first certificate star teacher s book prodromou luke

This title is a TopicBased Course Preparing Students For The First Certificate Examination. Special Focus Is Given To Vocabulary Expansion, With Sections On Words Often Confused And Phrasal Verbs In Every Unit.

First Certificate

STAR

Teacher's Book Luke Prodromou

First Certificate

Luke Prodromou

MACMILLAN

Macmillan Education

Between Towns Road, Oxford OX4 3PP

A division of Macmillan Publishers Limited

Companies and representatives throughout the world

ISBN 0 435 28145 3

Text © Luke Prodromou 1998

Design and illustration © Macmillan Publishers Limited 1998

First published 1998

All rights reserved; no part of this publication may be reproduced,

stored in a retrieval system, transmitted in any form, or by any

means, electronic, mechanical, photocopying, recording or

otherwise, without the prior written permission of the Publishers

Designed by eMC Design

Cover photography by Maggy Milner

The publishers would like to thank Sarah MacBurnie and

Kevin MeNicholas

Printed and bound in Great Britain by Martins the Printers Ltd, Berwick upon Tweed

2007 2006 2005 2004

14 13 12 11 10

Meat: to eat or not to eat?

The power and magic of dreams:

Review: Units 9-12

Goodies and baddies

TV times

The end of intelligence?

Good luck, bad luck

Review: Units 13-16

Worth a thousand words

One small step

From rags to riches

Contents of the Student's Book

Grammar Vocabulary Use of English

* Contents

* Contents

FC Star has 22 units of eight pages Each unit should take

about four hours, so the course provides approximately

90 hours of teaching All units contain work on grammar

and vocabulary and exam practice of the four skills; most

units also haye Use of English exercises Generally units

begin with the reading or speaking and end with the

writing section, but the order of other sections changes

from unit to unit to avoid monotony and to vary the focus

of lessons It is generally recommended that the sections

of the units should be done in the order in which they

appear On the other hand, most sections are fre

standing and therefore it is easy for you to use the

material flexibly to suit your particular needs

Language

Grammar

Students who are preparing for the FCE are at an

intermediate level and will have already coyered most of

the grammatical structures that are required for the exam

What they need to do at this stage is to consolidate this

knowledge and develop their ability to use it accurately

and effectively FC Star provides comprehensive coverage

of the FCE language syllabus Each grammar point (there

is at least one in every unit) is presented in a box

explaining how it is formed and what it is used for The

grammar box is followed by practice, which often takes

the form of Use of English exercises

Vocabulary

Tf grammar at FCE level is essentially a question of

consolidation, vocabulary work involves both

consolidation and extension, Students need a wide-

ranging knowledge of lexis to deal with the reading texts

and Paper 3 Vocabulary is dealt with in a variety of

different ways in FC Star, Topic vocabulary (which

follows UCLES guidelines) is presented and practised

regularly and is often linked to language in the reading

texts Attention is also given to word formation, essential

for Part 5 of the Use of English Paper Every unit contains

explicit practice of two lexical features of English which

often cause problems for students: phrasal verbs and

words of similar meaning FC Star holds to the belief that

there is no ‘magic’ way to learn phrasal verbs and that the

best way to approach them is through regular and

extensive practice The phrasal verbs are grouped according to the verb, the_particle or the topic The dictionary at the back of the book contains all the phrasal verbs presented in the course The ‘words often confused’ exer focus on groups of words that are frequently used incorrectly by FCE students

Skills

Reading

In the Reading Paper, students will have to cope with four

fairly long texts taken from a range of authentic sources The exam aims to test different ways of reading, so students will need to develop a flexible reading strategy,

The reading texts in FC Star are taken from authentic

sources and are the same length and level as those in the exam There is comprehensive coverage of the exam exercises Each Part is practised at least five times during

the course At the same time attention is given to

developing good reading strategies Generally a three- stage approach (pre-reading, while-reading, after-reading)

is used in order to practise the various sub-skills needed for effective reading To help you, the teacher, the answers to the reading exercises often include the extracts

from the text that provide the answer

contain a variety of accents FC Star therefore introduces students to a range of different accents from both native

and non-native speakers of English To help you, the teacher, where a listening section requires students to listen to the text more than once, the text is repeated on the cassette, so you do not have to waste valuable class

time struggling to rewind the cassette to find the correct place!

Finally, the course highlights features of spoken English

in three specific sections (see Units 7, 14 and 16) and in the grammar review at the back of the book One reason

why listening to native speakers is difficult for students is

that ‘real life’ English is often very different from the language that students have been exposed to in

coursebooks, eg contractions are the norm, words are often left out and idiomatic expressions are common The

aim of the spoken English sections is to introduce

students to these features of oral language in order to

help them in their listening; students should not be

expected to use them in their own conversations

Writing

for the Writing Paper, students have to produce a range

of different text types Some of these (eg reports,

magazine articles) may be unfamiliar Students are

expected to write answers that show not only that they

have a firm grasp of grammar and yocabulary, but also

that they are aware of and can use the appropriate

register FC’ Star includes practice of all writing ta

may appear in the exam

The writing sections provide practice and guidanc

‘that students are fully prepared before they begin writing

their answers Many writing sections contain model and

students’ answers The former are generally used to

highlight good features (eg appropriate style) and the

latter give students practice in assessing and correcting

written work (see the advice for Paper 2 below)

Thorough planning is the key to a successful piece of

written work and pre-writing activities include pairwork

tasks, brainstorming and organizing notes Attention is

also given to words and phrases that students can use to

make their work more effective through a variety of

exercises and regular ‘useful language’ boxes

AtECE level, students a: pected to be reasonably

accurate and fluent in speaking, The exam also puts an

emphasis on students’ ability to cope with interaction

with other people To improve their spoken language,

students need plenty of practice Each unit of FC Star

includes opportunities for speaking practice integrated

with other sections, as well as specific speaking activities

to practise the task types found in the exam Most of the

speaking activities explicitly practise the task types found

in the exam, so by the end of the course students will be

well-versed in what is expected of them There are also a

number of information gap activities in the book, where

pairs of students are given different material (found at the

back of the book) and can only complete the tasks by

sharing their information Using conversational

expressions will improve students’ performance in

Paper 5 and there are regular ‘useful language’ boxes

which students can use both for the task at hand and in

the final revision stages before the exam,

Exam training

Apart from consolidating and developing their language

knowledge and skills, students also need to be trained in

%* Introduction

the specific requirements of the FCE FC Star fulfils this need in two ways: by providing plenty of practice of exam-type exercises and by giving students information and advice about the exam throughout the course The

outline of the exam found at the beginning of the Student's

Book can be used to introduce students to the FCE The

‘Twenty common questions’ section that follows is based

on feedback from UCLES and will be very useful for students to read just before they sit the exam FC Star

presents each Part of each of the five Papers through its own exam information box These boxes clearly explain the exam requirements and give students helpful advice Finally, the Student's Book contains photocopiable samples of the UCLES answer sheets for Papers 1, 3 and 4

We recommend that you use these answer sheets from the beginning of the course, as filling them in correctly can be difficult for students who are not used to them

and they provide the students with further exam practice

The reviews can be used in class under exam conditions

or as homework

Grammar review The seventeen-page grammar review provides more comprehensive explanations and examples of the

grammar in the course It has its own contents list and is

alphabetically ordered to make it easy for students to use

it for their own reference and revision It also contains information on features of spoken English (see the

comments on listening above)

Phrasal verb dictionary

The phrasal verb dictionary contains all the phrasal verbs

presented and practised in both the Student's Book and the Practice Book and the information is taken directly from Collins Cobuild Dictionary of Phrasal Verbs Useful

features include: a clear definition, an authentic example

sentence taken from Cobuild’s vast bank of English

language data and extra information on formal synonyms and other phrasal verbs with a similar or opposite

meaning It is important to point out to your students that only the meanings of the phrasal verbs practised in the course are listed; these phrasal verbs can have other meanings as well

%* Introduction

FC Star Teacher’s Book

© The contents of the Student's Book units are

summarized at the beginning of each Teacher's Book

unit, providing a clear and quick reference

There are clear and easy-to-use teaching notes for all

activities, including suggestions for alternative

procedures, warm up and follow up activities

Answers are given for all exercises, apart from thos

that require students to think of their own ideas The

answers to reading exercises often include references

to the parts of the text that provide the answers

The tapescripts are integrated into the teaching notes

for ease of use The parts of the text that provide the

answers to the exercises are underlined in the

tapescript, again to make your life easier (Please note

that when a listening section requires students to listen

more than once, the text is repeated on the cassette.)

Background notes on the reading texts and the photographs appear at regular intervals These notes

include information on culturally specific referenc the text and explanations of potentially problematic words and expressions

Eleven photocopiable revision tests can be found at the back of the book These are intended to be used after every two units and provide revision of the grammar and vocabulary that has been presented and practised

Each revision test follows the same pattern: the first part

consists of 25 multiple choice cloze sentences, the

second part has 20 Part 5 Use of English transform- ations The answer key that follows the tests may also

be photocopied if you want to use the tests for self- study,

‘There are also five supplementary Paper 2 Writing

exams at the back of the book You can use these as they stand as mock dual questions to give students further writing practice during the course

xams Or you can select indi

FC Star Practice Book

The material in the Practice Book follows the order and

contents of the Student's Book and provides students with

the opportunity to consolidate and extend the language

they have practised Each unit is divided into two

sections The first deals with grammar and contains at

least three Use of English exercises as well as more

general grammar exercises The second section focuses

10

on vocabulary Exercises that revise and extend students’

knowledge of word groups and phrasal verbs appear in every unit There are also regular exercises on topic vocabulary

The Practice Book is available with or without the answer

‘The First Certificate Examination is intended for students

at an intermediate level, ie who have studied English for about 500 hours In the series of examinations offered by the University of Cambridge, the FCE comes after the Preliminary English Test (PET) and before the Certificate

in Advanced English (CAE)

The FCE tests students’ language knowledge and ability

through five papers:

Paper 1 Reading (1 hour 15 minutes) Paper 2 Writing (1 hour 30 minutes) Paper 3 Use of English (1 hour 15 minutes)

Paper 4 Listening (40 minutes)

Paper 5 Speaking (approximately 14 minutes)

Marking and results Each of the five Papers is worth a maximum of 40 marks

In order to obtain a pass, students need to get at least

60 % (approximately 120 marks out of 200) A student's

final grade is based on the total score he/she has achieved in all five Papers This means that students can

do less well in one Paper, but still pass the exam by doing

better in other Papers

Paper 1 Reading

Timing: 1 hour 15 minutes

Number of Parts: 4 Total number of questions: 35 Marking: questions in Parts 1, 2 and 3 are worth two

marks Questions in Part 4 are worth one mark.

dvertisements, stories, letters, brochures,

s focus: reading for gist and for details, inferring

ning from the text, understanding lexical reference

(eg What does ‘it’ refer to in line X?)

ences or paragraphs that have been removed from

text, They have to decide where in the text each

ntence or paragraph belongs

ecting words etc)

[4 Multiple matching (information)

tudents are given a group of texts that are on a similar

or one text divided into sections, and between

n and fifteen questions They have to decide which

related to which question Sometimes the last

tion is a multiple choice question about the general

ing or purpose of the text/s

Skills focus: scanning for specific information

e reading exam aims to test students’ ability to read

ifferent ways to suit different reading purposes

dents therefore need to be given practice in a variety

f reading strategies, eg reading for gist, reading for

ails, scanning for specific information

(very common problem is that students think that they

aye to understand every word in a text in order to be

to answer the questions To discourage this

attitude, give students an initial task that requires them

read for gist and set a short time limit for this task

n elicit from the class what they have picked up

bout the text; usually they will be surprised at how

much they have already understood and this will boost

their confidence,

* Introduction

¢ UCLES aims to promote authentic reading, so many of

the texts they use are from magazines and newspapers rather than books Students need to be familiar with a

variety of text types so encourage them to read as

initial idea about the contents of the text In class, get

into the habit of using the title to ‘warm up! the students to the topic Write the title on the board and brainstorm with students what the text could be about, Their initial reading of the text will then have a purpose

as they can check their predictions

Encourage your students to underline what seems to be key information in both the questions and the text as they go along This will help them to eliminate options

in the questions that contradict the text and to decide

between two more probable options When going through the answers it is useful to train students to justify their answers by referring to the text

Part 3 requires students to know about how a text is structured, so make sure you give students practice in analysing texts, eg ask students to identify reference pronouns, linking devices and related lexical items (synonyms, words that belong to the same topic group

etc),

It is vital that students allow time in the exam to check their answers, Train them to do this by giving them five minutes for checking after you have done a timed reading exercise in class

Finally, students need plenty of practice in using the computerized answer sheets They should make sure they fill in the correct line for the question they are answering, and if they miss out a question, they should make sure they leave a space on the answer sheet

Paper 2 Writing

Timing: 1 hour 30 minutes

Number of Parts: 2 Total number of questions: 2

Marking: both questions are worth the same number of marks Examiners give marks for: accuracy of the

language; the use of a range of structures and vocabulary;

organization and cohesion of the work; an appropriate

11

* Introduction

register of language and the successful completion of the

task set (Have the students answered the question and

included all the relevant information?)

Length of answers: 120-180 words

Part 1 Transactional letter (compulsory)

Students are given some kind of input (usually a text and

notes) and have to use this information to write a

transactional letter (ie a letter that has a practical purpose

and requires a reply) A range of different kinds of letter

could come up in the exam, eg a letter asking for/giving

information, a letter of complaint, a letter of invitation

Part 2 One writing task from a choice of four

The fourth question is always on the set reading texts and

students can choose between two task options, a or b

The other three questions could include: an article, a

report, an opinion, narrative or descriptive composition

and a non-transactional letter (eg a letter of application or

an informal letter to a friend)

© Perhaps the most important advice you can give to your

students, because it is a comment made year after year

by the UCLES examiners, is that they must read the

questions thoroughly and make sure they understand

what is required Candidates are penalized if they do

not make their answer relevant to the question (For

example, students quite often forget to include the

prompt sentence given in the narrative composition

In the transactional letter in Part 1, candidates will be

penalized if they do not include all the relevant

information from the input given Students can avoid

this pitfall if they get into the habit of making a plan

before they begin writing the actual letter When you

prepare a transactional letter in S, ask students to

read the input first and elicit all the points that need to

be included and write them on the board Then,

working with the whole class, decide on how these

points can be organized into appropriate paragraphs

Students will also be penalized in Part 1 if they copy

entire phrases from the input material, so do specific

work on how students can say the same thing in a

different way (ie focus on synonyms and expressions

that have a similar meaning)

Successful candidates allow themselves time to check

their written work for mistakes To do this efficiently,

they need practice in identifying errors You can do this

by correcting one piece of written work with the whole

class or by getting students to mark each other's work

(These exercises will be made much easier if students

12

double space their written work.) Encourage students

to use a marking system (see below)

‘At FCE level, students are not only expected to use a

variety of janguge accurately, but also have to write in

an appropriate style To use the correct register requires

an awareness of who the target reader is, so get into the habit of asking questions, such as: Who are you writing to/for? Do you know them? Is the content of the writing serious or more lighthearted? What is the purpose of the writing and how will this affect the style?

is caused by students not planning their work before

they begin and not using structuring devices The latter

an be helped by doing specific work on paragraphing and linking words and phrases

Answers have to be between 120 and 180 words long

You should discourage students from counting the words in their answers in the actual exam because this

is a waste of valuable time Instead, during exam

preparation ask students to do word counts on several

pieces of work and from this to calculate approximately,

lines they need to write in the

a question in the exam Discourage this practic

Students will inevitably find it difficult to make what

they have learnt fit the question appropriately

Furthermore, examiners can easily recognize

regurgitated work and will not look on it favourably

before beginning a writing task to remind themselves of the features of language, organization or style they need to improve on

Paper 3 Use of English

Timing: 1 hour 15 minutes

Number of Parts: 5

Total number of questions: 65

Marking: questions in Parts 1, 2, 4 and 5 are worth one

mark Questions in Part 3 are worth two marks

Part 1 Multiple choice cloze (text)

Students are given a gapped text followed by fifteen four-

option multiple choice questions They have to choose

the word or expression that fits the gap

Focus:

vocabulary and fixed phrases

Part 2 Open cloze (text)

Students are given a text with fifteen gaps They have to

fill each gap with one word, Sometimes there may be

more than one possible answer

Focus: grammatical words

Part 3 Key word transformations (sentences)

There are ten questions, Each question con: ofa

piompt sentence, followed by a key word and a response

sentence of which the beginning and end are given

Students have to complete the response sentence so that

ithas a similar meaning to the prompt sentence, using

between two and five words (one of which must be the

key word),

Focus: grammar, vocabulary (especially phrasal verbs,

fixed phrases and synonyms)

Part 4 Error correction (text)

Students are given a text of fifteen lines Some of the lines

are correct and some contain an extra and unnecessary

word, Students have to identify these wrong words and

write them on the answer sheet When a line is correct,

they put a tick

Focus: grammar

Part 5 Word formation (text)

Students are given a text with ten spaces and ten

corresponding word ‘stems’ Students have to fill the

space by reformulating the word stem to make an

appropriate word

Focus: vocabulary and word formation

® As the Use of English Paper focuses on specific

language use, it is vital that students learn how to use a

%* Introduction

dictionary efficiently so that they can build up their knowledge of fixed phrases, phrasal verbs and so on

during the course Encourage your students to be

inquisitive about the words they come across by using their dictionaries both in class and at home At FCE level, we recommend that students learn to use an

English-English dictionary

We also recommend that you encourage your students

to keep a separate vocabulary notebook, in which they can record new vocabulary, phrasal verbs, word groups and so on during the course This notebook can then

be used for revision just before the exam,

Four out of the five Parts of this Paper are texts, and students must get used to approaching them as such, rather than as a collection of isolated sentences

Understanding the overall meaning of the text can be vital in choosing the right answer, so encourage students to begin by reading through for gist (For example, in Part 5, there may be a space that requires students to form an adjective If they do not understand the meaning, they will not know whether a negative or

a positive adjective is required.)

— verb + preposition combinat

— verbs followed by the infin:

For the Parts that have a lexical focus, students should

be encouraged to learn fixed phrases, collocations and phrasal verbs rather than isolated words

Students can be prepared for Part 4 by giving them

plenty of practice in correcting their own and other students’ work (this can be linked to work on writing,

see above) and by building up a list of common errors during the course

For Part 5, students need to develop a knowledge of

how different kinds of words are formed Make sure that students are familiar with the names of different

word types (nouns, adjectives, adverbs etc) In class,

give students plenty of practice in filling in word formation tables and encourage them to record word families in their vocabulary notebooks

13

%* Introduction

Paper 4 Listening

Timing: 40 minutes

Number of Parts: 4

Total number of questions: 30

Marking: each question is worth one mark

Types of text: monologues (eg documentaries, lectures,

instructions, news, advertisements, speeches, stories),

dialogues (eg conversations, discussions, interviews,

transactions)

Part 1 Multiple choice (eight short unrelated

extracts)

Students listen to eight short, unrelated extracts and

answer one multiple choice question on each one To

help students, the questions are also recorded on the

cassette,

Skills focus: listening for gist and the main points,

listening for details, deducing meaning from the context

Part 2 Note taking or blank filling (three-minute

monologue or dialogue)

Students are given ten incomplete sentences, notes or

questions They have to complete the spaces, usually with

no more than two or three words Incorrect spelling is not

penalized where the meaning is clear,

istening for the main points, listening for

details or specific information, inferring meaning

Part 3 Multiple matching (five short related

extracts)

Students are given a list of prompts (pieces of

information) They have to match each prompt to one of

the five topic-related extracts There is one prompt that

they do not need to use

Skills focus: listening for gist and the main points,

listening for details, deducing meaning from the context

Part 4 Selecting from two or three possibilities

(three-minute monologue or dialogue)

There are various types of question possible in this Part:

true/false, yes/no, multiple choice or which speaker said

what Students will only be given one of these types in

the exam,

Skills focus: listening for the main points, listening for

details or specific information, inferring meaning

Students often panic about listening and this is

generally caused by a lack of exposure to listening to

14

authentic English During the course, encourage your

students to find ways of listening to English outside the classroom, eg listening to the radio and spoken word cassettes, listening to songs and watching English

language television programmes and videos

One very obvious way you can increase your students’ exposure to English is to use English as opposed to your native language in the classroom Try to speak ata normal pace and your students will rapidly gain

confidence in their ability to understand

At the beginning of the course, introduce your students

gradually to the different types of text they will hear,

particularly the longer extracts For instance, you could

play the text in sections and elicit from the whole class

what they have understood so far

Students are given time during the exam to read through the questions before listening It is very important that they should do this because it will help them make predictions about what they will hear

As with the Reading and Use of English Papers, introduce your students to using the UCLES answer sheets as early as possible so that they can get used to recording their answers in the correct way

¢ UCLES reports comment that in Part 2 students often

get into trouble because they linger on a difficult question and therefore fall behind and have problems with subsequent questions Make sure your students are aware of this potential pitfall and also remind them that they do not have to worry about correct spelling

and appropriate use of grammar and vocabulary;

pronunciation; the ability to talk coherently beyond sentence level and the ability to take part in conversation, including the use of appropriate functional language There are two examiners: the ‘interlocutor’ is responsible

for managing the interaction and gives a global

essment mark, the other examiner assesses the candidates’ performance on the criteria above but does not participate in the conversation

‘The interlocutor asks each candidate to give some basic

_ personal information (about where they live, their school,

_ their interests etc)

2 Talking about photographs (each

ndidate in turn)

h student is given two photographs that are related in

ome way and is asked to compare and contrast them and

give their personal reaction Students are not expected

describe the photographs in detail Candidates may

0 be asked to comment briefly on each other's

‘photographs

‘Skills focus: talking for an extended amount of time

‘(usually about a minute)

Ạ

‘Part 3 Pairwork task (both candidates)

‘The candidates work in pairs and are given a task and

‘some kind of visual prompt to use (eg a picture, a graph,

map) The pairwork task could involve: planning,

dering a list, discussing a topic, reaching a decision,

Solving a problem Sometimes candidates are asked to

“agree ona decision, whereas at other times they can

‘agtee to disagree, In all ca it is the discussion that

“counts, rather than the actual completion of the task In

‘other words, candidates are not penalized if they don’t

finish the task

skills focus: participating in conyersation, expressing

itudes and opinions

interlocutor leads a discussion with both candidates

bout the topics introduced in Part 3

Sills focus: participating in conversation, exchanging

and justifying opinions

* Ifstudents are to feel confident about speaking, they

‘must be given plenty of practice, so try to do as many

pair and group oral activities as possible

* The teaching notes for FC Star often suggest that you

‘do error analysis with your students after an oral

“activity This allows you to correct your students’

language without interrupting them while they are

‘speaking and to make the corrections without

embarrassing the students who made them It is also a

good way of finding out about any remedial work that

you need to do You can go through your notes by

writing them on the board or photocopying them for

pairs of students Give students a chance to look at and

%* Introduction

correct the errors they notice before you go through

them with the whole class Do bear in mind that the point of giving feedback is to highlight good uses of

language as well as problems, so make a note of

particularly good uses of language as well (eg a word

or expression used appropriately)

Conversational expressions are a very useful tool for students to have, so do regular work on the language of

interrupting, agreeing and disagreeing etc

Furthermore, teaching your students ‘survival’

expressions is very important (eg asking the examiner

to repeat something), Students will not be penalized if they ask for repetition, but they will lose marks if they carry on regardless and therefore fail to do the task correctly

To be prepared for Part 2, students need to get used to talking for extended periods, A good way to do this is

to establish a regular slot in class time when a student prepares and gives a talk to the rest of the cl

topic of his/her choice

Turn-taking is an important part of the interaction and candidates who fail to involve their partner or who interrupt and hog the conversation will lose marks

15

61 “ Yabba dabba doo

Words often confused: invent, discover, create;

count, add, measure, calculate, subtract

Phrasal verbs and idioms

Phrasal verbs with up

Speaking and Reading pages 8-10

Warm up: before students open their books, introduce

the topic of cartoons by eliciting from the class the names

of famous cartoons, eg: Popeye, Tom and Jerry, Asterix,

Donald Duck, Mickey Mouse, Charlie Brown, Snoopy, The

Flintstones, Ask students which cartoons they like, then

k them what, if anything, they know about The

Flintstones

1 Allocate A and B roles to students and ask them to turn

to the relevant page Give students a few minutes to

describe their pictures to their partners and to find

similarities between them Then elicit from the class what

they have observed Round off the activity by telling

students the information below

> Photograph notes

e The photograph on page 8 is a still from the feature

film The Flintstones (1994) From left to right, the

people shown are Rosie O'Donnel as Betty Rubble,

Rick Moranis as Barnie Rubble, John Goodman as Fred

Flintstone and Elizabeth Perkins as Wilma Flintstone

e The cartoons on pages 12 and 13 show the same

characters from the original Hanna and Barbera

cartoon, which was first shown on TV in 1960

7 ‘Text notes

e The title ‘Rock Stars’ plays on two meanings of the

word rock: the mineral and the music ‘rock and roll’ So

information gap (comparing pictures)

Part 1: Personal information Exam information: Part 1

Writing Narrative composition

e Neanderthals are an extinct type of people who lived

in Europe from about 100 000 to 40 000 years ago

e The Stone Age is the earliest known time in human

history, when only stone was used for making tools and weapons, It was followed by the Bronze Age and

the Iron Age

e flint = very hard, grey stone that can produce sparks when struck against steel

e rubble = bits of broken stone, rock or bricks

e bedrock = the principles or ideas on which something

is based; the foundation

@ flagstone = a flat piece of stone or concrete, usually, rectangular or square, used for paths, floors etc

e ‘Stony Curtis’ and ‘Leonard Bernstone’ are jokes based

on famous real people, Tony Curtis and Leonard Bernstein Tony Curtis (1925—) is an American actor His most famous film is probably Some Like It Hot, which also starred Jack Lemmon and Marilyn Monroe Leonard Bernstein (1918-90) was an American conductor and composer, probably most famous for West Side Story

e Rock Hudson (1925-85) American film actor He starred in a lot of westerns and was one of the first famous people to die of AIDS

e Bill Clinton (Bill Clintstone’) (1946) President of the

United States Before becoming President he was

Governor in Little Rock, Arkansas

C (American Brodcasting Company) is a major

American television network and a division of the Walt

Disney Company Its headquarters are in New York

‘The aim of this exercise is to make students scan the

for information, so set a time limit

ìm information: Part 1

nt Part 1 of the reading exam by reading the

mation and tips aloud or by letting students read it

emselves In order to ensure that students have

orbed the information, ask them for reasons why the

ice is given What would happen if they didn’t follow

advice?

im practice: Part 1

dents practise the advice from the box by matching

headings to the text and underlining the key words

hrases that helped them to decide on the answers

le working through the answers, ask students to

y their answers with reference to the text

m practice: Part 2

Il students to read through the questions first before

the text again

Unit 7

5 students work in pairs This exercise requires students

to interpret the text and to infer answers, so when going through the exercise ask students to find evidence in the text to support their answers

Speaking pages 10-11

Exam information: Personal information Before reading the box elicit from the students what, if anything, they know about Paper 5 Work through the

exam information and advice Ask students if they can

think of any other advice that would be useful for the

exam

17

* Yabba dabba doo

Exam practice: Personal information

1 Elicit the questions using the prompts given Practise

the questions in open pairs first, then give closed pairs a

few minutes to ask and answer If there is time, ask

students to tell the class what they have found out about

their partners

Vocabulary page 11

11 Most of these words are from the reading text on page

9 If you feel that your students need practice in scanning

a text, ask them to find as many words from the two lists

as they can in three minutes

2 students work individually, When you go through the

answers, elicit the differences in meaning between the

3 students work individually or in pairs, organizing the

words into groups in their vocabulary notebooks As you

go through the answers, elicit other words that could go

in the three groups (Suggestions in brackets below.)

4 students work individually before checking answers with the class If you have time, ask students to write

example sentences using the remaining words in the box

Grammar page 12

Tense review The grammar section in Unit 1 provides a review of tenses) that the students should know These will be practised in more detail in later units

1 students work either individually or in pairs to match the tenses and sentences If you feel that your students need extra help, present or elicit example sentences for some of the tenses before asking students to do the exercise

Unit ƒ

students work individually before comparing their

ers in pairs and then with the class Explain or elicit

eaning of the tenses as you go through the exercise

the notes in brackets.)

Vocabulary page 13

Words often confused

1, 2 & 3 Allow students about 15-20 minutes to do the three exercises

ents do the exercise individually before checking

wers with the class

1Ợ

* Yabba dabba doo

Phrasal verbs and idioms

4 students work individually to find the words in the text

Phrasal verbs with up

5 students work individually before checking the

answers with the class

Listening page 14

Exam practice: Part 1

1 Explain to students that this type of exercise is part of

the listening exam In the exam there will be eight

questions; here they only have five to introduce them to

the exercise type The aim of exercise 1 is to begin to

train students in effective exam technique If students

read and think about the questions before listening, they

will be prepared to listen out for the information required

to answer the questions

Students read and discuss the questions in pairs, underlining

any words they think are important

2 As this is the first time this exercise type has

appeared in the course, it can be done as a guided activity

to encourage good listening strategies Write the

following questions on the board:

Where does the extract take place?

Who are the speakers?

What is their relationship?

What happens in the extract?

What has happened before?

What is going to happen?

Play the cassette, pausing after each extract Using the

questions on the board, elicit from the students what they

have understood After repeating this procedure with all

five questions, play the tape a second time and tell

students to decide on their answers

an award-winning documentary about life in the Stone Age, which was first shown last year And following enormous viewer demand, we've decided to show it again this evening,

so stay with us

2 I'd rather it wasn't the one near the door We sat there last

time and I'm afraid there was an uncomfortable draught all evening We would really like to sit near the window We had | that one the time before, on the right as you go in Yes please,

if you could, and it'll be for two We expect to be coming at about nine

3 L=lecturer $= student

L: T've got your assignment ready if you want to just havea look

: Oh, thanks Was it OK?

; Well, have a look at it firstand then we'll have a chat, shall we

: Ltried to answer the question It was quite tough, though : Well, it was a good effort but I'd like you to have another

go if you don’t mind Come and see me first

W: Oh, well, my husband isn’t here at the moment Oh, yes,1 suppose so Of course, yes, do come in out of the rain M:1 won't keep you long I got your address from the telephone book I’ve just moved in down the road I kn your father, you see, we were at school together, and I just wanted to say ‘hello’

W:Oh, I see How nice Do sit down

5 Yousee, when we made the movie we wanted to give it

authentic feel, so there was quite a lot of preparation Oh, did a lot of research into prehistoric times, the Stone Age in particular We found out all about animals and the natural environment It all helped give the movie a more natural, realistic feel .

Writing pages 14-15

am information: Narrative composition

ad the information box with the whole class Check

w much students have absorbed by asking them to

¢ their books and, working in pairs, to recall the

0rmation they have read Ask individual students to

/e ÿou one tip each

dents work individually to complete the sentences

airs, students then predict what happens in the story

ite the following questions on the board to focus their

‘ussions:

10 is the man?

y has he come to see the woman?

it is their relationship?

round off the activity, elicit ideas and predictions

ut the story from some of the pairs

am practice: Narrative composition

tudents read the question and student answer

idually, then discuss in pairs whether the answer has

owed the tips in the information box After a few

inutes, open up the discussion to the whole class

the tenses they practised in exercise 1

Personality

Modifying adjectives

Words often confused: nervous,

bad-tempered, moody, anxious Phrasal verbs with on

Use of English

Part 5: Word formation

Part 4: Error correction

Vocabulary and Reading

pages 16-17

Warm up: before students open their books, introduce

the topic by writing ‘In good company’ on the board

Give students three choices of what the unit heading

refers to, eg going on holiday, relationships and friends,

working for a company

Give them a minute to work in pairs and decide what

they think, then open up the discussion to the whole class

11 Students work in pairs to divide the words into two

groups If you feel that more work is required on these

adjectives, allocate two adjectives per pair Ask each pair

to write two sentences to illustrate the meanings Each

pair reads out their sentences to the class

2 students work in pairs Ask a few students to

summarize their discussions for the rest of the class

22

In good company

Reading

‘How to lose friends and alienate people’

Part 3: Gapped text (sentences)

Exam information: Part 3

Listening Part 2: Blank filling Speaking Roleplay Useful language: giving and asking for advice,

e Primary school in the United Kingdom is for children between five and eleven years old (called elementary school in the US; also compare secondary school (UK) and high school (US))

‘If you're talking you ain’t listening’ was said by Lyndon Johnson, who was American President 1963-69

@ upshot = something which happens as a result of other actions, events or decisions; the conclusion

3 Check students understand the words by asking them

in pairs to add these words to their positive and negative

columns in exercise 1 Set a time limit of five minutes for reading Explain this is to encourage them to skim through the text, rather than reading sentence by

sentence,

xam information: Part 3

ent Part 3 of the reading exam by asking students to

ad the information in the box Ask them questions to

heck that they have understood the reasons why the tips

‘success are given

xam practice: Part 3

F Students practise the advice from the box by matching

headings to the text and underlining the key words

and phrases that helped them to decide on the answers

et a time limit of ten minutes to do this exercise While

orking through the answers, ask students to justify their

ers with reference to the text

=

yi

“Students look back to exercise 1 and find other

djectives from the vocabulary box that they could use to

cribe Edgar Ask them to do this individually and then

» check in pairs to see if they have made the same

Who got 100% in the exam? How’s he feeling?

6 students work individually before comparing answers with a partner, Check a few answers at random to see if the class has done the exercise successfully

7 This is a good writing task for homework At the start

of the next lesson you can ask students to read out one or two of their sentences for the rest of the class to guess who they are describing This will be more amusing if you

have asked them to add a because clause, eg:

This person is extremely boastful because he always says: he's very good at football

Grammar page 18

Questions Grammar box: ask students to read the information in the grammar box Give them a chance at this stage to ask you about anything they don’t understand

1 students complete this exercise individually Remind them to refer to the grammar box if they are not sure Check the answers around the class, clearing up any problems as you go along

23

%* In good company

Follow up: to practise using these questions, allocate one

question per student (Some students may need to be

allocated the same question if there are more than ten in

the class.) Ask them to move around the class asking their

particular questions and noting down the other students’

answers Follow this up by getting them to write up their

findings and report back to the class

2 Point out to students that these mistakes come from

the Speaking Paper of the First Certificate exam The

mistakes are of different types: grammar, vocabulary,

pronunciation ete Point this out to the students at the

beginning, or leave this aspect until later and elicit the

types of mistake when checking the answers

Put students in groups of three to correct the sentences

Students work in pairs to decide what questions the

examiner asked to get the answers in exercise 2 Allocate

even question numbers to Student A and odd question

numbers to Student B Students should then interview

one another with their questions While they are doing

this, go round the class collecting errors Round off the

activity by going over some of the errors with the class

24

Exam practice: Part 2

1 Ask students to look through the sentences in pairs and think what is needed to complete each sentence, eg a noun, an adjective Elicit some ideas for completing sentence 1

As this is the first time students have met this exercise

type in the course, divide the listening into two or three

parts and allow students to confer in pairs between each part Then play the interview again, this time without stopping Check the answers with the whole class (The answers are underlined in the tapescript.)

2 students work in pairs to decide on the best piece of advice Check with each pair and see if the rest of the class agrees

as a class which suggestions are the best

Tapescript

interviewer PF = Professor Finney

I; Professor Finney, as a child psychologist who specializes

in educational psychology, you must have to deal with

quite a wide range of problems faced by adolescents

PF: That's right My research has focused on the learning

difficulties of young children, especially the way their

friends and family affect their performance at school

I, And what is it that makes some pupils succeed and others

fail?

PF; Well, research suggests that if you get on well with people

and are well-liked, it builds your self-esteem, your self

respect and this helps you make the most of your abilities

I; Isce So how you see yourself is important?

PR: Oh, indeed, It’s important to feel good about yourself

J; But what, what can someone who doesn’t get on well

with their peers, with other pupils of the same age, do to

improye their image, their relationships?

PF, Well, first of all, it's extremely important not to be

negative all the time If someone makes a mistake, you

should react with encouragement and understanding

Nobody likes to feel or look foolish It’s the banana skin

syndrome and we all make slips, so if someone gets the

teacher's question wrong, you shouldn't start sniggering

or giggling

I; Which, of course, a lot of kids do,

PF: Oh, yes, some do Or when somebody drops something I

Say it’s good to say something positive whenever

ay someone is wearing a new jacket, or has had their hai It's so simple to say something nice

about it, don’t just ignore it You can always say ‘Where

did you get it from?’ or “That’s a nice hairdo.’ Don't ignore

people and

I, Don't look only on the gloomy side?

PF: Don’t always look on the gloomy side, or what's negative,

fight It’s rather irritating We all have a little grumble now

and again, but nobody likes to hear every day that things

are bad Most people know they’re bad Ifa child doesn’t

like maths, he or she doesn’t have to keep going on about

it, Most kids dislike don’t like maths

I: Uhuh

PF: And if you're feeling depressed, one strategy is to try and

listen to what other people are saying Listen to the

problems of others and it may take your mind off your

own problems So if you know someone's cat has just

died, ask them about it, gently of course, and listen to the

answer It may take your mind off your maths homework

I, You're suggesting children we

interest in other:

PF: Yes, oh yes, it’s true of adults too, but yes that’s right:

show interest in your classmates and in other people too

It’s good to get out and meet new people, relax, hear a

joke or tell a joke, even It makes a big difference

Laughter goes a long way

1: Not everybody is good at telling jokes, of course

PF: Yes, but we all tell stories, amusing stories But getting on with people can be very simple, as simple as just making eye contact when you speak to people Don’t look over

their shoulder, it comes across as very unfriendly or just

indifferent Look at people, it’s so simple For instance, I

knew someone, a colleague at work, who would greet you

in the morning with a cheery ‘Good morning! How are you?’ and all that, but he would be looking over your

shoulder all the time at somebody else

I: No eye contact?

PF: That's right You soon got the message This person wasn’t really talking to you, just going through the motions

I: Insincere?

PF: Yes

I: Right What about gossip? School kids do like to goss about each other, don’t they?

F: To some extent, yes We all do, it’s natural curiosity But I

don’t think anybody likes people who spread rumours or

repeat malicious gossip about others

the moment, ¢ s that you have a few problems at

an’t sleep

y clothes don't fit me any more

I feel depressed, Get them to respond with some advice, u

from the useful language box

sing, expressions

1 Allocate A and B roles to students Give students time

to read and prepare the t: Students work in paii

round the , encouraging them to use the expr

in the box and making a note of any important errors you

hear Get one or two pairs to perform their conversations

for the rest of the class

2 Students swap roles and roleplay another problem situation Monitor the class again and round off the speaking section by giving feedback on errors from exercises 1 and 2

2

Maria, you're from a village near here, aren't you?

John, you don't like jazz, do you?

Helen, you went to Italy last year, didn’t you?

Peter, you've been to Spain, haven't you?

Ask students to recall your questions as accurately as they

can, including the tags Try and elicit the rules for using

tags and why we use them Students should read the

grammar box

1 Allocate A and B roles to pairs of students For

sentences 1-5, Student A reads out the sentence from the

book and Student B tries to add the question tag without

looking at the book Students stop and check sentences

1-5 together Students reverse roles and follow the same

procedure for sentences 6-10, While the students are

doing this, monitor the class If necessary, check the

answers with the class at the end

aa

2 Students work individually, Check the answers using

open pairs across the class

3 [I Write the two example questions on the board and then play them on the cassette, highlighting how the speaker's voice goes up or down on the tag Play the exercise through once Students compare answers in pairs Play the cassette again and then check the answers, with the class

Follow up: if you have time, or if your students experienced difficulty in doing exercise 3, try this activity Write about eight tag questions on the board, making sure that some definitely require a falling intonation (eg You're studying English, aren't you?) and some a rising

intonation (eg I couldn't borrow your dictionary, could I?),

In pairs students decide whether they should go up or down on the tag and practise saying them As they do this, go round the class and check their intonation To

finish off the activity, ask individual students to say a

sentence each and ask the rest of the class if the intonation was correct

4 Introduce this exercise by asking a few students tag

Use of English pages 20-1

1 Students discuss in pairs what they think the two diagrams show Set a time limit for students to read the text Discuss the text and diagrams with the class,

Exam practice: Part 5

2 students work individually before comparing answers

in pairs and then with the class

3 Before students read the next text, get them to predict what advice the writer is going to give to help someone

improve rapport Students then skim the text for the main

ideas (Encourage them to underline key words and

phrases.) Elicit from the class the advice given

Exam practice: Part 4

4 As this is the first time students have done this type of

exercise, tell them there are ten mistakes in the text and

that the type of mistakes they should look for are:

prepositions (in, on, at etc), articles (a, an, the), pronouns

(it, he etc), auxiliary verbs (do, am, will etc) and

determiners (some, much etc) Students work individually

before comparing their answers in pairs and then with the

class

Vocabulary page 22

Words often confused

1 Write the words on the board, Ask students questions

to highlight the differences in meaning between the

words, eg:

How do you feel if you have to talk in front of a crowd?

How do you behave when you are bad-tempered?

How do you describe a person who is happy one minute,

then bad-tempered, then happy again?

How do parents feel if their child comes home late?

Students work individually before checking answers with

‘the class

Phrasal verbs with on Note: phrasal verbs are a problem for students of English Explain that there is no easy, systematic way to learn them; they are best learnt as ordinary vocabulary items This might be a good opportunity to ask students what kind of dictionaries they use What are the advantages of using an English-English dictionary as opposed to a bilingual dictionary? Here are some advantages you may wish to highlight:

— more information about pronunciation and grammar

— more examples

— often have grammar pages

— illustrations to teach lexical sets

— some have exercises

Draw students’ attention to the phrasal verb dictionary at the back of the book, which is taken from Collins Cobuild Dictionary of Phrasal Verbs Also mention the Collins Cobuild Learner's Dictionary* or Collins Cobuild New Student's Dictionary (with grammar and vocabulary usage sections) as suitable choices for their level

* intermediate to advanced + lower-intermediate to intermediate

2 Set a time limit of five minutes Using their dictionaries

if they wish, students work individually before comparing their answers in pairs and then with the class

Answers

* In good company

Writing pages 22-3

Exam information: Transactional letter

Present Part 1 of the writing exam by reading the

information box aloud to the class Emphasize that

this question is compulsory Ask true/false questions

to check students’ understanding, eg:

You should write this letter in the same way you

would write to a friend

You don’t need to read the notes, only the

advertisement

You should organize your letter into paragraphs

You can put the notes directly into the letter,

Exam practice: Transactional letter

1 Ask students to read through the question

including the advertisement that goes with it on the

next page Focus attention on the advertisement Ask

students questions to encourage them to scan for

information:

What is the purpose of the advertisement?

Where is the holiday?

How old do you have to be?

2 Seta time limit of four minutes Ask students to

work individually and decide which letter is better At

this stage elicit only their general impressions of the

letters because more detailed analysis is done in

exercise 3

3 Look at the table with

the class Briefly explain

or elicit what the headings

in the table refer to Students

work individually before

comparing answers in pairs

and then with the whole

class

28

4 the writing task can be done in class or for homework Remind them to re-read the information box and the list of good features in exercise 3 before starting their letter

Note: this is a good point to ask students to make a file for keeping their homework exercises and pieces of written work in Encourage students to look back through previous marked exercises to help them eliminate errors that they have made before

ý

unbearable

Topics Cities, transport, traffic problems Grammar

Present simple and present continuous

Stative and dynamic verbs

Vocabulary Town and country Transport

Words often confused: cheque, bill, menu, recipe, receipt, fare, catalogue, fee Phrasal verbs (travel)

Speaking pages 24-5

Warm up: before students open their books, write the

tile of the unit “The good, the bad and the unbearable’ on

the board and ask students to predict what the topic of

the unit is

Note: Students may know the expression ‘The good, the

bad and the ugly’, which was the title of a western

starting Clint Eastwood

Exam information: Photographs

Present Part 2 of the speaking exam by asking students to

read the information in the box to themselves, then ask

them a few comprehension questions, eg:

How long will you have to speak for? (about one minute)

Will you have to describe the photographs in great detail?

(no)

True or false?

You should try and talk till the examiner tells you to stop

(true)

Accuracy is more important than fluency (false)

If you don’t know a word, you will lose marks (not

necessarily)

Warm up: describe parts of each photograph,

demonstrating how to use the expressions in the useful

language box, and ask students to guess which picture

you're describing

The good, the bad and the

Reading

Part 3: Gapped text (sentences)

Part 4: Multiple matching Listening

Part 3: Multiple matching Speaking

Part 2: Photographs Exam information: Part 2 Useful language: describing photographs (1) Discussion

Writing

Report Exam information

1 students choose two photographs each and then describe them to their partners Remind them to use expressions from the useful language box As students work in pairs describing and discussing their

photographs, monitor the class and make a note of any important errors you hear After students have finished the task, go through the errors you heard with the cla

2 Discuss this matching exercise with the whole cle eliciting from students reasons/justifications for their answers (This will prepare them for the reading section

on pages 26-7.)

Vocabulary page 25

Town and country

1 students work individually, using dictionaries if

necessary

29

% The good, the bad and the unbearable

2 students work individually before comparing their

answers in pairs and then with the class

e Vienna (population about 1.5 million), capital of Austria

e Berlin (population about 3.3 million), capital of the

united Germany The ‘two halves of the city’ refer to

East (formerly communist) and West Berlin

e Athens (population about 3 million), capital of Greece

London (population of Greater London about 6.9

million), capital of England,

Stockholm (population about 1.7 million), capital of

Sweden

e ‘The Tube’ is the popular name for London's

underground train

The City is the financial centre of London In the one

square mile of the City are found the Bank of England

and the Stock Exchange, as well as many financial

companies The equivalent in the USA is Wall Street

The IRA (Irish Republican Army) are an organization

fighting for the unification of Northern Ireland and the

Republic of Eire, often using violent means

e rush hour = the two busy parts of the day in the

morning and evening when people are travelling to

and from work

e hassle = trouble, fuss

30

2 Ask students to quickly read the first text about Vienna

and find out whether it has a good or bad transport system Set a time limit for students to do the same with texts A to E Ask students to justify their answers by

recalling information from the texts

underlined Point out that these key words are likely to

connect the sentence with something before or after, eg:

A there (Where?)

B bought a second car (Why?)

C The (ring road) (The use of the probably means this has already been mentioned, or is an example of

something.)

D the city’s highways are blocked off (Is this an example

of something already mentioned?)

E private cars (Is this an example of something?) pollution (Has this already been mentioned?)

F the money (Which money?)

G Above ground (Has something been said about ‘under’ ground?)

much better (Than what?)

H It (What does it refer to?)

Exam practice: Part 4

4 Seta time limit for students to complete the exercise individually When you go through the exercise, ask students to justify their answers with reference to the text

5 students complete the exercise in pairs and then check

their answers with the class Follow up this exercise at a

later stage in the lesson by using the definitions provided

in this exercise to do on-the-spot revision This type of

quick revision is a good way of varying the pace and

focus of a lesson

Speaking page 26

1 The extent to which students can discuss these

questions will depend upon their age, maturity and

general experience of transport problems If you feel that

this topic will generate discussion, put students in groups

of three or four and ask them to discuss the questions A

spokesperson should summarize the groups’ discussions

for the rest of the class You could also use the questions

Present simple and present continuous

1 Ask students to cover up the grammar box Students work individually and then compare their answers with a partner before uncovering the grammar box and checking their answers Check the answers with the class and clear

up any problems

2 Give students a number from 1 to 10 and ask them to correct the sentence which corresponds to their number Students listen to each other and write down the answers

Do not make any corrections at this stage Do they agree that all the sentences are now correct? Where there are mistakes, try to elicit the corrections by further reference

to the grammar box

* The good, the bad and the unbearable

4 Give students about fifteen minutes to write their

sentences In pairs students take it in turns to read their

sentences, while the other asks questions about the

person described

Stative and dynamic verbs

5 students read the grammar box then work individually

on the exercise before checking their answers in pairs and

then with the class

6 students work individually, writing their personalized

endings for each sentence In pairs students read out their

sentences Round off the exercise by asking pairs of

students to summarize some of the similarities and

differences they have found with their partners

Vocabulary page 29

Words often confused

11 Encourage students to check words they are not sure

of in English-English dictionaries and to write them down

in their vocabulary notebooks

Phrasal verbs (travel)

2 students work individually before checking their

answers in pairs Ask students to write any new words in

their vocabulary notebooks Follow up this exercise at the start of the next lesson by reading out the sentences but leaving out the verbs Elicit the missing verbs from

individual students

Listening page 30

Exam practice: Part 3

1 (2) Focus attention on the instruction Play the cassette through once and ask students to compare their answers with a partner Play the cassette again and check the answers with the class (Clues to the answers are underlined in the tapescri

1 Inearly always leave the car somewhere near the tube

because it would be madness trying to get into town by car in

the rush hour It takes me a few minutes to drive to the

underground and I leave the car ina little side street There's a train every few minutes so there’s never a problem It is getting a bit expensive, but it’s not too bad if you get a travel | card Well, it makes sense if you use the tube regularly and, of course, you can also use the card on the bus so it’s very,

2 Well, asa sales representative my job involves a lot of |

travelling around, so it would hardly be practical to get around by bus or even by train So I'm afraid I have to take the motor It does involve sitting around in traffic jams some of the time, which I hate, but it means I can get to where I want

to go at the drop of a hat The company haye reserved me a space ina car park not far from the office on a permanent basis so at least I don’t waste time looking for somewhere to park

3 I’ve been given strict doctor's orders to change my life-

style and lead a more active life I'd love to do more walking

but, unfortunately, the school is just a bit too far to get to on

foot, so I've got myself a bike It’s great, especially when

you're going downhill And I've also taken up cycling asa

hobby So at weekends we, my wife and I that is, just put the

bikes on the car and take off into the country

4 I set off from home on foot and I'm at the bus stop in a few

minutes I used to use my own car before the traffic got so

bad, but now that would be crazy and, unfortunately, there

isn’t a direct rail link and I really love trains so it’s a shame

But anyway, now I can travel in comfort at a reasonable price

and I pollute the environment less, which I think is very

important Nowadays we've all got to do our bit, haven't we?

Only problem is the buses don’t always run on time,

especially in the winter, which is a real drag

5 We used to have fairly cheap public transport, but of

course that’s all changed since they were privatized So T can’t

really afford to take public transport, I mean buses and trains,

and taking a taxi is out of the question, So, I’ve got myself a

ii ;cooter, which is quick You don’t sit around waiting in

traffic jams and it’s easy to park They do tend to get stolen a

lot though, that’s the only problem This is my third one now

Writing pages 30-1

Exam information: Report

Work through the information in the box with the cla

Check understanding by asking questions, eg:

What does a report include? (facts, suggestions)

Who would read a report? (an employer, people who

read magazines)

What kind of language will you use? Formal or informal?

(formal)

How can you make your report clearer? (use headings)

What do you put in the introduction? (the aims of the

report and the source of the information)

Exam practice: Report

1&2 students read the question and model answer and

then match the headings with the paragraphs Set a time

limit for this

to make notes of the answers they get when they

interview others in the class, eg:

Student 1 |Student 2 | Student 3 [Student 4

How do you usually travel

to work?

Does your family

own one or two

Limit the number of student interviews they do to four or

five, otherwise they will have too much information to handle when writing up their reports Students interview each other in groups or by standing up and mingling Check students have collected information by asking individuals to briefly summarize their findings for one of

33

Grammar

Articles Vocabulary

Nationalities and languages

Words of similar meaning

Words often confused: suit, dress, costume, custom

Phrasal verbs with turn

Reading pages 32-3

1in pairs students choose three topics from the box and

decide how they are distinctive in their culture If students

are having difficulty in finding things to say, ask them a

few questions, eg:

What kind of food do people eat every day? What about

special occasions?

What are the most popular soft/alcoholic drinks? When

do people drink?

What do people wear on formal/informal occasions?

Would someone from your country stand out in a crowd?

Are drivers generally dangerous or careful, polite or

aggressive?

Do people stay in a lot or go out? Where do they go?

Do people shake hands or kiss when they are introduced

to each other?

9 Text and photograph notes

e Harrods is the biggest and most famous department

store in Britain Counting the seven floors together, it

covers an area of 111 500 square metres and employs

more than 3 000 people Harrods is owned by

Mohammed al Fayed, whose son Dodi died in a car

crash in Paris with Diana, Princess of Wales in August

1997

e The Sales are a period when shops sell goods at

reduced prices, In Britain the Sales are usually in

January and in the summer Harrods’ sale (shown in

the photograph) is the most famous People begin to

34

Reading

“Avoid culture shock’

Part 4: Multiple matching

Exam information Useful language: giving advice, generalizing

queue for days beforehand to be first in when the doors open In 1996,

200 000 people visited the first day of the Harrods’ sale

@ The third photograph shows the interior of a typical British pub In Britain pubs are usually open all day, but can still only serve alcohol until 11 pm The minimum age for drinking alcohol is eighteen,

2 To encourage gist reading, set a time limit Students

work individually before checking answers in pairs and then with the class

Exam practice: Part 4

3 students work individually, Set a time limit and check

the answers by selecting students at random, Remember

to encourage students to underline the parts of the text where they found the answers, This is good exam

practice for them and also makes your monitoring and

checking easier

4m pairs students discuss what statements in the text

they think are false Go through the answers with the

class and correct the information

5 students in pairs choose one or two customs in the

text and note down any similarities and/or differences

with their country/countries Ask each pair to share their

ideas with the whole class

Vocabulary page 32

Nationalities and languages

1 Give students a minute or two to think of the names of

the nationalities Check the answers round the class

Students write down the nationalities Encourage them to

ask you for spellings they do not know Spot check the

difficult spellings with the whole class Elicit other

nationalities that the students know and write these on

the board,

Unit 4

2 Follow the same procedure as in exercise 1, (Answers,

are in brackets above.)

Grammar page 34

Articles

1 Ask students to cover up the grammar box while they are doing the exercise As you go through the exercise, ask students to find the relevant grammar point in the box

2 Allocate A and B roles to each student Student A takes

the even numbers (2, 4, 6 etc) and Student B takes the

odd numbers (1, 3, 5 ete) Individually students read the text and complete the spaces they have been allocated In pairs students look through the whole text and check their answers together, using the grammar box where necessary Check the exercise by reading the text to the class, stopping for students to fill in the missing articles

35

%* Culture shock

Speaking and Listening page 35

1 students work in pairs or groups You can award a

point for each correct answer and see which pair or

group gets the most points

Britain and Northern

2 (=) Play the cassette and allow students to compare

their answers with a partner, before checking with the

class

36

1 It would be wise to bear in mind that pork, shellfish and

alcohol are forbidden in many Arab countries On the other

hand, if you've invited a Hindu round for dinner, it wouldn't please them to be presented with a plate of beef, as cows are sacred in the Hindu religion So you have to be rather careful Another problem, of course, is language Sometimes words for the same thing are similar across languages and sometimes they are very different Take ‘thank you’, for instance, In

Japanese it’s ‘arigato’ and in Spanish it’s ‘gracias’, which are totally different, and neither of them sound like ‘merci’, which is what the French say The Italians say ‘grazie’, which, admittedly, is like ‘gracias’

2 In my country, and in many countries where they speak

Spanish, we have rather long names because we often use our, father's and our mother’s surname So someone may be called José Garcia Mendoza, but when we speak we just use the father’s name, so people would say Seftor Garcia or Mr Garcia,

as they say in the States I’m not always sure when talking to people from the States or Britain whether to call them by their first name or to call them Mr Smith, or what It’s very difficult

- you don’t want to give offence

3 Asa business man who travels abroad a lot with work, I have to be very careful about other countries’ cultural habits, For example, in Japan they consider it very rude if you look at

them for too long So if you ever go there, try to avoid

prolonged eye contact In some Asian countries it seems to be

quite the opposite On trips to Pakistan I've found that men

often stare at you for ages It makes me quite nervous, I can

tell you Here in Australia, the ‘thumbs up’ sign that you use in

Britain and the States is actually quite rude and we avoid it It means something completely different here, you see If were you, I'd avoid it if you don’t want to get your nose punched!

4 Yeah, itsure isa funny old world and you could lose an important contract if you give offence You have to take care not to break the rules In Japan white means death, so you don’t use white for wrapping gifts And when my Japanese colleague goes over to many European countries, he should avoid chrysanthemums, but here in the States there’s no problem

5 [believe very strongly that good manners make for good business I think if you make an arrangement to meet ata particular time then you should arrive on time I think this is true in Britain as well as here in Germany, but I’m often disappointed in this respect by colleagues in the Mediterranean countries, where punctuality is not so important

|

|

3 students listen again for answers to the quiz Check

the answers with the class Ask students what other

cultural information was mentioned by the speakers

4 students work individually and complete the cartoon

In groups of three or four get them to check their answers

and discuss the questions Groups report the results of

their discussions to the class The class could then decide

on their own version of ‘Heaven and Hell’

Vocabulary and Reading

pages 36-7

1 The words in this exercise come from the reading texts

on page 33 and this page These words are not synonyms,

but words of ‘similar meaning’ and they often cause

confusion amongst students

answers in pairs and then with the class 2 students work individually before comparing their

Unit 4

> Text notes

acronym = an abbreviation consisting of the first letters

of each word in the name of something, eg NATO (North Atlantic Treaty Organization), AIDS (Acquired Immune Deficiency Syndrome)

e coffee house = an informal meeting place where non- alcoholic drinks, cakes and light meals are served

e maid = in the past, a female servant in a large house;

nowadays a woman who cleans and tidies rooms in a

hotel, also known as a chambermaid

@ bellboy = a man employed in a hotel to open doors,

carry cases etc

3 Seta time limit for students to read the text quickly to find direct or indirect references to the topics

4 students complete the text individually before checking their answers with a partner and then with the class Select those words that have caused problems and ask students to write sentences with these words that

demonstrate their meaning (as in exercise 2)

5 The gapfilling can be done individually or with the

whole class In pairs or groups students then discuss the

answers to the questions Round off by opening up the

discussion to the whole class

S7

%* Culture shock

Listening page 37

Exam information: Part 1

Present Part 1 of the listening exam by asking students to

read the information in the box and then explain to a

partner what they have read If you feel it is necessary,

ask students some comprehension questions to check

they have understood the information

Exam practice: Part 1

1 Students read through the questions and underline the

key words, individually or in pairs

2 [=] Play the cassette Students note down their answers

Play the cassette again for students to check their answers

3 When you go through the answers, ask students to

justify their choices with reference to what they have

heard (Clues to the answers are underlined in the

tapescript.)

1 Twas in Germany once on a business trip After the

meeting everyone was feeling shattered and thirsty, so we

went into the bar with a couple of German colleagues There I

was, dying for a drink, so | ordered a dry martini A minute or

two later the barman hands me three dry martinis I thought,

‘Odd, he must think I’m very thirsty or they’re for somebody

else.’ But apparently not; I had actually ordered three

martinis I'd asked for martini ‘dry’, you see Well, how was I

to know the German word for ‘three’ is ‘drei’? You see,

sounds just like ‘dry’ The number one is ‘eine’, or something

38

2 I'm just calling to confirm an appointment with Dr

Simpson for let me see yes, the first of October No, sorry, I mean the eleventh Yes, you see it was so far in advance I was advised to make sure, you see I just wanted to

make sure she was going to be in on the day, you know

That's right Because I made the appointment some time ago

Will it be all right? Yes, I can phone back a bit nearer the time Right OK, thanks

3 With children from other countries, like India and Pakistan

~ with the younger ones anyway - when their tooth falls out and they cry, if they've got enough English, I explain to them: that in England you put the tooth under the pillow and a fairy will come and leave twenty pence It’s so funny, you see I tell them they have to explain this custom to their mum and dad and they go home and come back to school next day and put their hand up to tell me the fairy still hasn't come!

4 M=man W=woman

M: I don’t know what it is about Birmingham It always strikes —

me as a bit, you know, slightly messy and drab, W: Right, yeah

M: I mean, | like parts of it, It’s got lots of parks and pubs But

I prefer London I don’t know how to put it The difference is quite subtle because they're both big, urban

centres,

: Yeah, right, both huge and sprawling

: And the city centre is actually quite nice They've done it

up a bit and it’s gota great concert hall, as good as anything in London I mean, it’s one of the best in Britain, It's added something quite new to what used to bea cultural desert, but still

5 Well, | didn’t really want to go I'd never been before, you

know, to a ballet and what I had seen on the TV was pleasant enough but I always got a bit bored after a while even with Swan Lake You know, all those pretty little girls pirouetting around, But my sister persuaded me to go and although the tickets were very expensive, well I think they were must have been twenty pounds, or something It really was it turned out to be one of the finest things I've seen in the theatre, any theatre Must have been because it was a modern version, or something

6 I'd gone to bed late, you see But although I was tired,

absolutely exhausted I can tell you, I managed, just about, to hear the alarm So I got up, had my coffee, taking my time as | always do But then I looked at my watch and realized the clock, my alarm clock, was way behind Because the battery was flat, | suppose So I realized I was already an hour late At least the traffic had thinned out a bit by then

Vocabulary page 38

Words often confused

1 To vary this exercise type, dictate the sentences to the

class putting a wrong word in each space, eg:

I'm going to wear a clown’s dress to the carnival party

Explain that in the sentences you have dictated there are

four words used incorrectly Do not tell them which

words In pairs, students look at the sentences and decide

what corrections are necessary Check the answers with

the class Finally ask students to look at the exercise in

their books and correct any mistakes they made in the

dictation Monitor the class and clear up any individual

problems,

Phrasal verbs with turn

2 Seta time limit Using the phrasal verb dictionary at

the back of the book if they wish, students work

individually before comparing answers in pairs and then’

with the class,

Writing pages 38-9

Exam information: Magazine article

Present the article option of Part 2 of the writing exam by

asking students to read the exam tips and information

Check students’ understanding of what they have read

with some comprehension questions, eg:

What is the most important thing to remember when you

are writing an article? (Attract the reader's attention and

keep it!)

In what ways may the reader of the article affect what you

write? (selection of topics and choice of language)

What kind of style should you use when you write?

(neutral or friendly)

What should you remember to do at the end? (Check your

work.)

Unit 4

Exam practice: Magazine article

1 &2 Seta time limit for students to read the question and the student's article Students discuss with a partner which country they think is being described and why (Focus their attention on the photographs.)

3 Individually students read the text again more carefully

to select headings for each paragraph

4 Seta time limit of five to ten minutes, In pairs students discuss the topics in the box in relation to their

country/countries, making notes as they go along, Put

pairs into groups of four to compare their ideas

5 The writing task can be done in class or for homework Remind them to use expressions from the useful language box Encourage students to look back through exercises in their homework files to help them eliminate errors that they have made before

Epilogue page 39

In groups of three or four students decide on their answers Award points for each correct answer and see which group is the winner Ask students if they know any other words that have come to English from other

languages, or discuss foreign words that have become part of their own language/s

39