Oxford first masterclass teacher book

exam-Using the Online Practice The Online Practice can be: * teacher managed via a free Learning Management System follow the instructions for Option 1 or Option 2 on the card at the bac

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UNIVERSITY PRESS

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Photocopying

The Publisher grants permission for the photocopying of those pages marked 'photocopiable' according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches

Under no circumstances may any part of this book be photocopied for resale

ISBN: 978 0 19 451278 7

Printed in China

This book is printed on paper from certified and well-managed sources

Sample Cambridge English: First answer sheets 126

DVD information and Speaking criteria 131

Student's Book Contents

Extra material p153

4

Part 7 - Multiple matching p22 Part 2 - Open cloze p25 Part 3 - Word formation p30 Phrasal verbs: tum p22 Pf!rt e -.: <sani:>ea ie~tp38

Part 6 - Gapped text piOO

so and such p100

Part 2 - Sentence completion p31

Adjective prefixes: extra,

hyper, over, under p31

· Part 4 - Multiple

choJ~ep34

J?art2 - sentence

· · c!;)rtjptetion p70 l?e.r.sonal qpalities p70

Part 2 - Individual long turn p27 Pronunciation: Sentence stress p27

Part 3'; Collaborative task p41

Parts 3 & 4 - Collaborative task (Part 3) &

Discussion on topics of collaborative task (Part 4) p65

Pronunciation: Opinion language p65 Parts 3 & 4 - Collaborative task (Part 3) & Discussion on topics of collaborative task (Part4) p73

Pronuncic;ltion: Linking words p7$

Part 5 - Multiple choice p106 Wora building p107

Part 4 - Multiple Part! 1 ~ 9~nversation with interlocutorp112 choice.p.:;t.1$ P~onuncia't:ion:(ntonation in sentences p112 TravelcoJ109ations P+.is

Part 7 - Multiple, mat~hing p.:;L4Z Pat"t 3 - [yluttlple Crime vocabulal"){p142 matchif1g.p146

Grammar reference p158 Overview of exam tips p175

Parts 3 & 4 - Collaborative task (Part 3) &

Discussion on topics of collaborative task (Part 4) p134

Collocations with say, speak, talk and tell p134 Confusing verbs: hope, wait, expect, look

forward to p134 Showing you are listening p134 Question tags p135

Pronunciation: Sentence intonation p135 Parts 1; 2, 3 & 4 - Convi:frsattcm with interlocutor: {!fart 1), lridhtidu.al long turn (Part 2), Collab9rative ta.$k (f>art 3) and Discussion

on topics ofc,oUahoratlve task (Part 4) p147 Writing guide p178 Audioscript p185

Comparatives and superlatives p26

Habits and typical behaviour p35

used to and would p35

Part 2 - Open cloze p36 Countable/ uncountable nouns p36

Gerunds p71 Gerunds and infinitives p71 Part 4 - Key word transformation p72

Reporting statements p95 Reporting questions p95 Time references p95 Other references p95 Reporting functions p96 Part 4 - Key word transformation p96 Relative clauses p108

Part 2 - Open cloze p109

Conditionals 0, 1 and 2 p132 Conditional 3 p132

Mixed conditionals p133

unless, as long as, provided that p133

Part 4 - Key word transformation p133

Probability and Articles

Phrasal verbs p37

Phrasal verbs with give p37

Pronunciation: Phrasal verbs p37 Adverbs p40

Travel phrasal verbs p61 Part 4 - l{ey word transformation p61 Words often confused p64

Extrerne adjectives p64

p44

Collocations p76 p80 Part 1 - Multiple-choice cloze p77

Compound nouns p98 Pronunciation: Stress in compound nouns p99

Word formation p99

Dependent prepositions p110 Part 4 - Key word transformation p111

Part i - cioze

p116

Course Overview

About First Ma$terdass

This fully updated and revised edition of First Masterclass

provides materials which give prospective candidates

appropriate preparation and practice for the 2015 Cambridge

English: First (FCE) exam In addition to offering students

extensive guidance and exam training, it also contains

interesting, lively and challenging materials for the classroom

About the exam

The Cambridge English: First exam consists of four papers:

Reading and Use of English, Writing, Listening, and Speaking

The Reading and Use of English paper carries 40% of the total

marks, with the remaining three papers each carrying 20% The

examination is Level B2 on the CEFR scale An overview of the

examination appears in the Student's Book on pages 4-8

Course components

The course comprises:

'" Student's Book with access to Online Practice and an on line

Cambridge English: First practice test

& Workbook (with I without key) with Multi ROM, including

Workbook audio and access to an additional Cambridge

English: First on line practice test

0 Teacher's Book with Speaking DVD and photocopiable Unit

and Progress Tests

The Student's Book contains:

"' Overview of the exam

12 topic-based units

@ A Review page at the end of each unit

~ Tip boxes alongside exam-practice tasks

0 Grammar reference section

~ Overview of exam tips

0 Writing guide with sample answers

® Audioscripts

Each unit includes an introduction and review, practice for all

parts in each of the four Cambridge of English: First papers, and

additional grammar and vocabulary building activities

intmcluction

This section presents the overall theme of the unit by

engaging students' interest in the new topic, activating general

knowledge, introducing related vocabulary and providing

opportunities for both general fluency practice and specific

exam practice for Speaking

Reading and Use of English Each Reading and Use of English section provides practice for one or several exam-type tasks from the Reading and Use

of English paper Through the course, students develop the vocabulary and grammar needed for the Reading and Use of English paper Parts 1, 2, 3 and 4 and the reading skills needed for Parts 5, 6 and 7 Reading and Use of English sections start with a lead-in that prepares students for exam practice either

by activating existing knowledge or developing language and skills The exam practice task is clearly labelled and is accompanied by a tip box with advice on how to approach the task These sections finish with vocabulary extension or discussion activities (Over to You) that enable students to react

to the reading texts and activate the language covered in that section

All the reading passages are authentic texts, with only minimum modifications within the guidelines for the exam They have been selected from a variety of sources - magazines, journals, popular and serious newspapers - and reflect a variety of registers and styles, ranging from formal to informal and serious

to humorous, to prepare students for the range of texts they may encounter in the exam

listening Each Listening section focuses on one examination task type from the Listening paper Throughout the course, students listen to a wide range of texts and learn to identify the function and purpose of each text, recognize feelings, attitudes, opinions and agreement between speakers and identify gist, details and main ideas All recordings in the Student's Book fully replicate the actual exam First, students hear the examiner's instructions Then, there is a timed pause during which students read the listening task A 'bleep' marks the end of the pause and the beginning of the recording As in the exam, the recordings include a variety of accents Full audioscripts including the examiner's instructions are located at the back of the Student's Book and in the Teacher's Book within the unit notes

Speaking Each Speaking section includes practice of one or several Part

1, 2, 3 and 4 tasks from the Speaking paper Through the course, students gain experience in organizing individual and pair responses and in handling different types of discourse, such

as expressing an opinion, describing, comparing and reaching agreement Relevant pronunciation exercises are included Several speaking sections include opportunities for students to listen to examples of candidates doing a speaking task and to compare their own ideas with those of the candidates These recordings replicate the exam situation, enabling students to hear the examiner's instructions as they would be given in an

actual exam Audioscripts of these recordings are located at the

back of the Student's Book and in the Teacher's Book within the

unit notes

Writing

These sections prepare students for the Part 1 essay and the

Part 2 questions They follow a similar procedure throughout

First, students consider an aspect of writing such as purpose,

register, organization or content Next, students analyse a

writing sample to inform their own work Finally, students

complete an exam-type task using the accompanying notes to

help them Further support can be found in the Writing guide at

the back of the Student's Book

Grammar

Each grammar section focuses on at least one major area of

language In order to exploit what students already know, an

inductive approach to grammar is taken, meaning the target

language is shown in context rather than presented explicitly

This context might be a preceding reading or listening text or

a set of sentences Students answer questions or do a variety of

tasks to show what they know or what they can work out about

the meaning and form of the target language This introduction

is followed by several practice activities Each grammar section

ends with either an opportunity for students to use the target

language in an exam-practice task or in a less controlled

speaking or writing task The exam-practice tasks provide

students with further practice in completing Part 2 and Part 4 of

the Reading and Use of English Paper

Vocabulary

Vocabulary plays a prominent role in every unit As well as

regular contextualized vocabulary work in the Reading and

Use of English and Listening sections, most units include two

vocabulary pages, which focus on specific topics or lexical

systems Wherever possible, students are encouraged to use

vocabulary in both controlled and free-practice activities

Review

Each unit ends with a Review page that enables students to

revisit key grammar and vocabulary from the unit The Review

also includes an exam-style practice task from Part 1, 2, 3 or 4 of

the Reading and Use of English paper

Feat mes

Grammar reference: A link at the beginning of the grammar

section in each unit guides students to the appropriate sections

of the Grammar reference on pages 158-174 of the Student's

Book Organized on a unit-by-unit basis, this reference provides

concise explanations and further examples of the grammar

points covered in each unit This section should be regarded

as a first point of reference for students to check their answers

to introductory questions and tasks or when working through

practice exercises It can also be used for general revision

purposes

Overview of exam tips: This section (pages 175-177)

amalgamates the tips that accompany the exam practice tasks

in each unit These tips provide guidance on how to approach each of the task types on the Cambridge English: First exam

Writing guide: This guide (pages 178-184) provides a model answer for each of the tasks in Part 1 and Part 2 of the Writing paper with accompanying notes on how to approach each task type and how to structure a response Useful phrases and expressions that students can use in their own writing are also given

Audioscripts: Complete audioscripts (pages 185-191) enable students to follow the recordings or to note how specific language items are used in context in follow-up work in class or

at home

Online practice

A unique unlock code on the card at the back of the Student's Book gives access to Cambridge English: First Online Practice

and an on line Cambridge English: First practice test There are

over 50 exercises which allow students to continue to develop the language, skills and sub-skills they need for the Cambridge English: First exam outside class time For each part of each

paper, there are two skills-training exercises and an practice task

exam-Using the Online Practice

The Online Practice can be:

* teacher managed via a free Learning Management System (follow the instructions for Option 1 or Option 2 on the card

at the back of the Student's Book)

OR

" used by individual students for self-study (refer your students

to the instructions for Option 3 on the card at the back of the Student's Book)

Teacher-managed Online Practice

If using the Student's Book in class, we recommend choosing this option so you can assign exercises and tasks from the Online Practice and the on line practice test via the free Learning Management System (LMS), where it is easy to:

" manage what exercises and tasks your students do and when they do them

® see your students' results in an on line markbook so you can identify areas of class or individual weakness, allowing you to focus on what students really need to work on

" read, comment on and mark your students' extended writing tasks on line with an option to return work to students for them to improve and resubmit A marking guide and sample answers are provided

@ listen to, comment on and mark your students' recorded responses to speaking tasks online

You can choose whether to assign the exercises and tasks in the

On line Practice with 'no help' (for assessment) or 'with help' (for supported learning) For exercises and tasks you set'with help', students are allowed to:

o mark their answers, try anything they got wrong again, see the correct answers with explanatory feedback

" look up the meaning of words in questions and texts in the

integrated on line Oxford Advanced Learner's Dictionary, 8th

Edition (this saves time and helps students improve their

vocabulary)

" read tips and strategies to help them prepare for the exam

e see sample answers for the writing tasks and useful language

for the speaking tasks

0 If you assign exercises with 'no help', these support features

will be disabled

You could choose the sections or exercises of the Online

Practice you wish students to do, and assign them first with

'no help' i.e with all support features disabled This will allow

you to assess how well prepared your students are at any stage

of the course You can then assign any problematic exercises

again 'with help' i.e with all support features enabled, so that

individual students can benefit from the learning support

features You can assign the whole Online Practice in one go, or

a unit, or a selection of sections or exercises

If you choose to use the LMS, we recommend following

instructions for Option 1 on the card in the Student's Book If

you would prefer to register students yourself, you will need to

collect their cards with unlock codes and follow the instructions

for Option 2

Self-study Online Practice

You may prefer your students to work through the material in

the Online Practice and Cambridge English First practice test

at their own pace, using the 'self-study' option Students will

need an email address to register They will need to follow the

instructions for Option 3 on the card in their books

For this option, students will have access to all the learning

support features (see table below), but you will not be able to

track their progress, see their results or do any marking on line

Note! It is very important that you tell your students which

access option you want to use For more information about

on line practice and on line practice tests and the LMS go to

www.oxfordenglishtesting.com

Students have 18 months to complete the Online Practice and

Cambridge English: First practice test from the time they register

Online Practice content

There are four sections:

Reading and Use of English: This section contains an exam

practice tasks for each of the seven parts of this paper preceded

by two skills training exercises for each part There are 21

exercises in total in this section

listening: this section contains skills-training exercises and an

exam practice task for each of the four parts of this pa per There

are 12 exercises in total in this section

Writing: This section contains two skills-training exercises and

an exam practice task for Part 1 and two skills-training exercises

for Part 2 plus an exam practice task for each of the five text

types that may come up in Part 2 questions: letter, email, report,

review and article

Speaking: This section contains two skills-training exercises for each part of this paper and an accompanying speak-and-record exam practice task for each of the parts

Students can simply work through the material at their own pace, or you may wish to assign specific exercises for homework For example, if you have focused on Reading and Use of English Part 2 in a lesson, you might like to get students

to do the Reading and Use of English Part 2 skills-training tasks and exam practice task for homework to further familiarise and prepare them for that particular task type

learning support features

These learning support features are available to students for assignments set 'with help' or if students are using the self-study option

Feedback Students get answers and explanatory

feedback on automatically marked questions If they can understand why they answered a question incorrectly,

it will help them to think more clearly about a similar question next time Dictionary look-up: Allows students to look up the

Oxford Advanced meaning of words in exercises and

Learner's Dictionary, texts They just type the word in the

8th Edition search box and get a definition from

the OALD in a pop-up window

Tips Tips are available on how to answer

exam questions and other general language learning topics Students can look at the tips before they attempt an exercise or if they get stuck Students need to click 'Show Tip' on the left of their Online Practice screen

Audioscripts Students can read audioscripts in

the Listening and Speaking sections

to help them understand any areas they didn't understand when they just listened They can view these by clicking the 'Audioscript' link at the bottom of their screen

Sample answers Students can see sample answers in

the Writing sections They can analyse the sample answer and then read comments on the sample answer

to give them a good idea of what is expected in the exam Students can then improve their own answer Useful language Lists of useful language are provided

in the Speaking sections Students just need to click the 'Useful language' link

at the bottom of their screen for lists

of useful expressions for the Speaking exam

Change your

answers and try

again

Students can click the 'Change' button

to try to do an exercise again or to answer a question again If students are using the self-study option or you have set them the assignment'with help'

they can change their answers as many times as they want before they submit their assignment

The unlock code that students get for the Online Practice

also includes access to a complete rn<fordenglishtesting.com

Cambridge English First practice test If you are using the LMS

option you can assign this test to your students as a whole

test, or by paper or part using Test mode(= 'no help'/ no key)

so that you can assess how well-prepared your students are,

or in Practice mode(= 'with help' I with key) for practice and

familiarisation with the exam task types There is access to an

additional on line Cambridge English: First practice test with the

Workbook Packs (see below)

Teacher'§ Book

This Teacher's Book contains procedural notes and a full answer

key, including suggested answers for the activities in the

Student's Book It also includes the audioscripts for the Listening

sections with answers in bold, as well as optional activities for

classroom use There are twelve Unit Tests and three Progress

Tests, covering vocabulary and grammar taught in the Student's

Book, with answer keys, which can be photocopied for

classroom use

Speaking DVD

Included in the Teacher's Pack is the Speaking DVD which

contains the following:

@ overview of the Speaking test and explanation of the format

of the four parts of the test

" an example of Cambridge English: First candidates carrying out

each of the four parts of the exam under exam conditions

'" commentary and analysis of the candidates' performance by

experienced oral examiners

@ two students carrying out a complete test followed by a

general assessment of their performance according to the

Cambridge English: First assessment criteria

Workbook Pack

The First Masterc!ass Workbook Pack consists of a Workbook of

twelve six-page units, each of which covers the following areas:

Reading and Use of English, Writing, Listening, Grammar and

Vocabulary It is available with or without an answer key

Each unit of the Workbook relates to the corresponding unit

in the Student's Book in both topic and content In this way

the Workbook reinforces the grammar and vocabulary from

the Student's Book In addition, each unit in the Workbook

includes exercises to further extend students' vocabulary for the

Cambridge English: First exam

There is a Multi ROM at the back of the Workbook which contains audio material linked to the Listening sections in the Workbook Students can play the audio in a CD player or

on a computer There is also a link which takes students to www.oxfordenglishtesting.com where they can get access to a complete, interactive Online Practice Test The test offers:

" authentic test practice

~ automatic marking for instant results

9 online dictionary look-up

Information about the Cambridge English:

first exam

There is an overview of the exam on pages 4-8 of the Student's Book

Please go to http://teachingsupport.cambridgeenglish.org/ for up-to-date information about the exam including full exam specifications with sample question papers, assessment criteria for the Writing and Speaking papers and samples of graded writing tasks

~ntroduction page9

1 Give students a couple of minutes to look at the photos in

task 1 in pairs and match them with the statements You

might need to explain the meaning of cheeky (disrespectful

or rude but in an amusing or playful way, e.g a cheeky little

boy, to make cheeky comments about someone); moody

(having moods that change quickly and often, e.g teenagers

are often moody); and easy-going (relaxed and happy to

accept things as they happen, e.g an easy-going personality)

Before students do tasks 3 and 4, check they understand the

meaning of all the adjectives and adverbs Ask them to rank

the modifiers in order of intensity- i.e not at all, a bit, fairly I

quite I rather; very really I extremely

2

~

Underline: cheeky, confident, easy-going, moody, shy

Circle: rather, very, quite, really, fairly

3 & 4 Students' own answers

listening Parfl: 1 page10

Th!r1kahead

Get feedback on the gap-fill from the class and ask random

pairs to justify their opinions as to why they agree or disagree

with the statements

~

in 11 of I about of about; to to

Multiple dioke

2 Draw students' attention to the Tip in the box You might

want to check that students understand the meaning of

these words and expressions: to exchange pleasantries (to talk

to each other politely about unimportant things, especially

when meeting for the first time or before getting down

to business); scam (a dishonest way of making money by

tricking or deceiving people); dress down (to wear clothes that

are more informal than you usually wear)

he has received

So tell me exactly what happened

Well, I got one of those emails that looked as if it came

· from my bank It said I was at risk of identity theft and told me ·

I had to log on and verify my account information I was really , worried

So what did you do?

Well, I was about to reply to give them the information they wanted, but then I thought I ought to check with my , bank first So I rang my branch and they said they never sent

· emails like this But it looked so realistic - it had my bank logo

on it and it had links to real websites

I've heard of that before Apparently, it's a very common scam which everyone needs to be aware of

Question 2 You hear someone talking about her first : impressions of someone

The first time I met Ben was at a party We were introduced to each other by Charlie, a mutual friend, and we chatted for a few minutes -you know, we exchanged the usual pleasantries: 'Where do you live?'; 'What do you do?'; 'How do you know Charlie?' - that sort of thing Then he started talking about his job - he seemed very self-centred and that put me off a bit, but I didn't think much about it A couple of weeks later, he phoned me and asked if I'd like to meet for a drink I ummed and ahhed a bit and then I said, 'Yeah, why not?' So we met and he was really nice He even said he was sorry if he'd come over as a bit arrogant at the party

Question 3 You hear a conversation between a , young man and an older relative

I wonder if I could ask your advice

Sure How can I help?

Well, I'm going for a job interview next week and I'm thinking about how to do my best They've already got

my CV, so they know about my qualifications, and obviously

I must look my smartest at the interview and sound as intelligent as I can

Do you know all about the company?

Not yet, but I'll be doing a bit of research at the weekend so that I can ask sensible questions about the kind

of work I'd be doing if I got the job

Good idea So what are you worried about?

I want them to see what I'm really like -you know,

· I don't want to have to pretend to be someone I'm not

That's fine Just be yourself I'm sure they appreciate ' that

Question 4 You hear someone describing how he

heard about winning a competition for a mobile phone

Last year, I got an email telling me I'd won a mobile

phone in a competition I couldn't remember going in for a

competition, but that didn't matter I had to email my debit

card details so they could charge me for the cost of shipping

the phone to me Like an idiot, I made a basic mistake by

giving them my card details and the address for the phone

to be delivered to Needless to say the phone never arrived,

but my bank statement showed that money was being taken

out of my account

Question 5 You hear two friends talking about

tennis

·1 Hello, Anna! Where are you going?

To play tennis, believe it or not Can't you tell from

what I'm wearing?

Well, you do look as though you're going to play

something, but I didn't know you played tennis

I've only just started - I don't have my own racket

Well, you look very smart We must have a game

some time

Do you play tennis, then?

Yes, I do In fact, I've been playing since I was eleven

or twelve

2 Really? Are you a good player?

I used to be very good, but I haven't played much

recently

Great - I'll give you a ring to arrange a time

Question 6 You hear someone talking about a bad

experience on a social networking site

I had a pretty nasty experience on a social networking

site It started when I got a series of offensive messages,

then whoever it was said they were going to pass on private

information about me if I didn't give them money At first I

thought it might be someone in my group at college, but

I didn't recognize the information on the person's profile

It was obviously a fake identity I did think about going to

the police, but in the end I decided to ignore the whole

thing and not make a fuss And fortunately, after a week or

two it stopped So, if you want my advice, you shouldn't

put confidential information about yourself on social

networking sites

Question 7 You hear a message on a telephone

answering machine

Hi, Maryl It's Alice I'm just ringing to say sorry for

something that happened yesterday I was in town doing

some last-minute shopping and someone on the other side

of the road called my name When I looked round, I didn't

see anyone I recognized - just a police officer and hundreds

of shoppers Anyway, I didn't think any more about it Then,

about half an hour later, I was on the bus coming home,

when I suddenly remembered -your brother Jeremy joined

the police last year, didn't he? It must have been him who

; called to me, but I just didn't recognize him in his uniform

Please apologize to him for me when you see him Thanks

if I'm on official business - especially if I'm in a meeting, being interviewed on television, or talking to members of the public I know there are politicians - especially the younger ones - who think it's cool to dress down -you know, jeans, open-necked shirt and trainers, but for me that's just too : informal Of course, at home with my family, I dress informally, too, but never when I'm at work It projects the wrong image

Over to you

3 Students' own answers

Modai verbs of obligation

1 Before students do these tasks, encourage them to look at the section on modal verbs of obligation in the Grammar reference on page 159 to revise and refresh their memories

4

fim

In both sentences there is no necessity to hurry because there

is plenty of time; but in sentence a the speaker knew there was plenty of time so did not hurry, whereas in sentence b the speaker hurried but later found it had not been necessary to hurry because there had been plenty of time

There was plenty of time so I didn't need to hurry (and I didn't)

There was plenty of time so we needn't have hurried (but

n

(D

OJ ::J Q_ Q_

(D

::J rt-

'<

Reading and Use of English

Think ahead

1 Check students understand the meaning of identity theft

(using someone else's name and personal details in order

to gain access to resources or to obtain credit and other

benefits in that person's name)

Ask students how they think criminals can steal other

people's identities (for example, over the internet)

2 Check students understand what a fraudster is and, if

necessary, explain that it comes from fraud, the crime of

cheating somebody in order to obtain money or goods

illegally; a fraudster is a person who pretends to be somebody

he or she is not in order to trick or cheat people

~

Mr Bond wasn't a fraudster; he was the victim of identity

theft

Identity crime is increasing

Exam practke: Multiple choke

3 Before students do the task, draw their attention to the Tip in

the box

Before students read the text, you may like to check that

they understand the meaning of these words: crook (a

dishonest person or criminal); prey on (to take advantage of

or hurt someone, particularly when that person is smaller or

weaker than yourself); booming (successful and fast growing);

foolproof (it's impossible for this not to work): unscrupulous

(having no scruples (principles), prepared to behave in a

dishonest or unfair way to get what you want); snippet (a

small piece of something); impeccable (without mistakes or

faults); benefit fraud (when someone tries to get additional

financial support from the government that they are not

entitled to); bin diving (looking through someone's rubbish

bin to find information about them)

~

C: they are fraudsters who prey on people's good nature

D: Away from people who knew him, Mr Bond's reputation

was based solely on the contents of a police file

D: all an unscrupulous thief needs to start using a person's

name is a few snippets of information

C: It has been claimed that 'bin diving' is a common way for thieves to get information In an extensive survey, a credit checking agency examined the contents of 400 rubbish bins

B: All it takes is one dishonest employee and people can say goodbye to their hard-earned cash

D

Word building

4

dm

unqualified finance fraudulent

e impersonator f thief immigrants

1 Before students do these tasks, you can encourage them

to look at the section on present tenses in the Grammar reference on page 159 to revise and refresh their memories Alternatively, you could ask them to try to complete exercise

1 and 2 first and then to refer to the Grammar reference to check any points they are unsure about

lm

are shopping contain

emphasizes that this is a current action

2 'These days I'm watching a lot of documentaries.'This refers

to an ongoing, temporary action happening 'around now'

1 'They always forget my name.' Th is is a statement of fact relating to a routine occurrence

2 'They're always forgetting my name.'The use of the continuous form shows that the routine occurrence happens too often It may imply that the speaker is annoyed

Present simple: every day; every so often; most weekends;

never; occasionally; often; rarely; sometimes; twice a week;

usually; today

Present continuous: at present; at the moment; currently; now;

this week; today

6

~

,; Every day I Every so often I Most weekends I Occasionally I

Sometimes /Twice a week I Usually, I wear bright clothes

I never I occasionally I often I rarely I sometimes I usually

wear bright clothes

I wear bright clothes every day I every so often I most

weekends I occasionally I sometimes I twice a week

At present I At the moment I Currently I Now I This week I

Today, I'm wearing bright clothes

I'm wearing bright clothes at present I at the moment I

currently I now I this week I today

Over to you

7 Students' own answers

Reading and Use of English

Exam skms

1 Explain to students that becoming familiar with common

word combinations or collocations is an important aspect of

becoming more proficient in English and will contribute to

their success in different exam tasks Tell them that extensive

reading is the best way to develop familiarity with common

collocations and to expand vocabulary in general As you go

through the answers to task 1 with the class, try to elicit other

common collocations with the words in the examples, e.g

other collocations with friend - an old friend a close friend, a

best friend, a loyal friend; other collocations with mutual-a

mutual benefit, a mutual advantage, a mutual acquaintance, a

mutual feeling; collocations with fake - a fake smile, a fake tan,

a fake passport; collocations with identity-a sense of identity,

mistaken identity, etc

~

noun+ noun verb+ noun verb + preposition adverb +verb

2

~

Act suspiciously; conceal your true identity; confidential information; judge somebody by their appearance; peer pressure

The words close, cover, friend, perform and rank from list A do not combine with any words in list B

3 Before they start the task, draw students' attention to the tip

in the box to remind them that it is best practice to read the text first to get the general idea before they start looking at the questions

imD

1 B A D

Over to you

A B D 'C c

4 Suggest that the students approach the discussion questions

by first considering which groups in society often have to wear uniforms - e.g school children, soldiers and other members of the armed forces, nurses, flight attendants, servers in some fast food restaurants, etc - and what purpose the uniform might serve in each case

Vocabuiary page16

Let students use a dic.tionary as necessary and check their answers in pairs or groups as they work through these vocabulary exercises When feeding back on the answers with the class, check students are aware of the correct pronunciation of all the body parts: of note are the silent'w'

in wrist and the pronunciation of thigh

~

A forehead eye cheek mouth chin neck knee shin ankle toes K shoulder t elbow

M chest fingers wrist palm stomach

Fi waist S hip thigh calf

2 You may need to explain that the verb to stub is usually only

found in the expression to stub one's toe, meaning to hurt

your toe by accidentally hitting it against a hard object, and

in the phrasal verb to stub out a cigarette I cigar, meaning to

stop a cigarette from burning by pressing the burning end against a hard surface

~

shoulders elbows, head

toe palms wrist knees

Seeing verbs

3 If students are confused about the difference between

gaze and stare, you can explain that whilst both mean to

look at someone I something for a long time, when you

stare at someone I something you are likely to have a hard,

fixed expression and be either very curious, trying to look

threatening or in the grip of some strong emotion - e.g

Don't stare at people, it's rude, the two boxers tried to stare each

other down; she stared at the advancing tiger in horror; whereas

when you gaze at someone I something, your expression is

usually softer and you are often either admiring someone I

something or absent-minded and thinking about something

else - e.g She gazed admiringly into his handsome face; I was

gazing out of the window instead of listening to the teacher

!Im

looks, staring

see

watching Look d notice gazed

4 Tell students to discuss the question and then compare their

ideas with the explanation on page 153 in the Student's Book

Think ahead

Remind students that Part 1 of the Speaking test is an interview

with the examiner, during which candidates have to give

personal information about themselves and talk about past

experiences, present circumstances and future plans

"**'1'1ID~

Clothes: Do you like to dress up for special occasions? What kind

of clothes do you feel most comfortable in? /-/ow important are

clothes to you?

Education: What are you studying? Where do you study? What

was your favourite subject at school?

Family and friends: Do you have brothers and sisters? What do

you enjoy doing with your family? When do you spend time with

friends?

Free time: How often do you go to the cinema? What was the

last film you saw? What sort of music do you enjoy listening to?

Work: What do you do? Where do you work? What do you enjoy

about your job?

2 & 3 Students' own answers

Audioscript l 002

Good morningl My name is Gail Evans and this is

my colleague John White And your names are?

My name is George Pappas

My name is Adriana Calligaris

Can I have your mark sheets, please? Thank you

• Where are you from, George?

I'm from Patras - it's a fairly large town in the south west of Greece

And you?

I'm from Granada

First, we'd like to know something about you What

do you enjoy doing in your spare time, George?

I read quite a lot, but I'm also very keen on all kinds

of sport I play football, basketball and tennis, so sport takes most of my spare time

And Adriana?

I like sport, too

Do you play any sports?

I used to play tennis

George, who do you spend your spare time with?

My team mates if there's a match or a practice I spend the rest of my spare time with college friends or my family I have two brothers and a sister and we all get on very well

Tell us something about one of your close friends

OK My best friend is called Anatol We're in the same

· class at college, but we've been close friends since we were about 12 Actually, we have completely different characters I'm sociable whereas Anatol's rather shy- especially with people he doesn't know well When I first met him, he

· seemed very unfriendly, but now we get on extremely well

Adriana, I'd like to ask you about your clothes What

• kind of clothes do you feel most comfortable in?

T-shirt, jeans and trainers

Are there occasions when you wear smart clothes? Yes, there are

When was the last time you wore smart clothes? Last weekend

, ,,,'"''""·~" George, do you ever wear smart clothes?

Yes, sometimes, for example for special family occasions like weddings, and for interviews But I prefer T-shirts and jeans like Adriana

Thank you

4 Direct the students' attention to the Tip in the box to help them answer this question They should hopefully have no problem in recognizing that George gives better answers than Adriana This is because he replies in full sentences each time and extends his answers to give the examiners additional useful information; for example, after he's told the examiners that he's from Patras, he adds that this is a fairly large town in the south west of Greece Adriana, on the other hand, restricts herself to brief answers with minimum information and therefore doesn't help to develop the conversation in any way

fiW#©!1<.i$ !j ~Jt31MtimnlJ

The first candidate, George, gave better answers He gave

fuller, more detailed answers than the second candidate,

Adriana, who gave very short answers For example, compare

the following answer to the examiner's question: Where are

6 Make sure the students understand that 'giving fuller answers'

involves both speaking in full sentences and giving additional

information beyond the bare minimum

tt@Z>imtmn1>i!AH•J.1

I feel most comfortable in a T-shirt, jeans and trainers for

most of the things I like doing, but I prefer to wear smart

clothes for special occasions

Yes, there are, for example if I go to parties or if it's a special

family occasion

Last weekend - we had a big family celebration for my

father's fiftieth birthday

Sentence stress

7 Students whose native language is not stress-timed (for

example, speakers of French, Spanish, Italian, Cantonese

and Mandarin) may find it challenging to identify sentence

stress If they are struggling, you can stop the recording after

each question and answer and repeat the answer yourself,

stressing the appropriate word (in bold in the audioscript) in

a slightly exaggerated manner to help them identify it

Audioscript 1 ·03

''"'""'"'''"'' What did you do last weekend?

I went to the cinema

How long have you been studying English?

I've been studying English for four years

How do you spend your spare time?

I swim quite a lot

Who do you spend most of your spare time with?

I spend most of my spare time with my friends

I'd have to say casual clothes

Tell us something about one of your close friends

My best friend is called Antonio

-Exam practice: Sh{llrt ex(hanges

9 Remind the students to adhere to best practice when asking and answering the questions with their partner and to answer in full sentences, giving additional relevant information beyond the bare minimum where possible

Audioscript 1°04

Where are you from?

Describe the area where you live

Tell me some of the things you enjoy doing with your family

Do you have any holiday plans for next year?

What did you do on your last birthday?

What is your favourite way of travelling?

Writing Part 1 - Es§ay page1a Think ahead

1 Remind students that in Writing Part 1, there is only one possible question which they have to answer, whereas in Part

2 they can choose between five different questions

When feeding back on the pairwork, elicit the different reasons why each of the people in the photographs wears a uniform for work

Airline pilot: to instil confidence in passengers Traffic warden: to justify him I her looking at vehicles Fast food worker: for protection and so that customers know who to talk to if they need something

Postman: so that people recognize who the person is when they open their door

A uniform gives people status and ensures that their function is recognized by the public and their peers

Some people may enjoy wearing a uniform because they feel it makes them look good I smart and invests them with a certain authority People may show more respect

to somebody wearing a uniform Wearing a uniform can also give people a sense of belonging and of pride in being

This piece of writing is an essay, so the students are writing

for a general audience and should employ a relatively

formal and neutral tone

In this type of essay question - sometimes known as a 'for'

and 'against' essay, it's important that students address

both sides of the argument, not just the side they agree

with The essay should include an introduction, followed

by the arguments for and against the wearing of uniforms

in different jobs, giving reasons in each case It should end

with a conclusion in which the writer can give their own

opinion

3

tim

A Quite interesting, but not appropriate as an introduction

-an introduction introduces the key ideas to be discussed in

the body of the essay and does not go straight into details

on a particular point, as this answer does This would be

better as a paragraph in the body of the essay

Opening with a question makes this paragraph quite

interesting, but as it continues it becomes too descriptive

and specific for an introduction It then rambles and

becomes unfocused

Inappropriate because it is too personal and informal

D Interesting and appropriate It introduces the subject

economically and makes two or three interesting points:

uniforms are everywhere I worn for work I no choice for

the wearer

The most suitable is paragraph D

4

£iDl

Yes The writer has:

·agreed with the statement

• referred to uniforms as helping us to identify people

• referred to uniforms as means of protection

• included ideas of their own: the disadvantages of uniforms I

uniforms conferring respect

5

lim

The most common reason for (1) this I which is that uniforms

allow wearers to be seen and identified by the public

(2) For example I Like, if you are visiting someone in hospital,

you need to know who is a nurse or doctor and who is an

ordinary member of the public Another I Other reasons

include protecting wearers from danger or disease, for

example fire fighters at a blaze, or nurses working in a

hospital

16

However, uniforms have disadvantages for some people They make everyone look the same (4) because I so that

people cannot express their individuality in the same way as

if they were wearing clothes they had chosen themselves A more serious problem may be for soldiers who are fighting Their uniform gives the enemy a clear target and may

(5) actually I probably cost soldiers their lives

In my experience, I have found that people in uniform are often given more respect than people in ordinary clothes (6) For instance I An example, it would be difficult for someone in ordinary clothes to arrest another person

(1) In conclusion !To end with, I would say that there are certain jobs for which wearing a uniform is necessary

6

m!

this For example Other

so that

Essay

actually For instance

In conclusion

7 Encourage students to refer to the Writing guide on page

178 before they begin to plan and write their essay Stress the importance of planning the essay properly in advance Having a clear idea of what points you want to cover in each paragraph is the main key to success in essay writing Before they start writing, ask students to check that their essay plan contains an introduction, a 'for' paragraph with the most important reasons in favour of wearing smart clothes and an 'against' paragraph with the reasons why this could not be a good thing The final paragraph should conclude

by giving their own opinion supported by their reasons for

it Normally, writers present the opposing argument, the one they don't agree with, in the first part of the essay

I did not need to send her an email

3

d3D

I'm expecting

!:i normally works, he is visiting

( Do you have, I'm trying

I don't usually like, I'm reading, I'm enjoying

DJ '

rt

rt

'<

(/)

Introduction

1 Make sure students are clear what jobs or activities the

people in the photos are doing (see below) before they

discuss their ideas in pairs or small groups

POSSIBLE ANSWERS

Top left to bottom right:

a Photo 1: gymnast - flexibility, athleticism, competitiveness

Photo 2: surgeon - excellent hand-eye co-ordination,

knowledge about anatomy, precise focus

Photo 3: model - good looks, tall and slim, poise

Photo 4: singer - good voice, ability to perform for others,

memory for words in songs

Photo 5: teacher - presentation skills, knowledge of

subject, empathy for students

Photo 6: museum tour guide - presentation skills,

knowledge of art, enthusiastic personality

b Students' own answers

Reading and Use of English

Part7

Exam skills

1 This section helps students prepare for Part 7 of the Reading

and Use of English paper, which involves locating specific

information in a text These activities develop students' ability

to identify and match synonyms and paraphrases, which will

help them to complete Part 7 task types more quickly and

easily

ma

a accidentally: by chance, unintentionally

b ability: skill, talent

c currently: presently, these days

d cover (sth) up: conceal, hide

e participate: be involved, take part

f pressure: demands, stress

2

ma

left school; was expelled from school; didn't finish school;

dropped out of school (do not provide this unless students

come up with it)

7 had classes I lessons; was taught by somebody (do not

provide this unless students come up with it)

18

Exam practice: Multiple matching

3 Direct students' attention to the Tip before they start reading the text Ask them to locate the key words in 1 to start with (complete and education) and then refer back to the previous exercise for the synonyms You may like to check that students understand the meaning of get away with in 2 (to manage to make a mistake or do something bad without being criticized for it or suffering any negative consequences)

Encourage students to read the whole text through once quickly to get the general idea You can perhaps ask them to tell you what is extraordinary about each of the four people Remind students to use the synonyms and paraphrases of the key words they have underlined to help them do the exercise

Words in the text that you might want to check students understand are: autism (a social disability, when a person doesn't develop the communication skills necessary to be able to interact normally with other people); painstakingly

(very carefully, taking a lot of time and effort); improvise

(when actors or musicians perform without fixed text or music but make it up as they perform it); recall (remember); and jaw-dropping (very surprising and impressive - literally making a person's mouth drop open in amazement)

ma

C: A high-school dropout

2 A: He does occasionally play the wrong note, but because he

is able to improvise, he can cover it up without anyone even noticing

3 D: Eskil is well aware of the risks involved in what he does

4 B: He acquired these skills after years of practice

5 A: Derek Paravicini was born blind, with severe learning difficulties and autism He has limited verbal skills, poor short- term memory and cannot read even Braille at nine, Derek gave his first of many major public performances

6 C: Ron says the key to his training is to be distracted while memorizing things; this gives his brain incredible focus For example, to become the USA Memory Champion he memorized cards while snorkelling

7 A: Adam painstakingly taught Derek how to play properly

8 D: He performs all his feats without a safety net or harness

9 B: His ambition was to become a professional bee-keeper but instead he ended up becoming an academic

10 C: Ron currently teaches memory techniques to people all over the United States

Ptu·a$al verbs: turn

1 Encourage students to refer to the appropriate section of the

Grammar reference on page 160 for help with these tasks

fim

<> Derek Paravicini is not able to read even Braille, but he has

an amazing talent; he is able to play any piece of music

after only one hearing

He was able to play a toy organ when he was two

2

OD

'" There is no infinitive form of can

tr There is no present perfect form of can to talk about ability

3

mi)

a He can run 100 metres in just over twelve seconds

When I was younger, I could run up a hill without getting

out of breath

c They had eaten such a big breakfast that they couldn't

finish their lunch

He could probably touch his toes if he lost weight

;;: Even if I'd been stronger, I couldn't have lifted those heavy

weights

4

i1m

It is not possible to use could in sentence c, because could

refers to a general ability in the past, whereas were able to

refers to a specific event in the past In sentence c we are

talking about a specific event in the past, not a general ability

We cannot use managed to or succeeded in in sentence

a because this sentence refers to a past, ongoing habit

(smoking) Managed to or succeeded in refer to a specific

event in the past, when something became possible

li We can use managed to or succeeded in in sentence b because the sentence refers to a specific event in the past, although the verb following succeeded in would need to take the -ing form:

The doctors managed to save the woman's life

The doctors succeeded in saving the woman's life

We can use managed to or succeeded in in sentence c because the sentence refers to a specific event in the past, although the verb following succeeded in would need to

take the -ing form:

After five hours, the firefighters managed to put out the fire After five hours, the firefighters succeeded in putting out the fire

6

i3D

" didn't succeed in finding wasn't able to complete I do I finish succeeded in passing

ill managed to break in I enter was(n't) able to swim

f managed I has managed to get

~i wasn't able to fall

ll succeeded in opening I uncorking Have I Haven't (you) managed to lose

It is not possible to use could or couldn't in sentences c, d, f and i

couldn't find

ii couldn't finish could swim

You might want to check that students understand the meaning of determines (decides or influences)

~

How different learners learn best

2 Students' knowledge of grammar and syntax should help them choose the correct answers from the alternatives For example, for question 1 the syntax of the sentence indicates that a verb is needed in the gap This - and the knowledge that everyone takes the singular rather than the plural form of

the verb - will guide students to the correct answer, which is

has

~

has 2 there 3 an 4 Because to need

1 order however 9 what ·rn many

3 Read the Tip with the class before students start the exercise

It reminds them to look at the words before and after the

gap to help them decide what part of speech - verb, noun,

adjective or article - is needed You might also want to

check that students understand the meaning of visual stimuli

(things which 'stimulate' the vision - i.e cause it to react)

1 Ask the students to read the text quickly the first time and

tell you the three main changes in classrooms between now

and a hundred years ago (answer: the average class size is

smaller, teachers are less strict and there are more subjects on

the curriculum) Then give them more time to read the text in

detail and discuss other changes mentioned

2 Encourage students to refer to the appropriate section of the

Grammar reference on page 161 for a review of comparative

and superlative structures

~

as big as; higher; stricter; more severe; less extensive; as

effective as; the most interesting

3

£§1

longer, the longest I shorter, the shortest

larger, the largest I later, the latest

' flatter, the flattest I thinner, the thinnest

heavier, the heaviest I funnier, the funniest

more important, the most important I more independent,

the most independent

cleverer, the cleverest I narrower, the narrowest

better, the best I worse, the worst

ll better, the best I worse, the worst

4

more quickly, the most quickly I more carefully, the most

carefully

~

The adjective or adverb takes its basic form - e.g as quick as,

as quickly as I as beautiful as, as beautifully as

5

mD

good II cheaper younger; cleverer d the unluckiest

e better ·~ hotter g more difficult less I more legibly

i easier i faster; sooner

6 To help students sort out this list of modifiers, you could present the key below as a table under three headings -'no difference', 'a small difference' and 'a big difference'

£iD

no difference: just (as as); no

a small difference: a bit; a little; slightly

a big difference: far I by far; much; a lot; not nearly (as as); considerably

at university I think I am kinder than my brother, and he is a little bit moodier than I am, but he is more sociable

Speaking Part 2 pag"n

Exam skms

1 The tasks in this section prepare students for Part 2 of the Speaking paper of the exam Candidates are put in pairs, and each candidate is given two photographs to talk about (making a comparison between the two) for one minute The candidates also have to answer a question from the examiner about their partner's photographs

The purpose of this first exercise is to remind students of what they have to do for Speaking Part 2, so tell them they need to listen carefully

~

a Each candidate is given two photographs

Each candidate has to talk about his I her own photos for about one minute

Next, each candidate answers a question about the other candidate's photo

1 Audioscript 1 ·05 El!ami11e1· In this part of the test, I'm going to give each

of you two photographs I'd like you to talk about your photographs on your own for about a minute, and also

to answer a question about your partner's photographs George, it's your turn first Here are your photographs They

·· show people studying in different places I'd like you to compare the photographs and say how you think the people feel about studying in these different places All right?

2 Before students start the speaking task with their partner,

remind them that this activity is all about making

comparisons, so it is a good idea to begin by making a

mental list of all the obvious similarities and differences

between the two photographs to serve as a basis for

discussion

Monitor students as they do the task without interrupting,

and give feedback to the class at the end

3 Before you play the recording, elicit a few examples of each

type of word expression from the class - e.g contrasting

words: but, however, while; words which give more

information: and, also; and words which express preference:

I'd prefer to, I'd rather

ma

Contrasting words but, The main difference between ,

unless, whereas, while

Words which give and, also, because

more information

Words which I'd prefer to do than , I find ,

express preference I imagine that , I'd much rather ,

Personally

George In this picture the students are studying in a lecture

hall - probably in a university or college In the other picture

the students are studying in a classroom The lecture hall

is much bigger than the classroom and there are many

more students in the hall than the classroom Some of the

students have to sit a long way away from the lecturer

whereas in the classroom they are a lot nearer The main

difference between the two places is that you can ask the

teacher questions in the classroom, but you can't interrupt

a lecturer if there is something you don't understand I

imagine that the students who are in the lecture hall feel

less involved than the ones in the classroom because they

are just listening and taking notes while in the classroom

the students would feel more involved because they can

participate in the lesson and do more active activities, like

speaking for example

Examiner Thank you Adriana, which of these places would

you prefer to study in?

Adriana I'd much rather study in a classroom than in a lecture

hall Personally, I find it hard to hear and see if I'm in a big

room, so unless I'm sitting right at the front I find it difficult

to follow what the lecturer is saying and I switch off And

of course if you switch off you could miss something really

important I also find sitting still for an hour very difficult, and

just listening and taking notes is boring In the classroom you

can move about and there is the opportunity to work with

other people

Examiner Thank you

4

mD

The words and expressions in bold are in the audioscript

Contrasting words but, however, The main difference

between ,unless, whereas, while

Words which give and, also, because, in addition

more information Words which I'd prefer to do than, I'd much

express a rather , I prefer to do than

preference I I prefer doing to , /find ,

I imagine that , Personally

Pronunciation

5 Before they listen, remind students that the most heavily stressed word in each sentence will be the one which is important for the message the speaker wants to get across For example, the point that the first speaker wants to make

is not just that the lecture hall is bigger than the classroom, but that it is much bigger: much is therefore likely to be the stressed word

The lecture hall is much bigger than the classroom

Teachers aren't nearly as strict as they used to be

It's just as hard to spell a word in English as to pronounce it Class sizes are considerably smaller these days

6 If students seem very unsure about which words should

be stressed here, remind them that the objective of these sentences is to compare two things The most important (and therefore most heavily stressed) words will relate to the comparison Here the important thing for the speakers is not the quality itself (the adjective) but the extent of the quality (the modifier) Get students to compare answers

7 Students should listen and compare their answers, then listen again and repeat

This lecture is just as hard to follow as yesterday's Physics is

by far the most difficult subject I've studied It's much harder than chemistry

Italian is no more difficult to learn than Spanish

Long turn

8 Students' own answers

Writing Part 2 ~ letter I emaU pagew 6

Think ahead

Give students a short time to discuss the questions in pairs

before getting some feedback from the class Most students

will probably say that the majority of their correspondence

is via email, so ask them how much of this is informal

correspondence with friends and how much of it is formal I

official Say that the language of formal correspondence by

email is similar to formal letter writing; however, the language

of informal correspondence with friends will be more like

spoken language

Exam sldUs

2

(3D

In the reply, you need to:

·say what happened to you last night

·provide an excuse for not showing up (and apologize)

·say when you would like to meet up I reschedule the meeting

3

(311

Although both emails give a full response to Charlie's

message and answer all his questions, the first reply (on the

left-hand side of the page) is more appropriate because it is

written in an appropriate style for an email between friends

The other answer is far too formal for an email to a friend, and

the format I layout is more appropriate for a formal letter

formal and informal language

INF cl F e; F INF INF rt INF

The informal features included in the first email are:

•short sentences, e.g No, nothing's wrong! (Note: exclamation

marks are more likely to be used in informal writing.),

instead of: In your email you enquire whether anything is

wrong and in response I must assure you that no, nothing is

wrong

• contractions, e.g nothing's wrong instead of nothing is wrong

·phrasal verbs, e.g held up

·omitted words (e.g pronouns), e.g Sorry about last night

instead of I am sorry about last night

•the use of very simple words or slang, e.g 'cos instead of

F: Best wishes; Dear Sam; Dear Sir; I'm (I am) writing to ; Regards; Thank you for your email of 7 517 2; Yours sincerely; Yours faithfully; Jo Hunter (Ms)

7

~

a snack attempted

Ii I do apologize

The second email uses delayed instead of held up and arrive

instead of get in because held up and get in are phrasal verbs and therefore preferably not used in formal writing

·r My grandparents brought up five children on a very low income

Meanmngs of get

10

ilm

Underline in the first email: get in, got changed, get you on, get

it, got there

Formal equivalents in second email: get in= arrive home,

got changed= changed, get you on =contact you on, get it=

receive, got there = arrived

Exam pradke: EmaH

11

mD

Talk about your classes+ say whether your classes are interesting+ describe the things you do in your classes+ say whether you are learning a lot from your classes

b Sam is the target reader, and because he I she is your friend the style would be informal

d Students' own answers

Reading and Use of English

Exam ski~I$

1 The ability to recognize and form different parts of speech

from root forms is an important aspect of students' language

development and a skill that is tested in Part 3 of the Reading

and Use of English paper

OD

a noun because it follows an article

b a verb because it follows a pronoun and is followed by a

relative clause

~ an adverb because it is describing the action of the verb in

the phrase'pass the ball'

an adjective because it describes the type of person you

need to be to get to the top in a sport

-er employer, performer, worker

-or predictor, protector

ambitious

-ion prediction, rejection, protection, completion

-ation expectation, information

-ity prosperity

-ment employment, improvement

4 Draw students' attention to the Tip and say that a good title

for the text would be one that summarizes the main idea

or topic This text deals with the material rewards of being

a sports star, where these rewards come from and also the

pressures, so a good title might include these ideas

Exam practice: Word formation

6 Students' own answers

person is someone who is overactive and can never sit still or relax From this, they can deduce what hyper-parenting might mean: parenting taken to excess in some way

2 Tell students that for Listening Part 2 tasks, they should also try, as this question asks, to predict what kind of information might go in the gaps

a few neglecting I failing the independence I the responsibilities

'!O fun I relaxation

Exam practice: Sentence completion

3 Direct students' attention to the Tip before you play the audio and tell them to look through the gaps in the text one more time to decide what kind of information they need to listen for Their predicted answers to 2 will help them to have a clear idea about this

ma basketball stress middle-class the right foods

;; (frequent) headaches

6 clubs I private-sector extra-curricular activities

1 four (4)

letting down the freedom (free) play

Audioscript 1 ·09

You will hear a man talking about'hyper-parenting'

For questions 1 - 10, complete the sentences with a word

or short phrase You now have forty-five seconds to look at Part 2

Prese!'llte~ Life for Cathy Hagner and her three young children

is set to permanent fast-forward Their full school day and her

9 a.m.-2 p.m job are busy enough But it's at 4 p.m., when , school is out for the day, that the pace really quickens

· Cathy frantically drives Brendan, twelve, and Matthew, ten, : from soccer field to basketball court while dropping off

• eight-year-old Julie at piano lessons Often, the exhausted family doesn't get home until 7 p.m - just in time for a quick : supper before the children have to do their homework

r t Q)

ro

::J

r t

(fJ

' Cathy, who lives in a small town outside Buffalo in New York

State, acknowledges the stress such a way of life causes the

whole family and has wondered whether it is worth it But

she defends herself by saying that she knows lots of families

, whose children do even more than hers do

This is the world of hyper-parenting A world in which

middle-class American - and, increasingly, British - parents

treat their children as if they are competitors eternally racing

towards some unidentified finishing line A world in which

i children are rushed from activity to activity in order to make

i their future CVs as impressive as possible A world in which

' raising the next top sportsperson, musician, artist, whatever,

has apparently become a more important goal than raising a

happy, well-balanced child

US child psychiatrist Or Alvin Rosenfeld, co-author of

Hyper-Parenting Are You Hurting Your Child by Trying Too Hard?,

explains why hyper-parenting has become such an issue He

' says, 'Parents have been led to believe that they can somehow

: programme their children for success if only they do all the

right things It starts even before they are born, when pregnant

women are warned of dire consequences if they don't eat the

right foods Then, they are told that playing a baby Mozart

could speed its development, so they play Mozart and it just

goes on from there It's a very winner-takes-all view of society

• and it's making a lot of parents - and children - very unhappy

Childhood expert, William Doherty of the University of

Minnesota, informs us that doctors across the country are

reporting a growing trend in children suffering frequent

headaches due to exhaustion and stress

In the UK, too, GPs and child experts are reporting similar

symptoms of stress With two working parents now the

norm, many children have to go to clubs at the end of the

school day through necessity But competitive pressures are

also fuelling an explosion of private-sector extracurricular

activities, including sports, language, music and maths

classes for children as young as four

' PyschiatristTerri Apter admits that there is definitely a new

· parenting trend under way which says that parents have

to uncork all their child's potential at a young age They

are concerned that they are letting down their children if

they don't She goes on to say that it isn't an entirely new

phenomenon, that there have always been pushy parents,

but that what was previously seen as eccentric behaviour was

now much more the norm Mothers see their children's friends

doing lots of extra-curricular activities and they believe they

have to follow suit It all becomes very competitive

Terri Apter has seen at first hand the harmful effects of

hyper-parenting She is currently studying a group of British

: and American eighteen-year-aids, many of whom are having

enormous difficulty adjusting to the freedom of college life

She explains that a lot of them are so used to having their

time completely filled up by their parents that when they

leave home they lack the most basic self-management skills

and simply don't know what to do with themselves

The answer, she says, is for parents to lighten up and take a

' sensible middle road - allowing time for free play as well as

24

structured activity She sums up: 'Everyone wants their child

to shine, but going to art or jazz classes is not necessarily

· any more beneficial than giving young children time and ' freedom to play by themselves Or just to sit and think:

4 Ask students which prefixes indicate 'more than' or 'in excess' (extra, hyper, over) and which indicate 'less than' or insufficiency (under)

You can also tell them that the prefixes hyper and over usually have negative connotations They indicate that the excess

is negative in some way- for example, to be hypersensitive

is to be too sensitive and touchy, and to overdo something

is to do it too much Extra, however, means 'beyond' in the sense of'outside' and has neutral or positive associations - for example, extraordinary means out of the ordinary and has positive connotations

OD hyperactive; extracurricular; overindulgent; overoptimistic; overpopulated, underpopulated; overpriced, underpriced; hypersensitive, oversensitive; overstaffed; understaffed; extraterrestrial; overused, underused; overvalued, undervalued

5

«m

<i hyperactive understaffed

overindulgent £ hypersensitive extraterrestrial

Unit 2 Review page 32

~

magicians 5 athletic

2

~

Could

:.! known performance

!:I didn't manage succeeded haven't managed Can I Can't

variety throughout dangerous celebrity

didn't manage to I couldn't I weren't able to could

succeeded

3

I'm out back down to e into up You may like to give students the Unit Test on pages 89-90 for this unit

Introduction page33

1 Before students start discussing the questions in pairs or

small groups, make sure they recognize the central action of

each photo (Top left to bottom right: photo 1, using a games

console; photo 2, sending text messages; photo 3, working

late; photo 4, surfing the internet; photo 5, buying shoes I

shopping; photo 6, making coffee.)

(3D

a The unit title Compulsion refers to activities that people

can't stop doing The photographs show activities which

people can get addicted to

2

All of these activities are potentially addictive Addictive

behaviour has a range of consequences for the person

whom it affects - for example on their health and, in the

case of an addiction to shopping, their finances Addiction

often leads to a breakdown in the addicts' relationships

with family and friends

lfl@J>'f1!:j§!f/41gi'bifJ!A§*'

Some people are thrill-seekers - they want to try out

new things Such people may do something once for the

thrill, but may find they continue doing it until it becomes

a dominant part of their lives because they become

addicted, first to the thrill and then to the habit or drug

Even though they may not continue to enjoy doing it,

they may be unable to stop Certain people are genetically

more inclined to develop addictive behaviour Others may

seek to use drugs to escape problems in their lives

1:i Education can play a big part in helping young people

avoid addiction by making them aware of the dangers of

certain activities and explaining why they should avoid

doing things to excess They should be made aware that

there are alternative ways to deal with problems and I

or better ways to experience thrills Counselling services

should be offered to those who are genetically inclined

to develop addictive behaviour, and addicts should

be helped to recognize that they have a problem and

provided with guidance on how to change their habits or

lifestyles

Think ahead

1 You could either get the students to discuss the questions

about their own use of digital technology in pairs or small

groups, or you could address them as a class For example,

you could ask students to raise their hands if they spend

more than half an hour a day talking to friends on their

mobile phone, more than an hour, more than two hours, etc., and write the number of students in each category on the board The students could then decide as a group if they think the class as a whole has a 'digital addiction' problem or if

a percentage of the class does

Exam practice: Multiple choke

2

4iD

c A 4 B '.J A c B

Audioscript 1·10

You will hear part of a radio phone-in programme

on the subject of people's use of digital technology For questions 1-7, choose the best answer (A, B or C).You now have one minute to look at Part 4

In this evening's programme, we're starting with a subject which has got many of you worried We'll

be discussing young people and digital technology It's something that worries not only parents but young people themselves On our studio panel, we have Evan Matthews, a child psychologist, Joanne Carter, a secondary school head teacher, and Liz Winslett, who has three teenage children and

is a student counsellor Our first caller this morning is James Benson What is your question, James7

Thank you I'd like to ask you what you think about my parents' recent behaviour They're getting more and more obsessed about the amount of time I spend with what they call my'virtual friends'

Hi, James Can you tell me who these friends are?

They're mainly people I've met on social networking sites

Ewm And how much contact do you have with them7 Well, on a normal day, I'll update my status as soon

as I wake up Then I'll check to see if anyone's sent me any messages on my mobile

And how long does that usually take?

About five minutes if I have to reply to any messages

What about later in the day?

Well, if I don't have to go to college, I'll spend a couple of hours chatting to friends in the morning and

· maybe another two in the evening

Hmm, that does seem rather excessive

I suppose so, but it's what I'm used to But actually, what Mum and Dad really object to is seeing me texting my friends - especially at mealtimes They say it's rude and anti-social

And what do you think?

I just think it's completely normal for people of my age How many texts do you send a day7

James About fifty or sixty

fomme OK - and do you understand why your parents are

getting so annoyed?

-'~1m!> Not really It's just a bit of fun I think adults take these

things too seriously

Can I ask you, James, do you have any other interests

outside your virtual world?

J;imes No, not now I used to play tennis with my dad most

weekends But he always seems too busy these days

Pifesente1· OK, James, I think we get the idea of what your

life is like I'd now like to ask our panel to comment on what

they've heard Can I start with you, Evan?

Evan OK, James I have to say I have great sympathy with

your parents and completely understand their point of

view They feel they're losing you to your virtual friends My

advice to you would be to spend less time on your phone

and try to spend at least a couple of hours a day when you're

not at college doing things with real people

Presenter Thank you Joanne?

Jo@n11e Here's what I suggest, James First, I think you should

accept that you have an addiction, then I suggest you try to

cut back your contact with digital friends by a few minutes

every day, so that by this time next year your life is more in

balance Try to get back to playing tennis with your dad like

you used to And try to spend more time with real people

-you'll soon get used to it You won't lose any genuine friends

and you won't have your parents nagging you all the time

Preseii~!!r Thanks And lastly, Liz Winslett

Uz Right, James I imagine your addiction is probably a very

temporary one I would guess that in a month or two you'll

get bored with your virtual life and just slip back into your old

life- that's if my own son's experience is anything to go by

In other words, I think you're going through a phase

Prese!ll:er Thank you all very much - and thank you, James,

for your intriguing question

J;i1m~$ Thanks

Over to you

3 Students' own answers

Habits and typical behaviour

1 Encourage students to attempt the exercise and try and work

out the answers to anything they don't know before they

look at the Grammar reference on page 162

o:D

any time any time

any time !\i past

2

OD

past past e future

a Sentence 1 refers to a past habit, which is now over (I don't

do this any n1ore) Sentence 2 refers to an ongoing habit

(I'm accustomed to doing this)

t1 Sentence 1 refers to an ongoing habit Sentence 2 refers to

a past habit that is no longer relevant

Sentence 1 refers to an ongoing habit (I'm accustomed to doing this) Sentence 2 refers to a developing habit

used to and would

We can use used to to talk about habitual I regular actions or states in the past that are now finished

We can use would to talk about habitual action:;; in the past, but not to talk about past states

4

mD

Sentences a and c could take would as well as used to

because they refer to habitual actions rather than permanent states (Note: for sentence c would smoke means they smoked sometimes, e.g at parties or after dinner - not all the time.)

5 Students' own answers

6 For a, encourage students to talk about what used to happen

in the past (but doesn't now) and what they are used to (as in 'accustomed to') doing, comparing these with the ongoing changes they are getting used to

For b, students should talk about the changes they would and wouldn't find it easy to get used to

Grammar (2) Ccnmtab~e and uncountable nouns

1

(3D

Countable: adults, things, parents, point of view, phone

Uncountable: fun, sympathy, advice, time

2

ilm

Only used with countable nouns: many, a few, few, several

Only used with uncountable nouns: not much, a little, little

Used with both: all the, some, most of the, enough, a lot of, plenty of, no, none of the

3

mD

a bit of: advice, clothing, equipment, fruit, furniture, information, music, news, paper, research, luck

a box of: clothing, equipment, fruit, matches, paper

a glass of: milk

a piece of: advice, clothing, equipment, fruit, furniture, information, music, news, paper, research

a sheet of: music, paper

a stroke of: luck

a word of: advice

an item of: clothing, equipment, information, news

4

@1,11:1@'41&-iMii\l;fi

chicken: Each of the chickens has laid an egg I Shall we have

chicken or fish for dinner?

chocolate: Chocolate is too sweet for me I She bought herself a

box of chocolates

exercise: I try to do exercise every day I Swimming is an

excellent form of exercise

experience: People learn best from experience I I had a

frightening experience last night

language: I'm very interested in everyday language I My

father speaks six lcmguages

light: You can see light through the trees /The car hasn't got its

noise: There is a lot of noise in the city I There are many

different kinds of noises

room: Is there enough room for us all? I The hotel hos over a

hundred rooms

time: I never hove enough time I How many times have we

done this before?

5

OD

Cupcakes are something mothers make for their children and

are a reminder of childhood for many people

Exam practice: Open doze

6 Students will encounter this type of open cloze task in Part

2 of the Reading and Use of English paper Encourage them

to look at the words on either side of each gap to help them

determine what part of speech the missing word is likely to

be

You might want to check that students understand the

meaning of get hooked on (a more informal expression which

means 'to get addicted to') and buttercream (a kind of icing

for cake made from butter and icing sugar)

used back would

Check students understand the meaning of the title: confession

(something wrong that people admit to doing), chocoholic

(somebody who is obsessed with eating chocolate)

1

~

The writer feels a bit defensive about the fact that the reader might laugh at him I her, proud that he I she has the addiction under control at the moment and also a bit smug that he I she doesn't put on any weight even when he I she eats a lot of chocolate He I she is also determined to keep up the addiction

2 Students' own answers

4 ll3D

The main stress is on the particle in phrasal verbs In part phrasal verbs the main stress is on the first of the two particles

three-7 O])

give in give out give away give back

When a pronoun is inserted between the phrasal verb and the particle, the main stress is on the particle

When a noun is inserted between the phrasal verb and the particle, the main stress is on the noun

(Note: three-part phrasal verbs are not separable.)

J

_)

Audioscript 1·12

I really ought to give it back

I really ought to give the DVD back

One of the supermarkets is giving them away

One of the supermarkets is giving free samples away

Over to you

8 Students' own answers

Reading and Use of EngUsh

Part 6 pa<Je3s

Exam skills

1 This section develops the skills students need to tackle the

long gapped text task found in Part 6 of the Reading and Use

of English paper To be successful in dealing with this type of

task, students need to understand how texts are constructed

and recognize the ways in which different elements cohere

to create meaning This first exercise works at sentence level

and involves students finding corresponding elements in

order to match pairs of sentences Tell students that the

matching elements could be the content - the sentences are

obviously talking about the same thing - or it could be the

grammar and syntax, but it is more likely to be both

mD

i.i 5 b 3 6 !! 2 f 4

Exam pradke: Gapped text

2 Before students begin the task, you may like to check that

they understand the meaning of these words: override (to

take control of something); to coin (to invent a new word or

expression); distress (feelings of great worry or unhappiness);

endorphins (chemicals produced in the brain which stop the

feeling of pain); tolerance (the ability to be affected by a drug

or by difficult conditions without being harmed); get a kick

outofsomething (to get feelings of pleasure from something)

imD

G: With a negative addiction, on the other hand contrasts

with the previous section, which describes the effects of a

positive addiction

Z E: Steve, a personal trainer, used his work to mask his

secondary addiction This links with Whatever workout my

client was doing,

3 F: The thrill from the exercise is the thing, links back to

body image isn't so central in the previous sentence

A: five times the amount (of endorphins) links back to the

body produces endorphins in the previous sentence

5 C: the thrill con never quite compare with that achieved by

taking drugs is followed by the example ofTony, who took

drugs doily for almost a decode

6 D: there's on underlying unhappiness links with the sentence

that follows: If they haven't sorted out the reasons for this

an umbrella in the house) What about the narrator's brother?

(he touches wood for luck) How does the narrator feel about people who are superstitious? (it's understandable because it's

a natural human characteristic)

2 Students' own answers

3

mD

Four adverbs of manner: clearly, accidentally, dramatically, honestly

Two comment adverbs: amazingly, fortunately

Two focusing adverbs: even, only

Two frequency adverbs: never, always

An adverb of degree: really

4 Since the order of adverbs in a sentence is not covered in the Grammar reference, you might like to revise this topic with the class before students attempt the exercise Try to elicit the rules from the students based on the examples in the text Adverbs of frequency come before the main verb (e.g We always made sure ) except ifthe verb is be, in which case they come after it (e.g We were never allowed.)

Comment adverbs usually come right at the end or right at the beginning of a sentence (e.g Fortunately, his predictions never came true I His predictions never came true, fortunately.)

Adverbs of degree come before the adverb or adjective they modify (e.g To make sure they do really well ); but if they modify a verb, they can come either before or after it

(I strongly agree I I agree strongly.)

Adverbs of manner and focusing adverbs can come both before and after the verb in a sentence depending on what the speaker wants to emphasize (e.g clearly remember, which could also be remember clearly; and occidentally broke a

mirror, which could also be broke a mirror accidentally)

ma

a Sadly, my sister failed her driving test last week I My sister failed her driving test last week, sadly

If someone sneezes, people often say, 'Bless you!'

I completely agree with you I I agree with you completely

cl I hurriedly checked my email before I left for work I

I checked my email hurriedly before I left for work

e Surprisingly, I found out later that you'd been trying to

phone me I I found out later that you'd been trying to

phone me, surprisingly

f I only know his name and nothing else I I know only his

name and nothing else

5

POSSIBLE ANSWERS

a early I on time

b politely I correctly I naturally I normally I responsibly

c quietly I politely I slowly

d remembering people's names

e the Earth is flat

f a famous writer

Speaking Part 3

1 This section practises Part 3 of the Speaking paper This

consists of a two-way conversation between candidates,

during which they have to demonstrate not just their ability

to speak but also manage to keep a conversation going

ma

a Two minutes

b They are on a committee which has been asked to come

up with ideas for stopping young people from smoking

c (Written prompts) Suggestions and a question to answer

d Talk about the advantages and disadvantages of the

suggested ways of getting people to stop smoking

Audioscript 1·13

Examiner Now, I'd like you to talk about something together

for about two minutes I'd like you to imagine that you are on

a committee which has been asked to come up with ideas

for stopping young people from smoking Here are some of

the suggestions and a question for you to discuss First you

have some time to look at the task

Now, talk to each other about the advantages and

disadvantages of each suggestion

2

ma

a Yes, they talk about them all to some extent

b Yes The examples they give are: raising the permitted

age for smoking to 20; banning adverts which show

good-looking people smoking and looking happy; health

campaigns; putting health warnings on cigarette packets;

offering medical alternatives such as patches that you stick

on your arm or special chewing gum; electronic cigarettes

c The examiner ends the discussion by saying 'thank you'

Sophie We don't want them to smoke less We want them not

to smoke at all If it was up to me, I'd raise the smoking age

to twenty

Christian Twenty? I'm not sure about that You might stop young people from buying cigarettes, but if you did that, they would just get their older friends or even their parents

to buy cigarettes for them They do that now, don't they?

Sophie That's true What about banning advertising? Do you think that would make a difference?

Christian Yes, it might Seeing pictures of good-looking people smoking and looking happy must make smoking very attractive to some young people

Sophie Yeah, so if we stopped them from seeing those images, it might help

Christian The other thing I think they should do is have an advertising campaign to show people how smoking can damage their health

Sophie They've tried that before, haven't they, and they found

it didn't make much difference It's like the health warnings

on cigarette packets which say things like 'Smoking kills' They don't seem to stop people smoking

Christian You're right I think they tried it with teenagers - and teenagers do all kinds of things that damage their health -and they don't seem to care What they should do is have a campaign in every primary school

Sophie You're probably right- it's definitely worth a try and we've got to try everything Do you think providing people with alternatives would be a good idea - such as patches that you stick on your arm or special chewing gum?

Christian Anything's worth a try Have you heard about electronic cigarettes?

Sophie Yes, that's a really weird idea, isn't it?

Christian Yes, it is, but I know someone who tried them - and it's worked quite well so far

Examiner Thank you

3

ma

a The candidates have to decide on two ideas which that

would be most likely to succeed in stopping young people from smoking

b one minute

Audioscript 1·15

Examiner Now you have about a minute to decide which two ideas would be most likely to stop young people from smoking

4

mD

They decide on a health campaign in primary schools, and a

complete ban on cigarette advertising

Audioscript 1·16

Well, they're all quite good ideas, aren't they?

Yes, but we've already decided that raising the age

when people can buy cigarettes won't work, haven't we?

Yes, they'll just get other people to buy them We

need to think of a way of stopping young people actually

· wanting to smoke in the first place

That's true, but the thing is that all the ideas have

been tried before, haven't they?

Yes, but something needs to be done, doesn't it?

Christian You're right - they've got to do something

So, can we decide on two ideas?

Shall we suggest a health campaign in primary

schools and a complete ban on cigarette advertising?

OK! That sounds sensible

Thank you

5 Elicit an example of each type of communicative structure

from the class before asking students to do the task

Emphasize that being able to use structures like these to

manage a conversation is important for success in this part of

the exam

You may prefer to let students use the audioscript at the back

of the Student's Book to identify the words and expressions

for this activity

Function Example From the recording

Making How about ? Let's take them

suggestions I think we should What about ?

Shall we suggest ? What they should do is

Giving I think they should

opinions I think

The other thing I think they should do is

If it was up to me, I'd

Asking for What do you think? Do you think that would

opinions Do you think ? make a difference?

That's true

You're right

You're probably right

Disagreeing I'm not so sure I'm not sure about that

Expressing I'm absolutely sure it's definitely worth a

certainty that try, and we've got to try

everything

Anything's worth a try

Giving for instance It's like

Now, talk to each other about the advantages and disadvantages of each suggestion

I think these are really good ideas, so let's take them one at a time, shall we?

C!uistia11 OK Well, for a start, I think they should raise the price of cigarettes That way young people would probably smoke less

We don't want them to smoke less We want them not smoke at all If it was up to me, I'd raise the smoking age to twenty

Christian Twenty? I'm not sure about that You might stop young people from buying cigarettes, but if you did that, they would just get their older friends or even their parents

to buy cigarettes for them They do that now, don't they7 That's true What about banning advertising? Do you think that would make a difference?

Yes, it might Seeing pictures of good-looking people smoking and looking happy must make smoking very attractive to some young people

Yeah, so if we stopped them from seeing those images, it might help

Chr~5ti;:m The other thing I think they should do is have an advertising campaign to show people how smoking can damage their health

They've tried that before, haven't they, and they found

it didn't make much difference It's like the health warnings

on cigarette packets which say things like 'Smoking kills' They don't seem to stop people smoking

Cluusfozm You're right I think they tried it with teenagers and teenagers do all kinds of things that damage their health

and they don't seem to care What they should do is have

a campaign in every primary school

You're probably right - it's definitely worth a try, and we've got to try everything Do you think providing people with alternatives would be a good idea - such as patches that you stick on your arm or special chewing gum7

Anything's worth a try Have you heard about electronic cigarettes?

Yes, that's a really weird idea, isn't it?

Oiristi;m Yes, it is, but I know someone who tried them - and it's worked quite well so far

re~a:rmmf"r Thank you Now you have about a minute to decide which two ideas would be most likely to stop young people from smoking

Well, they're all quite good ideas, aren't they7

Yes, but we've already decided that raising the age

, when people can buy cigarettes won't work, haven't we?

Yes, they'll just get other people to buy them for

them We need to think of a way of stopping young people

' actually wanting to smoke in the first place

That's true, but the thing is that all the ideas have

been tried before, haven't they?

Yes, but something needs to be done, doesn't it?

You're right - they've got to do something

So, can we decide on two ideas?

Shall we suggest a health campaign in primary

, schools and a complete ban on cigarette advertising?

OK! That sounds sensible

Thank you

Exam pradke: Collaborative task

7 Draw students' attention to the Tip before they start the

task and remind them that, for this part of the exam, the

way they interact with their partner is as important as how

they express their own views and opinions It is important

to demonstrate that they are really listening to what their

partner is saying and respond appropriately

Writing Part 2 - Artide JJage42

Think ahead

@$1hJMIJl@~iV~A§G.i

on the train I bus, in the bath, when they are relaxing, in

doctors' and dentists' waiting rooms

b It may depend on whether they are interested in the

subject, whether the writing style is accessible, or on how

well the article is presented on the page

2

~

Your favourite hobby; something you are 'crazy about'

First of all the editor of the magazine inviting articles, but

in the end the readers of the English-language magazine

Quite informal: the article is probably intended for young

people - it is a light-hearted subject and the title 'I'm just

crazy about .'is an informal expression

3

mD

by talking enthusiastically about the subject from a

personal point of view

b Students' own answers

i: informal; personal; serious; yes

This is a less interesting opening sentence

This sentence immediately engages the reader by asking a dramatic question

This is less inclusive and so might not attract as many readers

This might attract people because of its inclusivity

Exam practice: Artide

7 Before students make their notes, encourage them to refer

to the section of the Writing guide about writing articles on page 182

O:@JS'.Wlltj,\1~, wum!t

Scuba diving - opens up the underwater world; you can see wonderful animals and plants; keeps you fit; great if you love the water; takes you to interesting places; requires a'buddy'

Reader is likely to be a youngish person who is interested

in underwater sports Style is quite informal

Introduction - brief introduction to concept of scuba diving and why I 'always wanted to do it'

Paragraph 1 - nature: underwater world becomes open to the diver and the flora and fauna of the underwater world are fascinating and often new; travel to exciting locations Paragraph 2 - health reasons, e.g keeping fit; good for de-stressing

Paragraph 3 - social: you have to have a 'buddy' to dive with; dive in groups; meet divers in other countries

Conclusion - a reminder of how it all started, i.e refer back

to when I 'always wanted to do it'

because after 7 with

no a little None of d plenty a few most of

a bit a piece

You may like to give students the UnitTest on pages 91-92 for this unit

Introduction

1 Before you ask students to discuss the photos in pairs or small

groups, make sure they understand what is meant by'role' in

this exercise - i.e you want them to think not just about what

relationship the people in each photo have with each other,

but also the position or purpose of each person within the

relationship What does each person expect of the other? Is

the relationship equal or unequal?

If you think the students might not be able to easily identify

the roles in the photos, elicit from or tell the class what each

pair of people are meant to be Note that the description

given of these roles is from a Western-European cultural

perspective and may differ slightly in other social and cultural

, contexts Just as the roles may differ in different social

contexts, so might the extent to which they have changed in

recent years

POSSIBLE ANSWERS

Top left to right:

Teacher and student: an unequal relationship based on trust

within an educational setting, in which the teacher has a

duty of care to the student; the teacher has an element of

authority over the student

Parent and child: an unequal relationship based on deep love

and care; the parent has responsibility to care for the child

Husband and wife I partners: an equal relationship with

joint responsibility as spouses I partners and maybe also as

parents

Bottom left to right:

Manager and employee I boss and worker: an unequal

relationship; the boss has some authority over the employee

Friends: an equal relationship

Nurse and patient: an unequal relationship: the nurse has the

knowledge the patient needs; the nurse has a duty of care to

the patient

2 Students' own answers

Reading and Use of English

Parts

Think ahead

1 Check students understand the meaning of these words

and phrases: set sail (start a journey); crew (group of people

who work on a ship, aeroplane, spaceship, etc.); artificial (not

natural); interstellar (amongst the stars)

Check students understand the meaning of the extract by

asking these questions: Who will be on board the spaceship?

(women only) Why won't men be required? (because the

women will be able to have children without them) What is Alpha Centauri? (the star system that is closest to Earth)

POSSIBLE ANSWER

b A single-sex crew might miss the company of the opposite sex and the distractions they can provide, and a single-sex environment would be very unnatural A single-sex crew may squabble without the balance provided by the other sex There may be times when the women would benefit from masculine thinking patterns, physical strength and so

on It would be boring being in a single-sex environment

Children need both sexes to influence their development

Exam practice: Multiple choice

2 This exercise involves reading for detail so allow plenty of time for it Before they begin, make sure students understand the rubric and the multiple-choice questions You may like

to check that the students understand the meaning of these words: tensions (bad feelings between people); remote

(distant I isolated), accomplish (finish); colonization (when a group of people settle in a new area); constraint (restriction);

adjust to (become accustomed to); sustain (keep going),

monogamy (the practice of having only one wife or husband over a period of time); morals (ethics I socially acceptable ideas), far-fetched (unlikely)

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C: The family has the kind of natural organization and motivation to deal with the tensions which are likely to characterize space trips

2 D: spacecraft size is no longer the constraint it was, making it possible to take ordinary people such as midwives, electricians and cleaners

3 A: Whenever colonization is done on Earth, it is always by people looking for a better life

4 C: Starting with a population of childless married couples also works best on board a spaceship because it will give the initial crew a few years to adjust to their new surroundings without the distraction and responsibility of taking care of children

5 A: Designing morals for people on such a fantastic voyage

is problematic because people on Earth would have little influence once the crew was on its own

6 B: Experts predict that such a space mission will take place within the next hundred years

Collocations with have and take

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a have children b take care of children

c take the opportunity to d take place

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a Suitable people: doctors, nurses, midwifes, teachers,

builders, farmers, scientists, etc

Personal qualities: determination, bravery, sense of

adventure, sense of humour, ability to work as part of a

team, etc

Students' own answers

Grammar P,a9e4{!

The future

1 Encourage students to refer to the appropriate section of the

Grammar reference on page 164 for help with these tasks

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2 Encourage students to read through the text quickly,

ignoring any gaps Check that they understand by asking

these questions: Where are Sue and her husband planning to

travel to7 (Paris.) What are they going to do there? (Go to a jazz

concert.)

~

I start I I'm starting

2 're having I 're going to have

3 're going to start I 're starting I start

4 'II get up I 're going to get up

.'1J I'm going to check his I her mobile phone messages

I'm sorry, but I'm staying with my aunt and uncle then

( I'll do the decorations if you like

Future contii'U.llOU§ and future perfect

This time next week I'll be sitting on the beach

b By this time next year I'll have finished my exams

This time next year I'll be living in Spain

In five years' time I'll have started up my own company

bound to/ likely to

6 Check students understand the meaning of these structures

by writing these examples on the board: Susie is unlikely to get married and Susie is bound to get married Ask students in

each case if you should buy Susie a wedding present (in the first case, the answer should be 'no' because if something is unlikely it probably won't happen; in the second case, the answer is 'yes' because if something is bound to happen then there is no doubt it will occur)

Exam practk~: Open doze

8 Ask students to read the text quickly, ignoring the gaps Check they understand it by asking these questions: Why is it likely that men will be taking a more active role in looking after the family in the future? (because more women will be going

out to work) Why might the number of women in the workforce soon overtake the number of men? (because many of the jobs

that have disappeared since the last economic recession were traditionally held by male workers)

Students' own answers

or will least such

The traditional thinking is that women are better in the caring professions - perhaps because they are used to acting in a motherly way

listening Part 3 pageso

Pronundation

1

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adventurous conservative conventional I

unconventional extraordinary fashionable imaginative

norrmal strange surprrising traditional unusual

2 Students listen and check

Audioscript 1·18

adventurous conservative conventional

unconventional extraordinary fashionable imaginative

normal strange surprising traditional unusual

3 Elicit from the class what the common theme in all the

photos is (parents I adults looking after children) before

asking them to do the task Students should use the

adjectives from 1 to describe the photos and their reactions

to them and compare their ideas with a partner Encourage

them to consider the roles illustrated by the photos, as

discussed at the beginning of this unit

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All the photos are of parents and their children I really like

the first photo because everyone looks so relaxed The first

and second photos are of fathers with their children, and

the other two are of mothers with their children They all

show normal situations, rather conventional, although the

man carrying the baby in the second photo may be a little

untraditional for some people

4 Students' own answers

Exam practice: Multiple matching

5 Direct students' attention to the Tip before they start the task

and remind them that it is essential to spend time reading

the instructions and options carefully Check that they know

how many options are not needed (three) The first time

you play the recording, remind students to listen for general

understanding and make a note of key words Encourage

them to make their first choice of answers before you

play the recording a second time At the second listening,

students should be listening out for the key words associated

with the options, especially the ones they are least sure

about After the second listening, students should make their

final choice of answers If they really don't know an answer,

they should make a guess; this is preferable to leaving an

empty space on the answer sheet, which they should take

care never to do

l I'd say that men and women are as good as each other at looking after children and loving them I grew up without my dad around At the time it seemed normal ,

· enough, but now I have kids of my own, I realize that mothers ; and fathers help us in different ways As a dad myself, I know there's a bond between children and their dads that's just as important as having a mum around, and from experience I'd say that only a man can really do that job

If you're thinking about the day-to-day care of : children, I'd say that fathers and mothers can be equally : successful I know several families where the mother is the main breadwinner and the father looks after the kids - and it works perfectly well But I'm sure that the physical relation : between a baby and its mother creates an emotional tie which there's no substitute for, and of course this won't change because men will never be able to have children

Mothers and fathers are different and always will

be, but both are essential It's far too much work for one person to look after a family on their own, so it's important ' for the father to help out right from the start The key thing is

to always put the interests of the children first I know that I have a special relationship with them as a mum, but I can see

that my kids need their dads around, too

The idea that men are worse at looking after children is rubbish Dads can do everything just as well as mums Women are only better at childcare because, at the moment, they spend more time with their kids than men do It's like my mum - she doesn't understand how to use email, but if she worked in an office like me she'd know exactly what to do - it's just a question of familiarity

5 When I was a kid, my father made more effort

to spend time with us than most fathers would have done, which wasn't what real men were supposed to do

Whenever he wasn't at work, he dedicated all his time to

me and my sisters Other than my mum, people didn't really recognize how special he was My father wasn't like everyone else, so people just ignored him Nowadays, most men are involved with their kids like he was

day-to-day care of children - looking after children in every way, every day: feeding them, keeping them safe, getting them up and ready for bed, nurturing them, changing their clothes, nappies, etc

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(f)

, the main breadwinner - the person in the family who earns

the most money

Yes, there can be other breadwinners

feelings for each other

Other ties: family, professional, cultural, economic

his time on I his main priority was the speaker and her

sisters

Vocabulary

~

Bringing up b bring her round c brought about

bring up brought in f brought back g bring down

11 brought forward i bringing out

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I find it very difficult to bring up

If I had the power, I would bring in

c always brings back

::l I think the hardest thing about bringing up children is

Words w~th several meanings

which are attractive

rates at which money increases

rights I concerns

d EXPERIENCE

occasion I event I happening

knowledge I skill gained through doing something for a

period of time in the past

::; practice I doing things

MAKE UP

reconcile I make peace I forgive and forget

2 invent I think up I fabricate

comprise I form

4 Students' own answers

Reading and Use of English

Part4 Exam skills

one between two and five

no, I can't

2

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I were you, I 'd been ages since I saw have been reports of flooding

4 that she disagreed with my

yes, it does

Exam practice: Key word transformatk11n

3 Read the Tip as a class before you let students begin the exercise Working out the grammar for the gapped sentence can be the most difficult part of this type of task; however,

if students consider what part of speech the key word is, this can give them a lot clues For example, if the key word

is a past participle of a verb, this points towards a structure involving either the present perfect tense or the passive voice in the answer Collocations are also important Students should make a note of any words that are commonly used with the key word and that they associate with it They are likely to be another clue that will help find the right answer

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get used to

;: is believed to have caused

~ more expensive to rent have given up

;; it was I were up to me not bring it up

Speaking Part 2

1 In Part 2 of the Speaking exam, students have to talk for an extended length of time (one minute) and demonstrate their ability to 'organize a larger unit of discourse' Preparation is one of the keys to success here, and this section is designed

to give students practice in preparing and organizing their ideas To give some initial help with assisting students to organize their ideas about these two workplace photographs, you could put a list up on the board of things to consider

in relation to different types of job and workplace - e.g surroundings, routines, colleagues, bosses, breaks and meal times, working hours, stress, job satisfaction, etc

2 Students listen and compare their ideas to the audioscript

Audioscript 1 ·20

El(amiWl:!t' In this part of the test, I'm going to give each of you

two photographs I'd like you to talk about your photographs

on your own for about a minute, and also to answer a

question about your partner's photographs Claudia, it's your

turn first Here are your photographs They show two offices

I'd like you to compare the photographs and say how you

think the relationships are different in the two offices All

right?

Cim£iliii: In this picture all the employees are sitting at their

own computers, so they almost certainly can't see each

other This probably means that they don't talk to each other

very often except in their breaks It looks like a very big office

maybe with hundreds of employees, so it could be a call

centre of some kind In this picture the manager may work

in a separate office so the chances are he or she is quite

remote from the staff He or she may not even know all the

employees' names, but probably has to check regularly how

hard they are working By contrast, the other picture shows

a small open office with just a few employees I should think

; that these employees have good relationships with each

' other and you can see that they all look quite happy Their

manager may be in this office, but you can't tell who it is I'd

say he or she knows the names of all the staff, and probably

doesn't need to check how hard they're working In offices

, like these I imagine it's possible to have regular meetings so

·· that problems and difficulties can be sorted out before they

get worse

~::amii!i:;r Thank you Kostas, which of these places would you

prefer to work in? Why?

I'd much rather work in the office on the right

, because everyone looks so happy and relaxed I guess the

atmosphere in the other office might be very tense I think

i I'd find this office quite a stressful place to work in I think it's

: probably a call centre and these places have a bad reputation

· as places to work I know from experience that I work better

if I'm relaxed I'm also quite a sociable person, so I'd enjoy the

social side of any job I did I think it would be easier to make

friends with colleagues in this office

3

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?J almost certainly

the chances are

probably looks like could be I'd say I imagine I guess

Exam priildke: long turn

4 Draw students' attention to the Tip before they start the task

Remind them that it should be easier to speak continuously

because they have prepared well and should have a clear list

in their heads of the different things they want to say and

points they have to make Giving examples and supporting

evidence for each point will help to extend their speaking

b Role models have status, personality traits, etc that others aspire to They act as examples to show others what is possible They can inspire people, particularly if they are ordinary people rather than people who were born into a privileged position

Exam skill§

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A topic sentence: has a clear topic; interests the reader;

expresses the main idea(s) of the paragraph; is a full sentence

r, Sentence 2 gives an explanation; sentence 3 adds information

3

~

Not a clear topic - sensitive to or about what?

An improved version might be: Parents need to be sensitive, especially in situations where they believe their children have chosen unsuitable role models

Not a full sentence

An improved version might be: It has been claimed that the period from the early 7 970s to 2000 is one which witnessed the end of the traditional family

Most people today would agree that parents have the prime responsibility for the bringing up of children

Teachers should have a good knowledge of their subject, as well as having an understanding of the processes by which children learn

For instance: for example

However: despite this; in spite of this

The result of this: as a result; because of this

In the end: ultimately

To begin with: firstly; for a start; to start with

In addition: also; as well as this; furthermore what is more,

8

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For example, if they see their role models behaving badly,

they may be tempted to imitate their behaviour What is

more, they may persuade their friends to act in the same

way

To begin with, they are usually well-educated and take their

subject seriously In addition, they are keen to help other

people In the end, however, they can only be successful if

their students are willing to learn

For instance, a famous person who earns millions but has

no talent is not the best person to be a child's role model

However, there are undoubtedly some celebrities who have

talent, and they may make good role models

Exam pradke: Essay

9 Read the Tip with the class before students attempt the task,

and encourage students to refer to the appropriate section

of the Writing guide on page 178 for an overview of essay

writing Emphasize that good planning and preparation

are essential to produce a good piece of writing and that

students shouldn't worry about taking the necessary time to

do this because it will ensure that they use their writing time

more efficiently Ask whom the students are writing for and

elicit that the audience for an essay is always 'the teacher' so

it needs to be written in an appropriately formal style and

tone

Unit 4 Review

1

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was suggested (that) I look I looked I should look

been reports of clashes between

couldn't get used to

's bound to get

S is believed to be responsible

'm unlikely to be I arrive on

2 (3D

will retire I will be retiring 'm going to cycle I 'II be cycling

'II lend you

d leaves will have worked I will have been working Are you doing

'II have moved; 'II be living

3

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a brought up

b brings back bring round bring about '' brought up You may like to give students the UnitTest on pages 93-94 for this unit

Introduction

1 What these photos have in common is that the cultural

references in them are not unique to one particular country

For example, even though the people in the bottom-right

photo are eating sushi, we can't be sure the photo was taken

in Japan because sushi restaurants are found globally As

a result, we can't say with any certainty where each of the

photos was taken

Reading and Use of English

Exam practice: Multiple matching

2 Look at the Tip as a class before getting students to do the

matching activity Remind them that everyone is different

and that they shouldn't hesitate to try different approaches to

the various types of exam task in order to find out which suits

them best

You might also like to check students understand the

meaning of these words and phrases: noxious (unpleasant

and harmful); off the beaten track (away from where most

people normally go); look down on (to think that someone

or something is not as good or important as you are);

mutually exclusive (not possible to exist at the same time);

trailblazer (a person who does something for the first time);

embrace (to accept something with enthusiasm); reluctance

(unwillingness to do something); resent (to feel angry and

bitter about something you are forced to accept or do);

compromise (to lower your standards or principles)

'3D

B: There is no conflict between tourism and travelling Just as

one may eat one day at McDonald's and the next at a five-star

Michelin restaurant, so one may both enjoy the beaches of

the Costa de/ Sol and a trek through the Sarawak rainforest

These experiences are not mutually exclusive

2 E: By contrast, tourists bring cash in buckets

3 C: In its heyday, such places throbbed with people and

commerce

4 F: They appreciate their genuine experiences so much that

they resent sharing them

S A: Scarcely anyone has had a good word to say before or

since

6 F: The tourist is me I feel no shame

7 B: Looking down on tourists is snobbery And it infuriates

me

8 D: with some initial reluctance, villagers embraced the tourism development- going to work in the new hotel, opening guest rooms of their own and running pleasure trips

in their fishing boats

9 C: But if they didn't wander off to unexplored spots, and write and talk about it on their return, the rest of us would be in ignorance Some readers were inspired to follow

10 A: the most noxious is the tourist I sense heads nodding

Over to you

3 Students' own answers

Grammar Past time

a past perfect simple

b present perfect simple

c past continuous

d past perfect simple

c past simple

d past continuous

3 Encourage students to refer to the Grammar reference

on page 165 for help with identifying the verb forms and identifying the differences in meaning between the sentences in each pair

e past simple present perfect The differences in meaning are:

a In the first situation the play started at the time they arrived at the theatre In the second situation the play was already in progress when they arrived - the play started

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