n d trains them in

tactful nte rru ption,whichwill beusefulin Part 3

of the speakinglest

2 Referstude ntstothe relevant sections of theVocabulary Resou rce on pages 193 and195

An sw ers

Excust: m e, but thot isn't quite right.

CouldIju stsay something about that?

Idon't thi nkIa gree wit h youthe re

Reading

L ost a nd Alon e

lntroduction St uden t' s Book p 52

1 In pairs,studentsshou ldfocuson th idea of

isolation anddiscussthe effectsof being alone for

long periods of time

34 rUNIT4 Can you Believe It?

Studen t's Book p 54

Style

1 Tell students that thesetimereferences will beuseful when writingaccountswhere narrat iveskillsare called upon

Answers

4 Students discu ssthephrasesin pairs

Answers

1 a l uxurio us and comfo rtab le l if style

2 be lieving h had car ried out his commitm ent to Kas par Hau ser

3 a do ctor who had been asked to com e u rgently

4 something that challenged t he accur acy of the story

5 publiclife

6 pe ople h ad gro wn tir ed of th e phenom enon, as it w as

n o lo nger new

7 o nly se venteen mo nths

5 Ask studentsto discu ssthesequestionsfirst in

pai rs andthen asaclass.As(his is an unsolvedmystery.there areno defin iteanswers

Sugge sted answ ers

becom ing introv erted, expenencinq irrat ional fea r,

apprec iating t hose arou nd you more.

2 Stude nts group the wordsand the n explainthei r

mean ings.Some of these wordsappea r in the

readin gtextwh ichfollows

conce ited- excess ively p roud of on eself

w eary- extreme ly t ired

ecc entric - odd o r capri cious i n b ehaviour

intima te - clo sely acqua inted

c elebrity - f amous person

gregarious - f ond of company

W rit ing

Predicting the F uture T

I nt rod ucti on Student's Bookp 55

Askstude nt swheth er theyknow anything about

Nos tradam us and hispredictions.Then ask ifthey

believe the claim that the eve nts are mentioned in hiswritingsand elicit theirviewson the two prophesiesfor

thefu ture

Answers

198 9 T he Fa ll o f the Be rli n Wall

19 90 Ne lson M andeta is fr eed

1992 F lor ida Hurr icane

1995 New ho le in t he o zone l ayer

2 Draw students'attention to threeof (he ways in

which thewriterinvolvesthe reade r

R eadi ng

Refer stu d e n tsto theExamtip.The gapped text

questio n requires sca nn ingskillsand an awareness of

textco hesion The taskin thisunitfocuses on both

element sand isan introdu ct ion toga pped texts(a n

exam taskwillbe done inUnit7)

1 Askstude nts iftheyhavesee n the film by Werner

Herzog, The Enigma of Ka spar Hauser ,orread

anythingabout him

2 Students sho uld co ncent rat e in particu lar onthe

reference markers tha tarehigh lighted

A nswer

P aragraphEfo llows o n.

Askstudents( 0 pickout(heword s andphrasesto

do withvoca b ula ryin (hispa ra graph:

aphrase

the word 'horse' .

referrin gto oa thas'l>oys ~

His knowl edgeo fwords i nc r eased

3 Ask stude nts to completethe taskin 10 minutes

Answers

T he reasons for th is order are g iven in bracket s.

B (his own s tory./ For as l ong ash could rem ember J

F ( B finis hes the story so for andF continu es.)

o (Th is i s a l ogical progre ssion a f ter t he attack.] •

A ( ,the objectofend lessinteres t.+It seems that all

this attention J

c

C an You B elieve I t ? UNIT 4 n 3

Entry B is the winning entry It is appropriately organized,

engages the reader, is original and fully address es the task.

b Spend tim e on thisanalysisofthetwo pieces

of writing,asthe aspectslistedareimportan tto

suc ces sfulwrtnngof competitionentries

~ Answer

Requirementsofthe competition

A does not expand on how the writer wou ld l ike to spend

t ime with the person.

B'sgrabs the reader's attention whil e A's is dull and

merely factu al.

Sentence length

A's se nt ences are generally much shorter t hanB's.e

compare the opening sentences.

Q uestions

A has none; 8 uses them rhet orically to raise a point of

view or new topic. What, for example, was the secretofhis

military success?

R epetition

A has a lot of his.

Relevance

B keeps to the point In A, there is a lot of i rrelevant

material relating to th e writer and hi s opinions.

Persona! angle

Whereas A includes personal info rmation in an ir relevant

way, in 8 the comparison w ith the wri ter's own age and

life is well -wri tten and contr ibutes t o an origina l ending

Conclusion

B'sfinal sentence rounds the piece off st rongly whi l e A's

finishes w ith an irrelevant comment about the magazine.

c Studen ts re ad throughsom eof the fea tu res of

EntryB.Afullerlist of adverbscan befound in the

VocabularyResourceon pa ge195

Und er s t andi ng t he t ask

2 Make sure that stude ntsun derstandin what time

period they arewr iti ng

~ Answer

T he task contrast s the 22nd century with now, so covers a span of approximate ly100years.

B rain st o rming id eas

3 Enco uragestu dentstothink ofothe r aspects oflifestyle oncetheyhavediscu ssed thepict ure

Re fer the m to the relevant sect ionof the

VocabularyResource onpage191

F oc u sing on th e r eader

4 Askstudentsto workon titles and opening

se te ncesinpairs.They sho uld rem emberthe

im pa ctof EntryB'sopening se nte nce and tryto

engage the reader'sattentio nin a similarway The n

askstude ntsto dra ft one or two rhe to rica l

ques tio ns wh ichare relevantto thetask Stude nts

could loo k at theVoca bulary Resourcefor other

descriptivela ngu age.Finally,askstude ntstodiscussinpairs whichtenses couldbe used in this

tas k: and thenre fe rthe mto thestructuresection in

this unit.Remind the m tha tthey arc to write fro m

thefu ture

Pla nning yo ur answer

5 This cou ldeith er bedone in pair sor aspartof th ehomework assignment Advisestudents tospe nd

about 10minutes on thisplan ning stage

Wri ting

6 Stude ntscould chec k eachothe r's workand he

asked tojudgetheeffectivenessofthepiece ofwriting the yhaw read Additionally.thecla sscouldadjud icateas if this werea realco m pe tition,

givi ng reasonsfor theirchoice of winning entry

Structure

Nois y S pirits T

Int rodu ction Student'sBookp 5

Askstu dentsto discuss th epictu reandques tio nsbrieflyin pairs or groups of three

Englis h in Use

A Stude n tssho uld mentionthe argumentsfor andagainstwhic happearinthetext andcanthen give

thei rown opinio ns

3 nUNIT4 Can You Believe It?

Answers

Argum ents fo r: Julio's experiences could not be expla ined

away.

Arguments against : there is usuall y a reason f or seemingly

inexplicable events, and they may also be the inv ention of

lonely people who want someone to talk to.

B Ask stud ent s[Qcompletethe tas k in 10 minuteson

theirown and then comparetheiranswers with

4 someoneIsomebodyIpeopleIoth ers

5 exampleIinsta nce

d past perfect con t in uous

e past perfect sim ple

2 a d e

3 simpl e past

4 the fut ure in the past

5 past perfect simple

6 past contin uous and past perfect continuous

B Ask stude nt s to complet e thesen te nces on their

own and then compare thei r ans we rs in groupsof

three

Answe rs

1 was fall ing, spotted

2 had been workin g, noticed, moved

3 decided, went, had

4 was working, was doing

5 placed, made, was, went

6 was t ravelling, occurred

7 said had never not iced, broke

8 were playing, was having heard

9 had been running started

10 was, sounded, changed

l anguage activation

Ch ai n s t ory One student begins a spoken story using either one of the sentences 1, 6, 7, 8 9 from B or a sentence of their own The next student continues the story, and so on round the class Stud ents can wri le down each additional sentencesothat they hav e a recordorme complete story They then compa re t heir story with a partner's Any mista kes can be

co rrected at t his s tage.

Pa st p erfect , s imple p ast

Askstudents10look at the questionsinpa irs Check

the ir answers after eachsectio n

A

Answ ers Barry knew it was wrong to steal = so he decided not to, or: but he decided he was going to do it anyw ay!

Barry knew it had been wrong to steal = he had already done it even though he knew he shouldn't have!

Sally never saw the film _ she didn't se e th e film at all.

S all y had never seen the fi lm befo re = she was seeing it now f or th e first time.

B Answ ers before th e glass broke:

- it had been 1 inches f rom the edge of a shelf and i had risen at least two inches to clear t he objects in

c

~ Answers

1 past perfect (had fin ished), simple past (was)

2 simpl e past or past perfect for both verbs (wasIhad been) (had provedIproved)

3 simple past (pointed), past perfect (had written) simple past (was)

C an You B elieve I t ? UNrT4 n 3

Pract ice

Studentsdiscusstheir answers in pairsor groups of

t h ree

A nswers

one occas ion i n p articu lar wh enI(e xperienced)th is

d isturb ing ph enomenon.

Af ew years agoI(w as t eaching)a st udent P hysics inan

upstairs lec ture roo m w hereI (h ad n evertaughtl b efore.I

(had reached)th e pa rt of th e l esson wh ere we( were

discussing) r adioact i vi ty w henI ( was)swa mped by a

fee ling ofdeja vu ( knew)I was]ab out t o refer t o a

book in my office I a lso( knew)t hat a a p revious

occasionI(had gone)t o co llect it f rom th e o ffi ce.I

(turned)to my s tudent and(asked) him i f w e(had d one)

the wor k a lready He(l ooked)p uzzled a nd{r eplied)th at

we(had n ot done]a nything lik e i t bef ore Ho wever, m y

awarenessofthe ex perience( did n ot m ake)th ede j 6- vu

f ee l ing go a way, eve n w henI( tried) n ot t o repea t th e p

re-set pattern.

Lang uag e a ct ivation

P ersonal experience

Stu dents think of, or invent , an occasion whe n they had a

feeling o fd ej a v a nd write a short pa ragraph about it using

a s man y o f th e t enses in the Practice exerc ise as possib le.

Stu dents ca n th en read out their paragraph to a part ner.

Used f or , u sed to , be I get used to , w ou l d

used to f lyexpresses a past hab it T o ex press th e sa me

meaning abou t the present , we use t he s imple p resent

t ense,fly T he present equ ivalent of obj ect sw ould flyi s

objectswill fly.

B

A nswers

You cou ld usewo uldi n2

Wouldcan be used in st ead of u sed toto desc ribe r epeat ed

ac tions in t he pas t b ut not to descr ibe paststatesan d

2 Th is suggests t hat he m ight h ave fou nd it diffi cu lt a t

fi rst but e vent ua ll y he l e rned h ow to d o i

su ccessf u ll y.

a i n th e in terrogat i ve:

Wa s Ju lio u sed to h and ling 7

D id Ju lio g et u sed to h andlin g 7

b in t he n egat i ve:

Ju lio w as notIwas n ' t u sed t o h andling

Ju lio d idn't ge t u sed t o h and ling wo uld be used

w hen f urt her in fo rmation is su pplied,1'9un til he had

bee n th ere fo r a f ew m ont hs.

J u li o ne ver got u sed t o h and ling (i s m ore common

a nd l ess a wkward]

c in th e p resent :

Jul io i s u sed t o h andlin g

Julio is getti ng u sed to h and li ng

Pra ct ic eStudents complete th is on theirownin class or for

ho m ework.A

You cou ld substi tut ew ouldfo ru sed t oin 8 a nd 1 1, whe re

i t d escr i bes a p ast act ion, bu t not i n2,6o r9,whe re i t descr ibes p ast s ta tes or s ituat ions.

L angu a ge a ctivation

A da p ti ng t o cir cumstances Students t hink about w hen they first started a new school or

a n ew j ob and make a l ist of two things they:

a used 10 do.

b got used to doing.

c cou ldn't get used t o doing

d used i n o rder to help t hem do thei r wo rk successfully When the y ha ve comp leted t heir li sts, students intervi ew

each other i n pairs

B Studentschoosethree of thesuggested promptsto

wr ite apa ragra ph either in class or for ho mework

Alternatively, stude nts can brainstorm theirideas

insma ll groups,make some notes, andfinish

wr itingthe ir paragraphfor homework

38 nUN IT 4 Can You Belie ve It?

All Walks of Life

Liste ning a nd S peaking

Life styles "

Introduc tion Stude nt's Bookp 62

1 Studentsdiscussthe titleandwhat mightb inthe

anklebriefly inpairs

2 Before reading,discuss the photoofthechild

travellerwith the whol eclass Stud entsreadth

articlequicklyto check their predictions

Notes

The articleis writtenbya member ofa grou pknownas

'New Age Travellers',who werefirstreportedwidelyin

the Britishmediain the mid-19BOs Possiblyasaresult

offindingitmore difficult to get ajob,togetherwitha

grow ing disillusionmentwithsociety,somepeople

havedecid ed thatalife 'onthe open road'isprefe ra ble

Many people find this attitude unacce ptable and

object to the travellerscampingo land whic h does

not belon gtothe m

They may not all kno w what happened in 10 66 (line24)

a refere nce totheinvasion of Britain hy Wiliiam the

Conqu eror(of Normandy) Thishistoric al factis

commonlytaughtat school

Answer

The writerexpresses apositiveview of the travellers'way

of lifeandgivesthe followingreasons: Children do not

needto acquireskillsorlearnfacts ata particular age; the

experienceschildren getiftheylive astravellersare more

practical and enriching;traveller'schildren aremore

mature andaware of theneeds of others;their

experiencespreparethembetter for aless secure lifestyle

3 Studentsreread the textcarefullyandunderline

the selectedphrases.Encouragethem to

understandthemeaningofthe phrasesby looking

at the surrounding text

Suggested answers

1 nothaving the skillsor ability toeducate

2 becometravellers

3 theywere dissat isfied withsociety

4 geta job inpreferenceto ot herapplicants

5 Thechildren's experiences prepare them better forlife

6 get oneasily with

7 havingthesame needs and rights asothers

8 forcingoneselfto behavelikethemajority

9 struggleagainst others tosucceed4

Answers

t aken t o th e road ; e quipped bette r t han mas t; m ix freely; common sh ared huma nity

Opt ional activity

Askstudentsto consider whysocietytendsto

rejectthose whodo not conformtoaccepted

behaviour.Studentsmake a list of othergroupsI

people who mightfallintothis category, eg

unusu al religious sects,politicalgroups,etc

Students th en discusswhythese groups arc

rejected

Li stenin g Student's Book p 63Remindstudentsthat theywill onlyhea rPa rt2once

andtha t it simportantto read andliste n to the initial

instructionsasthesewill tell them whattheta pewill

con tain.They should keep thelength oftheir answers

( 0 a maximumof rhrec words

1 Students pred ict the miss ing informationinpairs

2 Studentslisten to the broadcastandcomplete thegaps Theythen comparetheir answersinpairs

Refe r them to the Examtip on writing notes Answers

, (traditional)festivalsites

2 campingIcampingout

3 sheepchasedIhavebeen chasedIanimals harassed

4 rubbish(left)Ia mess everywh ere

5 no trespassing

6 causing (an)obstructionIintheway

Tapescript

N '" News rea der; KS '" K ate S impso n

N As t h S u mm er S olstice d raws n car, tra vellers from all

o ver B ritain ar c ta king to t he roads and h eadin g f or th eir tra ditional fe stival s ite s P olice hav e alre ady rep oned a

b uild-u p o f ca ravan s, lorr ies and car s i n man y areas and

t he M l l at ju nc tion 13 i s c omple tely bl ocked

I n t he West , th ere ar e rep orts t hat a t Shep ron Mall et

tr a ellers h ave cam pe d o ut on th e re creatio n g ro un d t o

t h e n o rth o f he t own.

AllWalksof life UNIT5 n

I I39

Tellstudentsthatthey willnotbe a le(0seeth ir

partner'spicture.Students mayn e dreminding

thatthe use of the presen t co nt inuous isim portant

in desc rib ingactionsandactivities Refe rthem to

th e relevan tsection of theVocabula ryReso urceo

pages193 and 194,

3 Dividethecla ss intogroups of threeorfourand

askthe mtofoc us on ways ofhandling thedispute

effectively,egwh oshoul d beincharge,whatwil

the travellersbe allowedtodo, whatcan bedon eto

h lptheresidents , etc.Alte rnatively,divid e the

classintotwogrou ps,onerepresenting the

trave llers and theothergroup repres ent ing the

residents.Givethemtimetoprepare.Encourage

eachstudent inthegroupto think ofatleastone

reason'whytheysho uldor sho uldnot bemove d

on

Our r e po rt e r , Kat e S impson , is on the p hon e from

Shepton Mallet Ilello, Kar c' How are things dow n t here

a t he moment?

KS \\' 1'11 I' m h ere at thecampsiteat Sheptn n Malle t and e r.

l bclicve things are reasonabl y peaceful a t t hemoment

I ca n se e frum where I'm stand ing seve ral l a rge lo rr ies

which have par ked on the side o f the road There ar e

a bout 20or30 peop le milling around , a c ouple of d gs

a nd a f e w children

N Have there been any complaints?

KS [believe so Yes A l o ca l resident h a s just been telli ng me

t h a t she knows of a farmer who h a s cl a i m e d that his

shee p have been chased, and that he 's h ad 1 have

se ve ra l lambs put down I haven't spoken to h im m yse lf ,

th o u gh T h e n this afternoo n some locals whose gar de ns

b a ck on to the recreation ground reponed t hat t heir

ga rde ns have been tramp led a nd rubbish l eft I ing

ar o und.

N S u animals have been harassed an d t h ere's a gene ra l

mess e ve ryw h e re Have the t ravellers bee n defe n ding

them selves? Haw you b ee n able to speak 10 any of

th e m?

KS O h yes [ spo ke to the l e ad e r uf this g roup h e re a nd er ,

h e is at p a ins to say that as far as h e knows there has

been 110 trespassing on p e o p le's prope rty H e feels th a t

h e i s with in his rights 10 park h is v ehicle on th e p u blic

h igh w a y III' says he r ejects the claim that they a re

c a us in g an obstruct ion He fe els very gO I at, an d is

pu tt in g most of the comp laint s d own to preju dice b y

t ho se who d o n't und erstan d the travelling w ay of life.

N A nd ha ve there been a ny other d evelopments?

KS Y e s I s poke e ar lier to a po lice office r App arently th e

I ocatMp has decided that the situ a tio n is pote ntially so

se ri o us h e is a ct u ally

Student's Bookp 6

E ng li sh i n Use

1 Thisact ivity wiII help th studentsre cognize

differences in styleandregister betweenthe

inform al colloquial lang uage thepolicewoman

use s whe n speakingandthemorefor m al.written

style ofanewspape ritem Studen tsarcasked to

producethe moreform alstyle Answers

Opt ional activity

Askstude ntsto selectpicturesofpeopleinvarious

socia lsituatio nsfrommagazin esornewspa p ers In

groups,studentscouldbra in sto rm appropriate

v ca bularyL Odescribe whatpeople look like,theclothes the y arewearing,etc.This couldbea timedcompetition betwee ngro upsto seewhichgroup

knows th most vocabulary,

1 made attempts to

2 had occupiedIwas occupyingIwas obstructing

2 Askstudentsto readth e text s again an d give the mabout 10minutestocomple te the reportinpairs,

Tell the m thatiftheywritemorethanis asked for

theywillb more likelyto lose mark s for

in ccura cy orincorrectspe llin g

2 Ask students to discussthe questionsin pa irs.This

will prepare themfor amore gene ral discussio nin3

3 Students discuss lifestyle

Suggestedanswers._ how I li ve m y li fe.' . he way I l iketodo things { whot I d o that's i mpor tanttome

. I gi ve muc h t hought to I I fee l t he needtotalk ab out.

I t hatmattersmuch tome

the y ge nerally are referr ing the pace oflifethat they

le ad

4 Using the adjectives and modifiersgivenhere will

help stude ntsto prac tise askingeach oth er

questionswh ichcan extendthe conversation andintroduce new angles andapproac hes

Suggested answers

Do y ou have a r eosonably rela xed approachtothing s?

A re yo u very demand ing at work ?

Is i t true that you were quite energetic when youwereat

co llege?

Wou ld y ou s oy that you are on extr emely organiz ed pe rson ?

Yo u're a fa ir ly quiet sort of person , aren't you?

Student's Book p 64

Speaking

1

40 nUNIT 5 AllW a lks of life