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.
Trang 3Macmillan Education
Between Towns Road, Oxford OX4 3PP
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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
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Trang 4Contents Contents map of the Student’s Book Introduction ih Oo Ne 6 13 14 15 16 Yabba dabba doo In good company The good, the bad and the unbearable Culture shock Review: Units 1-4 Comic genius Talking sense Leisure for pleasure Sherlock Holmes Review: Units 5-8 Mysterious monsters What's in a face?
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
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Contents of the Student's Book
Trang 6* Contents
Trang 8* Contents
Trang 97 r Introduction FC Star Student’s Book
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 Listening
The Listening Paper tests students’ ability to listen to different types of spoken material and for a variety of purposes, eg listening for gist, listening for specific information and deciding on the context of the extract The course provides practice of all four Parts of Paper 4
Listening is often difficult for students, so the listening sections usually begin with a general listening task before students practise the exam-type exercise The UCLES guidelines for the FCE state that the listening texts will
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
Trang 10students 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 ‘s that Speaking
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
Other features of the Student's Book Review units
Every three or four units there is a two-page review unit which takes the form of a shortened Use of English paper (four out of the five possible exercises are practised each time) These review units therefore have two functions: they revise the language and topics of the previous units
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
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%* 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 key FC Star Cassettes The listening texts for the course are recorded on two C90 cassettes The First Certificate Examination
‘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
Trang 12h of texts: 350—700 words
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
widely as possible
Efficient reading needs to have a purpose, so train your students to read the questions first before they
approach the text They will then have a clearer idea about the information they are looking for
Similarly, students should read the title of the text before beginning to read because it can give them an
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
Trang 13* 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 option.)
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?
Another frequent criticism made by examiners is thata piece of written work is badly organized This problem 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 xam,
Many students like the idea of learning a piece of writing (eg a ‘standard’ essay on environmental problems in their country) and then trying to adapt it to 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
Recommend to your students that they keep all their written work in a separate file once it has been marked, Encourage them to look back at earlier pieces of work
Trang 14Paper 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.)
For the Parts of the exam that focus on grammatical knowledge, students should build up a list of the
common structures that come up as the cour:
progresses, eg:
— verb + preposition combinat — verbs followed by the infin: a gerund (-ing) — inversion ns ive with or without /o or
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
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%* 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
For Part 3, UCLES advises that students actively listen during the second listening, even if they have answered
all the questions In this part of the exam, one wrong answer will have a ‘knock on’ effect on the other answers
Timing: 14 minutes (approximately) for two candidates Number of Parts: 4
Marking: candidates are assessed on their performance throughout the exam Examiners give marks for; accurate
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
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Part 1 Personal information (each candidate in turn)
‘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 | Part 4 Discussion (both candidates and the | in Iterlocutor)
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
Remind students that they can only be assessed on the language they produce, so they must take the
opportunity to show the examiners what they can do For example, students should give as full an answer as they can — yes/no replies to questions will not impress the examiners
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
Trang 1761 “ Yabba dabba doo 7 Topics Cinema, the making of The Flintstones Grammar Tense review Vocabulary Words of similar meaning Cinema
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
16
Reading “Rock Stars’
Part 1: Multiple matching (headings) Exam information: Part 1
Part 2: Multiple choice Listening
Part 1: Multiple choice Speaking
information gap (comparing pictures)
Part 1: Personal information Exam information: Part 1
Writing
Narrative composition
Exam information
the title tells us that the text will be about some famous people connected with rocks, ie the Flintstones
Screen Gems was a TV production company in the
ISA in the 1970s
© Quick Draw McGraw and Huckleberry Hound are both cartoon series
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
Trang 18United 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
Trang 19* 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 pairs of words 18 Cinema
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
Trang 20Unit 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
Trang 21
* 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
20
3 When you go through the answers, ask students to jus- tify their choices with reference to what they have heard
(Clues to the answers are underlined in the tapescript.)
1 Now in just a moment we'll be going over to John Tibbins for the weather forecast for tomorrow, and that’s followed by the news But just before we do that, a few words about our last programme this evening, The Dawn of Life Ws a re-run of 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 S: This afternoon? L: That should be OK Rew = 4 M=man W=Mrs Wright
M:Tm sorry to bother you, Mrs Wright I did try to phone but! couldn't get through, so I thought it would be easier if 1 just popped round Could I come in for a moment? 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
Trang 22Writing 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 ti i
Trang 23y 4 Topics Friends, relationships Grammar Questions and question tags Vocabulary 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, complaining Writing Transactional letter (letter of application) Exam information > {Text notes
e The title of the text is a misquotation of a famous book How to make friends and influence people by Dale Carnegie, which is particularly popular with people who want to succeed in business
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,
Trang 24xam 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 hoices Unit 2 Modifying adjectives
Warm up: before students read the grammar box, introduce modifiers by drawing a vertical line and writing the word happy on the board At different points on the line draw three faces looking extremely happy, very happy and quite happy Elicit the possible modifiers for happy by asking prompt questions, eg:
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
Trang 25%* 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
3 Give students time to think of three questions Put the students into different pairs from exercise 2 and ask them to interview each other
Listening page 19
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.)
Trang 26Tapescript
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 should take more Unit 2 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 ip Speaking page 19 Warm up: Tell the c
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
Trang 27
* In good company Grammar page 20 Question tags Warm up: introduce the grammar by asking students tag questions, eg:
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
questions, eg:
Harry likes Michael Jackson, doesn’t he? (Ask the class and then check with Harry.)
Irene doesn't like ice-cream, does she? (Ask the class and then check with Irene.)
Give students time to write their own questions, then ask them to stand up and move around the class, asking the relevant people their questions If it is not possible for your students to move, do the exercise in open pairs until all students have asked at least two questions
Use of English pages 20-1
Trang 28
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
Trang 29* 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
Trang 30ý 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
Trang 31
% The good, the bad and the unbearable
2 students work individually before comparing their answers in pairs and then with the class Vocabulary and Reading pages 26-7 1 Students work in pairs, using their dictionaries if necessary * Text notes
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
Exam practice: Part 3
3 Ask students to read the mis ing sentences and to underline key words Go through the sentences with the class, asking students which word/s they have
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
Trang 32
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
Unit 3
for a whole class discussion A final alternative is to give students a list of things that are good and bad about life in
a city (transport, pollution, variety of entertainment, choice of restaurants, noise, the company of lots of
people etc) and let groups discuss and order the list from the best to the worst
Grammar pages 28-9
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
3 students complete the exercise individually before checking their answers with the class
Trang 33* 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
Be
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,
convenient
2 Well, asa sales representative my job involves a lot of |
Trang 343 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 Unit 3
3 Do this exercise as a speaking activity Ask students to write down the questions in tabular form, allowing space 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
cars?
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
the questions
4 students write their reports for homework When you have marked their work and done any necessary class correction, remind students to add the reports to their homework files for reference
Epilogue page 31
Ask students if they know any famous quotations about the major cities in their country, You could also ask them
if they know any ‘nicknames’ for world cities, eg Rome is known as ‘the eternal city’, Paris as ‘the city of light’ and New York as ‘the big apple’
> “Notes
e Percy Bysshe Shelley (1792-1822) English poet, leading figure in the Romantic Movement
e Samuel Johnson (1709-84) English critic, poet and lexicographer, also known as ‘Doctor Johnson’,
e The illustration shows a number of famous monuments and buildings in London Clockwise from the top left:
Tower Bridge, St Paul’s Cathedral, the Eros Statue in Piccadilly Circus, Big Ben, the British Museum, Nelson’s Column in Trafalgar Square
Trang 35” culture shock Topics Culture and customs in Britain and other countries, stereotypes 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
Listening
Part 1: Multiple choice Exam information: Part 1 Speaking Questionnaire and discussion Writing Magazine article 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
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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
Trang 37%* 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
Trang 383 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
Trang 39%* 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
Ze
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,
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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