SKILLS FOR FIRST CERTIFICATE DEN) CU Steve Taylore-KnowlesTeacher’s Book Malcolm Mann eA Steve Taylore-Knowles MACMILLAN Pee Bee ee = Ww O -e oD o a o O Le (op) a = v *)1 Films Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to discuss their answers to the questions in pairs. Monitor the pairwork and bring the class together again to compare ideas. You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers. E\ what's it like? Aim: to prepare for listening by raising key concepts and language Explain to students that the box shows different ways in which one might watch a film. Ask students to discuss these ways in pairs, mentioning at least one positive point and one negative point for each. Encourage students to use their imagination for anything they have no direct experience of. Bring the class together to share ideas. This exercise can also be done as a class activity, inviting different students to give their opinions. There are many answers, including: TV: it’s free / you do it alone, video: you have choice / the films are old, DVD: good quality / expensive, local cinema: close to home / limited choice, outdoor cinema: good atmosphere / poor sound quality, multi-screen cinema: lots of choice / expensive [Listen and match Aim: to practise listening for gist through an exam-type exercise Explain to students that they are going to hear five speakers talking about the ways in which they prefer to see films. Students should listen for the gist of what each speaker is saying and choose the appropriate answer, Remind students to ignore anything they don't completely understand but to listen for the general meaning, Play the cassette more than once if necessary. Check the answers. Speaker 1F, Speaker 2B, Speaker 3A, Speaker 4C, Speaker 5D im butt ike fam, there's realy alternative, 0urse watering tims at Rome is more comvenene Sometimes, but you ise so much of the atmosphere on the smal n. And Hite loca cinemas do havea certain charm, ard they ‘heap. in fac, but, you know, the sound culty an usually just aren't goad enough. No 3 of moe, a comfortable environ nd top quality projection if youre realy going 12 whole vewng experience. Speaker 2 Wiien you'e quite a lage family ke we ae, you realy about the expense And taking the kids to the pct ‘costly these days. So we general just pap down to Saturday morning and let te kids choose # couple have 3 lot more choice tat Way, a, 8 fs ‘cheaper And they te quite hapay just stig n front ofthe TV for @ couple of hous, anya. Speaker 3 The thing for me, Mt watch anything, see. You know, clas Wenning mouie oF complete nibbsh,fyust don't cars the box and watch whatever's on. acual nov aking deosions, so let the programme sched. forme. If had fo choose a video, ar see wiats cn at Cinema, wel, then fa have to make a decision, woul Speaker 4 Tits acoice between watching @ movi an video or atthe cineme thon there's rn eros! the rinenna wins every tne But 0 1 you tho truth, Barry and J don't realy go to the movies anymore. The Ielly$ aigtal and Barry's connected i upto the PC, s0 Weve got 8 kind of home entertainment system. 16 fab! The qualiys great. 28 yout expect, but whet I really ike isthe control you have. You krow 2 talon dis, i's all mteracte. And some of the most recent releases even let you choose the ending! No, I could neve {90 back to video now. ‘Speaker § let a films a tim f you ask me, and, if ts any good. it doesnt something specal about watching film under the stars on a ‘summer’ evening. Reminds me ofthat movie nema Paradiso! ‘And you've got 3 table 2 your ean fave seating Yo et and ink ‘you get pecksh during te fm. Lovely! (what did they say? : to activate students’ verbal memory Ask students to work in pairs to try to remember what reasons the speakers gave for their preferences. Tell students not to worry if they canit remember all of them, After students have made notes, move on to exercise D without checking the answers. Explain to students that they can change their notes if they like when they listen again Suggested answers: Speaker 1: You lose atmosphere on TV and you need comfort and quality. ‘Speaker 2: Videos are cheaper and you have more choice. ‘Speaker 3: You don't have to make any decisions. Speaker 4: You have a lot of choice and control. Speaker 5: It’s good to be under the stars and you can eat and drink.Listening and Speaking [Choose the best description Aim: to further practise listening for gist ‘Ask students to read the multiple-choice questions and check understanding. Students should listen again, choosing the sentence which best describes what each speaker is saying. Play the cassette, If necessary, repeat. Check the answers, Speaker 1b, Speaker 2c, Speaker3 a, Speaker 4b, Speaker 5 Tapescript (ElWere you right? Aim: to give students an opportunity to revise their answers ‘Ask students to look again at the notes they made in exercise C now that they have heard the speakers again. Invite them to make any additions ‘or changes they like. (ADiscuss Ai to consolidate understanding Initiate a class discussion on the reasons the speakers gave for their preferences. Be prepared to play the cassette again or to read from the tapescript if students disagree or are unsure. (lwrite some key words ‘Aim: to develop the skill of using key words to listen for Explain to students that they are going to listen to the same five people talking about films they have seen. Point out the boxes to the students and check understanding of each film type. Ask students to complete each box with key words. they might expect to hear if a speaker is talking about that kind of film. You might ask students to do this activity in pairs. Accept any reasonable answers. Suggested answers: western: cowboy, guns, horses, Indians / comedy: funny, hilarious, laughter, jokes / science fiction: space, spaceship, laser, moon, robot, star / romance: love, relationship, couple, marriage / thriller: exciting, spy, chase, secret, mystery / horror film: blood, monster, vampire, devil, scary, afraid / cartoon: kids, animation, drawing, colour, real, computer / crime film: robbery, crime, police, burglar, thief, murder / action film: hero, chase, speed, explosion Skills / Teacher's Book Discuss Aim: to share key word ideas Elicit ideas from different students, perhaps occasionally asking for a little justification, Encourage students to make a note of any key words they had not thought of {MListen and circle Aim: to practise the skill of listening for gist Explain to students that they need to choose the kind of film each speaker is talking about. Encourage them te listen out for the key words they have made a note of Play the cassette. If necessary, repeat. Check the answers Speaker 1b, Speaker 2a, Speaker 4a, Speaker 5a Speaker 3 b, but have to say it tall special effects — of characterisation been al Speaker 2 nk we enjoyed it more than the kids cl! it ‘cowboy who feels threatened when his thing for Christmas. cid look rea. Sil, F dan tank ave in togethor. 5 ut poiceman together Bit 'she gone as foray onthe edge of my so wom te scary About 1 Cluetrain toni "ey get him inthe end, 1968, buts [Listen and circle Aim: to further practise and develop listening skills Explain to students that they are going to listen to the speakers again and decide whether the statements they have been given are true or false. ‘Check that students understand the statements. Play the cassette. If necessary, repeat. Check the answers, IF 27 3F 4F 5ST TapescriptVVORDPERFEC Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask students if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework 1 credits 6 western 2 critics 7 stunt man 3 on location 8 extra 4 tthe pictures 9 film buff Sintermission 10 bit part EXAM PRACTICE LisTENING PARTS 1 AND 2 Exam know-how to provide students with key exam skills ‘Ask students to read the exam know-how tips. Check understanding. Ask students if they have atly yuestions about the tips. For Listening Part 2, remind the students that this wasn't true in the past, so if they do any First Certificate past papers. ‘as preparation for the exam, they may need to change the word or phrase to fit the gap. Bypart i You may wish to check students’ understanding of the multiple-choice options before playing the cassette, Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear each extract twice before going on to the next question. 1B 2C 3A 4C 5B 6A 7A 8B Tapescript 1 Wiel tev asked me to come along and just be ona of the people waiting in the queue, but then sucdonly, out ofthe blue, the casting rector looks me up and down and says (0 be perfect fr Sarah Well jumped atthe chance, can tel you. | had two ines to say: Yes, Sv, Can I help you?” and You're very twolcome elt ike a star [ean wat il comes out atthe ‘cinema! [Repeated} 2 No, no, You don't undstand, I know you have Titanic’ on OVD ‘and video, but i$ 09 TV tonight, and there's no point me geting itouton video when I can tape it for Fee, is there? AI] wants 2 tape thats long enough. I'm a tt worried about missing the end, you see. [think a three-hour one should be iong enough, Shout i? (Repeated 3 Man Okay, Cheryl. Now, stay cal, Fm going toto you fnaatly wnat t0 30 and wore gang a land thi ‘lone in one piece, alight? Cheryl 0...0.. Okay. ‘Man ‘ight. Can you see that lever by your right knee? There’ red button aight above Can you seo i? St 10 thot cal you tuned afew minutes go. Cheryl Yes ‘Man | want you to press that when! tel you. Ob That's going to stop the automate pilot. ‘Ropeateo} 4 How we laughed! You soe, with a tie ike “The Wild {thought was one ofthese spaghet westoms from the 6 Turned out tobe a riculous ting about a couple of art students ip New York. You know the kind of thing: {bok atthe relationship. Not vy cup of te ata, but ‘enjoyed think [Repeated ‘5 Wel, was on the film set for most ofthe filming. You case thoy needed revites or on a couple oF o7casions. "2 ‘actors needed some advee, but tbe honest. most of" ‘was competed lang before the director had oven been Finished the screenpley simost two years ago, you ‘off la’ hear anything for a while and then, you know Thay want to make my movie! [Repeated} 6 Man 1 Did you see that Met Gibson movie on TV Quite good it was. Man 2 Did: get chance, mate. Too busy working report fr Bod. You fished yours? Man + Yeah. Handed tin yostorday Man 2 Shame, though. He's good, that Me! Gibso Mary says lack a i ik him. Says I couta ‘wan ntact. ‘Man 1 Got out of here! You must be Kiding! Repeated! 7 And now fi tke you to welcome someone wio, for 2 ‘quarter of a century, fold us which fs to watch, {nd brought altho Hollwood News and gossip st lng rooms We a knew fr ty bs st ee By every minute of his weekly show. And I personally an excited about meeting him forthe fst time tonight. Lec ‘gentlemen, Mr Barry Gormant iRepested) 8 Simon, dading, that was marvelous. Absolitely marvelous We'e going to go fora take now and there's just one th lke you fo ty. Yeu know when you open the door and s {or the frst tna? Wel, as yu slowy come, I want the Fe just line bit more quiet. Men, move forward, quite fest, 5 {8s you ad before, and pour yourself 3 dank. Okay? Posior's everyone! Repeated) jrart 2 You may wish to ask students before they listen to guess what words or types of words fit in the gaps, Alternatively, you may wish to do this under ‘exam’ conditions, Remind students that they will hear the extract twice. 9 scenes 10 a crocodile Ui different 12 year 1B family 14 qualifications 15 (short) courses 16 fall 17 (professional) diver 18 a shipwreck Tapescript Presenter Helo, and welcome to another eosode of What do they do? Today, 1m ened inthe studio by Bul Pater, {who @ stunt man. Bill what do stunt men actualy co” eu Wiel, ute simose realy there ave scenes ina ‘movie that are too dangerous forthe actors 1 do — You snow, ike among onto a an oF ng Of @ ct “then we do them Presenter So you often have to put yourse in danger, thon? Bil Well things can go wrong, of course, but isnot as had as people think. We're very careful to make sure the stunt safe. For example, Ym working on tho row Jemnes Bond move at the moment, and, in one of the scans, Jamas Bond is attacked bya croc,Listening and Speaking | actualy dll thet scone and, athough the erocose vas real ~ it wasn plastic, ar anytng lke that ~ it had a mask over its mouth 20 coulaht bite me when fas wresting with it The scone looks great, but | wasn't in any rel danger So whats yr tial aye? Wet one ofthe gest things about being a stant man Js thet, every time you go fo work, youe doing ‘something diferent. You know, one week I mart be fiming on locaton inthe desen, the next | mght be ‘doing underwater scanee ofthe coast of aly You nove? know. But actualy only work for about twenty weeks a year The rest ofthe time I spend with the fami. ve got we yourg daughters and i's Towely to have the tine to watch them grow up. How does someane become a stunt man? Presenter Bill Wiel, you don't need any qualifications, or anything university But, Raving said that, more and move stunt ‘men ~ and women, lets not forget lots ofthe people Inmny profession are women = more and more stint ‘men do actualy get nto the protession by gop on ‘hort courses. These are run by professionals, and they teach you how to fll without hurting yours, safety techniques, and things tke thet. When I Started, oh, over fiteen years ago now, those kind of ‘Courses did't really eit I was 9 professional diver {and gota cal rom a producer who was shooting 2 ‘movie about a shipwreck with lots of underwater ‘scones and needed some hep. ad so much fn, 1 dcided to become a fullume stunt man. Best ‘decision lever made. Presenter Bil Peters, thank you very much for joining us todey Repeated GRAMMAR FOCUS ‘Aim: to develop an awareness and understanding of key aural receptive grammar Ask students to read the two sentences. Point out that the second sentence doesn't have a subject. This is quite common in spoken English, What the sentence refers to is implied by the context. The students will hear five speakers. For each speaker, students should try to identify the subject of the second sentence they say by circling the appropriate letter. Play the cassette. If necessary, repeat. Check the answers. Ib 2a 3b 4a Sa Tapescript 1 went to that new ther lta of cour cinema round the comer lst night. Got 2 I saw the new Jul Rabins' movie the other day. Nothing speci, to tell you th truth You seen Darren's new DVD player? Doesn't know how to work it vet, though. 4 Ican't Bolove | fell asleep during the movie. Mad a are cast 5 Sindy got Tom Hanks' autogragh when she went to Holywood. ‘Sai he was very polite t09, apparent, GEUN5 7 vooGiau ss Dou 2 | Occupations Aim: to encourage students to think about the unit topic Direct students attention to the photographs and ‘the topic for the unit. Elicit the names of the occupations shown and point out to students that the first begins with A, the second with B and the third with C. Ask students to form pairs and in turns to name occupations starting with each letter of the alphabet, Ask them to make a note of any letters they can't find occupations for. When students have reached the end of the alphabet, check which letters caused difficulty and elicit occupations from other groups. This could also be done as a class activity. Suggested occupations: accountant / baker / carpenter / dancer / electrician / farmer / gardener / historian / interpreter / judge / kitchen designer / lawyer / medium / nurse / optician / plumber / queen / researcher / shopkeeper / teacher / undertaker / vet / 1 / xylophonist / youth worker (social worker for young people) / zoo-keeper Dev P_YOU SPEAKING SKILLS \what might they ask? Aim: to raise students’ awareness of what happens in Part 1 of the Speaking paper Remind students that the Speaking paper has four parts. In Part 1, students are asked questions individually for a total of three minutes, Ask students to tick those topics they might be asked about and to cross those topics they probably won't be asked about in Part 1. Students should tick numbers 1, 3, 4, 6 and 8. E]write questions Aim: to further prepare students for Part 1 of the Speaking paper Ask students to consider the five topics they have ticked in exercise A and to write one question ‘they might be asked on that topic. When students have written five questions, invite them to share their ideas. Accept any reasonable questions and invite suggested corrections to mistakes in formulating questionsSuggested answers: Could you tell me something about your family? / What do you like to do in your free time? / Have you decided what job you might like to do? /'Is there anything you dislike about living in this area? / What's your favourite subject at school? Eo: and Don'ts : to develop an understanding of key exam skills ‘Ask students, either individually or in pairs, to write ‘Do' or ‘Don't’ to complete these statements about Speaking Part 2. Bring the class together again to compare ideas. Alternatively, you may wish to do this as a class activity. 1 Don't 8 Do 20 9 Don't 3Do 10 Do 4Don't 11 Don't 5 Do 22 Don't 6 Don't B Dont 700 14 D0 [Discuss Aim: to give students practice in Part 1 of the Speaking paper ‘Ask students in pairs to ask each other the questions they wrote in answer to exercise B, taking into account the ‘Dos’ and ‘Don'ts’ from exercise C. Monitor the interactions and provide feedback on good responses to the questions. This could also be done as a class activity. [ElListen and decide Aim: to develop key exam skills for Part 1 of the Speaking paper Explain to students that they are going to hear extracts from recordings of students being interviewed, The students have all been asked either question a (What are you going to do when you leave school?) or question b (Would you like to do the same job as your parents?). Ask students to decide which question each speaker is answering and to write the appropriate letter. ‘Check the answers. Tapeseript - authentic material 7 (student mentions nat wantina ta be an assistant ke her fairer 2 a (student mentions that he wil probably work with computers) {3a (student mentions that she would love to do something to do vith mathematics oF to bea teacher! 4a stusent mentions that she would ike to go to university 10 study) dent mentions that being a taxi a itis evtaustng 6b (studont mentions that i she oi thes that they would help her, which she wo 7 a student mentions that she & too young tos Senreer ut talks about sting) 8b student mentions tha being a nursery teaches lke her mothe 'Svery exhausting! [BlListen and circle Aim: to further develop students’ awareness of successful exam strategies Explain to students that they are going to listen to the speakers again and that they should decide whether the statements they are given are true or false. Ask students to read the statements and check understanding. Play the cassette, If necessary, play the cassette again, TT, 2F, 31, 47, SF 61, 7F, 8F fapescript [Make notes Aim: to prepare students for further practice of basic interaction Explain to students that they are going to practise asking and answering the kind of questions they tight be asked in Part | of the Speaking paper. First of all, ask them to make notes of their answers to the questions given in the boxes provided. Ask them nat to write complete sentences, Remind students that it is not important that they tell the truth and that they are not marked on their ideas. When students have made notes, go on to exercise H. a Discuss e students further pract interaction Nominate one student and ask them a question from thelist. When they have given their answer, ask them to choose another student and to ask them one of the questions fromm the list. Continue in this way until all the students have had a chance to ask and answer at least one question. You might also like to do this in pairs or small groups. Aim: to develop key FC vocabulary ‘Ask students to read the example sentences, Ask students if they have any questions regarding. unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences. below. You may wish to assign this task for homeworkListening and Speaking 1 the sack 6 manual 2application form 7 civil servants 3 part-time 4 vocation 5 commission 10 blue collar workers Exam know-how Aim: to provide students with key exam skills Ask students to read the exam know-how tip. Check understanding, Ask students if they have any questions about the tip. EQPart 1 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room. Alternatively, you may wish to catry out the task with the pairs being listened to by the other students in the class, The students listening can provide feedback at the end of the Part. Allow three minutes for this Part Exominer Wei ike to know something about you, sm going {o.at you some questors about yousehes. Ask Candidate A one or more of the questions on page 14, Ask Candidate B one or more of the questions from the list. You may wish to ask them the same questions as Candidate A, or different questions. Altemate between the candidates for three minutes, giving both candidates an equal ‘opportunity to speak. One other alternative is to divide students into groups of three for this task, with one student playing the role of the examiner, following the text in the students’ book. Eypart 2 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate ror, Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Follow the script below: Examiner Now, Vm going to give each of you two dierent photeraphs i ike you bot to show each ote your pistes and then tl bout them You ez nave ony one minut for hs, so cont voy if interupe you. Candidate A, here are your two plates Paao lt Gants B oce rm They ‘Show diferent kinds ob, Candste Bi gue YOu yourpactres ina minute. Conccete A [ike you to Compare and contest these pcre saying how JOU ‘woul fee you ho these jos. Aeember You only hove one minute Al ght? {Candidate A: approximate ? minute) Staal cee ganaenancHhaelraas ee BL ouolh Examiner Tank you Conte 8, which fo woud you preter? (Cando 8: apronietey 20 seconds Tank you. Now, Cando 8, nere ae your pet Pease et Candidate A see them. Tey show aferent ‘aces people werk Te ke you to compare and Sonos thom saying wh place you nod pote 1 ‘rk. Romemer you ony Rove one mint (Cancte 8: approximately 1 minute) Thank you. Candidate A, how do you fo! about these (Candee A: apronimatly 20 seconds) Thank yo ‘One other alternative is to divide students into groups of three for this task, with one student playing the role of the examiner, following the text in the students’ book. Examiner Examiner Examiner ‘Aim: to develop an awareness and understanding of key oral productive grammar ‘Ask students to read the two example sentences given and to comment on the features that make the first formal and the second informal, These include word order, the use of contractions and the use of everyday words and phrases. Point out that the first is more like a written style while the second is more like a spoken style. Ask students to rewrite the formal sentences they have been given in a more informal, spoken style. There are many answers. Accept any reasonable suggestions. Suggested answers: 1 My dad's not working right now and my mum's an accountant. 2'm thinking of becoming a vet because | really like looking after animals. 311d really like to start my own small business 41'm not sure if | really want to go to university. 5 Id rather be happy at work than make a lot of money. 3 | Education to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to discuss their answers lo Une questions int pairs. Monitor the pairwork and bring the class together again to compare ideas. You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers.[Qisten and match ‘Aim: to develop students’ awareness of location of interaction Explain to students that they are going to hear background noises from five different places, Ask them to match each sound with the correct place. Play the cassette. If necessary, repeat. As you check the answers, ask students to describe the sounds they heard. TE 2B 3A 4F 5C Tapescript 1 [sounds of an offce) 4 [sounds ofa shop! 2 sounds of a ibrery] «8 [sounds ofa school canteen) 3 [sounds of a playground [E]what do you expect? Aim: to develop the use of key words to identify location Explain to students that they are going to hear seven people talking in different places. For each place listed, ask students to try to predict three subjects that might be discussed there. You might like to do this activity in pairs. Either go on to the next exercise and check the answers in exercise G or check the answers now. Accept all reasonable suggestions. Suggested answers: in a classroom: homework, classmates, school rules in a school staff room: students, marking, other teachers ina headteacher's office: parents, students, teachers in a lecture hall: an academic subject. eg mathematics, taking notes, homework in a car: an accident, other traffic, being late in a shop: prices, fashion, guarantee Where are they? Aim: to practise listening for clues to location ‘Ask students to listen to the seven speakers and to decide where each speaker is by writing the appropriate letters in the spaces provided. Play the cassette. IF necessary, repeat. Either go on to the next exercise and check the answers in exercise G or check the answers now. Id 2e 3c 4a 5g 6b 7f Tapescript ‘eadmistress) Tavis sammy, 2 lecturer} And you'l 22 from this slide rom the {Minoan civilzanon was clearly influenced by tre nos" wane wit Epypt and tho hividlo Ect. 3 (teacher) Dyou know, ve got about 200, wwetend, 4 (boy) Yeah, ve finished. Can go round 5 (woman And well nec ‘smal ones in Stk? 6 (teachor) Rich, ike you all 0 tun to page Naw: Amy, ke you t 7 (diving instructor) Right, row get ready’ t0 turn oot juneton Tats ight. Start indeating, Good. Reduce you Don't forget to a Who’s talking? to develop the skill of identifying speakers and relationships Ask students to listen again and to decide who is speaking and who they are speaking to. Students should write one or two words on each line. Note that the answers are not names but roles, such as ‘parent’ or ‘teacher’ Play the cassette. If necessary. repeat, Either go on to the next exercise and check the answers in exercise G or check the answers now. 2 lecturer 5 customer audience/students _ shopkeeper/shop assistant 3 teacher 6 teacher teacher students/class 4 child/boy 7 driving instructor parent driver Tapese: (AlListen and circle Aim: to develop the skill of listening for context Explain to students that they are going to hear the speakers again, but this time they will hear longer extracts. Ask them to read the statements and check understanding. While they listen, they should try to identify the context and circle the correct answer. Play the cassette. If necessary, repeat. Either go on to the next exercise and check the answers in exercise G or check the answers now. 1 worried 5 helpful 2 doesn't 6 strict 3 agree 7 encouraging 4 permissionListening and Speaking Tapescript 1 Headmistress Thanks for coming in today, Mr Rankin is about ‘samy. Parent Is anything wrong? Headmistress Wel, 0 ol you the uth wore al aie Tconcemed about Sammy’ attitude nolass. He ‘doesn't seem fo be paying as much attention as he used to, and Ive even had reporis that hes banning tobe ride to some ofthe taacher Parent sco. Oh dasr 2 Lecturer And you'l see trom this side here that patery from the Minoan cviizaton nas cleary influenced by the inoans' rado with Egypt and tho Mido East Fight, could we have the lights back on, please? (Okay, 50, the question we have to adress i whether the Mincans 3 Teacher 1 Diyou kro, ve got about 200 essays to mark over the weekend, Teacher 2 {se t00. 1 mean, I don't mind | know its part of the a0 and a that but Teacher 1 8ut th kids don't seem to understand, do they? They're always saying, Have you marked my essay yet? Have you marked my essay yet? as we only had one to mark. Teacher 2 { know. Sila least theyre keen 4 Mum You finished your homework yet? Boy Yeah, Ive finished, Can 90 round Tommy's now fora be? mum air, ve. Con’ be are tough. | want you in Bea by hat nine Boy Okay See ya iter. mum Bye, love, 5 Woman And we'l need tree arey shirts, too. Have you got ‘any smell ones in stook? Assistant 1 just have a ook for you. ou dd say smal, vt you? Woman Yes, that’ via. Assistant Here we go. Three smal ones, 6 Teacher Fig, 1d lke you al 1 tum to page thts, please. Now Any, Ii ka you 10. Sean, ae you chewing aun? Faw many tees have iid yout wort alow mn ry elassoom? Take i aut now, please Inte 7 Driving You'e doing very well Thar it. Weteh your Instnuttor cpeeaomerer Good Leamer {think im geting the hang of ia lat. Driving Yun, you'l be ready fr your test soon. Right, now get Instructor roacy to tur lot atthe next juncton, Thats nat Start, inating. Good. Reduce your speed. Don't forget to what was it? Aim: to further develop understanding of context Ask students individually or in pairs to think about each situation they heard and to try to decide what kind of situation each one was by circling the best choice. When students have finished, either go on to the next exercise and check the answers in exercise G or check the answers now. Situation 1 a meeting. Situation 2 a lecture, Situation 3 a chat between colleagues, Situation 4 a conversation, Situation 5 a conversation in a clothes shop, Situation 6 a lesson, Situation 7 a driving lesson GUT a setae Iter oncH hie vats) eB tonoNK) (Discuss ‘Aim: to check the answers through discussion If you haven't already checked the answers to exercises B-F, ask the students to discuss their answers in pairs. Monitor the pairwork and bring the class together finally to check that everybody agrees. Be prepared to play the cassette again to solve any disagreement. Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask students if they have any questions regarding unknown vocabulary. Then ask students to write ‘the words in bold in the gaps in the sentences below. You may wish to assign this task for homework, 1 special needs 6 lecturer 2 lectures 7 undergrad(uate) 3 school uniform 8 PhD 4 gap year/year 9 professor oft/year out 10 subject 5 lesson Exam know-how Aim: to provide students with key exam sl Ask students to read the exam know-how tip. Check understanding, Ask students if they have any questions about the tip. Bypart 3 ‘You may wish to check students’ understanding of the multiple-choice options before playing the cassette, Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear the piece twice. Speaker 1:C Speaker 2: F Speaker 4:A Speaker 5: Speaker 3:8 Tapescript ‘Speakor 1 MrTayl he was called, Taught us English inthe sith form. He was ‘a seream! He used to do these impersonations ofthe other teactors Bolan, it wast Hod us rling around on the floor The best ane he ‘id was ofthe headmistress. She was really strct. and he used to ome into the clas wadding, as she used to d, and say Mr Tylor ‘ant be here today so I'm taking the cass. Sit down, shut up, and ‘don't make a soured forthe next hour’ Got ber off 0 9 we. Fystencal10 ‘Speaker 2 Wie usualy at my schoo! we were called by our sumames by the teachers, you know, ‘Wiliams, where's your homework? oF “Wwasoms, stop running!” but there was one teacher Miss Grange who sisted on caling us Mr or Miss, Sot woul be, ‘Mr Wham ‘lease con tbe lote again’ or Not bad, Miss Farley Gute fencouraging, in fact You know it eally made a aorence. Weal felt She was treating Us lke acs rather than emal chien Speaker 3 Ofcourse, my parents spt up when I was in the fourth form, so things weren't exactly easy for me for awhile, and my Scio! work ddd start to suff Mr Poter, though, the headmaster was realy understanding and he'd often call me nto his office an ask ‘everything was okay and if he could help nary way "I never forget Dim, actualy. His lessons were realy Boring, but ho was kind 1 me ‘Speaker 4 ie, F was cabbish at Maths ~ | mean, realy useless — Is never ‘ven got the hang of muttiaiesion and aivsion, and mast of my ‘Maths teachers had just given up on me, but there was hs one cde, Ws Uther es wet ws i [a or as the fifth year Anne’ she used to say, Anne, you can do ft. I know you ean do ‘You've just got to beleve i yoursell’ She gave me the confidence 1a b00n lacking al those years And look at me Now. Passed My exams, Maths at universty andl now a wolipaid accountant. we ‘everything to Nex, you know. ‘Spoakor 5 Wie used to have this thing caled the plus and minus system. You |know if you dd something good ori you did wel na test something, the teacher would give you a plus but i you dl arything ’bad youl get @ minus. Wiel, one teacher, Mr Barker, relly Uked our class, ad he used to give us loads of plusses. It was bizare! You ‘now, net hand the homework back and at the bottom it would say ory wai done! and there oe, tke, te plusses. Ae Otho” reaches only ever gave one, or maybe tw if youl! dane something really special (Repeated) Eypart 4 You may wish to check students’ understanding of the questions before playing the cassette. Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear the piece twice. 6L 7E 8P 9L 10L TE 12P Tapescript Lecturer Sorry guys. Sta meeting went ona tit longer than it should have. Now as you know, were conunuing to look atthe European novel throughout this term ane asked you last week fo think about what you part Cully wart to cancentate on for your fst assessed ‘essay. Eka, have you hod any thoughts an this? Umm... wel, to be honest, m not entirely sure yet as umm. haven't actualy You have gota the books on this tom’ reading it, havent you? Dict you read them over the summer? Wiel you see, the thing is, was working over the summer and. Vhave got the books, but, lets say Tee got rather a lot of reeling ta do over the next week or $0. But Il gett done, I promise Welt, you realy must. Paul, how about you? Have you ‘0 any ideas? Yes, Fm toying with the idea of composting Anna Koren and Madame Bowary i terms of ther estrcon trough love. Weed it be al ght i ‘actualy looked at th texts tke that? 1 don't suppose | cout do a comparison between @ ‘nove anda fim could? mean, @ nove anda fins ‘orsion of tha same nove 1 rather you did’ to be honest, Enka, as I don't really want fo get into looking at film on this course. OW rig. Erika Lecturer Eriko Lecturer Erika Lecturer Erika Lecturer But your idea, Pau, is rather a good croc for an essay, actualy I Seam to remember Ici something similar wien 1 was an undagraauate.Uihat | wo. lke is to S00 a plan for both your esss thirteenth of next month if has okay Erika ), wally I thought we had unt fo, bewer nn. Pr sue Pec Poul Would you ming it bougen my pian along nex Tuesday, as | wort be around in the week leasing uD to the thirteenth? Ii'be on thet Shakespeare veh Stratiors Lecturer Yes, no problem, Bring it slong when you come next week (Repeated! 3 cus Aim: to develop an awareness and understanding of key aural receptive grammar Draw students’ attention to the sentence on the page and play the cassette, where the sentence is said twice. Elicit from the students whether the speakers tone is falling or rising, (The first time it is falling and the second time rising) Read the explanation of the functions of the different intonations, Ask students to listen to seven more questions. For each one, they should decide if the speaker expects the answer ‘no’ or is surprised at the information they have just heard, Play the cassette. If necessary, repeat. 1 surprised 5 expects ‘No! 2surprised 6 expects ‘No! 3 expects ‘No! 7 surprised 4 surprised Tapescript You aint ao to Cambridge, id you? You ont 90 10 Cambriage, aid ou? 1 Adam hasnt et school has he? Hel rahe ist the fit for, is he? You cat got a student loan, oil you? ‘Studont grants don't exist anymore, do they? Yor wn ne st the schoo! play tomorrow night wi you? We cant take the exam in December can we? 7 doesnt teach Latin, des she? Unit 4: sport Warm-up Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to identify the pieces of sporting equipment: golf clubs, football boots, boxing gloves, fishing rod, Ask students to make a list in pairs of as many pieces of sporting ‘equipment they can think of. After three minutes,Listening and Speaking bring the class together again and share ideas. You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers. (Dos and Don'ts ‘Aim: to develop an understanding of key exam skills Ask students, either individually or in pairs, to write ‘Do’ or ‘Don't’ to complete these statements about Speaking Part 2. Bring the class together again to compare ideas. Alternatively, you may wish to do this as a class activity. 1 Don't 4Do 7 Don't 2Do 5 Do 3 Don't 6 Do [)part 3 or Part 4? ‘Aim: to raise awareness of exam format Explain to students that they are going to hear students talking about sport. Each extract comes from either Part 3 or Part 4 of the Speaking paper. As they listen, students should write 3 or 4 on the line provided for each speaker. Play the cassette. If necessary, repeat. Go on to the next exercise without checking the answers Student 1:4 Student 5:3 Student 2: 3 Student 6:3 Student 3:4 Student 7:4 Student 4: 4 Tapescript - authentic material Listen and answer Aim: to develop the skill of expressing attitude and opinion Explain to students that they are going to listen to the speakers again, this time paying closer attention to how they express their opinions, Ask students to read the questions and check understanding. Ask students to write answers to the questions on the lines provided. Play the cassette, If necessary, repeat. Go on to the next exercise without checking the answers, 1 because 5 Ist 2too 6 would be suitable 3 first of all Tor 450 Skills / Teacher's Book Tapescript BDiscuss Aim: to develop skills awareness through discussion Allow students moment to discuss their answers to exercises B and C in pairs. Be prepared to play the cassette again or to read from the transcript if students disagree. (2) what are they used for? Aim: to develop key language for expressing attitude and opinion Draw students’ attention to the list of phrases. Explain that these are all useful phrases that they can use in Parts 3 and 4 of the Speaking paper. ‘Ask students to put the phrases into the correct boxes, according to their use. You might like to do this activity in pairs, or as a whole class. Check the answers. Expressing opinion: As far as I'm concerned, / I think that... / Personally, .. / | don't think that.. 7 It seems to me that... Introducing reasons: .. as .. / .because.. Introducing results: so... / Because of this, Giving a further reason: .. too. / .. also .. / Apart from that, .. / .. as well. Giving examples: Take .. / .. such as . Look and complete the table Aim: to prepare students for practice in Part 3 Explain to students that they are going to do a Part 3 task, as in the Speaking paper. First of all, draw their attention to the examiner's words given in the speech bubbles. Check understanding, Ask students to complete the table so that they have their ideas ready before they speak. Students, should write brief notes to refer to as they speak. (You might like to remind students that, of course, they are not given any time to do this in the actual exam.) When students have completed the table, go on to the next exercise. []Do the task Aim: to practise expressing attitude and opinion through an exam-style task Draw students’ attention to the instructions given in exercise G. Emphasise that there are two parts to the task, both of which they should try to do in the three minutes given. Ask students to read again, or read out to them, the list of Dos and Don'ts in exercise A. Encourage students to use "the phrases given in exercise E. Get students to do the task in pairs, using their notes to help them, Alternatively, you may wish to carry out the task with the pairs being listened to by the rest of the class. The students listening can provide feedback at the end of the Part. Finally, bring the whole class together to discuss suggestions and good language use you have noticed. Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask students if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework. 1 umpires 6 Motor racing 2 team games 7 final 3kit 8 action replay 4 golf course 9 extreme sports 5 track 10 beat Exam know-how Aim: to provide students with key exam skills Ask students to read the exam know-how tip. Check understanding. Ask students if they have any questions about the tip. \part 3 You may wish to do this under ‘exam’ conditions, with the two students being interviewed in a separate room. Follow the script on page 26, allowing three minutes for this Part. Altematively, you may wish to carry out the task with the pairs being listened to by the other students in the class, or with pairs carrying out the task simultaneously. (Eypart 4 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room, Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Allow four minutes for this Part, Ask R candidates some or all of the questions on page 27, encouraging them to communicate with each other as well as with you. Allow each candidate an equal amount of speaking time. Aim: to develop an awareness and understanding of key oral productive grammar ‘Ask students to read the example sentences given Draw attention to the uses of ‘one’ and ‘any’ with singular and plural countable nouns and with uncountable nouns. Check understanding. Ask students to complete the sentences given using, ‘one’ and ‘any. any 2one 3any 4any Sone 5 | People ‘Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to do the tasks and discuss their answer to the question in pairs. Monitor the pairwork and bring the class together again to compare ideas. You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers. ELOP YOUR LISTENING SKILLS [How do they feel? Aim: to develop the skill of recognising and understanding attitude Explain to students that they are going to listen to four people talking about a famous performer. ‘The first time they listen, in exercise A, they will hear four short extracts. Later (in exercise B) they will hear the complete responses. Check that all students understand the meanings of the adjectives in the multiple-choice options. Encourage students to choose the best answer for each question through just one listening.Listening and Speaking However, if you feel they need to hear each extract twice, play the cassette twice. You may wish to check students’ answers for exercise A before moving on to exercise 8. Encourage them to give reasons for their answers. Accept all logical, sensible reasons. Alternatively, you may wish to move on to exercise B before checking their answers to both, allowing students to change their answers to A where necessary after they have listened to B. Speaker 1 a, Speaker 2 c, Speaker 3 a, Speaker 4b Tapescript ‘Speaker 1 ‘never realised that sho was such a goad dancer! ‘Speaker 2 Alot of people ft let own, me inluded. Speaker 3 From what | st looked more like good luck than hard work Speaker 4 "iin we should al thank her for promoting tourism inthis acea. [What do they think about her? to further develop the skill of recognising and understanding attitude ‘Check that all students understand the sentences in the matching options. Remind students that these responses contain the extracts in exercise A. Encourage students to choose the best answer for each question through just one listening, However, if you feel they need to hear each response twice, play the cassette twice. Encourage students to give reasons for their answers. Accept all logical, sensible reasons IC 2 38 4D Tapescript Speaker 1 \ihen you see ber on TI don't think you get such a good ies of what she's ike lve. I saw her about twa years ago in concert and she was... well don't know how to deseribe rt reay Val heard a Couple of har nis Before, and Fought it was nothing special How ‘wrong | was! I never raised that she was such 2 good dancer! By {the tme she'd done a couple of songs. Iwas tapping my feet and singing along. In the end, I had a great time. Speaker 2 ‘Twas one ofthe people who bought her very fist CDs, before sh became so big. She used to have a realy jazzy ste and | iked ‘Ator3few albums, tnough, she started to sound more koa rock ‘star. fo of people fet et down, me included, It wasn tat it was ‘0 bad, but itjust wasnt the same. Fhaven't even heard her last album, Maybe J should give it ago. ‘Speaker 3 Thore noe. programme an TV about her the other night It as «about how she came from such @ poor fami. They were saying that ‘she had worked realy hard to got where she is today. ! don" know, though. From what F Saw, it oked more ike good kik than hard ‘werk We could al be famous i we had that kind of luck. Lots of us have talent but we dant meet the right poaple, ike she i Se cee eo unge ras eB youodi Speaker 4 Fe always fiked her rms everybody knows thet she was born nth ‘Same schoo! as she dd. but not ts town famous, whch has be 12 got all her CDs and ! sometimes king. OF course, [S\Guess the emotion : to develop an understanding of how attitude is expressed through tone of voice Check that students understand the meanings of the adjectives in the box. Ask students to do this task in pairs. One student chooses an emotion from the box and, without telling the other student what they have chosen, says the first sentence in an appropriate tone of voice. The second student must guess the tone of voice. The second student then says the same sentence in a different tone of voice, with the first student guessing, They then move on to the next sentence. Monitor the pairwark. You may wish to bring the class together, choosing stronger students to exemplify the different emotions Alternatively, you may wish to do the task as a class activity from the start, with the class voting on the emotion one student has chosen, [Think about it Aim: to prepare students for listening Explain to students that they are going to listen to messages left on an answering machine. You might like to elicit whether any students have ever left messages on answering machines, why they left a message, what they said or how they felt about talking to answering machines. Ask students to think about what people normally say in answering machine messages and to tick the relevant pieces of information. Check the answers. Students should tick 1, 3, 4 and 6, [why did they call? Aim: to develop the skill of recognising and understanding purpose Explain to students that they will hear four messages which have been left on Lisa's answering machine, For each message, students must choose the reason why the person called. Play the cassette once for this exercise. Move on to exercise F without revealing the answers. Ja 2b 3b 4c B4 Tapescript Tapescript ‘Speaker 1 Female voice So, Lisa, dil you have @ good tme wher vo Oh. Lisa, Grog here. t's Murs ‘ut for doner with somes? okay. | guess youre shi at work, How’ the new jab gong? Ave you Sui enjoying | really wanted to chock thet you got the ema Sent. I's about the party next week. You'l see when you get home Gre tater 1 b6 here unt! about ton. Eye. Speaker 2 This is Maria and i's Thursday evening. Where are you? Ive been trying to get in touch with you al doy Whats wrong with your rmodie? I must have alld # dozen times. The thing is that not _gding tobe able to come tothe pany afor all expla whan | see you, but 8a very exching! Call me vsien you get ii r0tf00 bate. Bye! Oh, how was diner with James? Bye ‘Speaker 3 Mis Turner, this is Sandra fom the haichesser's, Cty’: spoke to you on Tueseisy when you called. The reason 1 caling i you had tp onal we're gong to hove to rearange. Ym sory. but coud you one in 3t midday? II cal again in the morning ness | hea fom You. Iope isnot too nconvansent. Goodtve. ‘Speaker 4 1s, i's Mark. Oh, i's quite late on Thurscy night. Dio you say you were going out somewhere o dinner tonight? Or was that tomorrow? To get tothe paint, ve iwited sameane fo the party but {ve forgotten the number ofthe house. Stupid | know, but | cant bop it. Where'e you going to be tomorrow? Call me or send me an ‘email let me know 80 can pass if o9 to him, Thanks. By. [AlListen and circle Aim: to develop the skill of listening for specific information Explain to students that they are going to listen to the same messages again. This time, they must choose the phrase the speaker uses to introduce their reasons. After they have listened again, give students time to check their answers to exercise D, and make any changes necessary. As you go through the answers to bath exercises, encourage students to give reason for their answers to exercise D, Accept all logical, sensible reasons. Tb 2b 3b 4b Tapescript ; [E)How does Lisa feel? Aim: to provide further practice in recognising and understanding attitude Explain to students that they are now going to listen to Lisa talking to a friend about the messages For each message Lisa received, students must choose how she feels. Before you play the cassette, check students’ understanding of all the multiple- choice options. Encourage students to choose the best answer for each question through just one listening. However, if you feel they need to hear each extract twice, play the cassette twice Encourage students to give reasons for their answers. Accept all logical, sensible reasons, Ta 2b 3c 4a isa Oh, yes. My social fe is realy improv really nce, 0 7 glad we went out to vwont 10.9 graet ite rectourant. hd messages on my answering mad though Female voice Yes! Lisa Who wer they from? Wil, Grog calles to see it 14 got his eal something about Pim not being able 10 come to Ban because hes megtng sore othor ines.» lmtating. actly, because he missed Well J don't know why 1 keep inuting hin. And te {there was one from Mara saying that she coming either it was because of 2 chance 3 to wisi har aunt n mona, which she thou exciting. wish was gona! | old her and she 63 that maybe I could go with er next time. Female volee Anysing else? Usa One of the assistants fom the hareresser’s clea change my appointment. [was furious because the second time they've done it to me. cafe ‘and old them what I thought of them. The m vias very apologetic, but i's just not good encug That was al! tink. Oh, wat I cid have a al 0 Mark. saying that hed ited someone tothe o5 Female voice Thats ota problem, ii? isa OF course not. The thing was that he cou erneniber the nent Oe hose. Hones 50 frgettul! He does make me laugh. I Wo: worry me i | ko frgoting things ke “Anyway, | sont hm an mal so hapatly (et lost What about you? What cid you do o True or false? 10 further exploit the passage for listening practice Ask students to listen to the conversation again, this time deciding ifthe statements are true or false. Ask students to read the statements, Check understanding. Play the cassette, Repeat if necessary. Check the answers TT 2F 3F 4F SF Tapescript Aim: to develop key FC vocabulary ‘Ask students to read the example sentences ‘Ask students if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework, 1 relieved 6 population 2inconvenient 7 social life 3 furious 8 grateful 4 upset 9 anxious 5 let down 10 purposeond Listening Speaking LISTENING PART Exam know-how ‘Aim: to provide students with key exam skills ‘Ask students to read the exam know-how tip. Check understanding, Ask students if they have any questions about the tip. (jpart1 You may wish to check students’ understanding of the multiple-choice options before playing the cassette, Alternatively, you may wish to do this. under ‘exam’ conditions. Remind students that they will hear each extract twice before going on to the next question. TA 2A 3C 4A 5B 6C 7C 8B Tapescript 1 Woman So, hoard there was a bit ofa problem last week Man Yeoh, just bit. You know the report that Mr Granger wanted? Wel, Mendey moming came around and ! ‘oul’? find t anys. On, no, Yeah, And {realy dct want tle him down, ot ater lest time. looked everyavhere for. imagine how embarrassing t would havo been to gow and ‘837 Of, sony, Ive ost i (be. Ie tuned up in ackawer. No idea how i got there. A 1g sin of rly all round and MY Granger hag it is hands on ime. A close thing, though. [Repeated Yes, it was at Tnia’s place. Lovely house, sho has Ue got there around! eight It wae grost met 97390 wha’ an accountant in Croydon. Fancy, realy, ‘Because I was saying to Tana the other day that I was thinking about dora accountancy He wos fling me about al th top peopl in his fice and how nah anc important they ae. ft sounded wonder’ A lot of (00d information about the kind a! qualifications you Feed, foo. If mace up my mind for me. defintely ‘9019 10 try to ind a course somewhere. Repeated (Me Haris? Yeah, it Tony Tany Smith. That's right, thom sohnsen Brothers. I's about the meeting on Thursday .. Yen. No, we've put it off long enough Tqree I's ust that! won't be able to get the Tigures to you boforo wo begin. Mats ght 1 ‘thought that maybe F could talk you through what happened at the management focus group 30 thet you know what to expect..Of course. Yes, 1 Understand . Wel, fst ofa, et me fil you in onthe European tenes (Repeated) And our next cali is Marianne from Coventry. Marianne Helo, Ted? Hi ston to your show al the time. We love it. Al the gis at work think you the Dest. Ted That's good to hear Wheat ave your favourites? Marianne There's the Ten O'Clock Tease, The problem is J can ‘ever get the answers right. Cant you have some 25 questions sometime? Then maybe I think about having a 90. Woman Men Woman Man 2 Woman Skills / Teacher's Book Ted Wel, wol.soe what we can do, Marianne. Thanks for Your opinion, anyway. Who is your dedication for? Marianne its for Jean and Barbara and al the oters at Brookner Garments. Anyining from the 70S. Ted t's apleasure, Marianne. Thanks for caling. WRepooteal 5 Woman Wel, | couch belove She was standin in the miki of the shop. vith everybody Istonrg, sang {hat 18 gvon her the wrong ste apd was 1100 stip 0 read the abel. had a ook and twas the wong sie. ft nas part ofthe delivery that had caused al the rouble {and wel had 0 sere hal of thom back awed. Fst hac’ roced that ts one had boen put withthe athers. Mr Tent, ie manager, came in and got realy ‘amoyed. as obvious t wast my faut I the end, ho tok tho dress back and got ri offer Ido naw how people can speak to you Mke that Repeated} Ys, tomorow, I. get around tit tomorrow promise Thats what you said last week, and it's sti siting there mating the wide steer Took unto. Wl, i's usta bie aiclt unt fx the whet. | don't understand wihat that's got to do with it. Last week you said you'd have fo rake it n to the car wash frst But | hon sae thar happen. ts just not so easy to get rid of that mode. People ont want Mark 35. You'e asking 100 much. Droo the price a bit. You ‘must be able to find somebody somewhere, [Repeated ‘Somebody Knows, it was called. i's set Landon in the eaty nineteen hundreds, amongst the poor and tne unemployed. I's not something | knew a great ‘eal about before It might not be the kind a thing thats gong to change your lie, but i was interesting. Itreminded me that people ike me with enough ‘money have a resporsioity It made me a ite uncomfortable, actualy. Ft lend it 0 you, if you he, ‘Repeated Look, it only tke ve minutes. Then you can go and ‘meet your nas: Nowa you tne she tes, fang there allan her cw? its no ike the phone's constantly ging isi? Since your grandfather ded, God bless him, the ony people wove been round fo wsit have ‘been me and your dad and your undle Matti She vate to you st week and the last you can do is thank her for the money she Sent you You can 28k Ne about the ust fo the doctor’ and then pass her to me. You ‘epowy youre he favourite grancc Repeated Eipart 2 You may wish to ask students before they listen to guess what words or types of words fit in the gaps. Alternatively, you may wish to do this under ‘exam’ conditions, Remind students that they will hear the extract twice. 6 Man Woman Man Woman Woman 8 Woman 9 newspapers 10 school play 15 producers Navet 16 a restaurant 12 moved to London 17 script 3 (a) drama school 18 3/three months 14 a (small) flat 616 Tapescript Narrator Since fst coming tothe attention of the plein the ht film My Prewous Life, Denise Fenton has ad the kind of career that most ‘actresses can only dream of Har martiage to Tom Nome eater this Year caught al the newspapers by surprise end ber latest frm, Setters. seems certan to be a haye saves [Nobody could have expected it when Denise made her fst stage appearance atthe age of ine in the schoo! pla, paying the part of 2 ‘Sheep. Teochers and friends from thase days remember Devise a3 4 ‘quiet. sty oi, and if she ever mentioned ary future ambiions nen thay never went beyond going to university and studing to became aver ‘Once she moved to London, though, Denise was expased tothe tare ina way that had't been possible i the small northern town where she had grown up. She soon reaised what her tue talents were and enrol in drama schoo! where she mit the drector Peter Jones, who Was @ maior influence on both her professionel and nate Ines. Aer gradhating. Peter and is mound ut tn bhotiood together, for the frst thee vears renting a sal fot above ‘3 supermarket on the outskirts of town. ninterwos, they both Femember those days as hard Pete spent months tying to sel his laeas to grocices, while Dango attended dozer of susitons. Bat Of them spent some time dang a variety of odd jabs, Peter working fn abar fora year ard Denise wating on tables ma restaurant _make enough money to pay the rent each month, Eventually, Peter knocked an the door of Andy Foster at Panoramic ‘Stusios and presented him with the srit to My Previous Life. Andy loved it and was mvoduced to Danie. He sav immediately that she nas perfect forthe part of Henneta ano oducton started three _manths ater When the fim wis released! 1 ake a boxofice MRecested AMMAR ‘Aim: to develop an awareness and understanding of key aural receptive grammar Ask students to read the example sentences and the explanations of the roles of the infinitive phrases. Explain to students that they will hear five short sentences. For each sentence, they must decide whether the infinitive phrase expresses a purpose or not. Play the cassette twice if necessary. Ib 2a 3a 4b Sb 6a Tapescript Speaker 1 Tout a lnag cory shor, |lei the pany ard pot ‘nome haitan hour later Speaker 2 To save some money, wo decided 10 stay in and vrata a fim on TV Speaker 3 To make up forlost tine, we had fst food instead of 2 completo meal Speaker 4 To be honest with ou, ! never realy hed Mandy af rar much Speaker 5 To get tothe point, I think we should eal Mr Mitchel! 1h evening, ‘Speaker 6 To arrange the details, | think we shoud cal Mr Michell hs evening [Unit 6 Travel Aim: to encourage students to think about the unit topic Direct students attention to the photographs and the topic for the unit, Ask students to decide, in pairs, whether they agree or disagree with the statements. Encourage them to give reasons for their opinions. Monitor the pairwork and bring the class together to compare ideas. You could do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers. YOUR SKILLS [Dos and Don'ts im: to develop an understanding of key exam skills Ask students, either individually or in pairs, to write ‘Do’ or ‘Don't’ to complete these statements about Speaking Part 2. Bring the class together again to compare ideas. Alternatively, you may wish to do this as a class activity. 1 Don't 5 Don't 9 Don't 2Do 6 Do 10 Do 3Do 7 Do 4Do 8 Don't [Listen and choose ‘Aim: to develop the skill of comparing and contrasting photos in Part 2 Explain to students that they are going to listen to a candidate comparing and contrasting two photographs in Part 2 of the Speaking paper. Ask them to decide which two photographs she is describing and to tick which points she makes, You may wish to play the cassette twice. Encourage students to give reasons for their choices She is talking about pictures A and B. (she mentions sailing and cycling, canoeing, bikes, the sea, a village, etc) Students should tick: Tapese: authentic material 2 (student mentions that ey are both activites tha are usually {one in ie summer hola) 3 (student says tho fst picture s token at sea, and the second ina vilage? 5 (student says she would be excited if she went ona boat tip, So the first hobday would more exciting for herListening and Speaking (Match to make sentences : to develop the skill of using linking Phrases Explain that the student on the cassette did not use the linking phrases in this task, but she could have done. Ask students to match the halves to make sentences, Id 2c 3a 4e 5b Discuss im: to develop further the skill of comparing and contrasting photos in Part 2 Direct students’ attention to the photographs. Ask students, in pairs, to note down in the space provided the two most important similarities and ‘the two most important differences between the pictures. Monitor the pairwork, Bring the class together to discuss their ideas, f students disagree, you may wish to ask the class to vote on the two most important similarities and differences. Suggested answers: Similarities: 1 Both photos show places that are not in a city or town. 2 The people in both photos look as if they are enjoying themselves. ferences: 1 The first photo is taken in summer ina hot country, whereas the place in the second photo might be colder because the people are wearing jackets. 2 The people in the first photo are lying on the beach doing nothing, whereas in the second photo they are riding an elephant and looking at different things around them, [E\complete the text 10 further develop the skill of using linking phrases in Speaking Part 2 Explain that the student in the photograph is talking about the pictures in exercise D. Ask students to complete the text by writing the letter of an appropriate useful phrase from the box in each gap. Ic 2g 3a 4e Sh 6d Tf 8b 9i [Alcompare and contrast 0 further develop the skill of using linking phrases in Speaking Part 2 Ask students, in pairs, to compare and contrast the photos in exercise D, using the linking phrases in exercise €, Remind them, however, to use their own words and sentence constructions, rather than just repeating the student’ response in Skills /¢ Teacher's Book exercise E. The first time, one student reads the examiners words and then listens. The other student compares and contrasts the pictures. Start each pair at the same time, and stop them after one minute. You may wish the non speaking student in each pair to provide feedback. Then, ask students to swap roles and repeat the task. [What could you say? Aim: to further practise generating ideas for comparing and contrasting Ask students to imagine that they had been given the photographs mentioned. Invite students as a class to comment on the points they might make if they were to compare and contrast these photographs. Encourage students to use good ‘connecting phrases to express their ideas. There are many possible answers, depending on students’ personal opinions Suggested answers: 2 They are both relaxing, but with a camping holiday you get to see nature, while a beach holiday might be a little boring. 3 They would both be interesting cultural experiences, but Moscow might be a bit more difficult because you couldn't use English to communicate. 4 They would both be a change from staying at home, but a luxury hotel would offer you far more services and be more enjoyable Aim: to develop key FC vocabulary ‘Ask students to read the example sentences. Ask them if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework. 1 visa 6 charter 2summer camp _7 set off 3 scheduled 8 adventure holiday 4 duty free 9 customs S route 10 self-catering holiday Exam know-how Aim: to provide students with key exam skills ‘Ask students to read the exam know-how tip. Check understanding. Ask students if they have any questions about the tip. v718 Bypart 1 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Allow three minutes for this Part: Examiner Wet ke to know something about you, 30’ going toast you some questons about yarsohes Ask Candidate A one or more of the following ‘questions on page 38. Ask Candidate B one or more of the questions from the list. You may wish to ask them the same questions as Candidate A, or different questions. Alternate between the candidates for three minutes, giving both candidates an equal opportunity to speak One other alternative is to divide students into groups of three for this task, with one student playing the role of the examiner, following the text in the students’ book Eypart 2 You may wish to do this under ‘exam conditions with the two students being interviewed in a separate room, Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Follow the script below. Examiner Now gona to ave each of vou two aeent protographs ke you bot fo show ach other Your picbres end than tl bout them You exch nave only ne minut for hs, so dont verry intemupt you. Candle A. hee a6 your Io ptures Pease let Candidate 8 see tom. Tey Show diferent kinds of hoy. Condiste 1 gw you your petures ina minute Canc A Tike You to compare an eonrast these petues saying how you too about holds ke these. emernoe yeu only have one minute Al ight (Canckte approximately 1 minut) Tonk you, Canazot 8 tic oda Would vou preter? (CanditeB: approximately 20 seconds) Thank you. Now, Candidate B, here are you pictires Paso et Candiste see thom, They show to Koxco, I went with Richard and he deed fo go for the Cain ‘chicken. They were nght when they said t wasn't the sama as 952 food [took three quarters ofan hour to arrive! We were starving! | ‘Tink we would ave eaten anything by that time. Inthe end. we weren't disappointed [id defintely recommend it, although theyre a bie sion Speaker 3 Teor tnow if thats what heya ike, because 10 never been to aninan restaurant before Wei reson cle andthe water Stowed us our seats whan wo armed They brought us a ena and recommenced afew tings, which as fhe Because we weren't eal sure wat we wee dong. What Vcr ease, {ough mas that they dil oheowoys 8 wel, so we were tere all ‘ight withthe phone por end people aueuer and ating. For (what we pod was realy expecang something else or 4 Ret boon ovr to Greece on holy, so we knew what ooxpect {Po fra tie we wert, more ress sr bya family and he ‘mother does athe cooking which means you realy got 9 hare ‘made taste. We thought woul have been more posuler. nthe tnd, we nett have bothered booting, Ioved te atmesohore as ‘much 2 the food athough the must was @ i loud, Maybe, tk thoy have somebody pg Ive at weekends Speator 5 [AIT heard about Japanese food before was that they eat uncooked fish, so wasnt realy sure when Alex suggested it It sadn tho ‘advert the paper that bagkng wasn't necessary, 80 maybe its not very popular The problem isnt knowing wat to order, but the waters were elu anart fam a bi of a language problem was surprised tht there vas such a range of diferent dshes. What we ‘had was quite salty but | suppose you should expect that with sh. et have to say that i's an acquired taste. Alex was heen, but hel ry anything once. TRepoateal part 4 You may wish to check students’ understanding of the statements before playing the cassette. Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear the piece twice. 6T 77 8F 9T 1OF TF 127 Skills / Teacher's Book Interviewer Patrick ‘And how cil you got involve, Paick? Well a your listeners vil know if they'vo seen the programma, atthe start ofthe seres | couldnt cook 2 tng. You know, Pm one of those man who went $svaight trom my mums cooking 0 my wiles Channa! 12 contacted me and we actualy id @ cooking audivon. J made a complete mess and they S018 Fas tho man forte ob, Now each wook you, Tisha, choose adh, demonstrate how fo make it and then Patiok has 9.90 That's right. We bope to show that there really isn't ny grastcocrot t0 good, hace cookery. | Dink Patrick ‘ul agree that some of his efots are bert than thes, Dut we want to get across the idea that everybody can have a 99. The idea s that if ean fea todo it. then so can anybody. Bofore tho senes, I eal was the kind of ‘person wino would even burn water Now, though, 1 think that I could feed mysot if Thad to. Men, especialy, aro very bad 21 ooking after themselves, ‘and we sant to mate the point that with five minutes’ thought and twenty minutes" cooking a day YOU can realy mprove your det Wat does your family think about your new ailties? el, my wife cooks very wel, so { dont think ber position is under treat st yet. Thee have been one for two experiments, ike my Spanish omelette with ‘hecoate, thatthe dog appreciated more than my hieten, but on the whole they think ifs 2 positve thing. Tisha, what would be your ts fr listeners who aro thinking of raking up cooking? First of al, dont be afraid, Even its 2 disaster, you can always order a ta\eavay. Secondly, expenment. Yeu can any find what you ike if you try some things you don’ ike. Folow the base principles you learn trough the sanes and then folow your nose You can't 90 t00 far wrong. Repeated Interviewor Patrick Interviewer GRAMMAR FOCUS ‘Aim: to develop an awareness and understanding of key aural receptive grammar Ask students ta camplete the tahle ising the words from the box. Check students’ answers. Now ask students to look at the example sentences and the explanations, Check students’ understanding, Explain to students that they are going to hear five statements, For each one, they must choose whether ‘quite’ means ‘fairly’ or ‘absolutely’. You may wish to play the cassette twice, Tapescript Interviewer Those of you who have seen Channel 125 latest examples | we can use: Snore Cave ci Gen wate amser grade adjectives | expensive | very eee iiaelion. Raha, henarchei wo Mezbocawe eT jungradable. wonderful | absolutely ae adjectives Tisha ft al hagpened completely by chance. | was working at tho Miton when I suddony gota phone eal asking Imo to rush over tothe stud. Ther regular TV chet a gor lana they wondered if cou takeover for ‘one programme. in the end, I seemed 10 a0 2 9004 enough job and hey asked me 19 do a whole saves adi came up withthe dea for “Leave it 0 Cook’ Talo 2b°= 3b 4a Sa a2 Tapescript Sconsh food was very heavy, but when I ed i 1 Statement 3 The accommodation on our toto China was fantastic Statement 4 Theres nu uvubt tet Dur Govern’ greet reateurai Bu i et seem quite expensive 20 us Statement 5 Tas suprised that Lia enjoyed the Indian restaurant becouse i's 8 The Media Ai : to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to decide, in pairs, whether they agree or disagree with the statements. Encourage them to give reasons for ‘their opinions. Monitor the pairwork and bring the class together again to compare ideas, You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers. [Dos and Don'ts Aim: to develop an understanding of key exam skills Ask students either individually or in pairs, to write ‘Do’ or ‘Don't’ to complete these statements about the Speaking paper. Bring the class together again to compare ideas. Alternatively, you may wish to do this as a class activity. 1 Don't 6 Do 2Do 7 Do 3 Don't 8 Do 4Do 9 Don't 5Do 10 Do EXtisten and circle : to develop an awareness of the language of agreement and disagreement Explain to students that they are going to listen to six candidates agreeing and disagreeing in the Speaking paper. Ask them to circle the phrases the candidates, use. You may wish to play the cassette twice 1b 2a 3b 4a Sa 6b t= authentic material Tapesc! [what are they used for? Aim: to further develop an awareness of the language of agreement and disagreement Explain that the students on the cassette did not use the linking phrases in this task, but they could have done. Ask students to write the phrases in the correct boxes. Check students’ answers. agree: That's absolutely right, .Youre right, and 7 That's a very good point .. / Yes, | hadn't ‘ought of that. / I couldn't agree more... / That's quite true, and... / Exactly. / That's what | was thinking, / Absolutely. / I totally agree partly agree or disagree: There’s a lot in what ‘you say, but... / You've got a point, but .. / I agree with you up to a point ... / lagree in part 7 To some extent, that's right .. disagree: I'm afraid | don’t agree disagree ... / But what about .. (Discuss Aim: to develop the skill of agreeing and disagreeing Divide students into pairs. One student reads aloud one of the statements. The other student agrees or disagrees. Then they swap roles. They should each agree or disagree with all four statements. Encourage students to use as many, phrases from exercises B and Cas they can, and to always give reasons for their opinions. Monitor the pairwork. Bring the class together and provide feedback. Alternatively, you may wish to do this as a class activity, with one student reading the statement and a number of other students, agreeing or disagreeing. 7 thave to a Classroom debate : to further develop the skill of agreeing and disagreeing Divide the class into two groups: A and B. Ask both groups to look at the statement. Explain to Group A that they agree with the statement. Explain toListening and Speaking Group B that they disagree with the statement. Ask Group A to complete the notes on the right-hand side of the first box to show why they disagree with Group BS arguments, Ask Group B to complete the notes at the bottom of the second box to show why they disagree with Group As arguments. Encourage both groups to come up. with as many reasons as possible why they disagree with the other group's points. When both groups have made their notes, move on to exercise F. [Debate the point Aim: to further develop the skill of agreeing and disagreeing Ask Group B to look at the points on the left- hand side of the first box. Explain to them that they agree with these points. Ask Group A to look at the points at the top of the second box. Explain to them that they agree with these points. Explain to students that they are now going to have a debate. Remind them of the statement: “This class believes that using the internet in English lessons would be a good thing’ and remind them also to use as many agreeing and disagreeing phrases as they can ‘Ask one student from Group A to give one reason why they are for’ the statement. Ask one student from Group B to disagree. Follow the same procedure for the other two Group A for reasons. Then ask one student from Group B to give one reason why they are ‘against the statement. Ask one student from Group A to disagree. Follow the same procedure for the other two Group B ‘against’ reasons. Once all the points from the boxes have been made, ask students if they have any other points to make in support of their group's position. For each paint made, ask the other group to disagree. When the debate is over, provide feedback. You may wish to play the role of the judge and declare one team as the winning team (based on how they argued their position) You may also wish to have a class vote on the staternent. Point out to students that they can now vote for what they really believe rather than support their particular group. IF the majority of students vote for the statement, itis carried. IF not, it is defeated. Emphasise, however, that this does not mean that the group which supported the winning position was better at arguing than the other group. Worpp Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask them if they have any questions regarding unknown FECT Skills /¢ Teacher's Book vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework. 1 celebrity 6 censorship 2newsreader 7 sponsor 3 satellite TV 8 presenter 4editor 9 break 5 commercial/ad/ 10 TV listings/guide advert/advertisement Exam know-how Aim: to provide students with key exam skills ‘Ask students to read the exam know-how tip. Check understanding. Ask students if they have any questions about the tip. Qpart 3 You may wish to do this under ‘exarn’ conditions with the two students being interviewed in a separate room. Follow the script on page 50, allowing three minutes for this Part. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class, or with pairs carrying out the task simultaneously. part 4 You may wish to do this under ‘exam’ conditions, with the two students being interviewed in a separate room. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Allow Four minutes for this Part. Ask candidates some or all of the questions on page 5], encouraging them to communicate with each other as well as with you. Allow each candidate an equal amount of speaking time. Aim: to develop an awareness and understanding of key oral productive grammar ‘Ask students to read the example sentences and pay particular attention to the prepositions. Ask them to circle the correct words to complete the rules. Check their answers. Then ask students to complete the sentences by writing the correct preposition in each sentence. rules: with, about, with, on, to Ton 2with 3to 4with 5 about B9 The Weather Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to discuss their answers to the questions in pairs. Monitor the pairwork and bring the class together again to compare ideas. You might like to do this as a class activity, eliciting the responses of different students, Encourage students to respond freely, speculating and developing their answers. a True or false? : to develop an understanding of key exam skills Ask students to read the statements about Listening Part 2 and to decide whether each is. true or false by circling the letters. Check the answers, TT o2F 3F 4T ST 6F 7T Note: You might like to draw students’ attention to number 4 In Part 2 of the Listening exam, all the questions can be answered using words or phrases exactly as they appear in the listening. [E] what goes in a gap? ‘Aim: to develop key blank-filling skills Draw students’ attention to the three gaps given, each of them coming from note-taking exercises. Ask students to think of possible ways of filling the gaps. Students should write one word and ‘one phrase which could be used to complete all three gaps, There are many possibilities. Suggested answers: Word to complete the gaps: hot, hotter, normal, higher, ete Phrase to complete the gaps: hotter than today, unusual for June, colder than yesterday, ete fADiscuss Aim: to develop key skills through discussion Allow students to discuss their answers to exercise B, either in pairs or as a whole class. Bring 24 the class together again to get feedback. Draw students’ attention to the extra gap given and get them to check whether their answers would fit in this gap. If not, it is probably because of the grammar of the sentence. Emphasise to students that sometimes Part 2 involves completing sentences, in which case their answers need to fit into the whole sentence grammatically. You might like to do this activity as a whole class. which fit? Aim: to further develop note-taking and blank filling skills Ask students to read the words and phrases and to decide which gaps they would be suitable for. Students should put ticks or crosses in the appropriate spaces provided. Check the answers. gap2 gap3 gap4 142 v 242 v 3 forty-two degrees v 4 cool v 5 coolerthan x 6 coolest =x 7 cooler than, yesterday 8 coolness x KORE SNS KRESS NS xR ORL RX Listen and write 1 ‘Aim: to develop and practice note-taking and blank filling skills Check that students understand what @ weather forecast is, Explain that they are going to listen to the beginning of a weather forecast and that they should complete the gaps using one word in each. You might lke to invite students to speculate on what the answers could be before they listen. Play the cassette. IF necessary, repeat. Check the answers Thotter 2humidity 3 bright 4 cloud Tapescript ‘Newsreader And now, over to Eline inthe weather room Elaine Helo, and a very good evening to you al. Wel, ‘another hot dy todoy reaching 28 degrees in some parts ofthe country, ond i's going to get evan hotter Tomorrow Yes, wo'e rally tro mle of @ heatwave nowt could oven reach 28 high 26 44 degrees in parts ofthe South East tomorrow The ‘9000 neve ras very tla urs the ‘af, any 18% in fac, 80 we won't all be sweating too ‘muss. Buri is gain to be bright, parieulary around midday and n the early aftemoon and there’ gong to fe ver ite cloud far mast ofthe day, so do put an that sunscreen i you te going to be cuts,Listening and Speaking [ElListen and write 2 im: to develop and practice note-taking and blank filling skills Explain to students that they are going to listen to the forecast again and that they should complete the gaps using phrases of between two and five words or using numbers. Play the cassette. Repeat if necessary. Check the answers. 138° 2 (parts of) the South East 3 16(%) 4in the early afternoon Tapescript © a [Make a guess im: to develop and practice note-taking and blank filling skills ‘Ask students to complete the gaps using a word or short phrase, either from what they can remember or by making an educated guess. When students have completed all gaps, move on to the next exercise [EJ Listen and check Aim: to further develop skills and check answers ‘Ask students to listen and check their answers, and to change any which are incorrect. Play the cassette. If necessary, repeat. Elaine 2a heatwave 3 the South East 4humidity 5 sweating 6 cloud 7 sunscreen Tapes: WorpbPERPF! Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask students if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences. below. You may wish to assign this task for homework. Thail 6 flooding 2 drizzling 7 windy 3 spell 8 banks 4 snowed in 9 meteorologists 5 waterproofs 10 sunny Skills /¢ Teacher's Book Exam know-how Aim: to provide students with key exam skills, ‘Ask students to read the exam know-how tip. Check understanding. Ask students if they have any questions about the tip. §part 1 You may wish to check students’ understanding of the multiple-choice options before playing the cassette, Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear each extract twice before going on to the next question IC 2B 3A 4B 5B 6B 7B 8A ‘fapercenpt ooo 1 thmas twenty past to, and he match ns sopmosed to start &t hat past We dit know wet to 0. Pouring tt a, was but the staiom wes stfu. Thon we got ord ha hey Bas fad cashed on the vay here. Ht car or someting. No oto teas ted tank goodness, but toy wore going to ok Wan tht east Rag ta meke an announconsse tat she math tc boon canceled. Some of fe svat hooigas the $a omace 9 of robe ofcourse, butte poice Seon puta seo tat freneatee! 2 No. ro. there's absolutely ne way I can get back today. Were basicaly enewed i hore .. yeah, Ive tied. There are.no fights at ‘a Look, I'm going to be at on house. yeah, my Brother, that’s Youve got the number Raven you? Okay. Bu want 20 ask you @ four Can you ook on my desk and see i there's. fie witn Wineasier weiter on te top. You got A? Great He ane of our bes! cents and I've got 10 get Touch ‘with hin today. tia? Canceled the order? . hen? .. Are you sure? Okay, we give me hs number and Fil cal him Immedetely Repeated) 3 Woman Wo dont realy care about mat. ! mean, we're not ‘he kind to Bo rg onthe beach a By sunbathing anjay are we? Man No, tue. But we don't want fo go anywhere chil, do Woman It ont bo chily Its the middle of suenmer, ‘Man Wo, the brochure says you need to take a jamper That sounds ike fly 19 Me. Woman You just being sily. Ibe fine curing the day Anyway, you kw you abways moan i's too hui Ins better to 90 somewhere 9 bf cooker Man Oh, we're not going ryatiere humid, thar’ for sure Woman Wel, atleast we agree an something. (Repeated) 4 Weather. with top temperature of 24 degrees presenter Tomorton, very och ike today, 92%, wit) most ofthe country si enjoying fe sunshine woe ‘een experiencing vr the past few days. Eypect some gales inthe North owe, £0 Rois onto your hats tomards mie’ morring, and tl prebaiy bea bt more cloudy up tore tan ts down south, 100, But It show vemar ory. Vad) In the evening {Repeated} 5 Reporter im standing in what was, unt yesterday, the main road through the picturesque town of Moxham. As you can See, i's now a iver fowang through the town, The water's way above my ankies, and ! must ay an rather glad | brought a good por of wes 2526 _me As the cleans operation starts aarnest, local residents are row asking why ths happened. A burst waterdkainage ope on the outskirts of town has bon located but as there's bean no rafal here 21 al over the lest few weeks, the question stil Femains as to what exacted 10 the breakage, and here the water came trom Local Cauneilo eso Parkes is placing the lame squarely. Pepastad] 6 Woman and ! don't think even Professor Waren can “disagree with me on nat ‘Man No, Sire’ absolutely right to say that global vwaeing Snow a ety and we eve 0 face Up to Anu tiers as no couot iat i's gong to have 3 ‘ery grt impact on We on this planet over the next few thousand years or so. Woman There's no going back, if you hie Man Quito. But whether the human race is response for har’ happened is tit apian to cette in my opinion. Woman Oh, come on. The evidence is overwhelming Man Yes, the evidence that you care to put forward. But! can come up with equaly .. IRepetted) ‘Makes my ite misery, does, the snow And we alsays get Pere, reat as eleclavork. Fist week of “lauary, down comes. Srowed in fo three weeks 2 ‘were Bot winter And, you Anon this Ine of werk ~ weve got over 600 bee cart, you know, al old if You cant keep the animals heally and wel ed, youre Alone for No cows, no meat, No meat, no money. Repeated) “Te Biggest storm forthe lst tity years, lwho knows how much damage has been done? Frightening realy, and they faled to predict. They ve 7 Man cant even get that ght. 5 laughable, realy és ill the jake's on them fr sure, this time. People aren't gong to put up with any lager ean tel you [Reposted [Ejpart 2 You may wish to ask students before they listen to guess what words or types of words fit in the gaps. Alternatively, you may wish to do this under ‘exam’ conditions, Remind students that they will hear the extract twice. 9 Weather Watchers 14 a thousand questions / 1000 questions 10 history 15 dictionary M1 blood 16 video film 12 information 17 teenagers Baquiz 18 Goldman College Tapescript Presenter Hello and welcome to another edition of ‘Search and Find. the show that showcases the best websites on the not. This week were ‘ing to start by taking you to 2 lovely lie site, Weatner Watchers, ‘hich you'l fn rather a weird adtress ths, at warweunwco uk. Is absolutely free. and isa about the strangest kinds of weather Fecorded thoughout Ristory And strange they cata are Forge ‘about raining eats and cogs, this ste has sore far welt ‘examples. Did you know, thre ae recorded cases oF training frogs, stones, blood and even lsards? But tore’s al sorts of other useful information, 100. Infact anything you want to know abo wweather since they fist started ealecting daa soveral hundred years ago. lant 10 know the hotest dy on record in Brita? Its there. Which town has the highest averagarainall each year? Ths toll you. Want to know every occasion i's snowed in London inthe last four hanced years? Wel, you can fd out here. Another interesting feature is the que page. Tere are over a thousand ‘questions intial graded fom begrner through fo expert. Soe how ‘much you realy knew about wether and cimate And yas wert now the aferance between @ tomado anda cyclone, oF wien gale ‘becomes a hurricane, there's a handy Iie ciotenary where you just ‘lot onthe weve and up comes an explanation, usually with shotos or vdeo fm. Its brah, fun and wvlormative, and there are some use Inks too to other weatherrelsied websites, IKe the Meteoroogea! Offce8 own official webste. The websites very easy to navigate sound, 80 ideal or teenagers dang a schoo preject. but anyone ‘ntorestod m matters meteorolaycal shoul deh wut The white thng was put together by studonts fiom Goldman Colega, 20.8 big thumés up to them. And nowy e's move on to another website Repeatea) -OCUS to develop an awareness and understanding of key aural receptive grammar Explain to students that in normal English speech we often don't pronounce each word clearly and separately. This can make it difficult for them when they are listening because they may miss some of the key grammar wards. Ask them to look at the two versions of the sentence they have been given and to listen to the cassette. They should agree that the sentence they hear sounds more like the second version than the first. Ask students to listen to the other sentences on the cassette. These are examples of people speaking English at a normal speed, with some of the words running together. Ask them to complete the written sentences by writing the normal written forms of the missing words, eg ‘going to’ or ‘won't as they listen, Check the answers 1 shouldn't have been / were you 2.1'm going to try and leave / the roads are 3 Ishan't 4 don't know / didn’t hear 5 don't want to / traffic will be / there will / lots for / Well give them / to see / they're coming Tapeseript ‘re you gonna mate a decision now or dva wanna waithsee what the weather’ ike? 1 You shouldn't hove been out in such bad weather, What were you thinking? Repeated 2 think fm going to try and leave in the moring, whatever the roads are lke. [Repeated) 2 I sholl rot use a fash, a6 the sun's quite bright anyvay MReveatea 4 I don't know I cidt haar the weather forecast tis moming. Repeated 5 They don't want to come if its snowing, The wate will be bad, and there belts for them toda on the farm. Wl give them a fing in he morning to see they've conve. Repeated)Listening and Speaking 1 O The Environment Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students, frst of all, to match the pictures to the types of accommodation Then, ask students, in pairs, to discuss which of the places given they would rather live in, giving their reasons. You might like to do this as a class activity. flat A, detached house D, terraced house B, bungalow E, semi-detached house C [Dos and Don'ts Aim: to develop an understanding of key exam skills ‘Ask students, either individually or in pairs, to write ‘Do’ or ‘Don't’ to complete these statements about Speaking Part 2. Bring the class together again to compare ideas. Alternatively, you may wish to do this as a class activity 1Don't 2Don't 3Do 4Don't 5Do 6Do ElListen and tick or cross ‘Aim: to develop key speculating skills Explain to students that they are going to hear candidates talking about a photograph in Part 2 of the Speaking paper. The candidates are unsure and express their uncertainty in different ways. Students should listen for the words and phrases. and tick the ones they hear. Play the cassette. If necessary, repeat. Check the answers. Student 1 uses 2, 3, 5,7 and 9 / Student 2 uses 1, 3,5and 7 Tapese: ft = authentic material [Listen and write Aim: to further develop key speculating skills Explain to students that they are going to hear the candidates again, Each one of them uses one ‘other good phrase expressing uncertainty. Ask students to listen out for the other good phrase ‘each candidate uses. Play the cassette. If necessary, repeat. Check the answers. Skills /¢ Teacher's Book Student 1: | can't really make out what there is in the second picture. Student 2:1 suppose that .. (5) what are they used for? Aim: to provide students with key language for Speaking Part 2 Explain to students that each of these phrases can be used to express either uncertainty, possibility or certainty. Ask students to put the phrases in the correct boxes. You might like to ask students to do this exercise in pairs. Check the answers. uncertainty: It’s not clear .. / It's difficult to tel, but ../ I'm not really/totally sure, but.. possibility: | would imagine that... / It could be «/ | guess that ... / Judging from .. / It’s quite likely that certainty: It can't be... / It has to be .. (B\Look and make notes Aim: to prepare students for exam-style practice Ask students to look at the two photographs They should make notes on the lines provided to answer the questions given. Tell students that, they should not write complete sentences and that they should use their imagination if necessary. When all students have finished, go on to the next exercise Compare and contrast Aim: to practise key exam skills Explain to students that they are going to practise Part 2 using ier nutes aud the photographs in the book. In pairs, one of the students should read the examiner’ words given and the other should compare and contrast the photographs. Encourage students to make use of the phrases for expressing possibility and uncertainty. After cone minute, they should change roles. When all groups have finished, invite students to comment on the points made by their partners. You might also do this activity in front of the whole class with pairs in turn, with the other students listening and providing feedback. Aim: to develop key FC vocabulary Ask students to read the example sentences. ‘Ask them if they have any questions regarding unknown vocabulary. Then ask students to write 728 the words in bold in the gaps in the sentences below. You may wish to assign this task for homework. 1CFCs 6 eco-system 2diesel 7 country(side) 3ban 8 rainforests 4 waste 9 industry 5 safari park 10 recycled SPEAKING : Exam know-how ‘Aim: to provide students with key exam skills ‘Ask students to read the exam know-how tip. Check understanding, Ask students if they have any questions about the tip. Ypart1 You may wish to do this under ‘exam! conditions with the two students being interviewed in a separate room, Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Allow three minutes for this Part: Examiner Wei ike to kero something about you, 50” going toast you some questions about yoursohes: ‘Ask Candidate A one or more of the questions on page 62. Ask Candidate B one or more of the questions from the list. You may wish to ask them the same questions as Candidate A, or different, questions. Alternate between the candidates for three minutes, giving both candidates an equal opportunity to speak One other alternative is to divide students into groups of three for this task, with one student playing the role of the examiner, following the text in the students’ book ypart 2 You may wish to do this under ‘exarn’ conditions with the two students being interviewed in a separate room. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Follow the script below: Examiner Non 'm going fo give each of you wo alferent ‘photographs. It ike you both to shew each ot {your pctres and then tak about them. You 22ch have only one minute fer this, so don’t ony of interrpt you, Candetate A, hove ae your two penures. Please let Canciato B $92 thom. They show people looking at you your pictur ls. Candidate give Concilete 1 ike youto these pictures saying howe yo ne pictures fee! Fomembes you any have ane minute Al ight? (Cancidste A: appronnately 1 minute) Examiner Thank you. Candidate B, how wou you toa if you (Canaidate 1y 20 seconds) Thank you. Now, Candidate B, here are your pictues Peease let Candle A see ther. They show diferent places. i ike vou to comaare and contrast them ‘eying what you think happens these places. Romember, you aly have one minute (Canaidate B: aperonrnately 1 minute) Exominer Examiner Thank you. Candidate A, which place would you prefer fo werk in? (Candie A approximstey 20 seconds) Examiner Thank you One other alternative is to divide students into groups of three for this task, with one student playing the role of the examiner, following the text in the students’ book. ‘Aim: to develop an awareness and understanding of key oral productive grammar ‘Ask students what we use the word ‘must’ to express, then direct students’ attention to the sentences using ‘must’ and the paraphrases given. ‘Ask students to choose the correct paraphrase in each case. Ask students to read the sentences given and to rewrite them using the words given and the word ‘must. Check the answers. Sentence 1 a, Sentence 2b 1 must feel 3 must be of depressed because 2 must make sure 4 must have been taken 11 Technology to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit, Ask students to discuss their answers to the questions in pairs. Monitor the pairwork and bring the class together again to compare ideas. You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers.Listening and BAwho are they? : to develop the skill of listening for specific information Ask students to imagine that there isa local radio programme called ‘Buy and Sell. On this programme, people ring in describing things they are interested in buying second-hand or selling Explain to students that they are going to listen to five teenagers on this programme in three parts First, they should listen and write in the names, ages and phone numbers of the teenagers. Play the cassette, If necessary, repeat. Check the answers, 1 Chris Turner, 442 , 0423817364 2 Helen Foot, 13, 078322331 3 Karen Singleton, 14, 6723909099 4 Nicholas Dart , 17, 54721047835, 5 Jennifer Helen Page, 16, 1374659780 Tapescript 1 Hi, my name's Chis Turner and fm fourteen anda ‘Make a note of my phone number! i's 0420917364. Tats (0423817363 2. Umm... Hello... My name's Helen, umm, Helen Foot.” tmirtaen, and my number's 078922391 078322331 3 Hieveryone! Karen Singleton, fiteen next Aoi, 6729909099 that’s. um .. 6792... 0, srry, 6723... 909089, 4 My name's Nicholas Dar and Im seventeen years ol You can r2ach me on my moble al day on 54721047895. Let me ust Say ‘hat again. Thats 64721017505. 5 Helo! My name's Jennies Helen Page and | was sixteen vestercy you want to buy what {m seling cal me before 12 ‘9n 1324669780, Thats 1324659780. [yAre they buying or selling? Aim: to further develop the skill of listening for specific information Explain to students that they are going to listen to more from each speaker, where they say whether they are buying or selling something on the radio programme. As they listen, ask students to tick the correct column next to each speaker. Play the cassette, If necessary, repeat. Check the answers. Isell 2buy 3buy 4ssell 5 sell Tapescript ‘T Well if youre looking for @ realy good cheap camera, then Te tyr jost te any or yo 2 fer second hand CD ployer. [3 And it you've got anol video camera, I realy don't care how old ‘1, as long 23 it works, then give me 2 ring now: ‘and I'm looking fora 4 Ive got a mountain bike Ive grown out of Is ideal for someone sound fiteen yeas a1 5 i¢$an elecvontc organs I's sf ints box -braratnew in fact, Speaking Skills / Teacher's What's it like? Aim: to further develop the skill of listening for specific information Explain to students that they are now going to Book listen to the complete messages. For each speaker, students should circle the correct options according to what they hear. Play the cassette. If necessary, repeat. Check the answers. 1 X3-400, black, included, £25 2D, carry, earphones, £15 3 camera, must, £40 4 mountain, very, Taylor's, 18, £65 5 electronic, Handmate, £80 Tapescript 1 Hi my names Chris Tumer and [m fourtaen and a ha yoars 08 Make a rote of my phone number it's 0423817364. Thats (0423817365, Wel, i you'e looking fora realy good cheap camera, then I've got just the thing fr you. Ita Tican X3-400, te ioe, i 0 5266 and i's fay good condition. Takes excelent pce. I™m asking £25 fori, But i you make me an offer Vl tink abou 5 2 goed camera. Call me on (042381736 2 Limm Holla My mama's Heng, umm, Helen Foot I'm tinteen, and my numbers 078322931, 0783223311. er.. and I'm looking fora. secondhand CD payer. Its got to be one of these portable ones, you know, that have earphones and stuf. 1 ‘can afford upto. umm... £15, sof anyone’ got ene, please ‘avo me 2 cal Pisasa. My numbors 07832233, 3 Hi everyone! Karon Singleton, tfteen next Api, 6723909099 that’s. um. 6732... M0, oiry, 6723 .. 909089. And if you've got an old video camera, [veal don't care Now oid it, 2s ong 25 i works, then give me anng now Oh yeah, one thin, my ded Said that its not worth iF doesn't come with rechargeable bates, 50. i's got to have ther realy or | dont want it Anything up to. about forty quid Okay? Thanks. Call Karan ‘Singloton~ thats me! ~ 09 6723609099, Callme row! 4 Mynw reach me on my mobie al day 09 54721047895. Let me lst ay that again, That's 54721047835. Ive got a mountain ike ve ‘ron out of I’ idea or someone around fiteen years O's in perfect condition i's made by Taylor’ got 18 gears, only to anda haf years old and it you ive nearby If even deliver ito you fe of carga. That's tI thin. Oh ne, vat! The ance. Sily- five pouns, i that's of2y, but we ean talk about i onthe phone. (Camo, Nicholas Dart om 64721097895, {5 Holi! My name’ Jonnifor Holon Page and | was sixteen yesterday I you want to buy what [m seling, call me bofora 12 9 1924659760. Thar's 1324659780. 11s an electronic organiser In sul ints box - band new infact. t's a Henomate Vax, does lads of cool things, the reason Im seling it s cause gt two ‘exactly the same as brthday presents! Thoy'e @ hundred ang "twenty pounds in the shops, but you can have it for eighty. Cant ‘ay faror than thal, c3n you? YoU love it! Sa call ma pow: 1324659780. Bye! Nicholas Dare and ™m seventeen years old. You can BlListen and write Aim: to further develop the s for specific information Ask students to listen to the complete messages once more and to write a word or short phrase in each gap. Play the cassette. If necessary, repeat. Check the answers. of listening 29message I: excellent, yes / message 2: she can't, afford it / message 3: how old it is, her dad / message 4: mobile, he's grown out of it, two and a half years old, whether he will deliver it for free / message 5: yesterday, on her birthday, £40 Tapeseript QAFIll in the card! Aim: to give students notes to use to practise listening for specific information Ask students to imagine that they are going to go ‘on the radio programme, ‘Buy and Sell’. Ask them to complete the card describing themselves and the item they wish to buy or sell. Encourage them to use their imagination and to use an imaginary name, age and phone number. (Bl ‘Buy and Sell’! Aim: to further practise the skill of listening for specific information Invite a student volunteer to imagine they are leaving a phone message like the ones they heard con the cassette, using the notes they have made The other students should try to make a note of as much of the information as they can. if necessary, ask the volunteer to repeat their message once. Invite other students to do the same thing. You might also like to get students 10 do this activity in pairs or in small groups. Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask students if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework 1 text message 2 compatible 3 receiver 4 e-mail/email 5 rechargeable battery 6 drugs 7 labloratory) 8 Surfing the (inter)net sereen TV 10 teletext 30 Exam know-how Aim: to provide students with key exam skills ‘Ask students to read the exam know-how tip. Check understanding, Ask students if they have any questions about the tip. By part 3 You may wish to check students’ understanding of the multiple-choice options before playing the cassette, Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear the piece twice. Speaker 1:E Speaker 2: A Speaker 3: F Speaker 4:8 Speaker 5:D Tapescript ‘Speaker 1 Wiel, you wouldn't believe, would you, that tis hind of thing could ‘make such a cifference te someone’ Kf. but it realy has! I meant Used 10 take me hours f0 set the thing, and [alaays 6o wrong and end up ting the wrona proaramme. And Ido video father @ {ox Ihave to adn Wh ths ting ust press 9 couple of buttons and i all programmed in. Dont even have to go near the machine. ‘And loo, {press this and 2 Ist comes up on the screen telling me what’ 09 tonight. Al the cranes. Cick this button here, and it tls ‘ou wha the programms about. Marvelous! epeated) ‘Speaker 2 Wiel, | aso bit sceptical at fst, have to act. Cult realy see the need. But then my neighbour Carl got one. and het come over for a barbecue oF something, snapping away al afteoan and then hot pul eut alto sereen and ve could see what het taken It was fel chooso the ones wed ike, hed pop home, put them on 1d prt them out that, Good quality, too. ant professional quai, you stil havo to take then Dr hatever to get them processed onto proper paper (Repeated Speaker 3 ‘Once you've got one — and im nat exaggerating you realy wonder Pow you ever managed without one ny phane numbers 2 calculto, loads of things, and ths ane here vel ust ores fon andi sends al the ‘Smallor and lighter than 9 cary you can justi it 9 your jkr posket Roaly handy! [Aepeated) Speakor 4 Oh, 1 dent know. ough to use it you know f something exciting’ Nappening, lke @ party or Something, you want 10 be prt of, dont you? Dont want to be Stuck just fming tho whole tng. And, lef be honest, nha wants to sit thaugh a thee hour vdeo of people chatting. Not very Interesting, 1st realy? | guess it would be reat you wanted 0 ‘moto a ite meve, though, ov something ike that. Repeated) Speaker 5 Diyou know, what Fike mast about i ar the Fite extra things you with ft You know thera an alam cloak anda eaoulator its ‘ven gota couple of games on it | realy only actualy use it to make cals fits an emergency. You know f ta car breaks down or something and youe mies fram anywhere. Ive never actualy sent {9 fext message, but my husband somotimes sends me one asking me to record a programme er sernethirg hes going 1 bo lata home fem "ot very goad at setting the velo, though, so | usualy pretend | kant get (Repeated) 2, realy. Thought | woul, but,Listening and [part 4 You may wish to check students’ understanding of the questions before playing the cassette. Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear the piece twice. 68 7C 8B 98 10B MIB 12C Speaking Tapescript Presenter’ very pls0sed tobe joined inthe studio by Manone land Stove Renwick, the foundors ofthe hugely Successful website Fronds Beck Together: Marjorie, ‘an | start by ashing you, how did tho doa forthe Thebes come about Marjorie Welt was about two and a haf years ago, and | twas tying to organise a schoo! reurion. ft vas SO Aiea, you know, everyone had moved to ferent parts ofthe country, same neanle had moved abroad {ots of the girls Fd been to schoo! with were maed. and so of course had changed thev surnames and | twas, wal, as basicaly faring my hav cut and ust tamed fo me ana said, "his calls forthe Intomot’ And the dea was bor. ‘50, that was, what, two and a half years ago? Yes, but i 100k @ Wile to ser up, of course. We ont actualy open for business. a5 i wer year aftr that ‘March the sixth last yea, jn fact — 2sstol That’ right and t proved ta be the most s website of the yaar Presenter Marjorie ‘How mary people have visited your ste? 1 actully credible, when you think about it We're now geting about a huncked and fy thousand visitors @ week Thats almost a milan each — Stove you know, sinco we started, tore must have been wal over aight milon vstars: And over tree ‘quarters oF them have entered ther mfr Wty do you thin i's so popular? 1 think it fis @ need. You know, you make such good Inends dueng your schooldays " you duit apart and, inthe pas 100 dificult to got back in touch with them. As we found out cureelvas winon Marjane wee tring fo got hor reunion together 1 thnk it also, you know, wo'e all naturally inqusitive Woe alvays thinking, T wonder what theyre upto now?" and things Ike that With Fre ‘Bick Tegottor you can find out how people you vsed to know are geting on. And hopofuly meet ts wth some of them You've had some or eleve Presenter Stove Prosontor 3 successes in that department, ‘Steve Soma ovely stores, yes. There was 2 couple - you bab) read about then inthe press ~ both in tir gies, Radh® seen aach other for over Sty yous, met tough Frendis Bak Together and got marned fast month It vealy does make ital worth Prosenter ‘Marjorio. Winer So, wnere do you go fom here? Wiel, we'e actualy extremely busy ronning tho ste {atthe moment I'S quite tme-consuning = much ‘mace than youa tank 10 be honest Dut wore planning 10 take a break vary nent year and then ~ Steve Well, ets just say nerve got a couple of maior projects n the ppetine Presenter On the intemet? Can you gue us any cves? Skills / Teacher's Book Stove st Say that they wil be on tho intemet, the 18 desigrea to bing poop together, they Unique, but they wont Be ihe Friends Back Together atal leant say anymore! el, tho very best of lug wth whatever you go on {2 do. Thank you 20 much for being hers today. ad thank you also for Fonds Back Togethor You've brought some sunshine nto lot of peoples hves arora and Mars you Tank yo fr having us Store jrenesten) Prosentor ‘Aim: to develop an awareness and understanding of key aural receptive grammar Draw students’ attention to the examples given and explain that, although we normally think of some words as verbs (or nouns), we have to be careful when listening because many words can also work as nouns (or verbs). You might like to elicit other examples that students might know. Explain that students are going to listen to six sentences containing the words given and that for each sentence they should decide whether the word is being used as a verb or as a noun. Play the cassette, If necessary, repeat. Check the answers. Invite students to comment on what the words mean in the sentences they have heard, Tverb 2verb 3verb 4noun Snoun 6 verb Tapeseri ‘Shaler Don't forget to water tho plants evory ay wil you? lust ick up the receiver and phone her, wil ou? ‘send it to you or exalt? ell cant say it was 2 great read, but it was very informative 1 2 3 4 5 6 They cant drug the horse to make it oso before the race. es logs med 2 Health and Fitness VVARM-UF 1: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask them to match the pictures to the words provided. Then, ask students in pairs to discuss what the items are used for and to answer the question. Bring the class together to share ideas. Alternatively, do this as a whole class. crutches D, a sling B, plaster C, a syringe A 31[Qos and Don'ts ‘Aim: to develop an understanding of key exam skills Ask students, either individually or in pairs, to write ‘Do’ or ‘Don't’ to complete these statements about Speaking Parl 2. Brig Ue class together again to compare ideas. Alternatively, you may wish to do this as a class activity. 1Don't 4Do 7Do 10 Don't 2Don't 5Don't 8Do Tl Don't 3Don't 6Do 9 Don't [EyListen and tick Aim: to develop key discourse management skills Explain to students that they are going to hear two candidates doing Part 3 of the Speaking paper. Ask them to tick the words or phrases the candidates use, and at the same time to think about how well the candidates do. Play the cassette. If necessary, repeat. Check the answers. For the first candidate, students should tick all the boxes except the first and the last. For the second candidate, students should tick boxes 1, 2,3,5,7and 9. Tapescript [Discuss As a class, ask students to comment on the candidates’ performance in this short extract Play the cassette again if necessary. Accept any reasonable suggestions and comments Both candidates perform well on this part of the exam, although what we hear is only an extract from the whole discussion, They both justify their opinions well and structure their discourse using markers such as ‘and ‘also, ‘but’, etc. They both avoid very simple sentences and neither of them makes mistakes which interfere with ‘communication, authentic material [The one-minute game Aim: to develop fluency and discourse management skills Ask students to look at the list of jobs and check understanding. (A GP is a general practitioner, a dactor in general practice) Explain to students 32 that the game involves talking for one minute about one of the jobs without pausing and without saying anything illogical. The students should do the activity in pairs, following the instructions in the Students’ Book. Make sure that all students understand the instructions Encourage students to ignore mistakes in grammar and to avoid using very simple sentences. If they enjoy the activity, or if they are stopped at an early stage by their partner, allow them to repeat Using another job. (AListen and circle ‘Aim: to focus on discourse management strategies Explain to students that they are going to listen to candidates doing Part 4 of the Speaking paper. For each speaker, they should decide whether the statements they have been given are true or false and circle the appropriate letters. Play the cassette. If necessary, repeat. Check the answers. Invite students to comment on the candidates’ performance, Tapeseript - authentic material ‘Student 1 1 F (student mentions keeping ft, she does 2 Tistadent mentions two reasons: because and also for your pearance) 2 F (student mentions that i you are fit you look great, and also that you don't have 30 much wes Student 2 1 T(student tas about how to keep fit and eat healthy) 2. T (student tats about coing sport and also about balanced ceo! 3 F (ctuiont makes two suggestions ~ sport and det folowing @ sstuaent s 1 TiStudent says its very important and talks about everos, a balanced et etc! 2 T(Swudent mentions exevoise and a balanced cet) ks about exercise being good for your future, and wing @ beauitul body) [Match to make sense ‘Aim: to introduce key discourse management phrases Point out to students that these statements can be matched together using phrases that are useful to them in the Speaking paper. These phrases are all used to connect contrasting points. Ask students to match the statements so that they make logical sense. Check the answers. You might like students to do this activity in pairs Id 2c 3e 4b 5aListening ond Speaking (Make notes Aim: to prepare students for exam-style practice Explain to students that they are going to practise Part 4 of the Speaking paper. First of all, ask them to read the questions in exercise G and to make notes of their answers. When students have finished, you might like to briefly discuss the answers to check that all students have something to say in answer to each question. Accept any reasonable suggestions QEAsk and answer Aim: to practise skills through an exam-style exercise Ask students to now work in pairs, taking it in turns to ask and answer the questions in exercise G. Encourage them to use more complex sentences, to connect their ideas together and to use the phrases from exercise F to introduce contrasting points. Monitor the pairwork and bring the class back together for feedback. This activity could also be done as a whole class, although students should be encouraged to interact with each other as much as possible. NORD Aim: to develop key FC vocabulary Ask students to read the example sentences. Ask students if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for Homework. antibiotics 6 sling 2 consultant 7 work out 3 aerobics 8 NHS 4ward 9 plaster 5 in plaster 10 syringe M PRA E PEAKING PART ND 4 Exam know-how Aim: to provide students with key exam skills Ask students to read the exam know-how tip. Check understanding. Ask students if they have any questions about the tip. Skills 7 Bypart 3 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room, Follow the script on page 74, allowing three minutes for this Part. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class, or with pairs carrying out the task simultaneously. (part 4 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room. Alternatively, you may wish to carty out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Allow four minutes for this Part. Ask candidates some or all of the questions on page 75, encouraging them to communicate with each other as well as with you. Allow each candidate an equal amount of speaking time Teacher's Book Aim: to develop an awareness and under- standing of key oral productive grammar Draw students’ attention to the example sentences, Explain that ‘where’ can often be used in place of ‘preposition + which’ Ask students to read the sentences given and to complete the gaps using either ‘where’ or ‘which, Check the answers. 1 where (=from which) 4 where (zat which) 2 which 5 where (=in/on which) 3 which 6 which 1 3 Transport Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit, Ask students to discuss their answers to the questions in pairs. Monitor the pairwork and bring the class together again to compare ideas, You might like to do this as a class activity, eliciting the responses of different students. Encourage students to respond freely, speculating and developing their answers. 3334 (What's behind the words? i: to develop the skill of deducing meaning Explain to students that they are going to listen to four people talking about road safety. The first time they listen, in exercise A, they will hear four short extracts, Later (int exercise B) they will hear ‘the complete comments. Check that all students understand the meanings of the words in the multiple-choice options. Encourage students to choose the best answer for each question through just one listening. However, if you feel they need to hear each extract again, play the cassette twice. You may wish to check students’ answers for exercise A before moving on to exercise B. Encourage them to give reasons for their answers. Accept all logical, sensible reasons. Alternatively, move on to exercise B before checking their answers to both, allowing students to change their answers to A where necessary after they have listened to B. Speaker 1c, Speaker 2a, Speaker 3 a, Speaker 4a Tapese: ‘Speaker 1 Itgets worse every tine it rans and its starting to get really dongorous. Speaker 2 They come down here bocause they can get into the centre of mere quickly. Speaker 3 It'S just so dangerous for them in the streets where they can get knocked down, Speaker 4 seems to me that they don't have al the taring they need to Imeve eround town safely [2] Who’s to blame? Aim: to further develop the skill of deducing meaning You may wish to ask students to predict the answers before they listen to the cassette, Remind students that the comments they will listen to here contain the extracts in exercise A. Explain to students that the people who are to blame might not be mentioned explicitly in the extracts. Encourage students to choose the best answer for each speaker through just one listening. However, if you fee! they need to hear each comment twice, play the cassette twice. Move on to exercise C without revealing the answers IC 2A 3 4D Tapeseript ‘Speaker 1 Fees ree vey eine anit sari get ely ergs The readaure nase copy tedeny. Mera soryror and fin woned ta ers geng to comer is rd Stora gg ove cont at ane clo deh ies a oy tl pve cot anne turd ave 0 Taya He Sates morn mporant poles nn hey hae wie al e toads ard hare Bas boa he hs ro Wo yas ae Speaker 2 sy core through here because they can get into the cenire of town more quickly Ths cad wasn't built for that amount of trafic though it ony aaron: Tao i fesse area and tes ae ‘chide playing nthe street. Ono of those days there be a serious ‘dent but there are things that could be dana to preventive fo came and stop drivers wi are sp0edng but they soy theyre foo busy extning the rel crmminals They hat dont want te know Moy be sory ane dey. Speaker 3 just 80 dangerous fr them in the streets where they can get Knocked down. I sae thera trom my wind: They lay games the road and cars came racing around that comer without slowing One gri as ht last month. Luckily t wast serous, But they might not be 30 fortunate next to. Thay shouldnt be alloed to play ther, realy make sure my daughter whore | can keep my eye On her Speaker 4 It.seems fo me that shey don't havea the raining they need to move sround town safe AV the aivingwstucers do's hep them get "hough the test, ad who can tame them? WE, taken the tes, {and Know thai very easy You can't expect poop to be safe civers when al hoy have to do to pass is go round a couple of carers. Tay Phould invedueo nw v9 aver th nstale county £0 ake eS harder. That ney we might have people who ao beter drs, True or False? Aim: to check students’ comprehension Ask students to listen to the complete comments again and to decide whether the statements are true or false by circling the correct letter. 1T 2F 3F 4F ST 6F 7F 8F Tapescript Discuss Ask students to discuss their answers to exercises B and C (and, if you have not already discussed ‘them, exercise A) in pairs. Encourage students to give reasons for their answers, Bring the class together and make sure all students now agree ‘on the answers to exercises A, B and C. [5)Deduce the meaning Aim: to further develop the skill of deducing meaning Explain to students that they will hear three statements taken from an advert for a new form of transport, called the Solomobile. For each statement, they must choose the sentence which best expresses what we can deduce (ie. what we can work out but ate not told explicitly) about the Solomobile, lay ‘the cassette once for this exercise, Move on to ‘exercise F without revealing the answers.Listening and Speaking Ja 2a 3b Tapescript Statomont 2 Theres na need for uBly roads any more with the Solomebie, Statement 3 The Solomedie taking of around fist.in your steet 19 own ara! Le Listen and check 0 further develop the skill of deducing meaning Explain to students that they are going to listen now to the complete advertisement. As they listen, students should check their answers to exercise €, and make any changes necessary. Play the cassette once for this task. Go through the answers to exercise E, encouraging students to give reasons for their answers, Accept all logical, sensible reasons, the work, and you could be the Tapescript Soon, tafe jams wi be a thing afte past The Sobmobie tes you {20 IGM ove ther! Soon, you be eble to compietely forget about the cost of petal. The Soiamobie spy uses elect home to rechrge its bateres, Soon you be fee Sant, when you wants coming. and It tno most fon you con have around town! Ther Uy roads any more with the Salome, Seno stop onto your Solombro ard youllbe ited sx nenes into tai! The Solomebie eats above the round, ung you a smoother move comfortable ‘nd. Voth spec of up 10 fiteon klomenes or Nou yOu be tere The Solanobie stating off around tne word and you could be the fst your street 10 ono one? Now nts country fr to fs tne, the Solomatso wil ave you the eruyo! your nands Whether you reed to got sooo! bot al 0° you raed tbe a your dest botore your bons gos, tho Slomcbio il kao you one ‘Stop ahood of tho rest Cal 07326 SOLOMOBILE now for move ‘eta on how ou {]what’s being implied? 0 further develop the skill of deducing meaning Explain to students that they are now going to listen to the advertisement again. This time, they must decide whether the statements are True or False, Point out to students that the necessary information is not given explicitly in the advertisement, itis implied, i. suggested. Play the cassette once. After they have listened, move on to exercise H without revealing the answers, 1 27 37 4F ST 2 pat in the transport revolution, Tapescript Skil [Discuss Ask students to discuss their answers to exercise G in pairs. Encourage students to give reasons for their answers, Once they have agreed on the answers, ask students, still in pairs, to discuss what they think of the idea of the Solomobile. Bring the class together and make sure all students now agree on the answers to exercise G. You may also wish to discuss as a class whether the Solomobile is a good idea, and whether such a means of transport will ever exist in the future. Is 4 Teacher's Book [Listen and discuss ‘Aim: to help students develop their opinions Explain to students that they are going to listen to the advertisement one more time. While they listen, they should decide whether they agree or disagree with the statements given. Play the cassette while students decide on their opinions Give students the opportunity to discuss their opinions, either in pairs or as a whole class. Tapese: im: to develop key FC vocabulary ‘Ask students to read the example sentences. Ask them if they have any questions regarding unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework 1 coach 6 roadworks 2hydrofoil 7 diversion 3 toll 8 ferry 4 motorway 9 drink-driving Sbreakdown 10 council Note: You may wish to point out to students that ‘My car broke down yesterday’ and 1 broke down yesterday’ mean the same thing. Exam know-how to provide students with key exam skills Ask students to read the exam know-how tip. Check understanding. Ask students if they have any questions about the tip. 35BQpart 1 You may wish to check students’ understanding of the multiple-choice options before playing the cassette. Alternatively, you may wish to do this under ‘exam’ conditions. Remind students that they will hear each extract twice before going on to the next question. IC 2B 3B 4C 5B 6A 7B 8A Tapeseript. 1 It as the oldest coach you've ever s00n, | ould believe when the crwortumed up. He was very apologete, but na the only one avaiable, 3pparenty, Something fo do with his ‘manager making a double Booking. Atleast, tha’'s what he sack We ser of and there mas no ay conditioning. and ths was inthe imide of summer He opened the windows, but it dot hel. ft was 2 fong vay 23 wel I thought we were going fo get lost at ‘one point, butt was some kind af shortcut tat the diver had found an the map. Inthe end, we were half an hour ery Reposted) 2 In this fine of werk, you see, you have to be very careful because ou dealing with peoples ves every cay The public expsct to ‘be able to turn uo, get an the hycroto, or tery, Br whatover and set off Ifa lot more complcated than just buying 2 teket and jetting on, though, There ae safety checks and al kinds of ‘overwork to be done before we can give the okay fora captain to leave. 183 our responsibilty afer a, to ensure tat the peoole who como through hera get tne standord of service they want at an acceptable evel of nok. Repeated) 3 andit is the policies ofthis curent goverment which ae to blame. As withthe atemps co ler te speed int on motorways, the hime Minster has shown again that he just doesn't have the power 10 get thngs done, Uniess he can deal eiectvaly wth ths | ‘elatvely srple mater of proving enough spaces. he has nO hhape of tacking the wider prbiems of motorna. Kk poluton, CConsiracion has to start mmedlatelyacoss the country ard we Fave to start approung schomes for building areas underneath ety ‘cenies or we'l very qucly find ourselves .. Repeated) 4 Woman Oh, it sounds lovely! Liston’ ‘Lot our eispays of the story of the raihays take you back in tina to the ays of umury rains ‘Man ve always wanted to know move about that ea When are we supposed to be visting your mother? Woman _&7 . Fiey: What's today? Tuesday. Vile cous ave up ‘on Trursdoy moring. vist the museum in the ‘attomoan and stay overnight in hotel Then We ‘ould go on to Mathers an Friday moming, Man Mmm. Would tha give us enough time? Woman Well if we set off early enough, weil havea few ‘pours t0 look round the museum, ‘Man its rot tha. Ica’ leave until ton on Thursday. ts fue hours fo got thore, dont forget. Woman The way you dive itis. Four with me behind the wheel Don't wary If be fine. [Repeatod) 5 Sorry, but’ jst that... wel, 'va been trying for tan minutes and ‘cant seem ta, you know. the mann ents snoring rather ‘oudy and it makes it ery eitfcut for me to . i eould just rn ‘tup tien. 'éert mean you should cisturb hrm, or anything, But how he sleeps thrcugh i ise Ihave no idea bocause fit ‘was me tS ths part hare that doesnt seem to». maybe i be better no, tat cant be how «18 7 [Repeated 6 ‘Scandal on Rails it was ealed All about the prwatzation ofthe sai ingusty ana wnat 9 asastor T's boon Ihara was alt of _ocusations and finger pointing. Most of them seamed 19 {deserve it rom what know about the situation. Some incredte ‘Statistes, mast of them coming fom the government self st mention tho rocont accidents around London, though. That ‘would have been my frst question. Vihet are they gaing to do about thar? Sul bet mace 2 fw power pepe fel a bt luncemforsie,[Repested) 7 on, it's Roger. What noise?... Oh m on the tran, yes, that’s hight. Don’t be surprised #T isceoear into 2 tunnel Where are you? .. Well atleast you won't be disappearing, then, Listen, have you got the tazover figures with you? «nthe car? Olay. ston. Go and get them and call me back in ton monutes. We ‘eal need to go through them before I moet the manege's About another hour, | suppose... Olay Fl speak to you later Bye. (Reposted) 8 Woman Wl, realy! ‘Man Sory. | know its inconvenient but ita just asked! me land i's in the oposite cirection | s0@, So that's how highly you value our rend, ‘Man Look. Maybe | can get Joe! to give you a it. can't remeniber it he care in his ea oF not. Woman Thats by the by. If you Anew Pow to treat a ley, yout moe sure I got home safely ‘Man It's just impossible, and J do wish you wouldn't ely Woman Never mind | shall make alteratve arongoments Repeated Eypart 2 You may wish to ask students before they listen to guess what words or types of words fit in the gaps. Alternatively, you may wish to do this under ‘exam! conditions. Remind students that they wil hear the extract twice. 9 teacher 10 5/five times a/per week I dirty buses 12(the) cost 13 buses (are) on time 14 (monthly) bus pass 15 lots of tourists 16 long way from (the) centre 17 more jobs (locally) 18 environmental damage Note: 1 & 12 and 13 & 14 may be in either order Tapescript Interviewer Excuse me, Si do you have a moment? Man Viel yes, | suppose so, How longi it going to rake? Interviewer Justa couple of minutes t's about transport faites i {he local ree. Could | ask wht occupation youre mn? man Wiel was a computor programmer for neay fiteen years but lft 2 couple of yeas ago and retrained 3 2 teacher, s0 youll beter put that Interviewer Do you use pubic anspor, a all? Man Yes, as 2 matter of fact do Imerviewer Would that be every dy ess than thao times a week, or not even that often? Man Well, don’ have a car 01.30 roy on buses quite @ bit. here's tne itary inthe town centre and there's going shoopig. Ia say i's probably something ike five times 2 week, Interviewer Wout you say thove were any probloms with the routes you tae? Man [Now you mention it there are one or two things that could be heer Nobody wants to travel on diy ‘buses. and sometmes they look ike they haven't neon elaanad fe manne. And then there the cock Ie seems lke the fare goes up every couple of ‘months, for no goad feason Interviewer Aro thare any agpects ofthe service which you ‘believe work wal? Man You don't nant to be waiting fo t0 lang when you Ihave 10 get 10 work. The Buses are on time, whichis 2 big mprovement. nemember when you couldn't beListening and Speaking ‘510 wheter the 601 would tum up or not. The ‘monthly bus nass s another goed thing. I don't have to worry about change now because I can just buy my 2988 once 9 month and keep itn my wal Intorviower Now; | don't know if you've h ‘and de scheme wee thinking of seting uo). The deo that wets stop at rae cat parks on the (edge ofthe town and a special bus service takes thom into th town cere, Man ‘Sounds ike # good ides Interviewer Tio locations are bang considered forthe ca park Wich of those would you preter? Man Wel when you say the not, J suppase you mean in the area around Upton. That's lgeal frm ane pant ot iow bocause tere are los of tourists coming that tray. There might bea pratiem, though, with t being & lang way fom the contre, | cant see poopie w to spond half an hour on a bus 0.40 a bt of shepaing Interviewer And the stein the south? That would bo in the ‘verse aoa, Man You can see how it would help oca! development The people in that area have nesded semething far a Jong time. One postive pont tate would rooaDly create more, locally. The dovin sida is that the buling work would probatiy cause 9 lt of onuronmenta damage. Riverside @ beautiful area ‘and you" taking about building a great big carpark, rot 9 mention bus shetors and things like that. Intarviowor Thank you tor your si, Man Not at GRAMMAR FOCUS ‘Aim: to develop an awareness and understanding of key aural receptive grammar ‘Ask students to read the four sentences and circle the correct words. Check their answers and ask them to complete the rule. Check answers. Explain to students that they will hear five short statements, For each statement, they must decide whether the speaker saw or heard all or part of the action. You may wish to play the cassette twice for this task. first 2 sentences: part second 2 sentences: all rule: the -ing form; the bare infinitive Statement I:a Statement 2:b Statement 3:a Statement 4:b Statement 5: b Twas standing in a queue at the train stator tall he furmiest joke Ive heard fora nse. wn | beard this man Statement 2 1 saw Philppa arguing with Ben a the airport, so I supwose theyre having problems again Statement 3 egw the Suspect give the man the fake passport before he drove nay. Statement 4 "heer you teling Emma about the font. Did you mention me? Statement § Twas phoning o find out te train vines when sudieny I hess a ‘couple of people talking on another ine. Skills / Teacher's Book ; TE Fashion Aim: to encourage students to think about the unit topic Direct students’ attention to the photographs and the topic for the unit. Ask students to discuss their answers to the questions in pairs. Encourage them to give reasons for their opinions. Monitor the pairwork and bring the class together again to compare ideas. You might like to do this as a class activity, eliciting the responses of different students, Encourage students to respond freely, speculating and developing their answers, (Dos and Don'ts ‘Aim: to develop an understanding of key exam skills ‘Ask students, either individually or in pairs, to write ‘Do’ or ‘Don't’ to complete these statements about the Speaking paper. Bring the class together again to compare ideas. Alternatively, you may wish to do this as a class activity. 1Don't 4Do 7Do 10 Do 2Do 5Do 8 Don't 3 Don't 6Don't 9 Don't (jHow'’s it said? : to develap an awareness of stress and intonation Ask students to read the passage, underlining the syllables of the words in bold which they would stress if they were saying it. You may wish them to do this in pairs. When they have underlined all the syllables, move on to exercise C without revealing the answers. ‘Some people have to always have the latest CD player or watch the latest TV programme or play the latest video game. Personally, | think there are 2 couple of advantages and disadvantages to being fashionable. In my opinion, spending a lot of money in clothes shops or shoe shops is usually a waste of money. On the other hand, sometimes i's worth buying good quality. As far as I'm concerned, people should just be themselves and not worry too much about fashion, Anyway, that's what | think: 738 Drow students’ attention to the fact that ‘'m' and ‘my’ in the phrases ‘As far as mm concerned.” and “In my opinion.” are stressed more than the other words in those phrases. [SlListen and check Aim: to further develop an awareness of stress and intonation Explain to students that they will now hear the woman say the passage they have just read. As they listen, they should check their answers to exercise 8, and change their answers as appropriate. Encourage students to complete the task in just one listening. However, if you feel they need to hear the extract twice, play the cassette again. Give students time to compare their answers in pairs before checking their answers. Note: Tapescript ‘pe0pie should just be [what do you think? Aim: to develop the skill of using stress and intonation correctly Divide students into pairs. Ask pairs to take it in turns to ask and answer the questions. Encourage students to use the phrases from exercise B in their answers, and to pay careful attention to stressing them correctly. Monitor the pairwork and provide feedback Which have the same sound? Aim: to develop an awareness of vowel sounds Explain that two of the words in each line have the same vowel sound. Ask students to circle the two words, with them saying the words aloud to help them as they do so. Bring the class together to discuss their choices. Allow students to check their answers by listening to the words on the cassette. 1 heard/word 2 flood/shut 3 wear/where Aterm/firm: 5 fur/fir 6 flares/parents T occur/appear word fame fam 6 lores hs star 7 occur ‘por large Find the silent letters Aim: to further develop an awareness of pronunciation ‘Ask students to find and underline the letters in each sentence which are not pronounced. When students have finished, move on to exercise G without revealing the answers. 1 in ‘fasten’ (also allow the ‘c’ in jacket’) 2p’ in ‘pneumonia’ (allow the ‘in fashionable’) 3° in foreign’ 4 in ‘climb! 5:'n’ in ‘autumn’ (also allow the ‘i’in ‘fashion’) 6°b’ in ‘combing’ (allow the ‘i’ in fashionable’) [E]listen and check © further develop an awareness of pronunciation Explain to students that they will now hear people saying the sentences. As they listen, they should check their answers to exercise F and make any appropriate changes. You may wish to play the cassette twice for this task. Allow some time for them to discuss their answers with their partner before going through the answers with them. Tapescript 1 Fee just got this new jacket and cant fasion i 2 Fkrow it’ fs! wb, but ifyou wear that top you'l catch 3 Forogn clothes akxays soem to be 50 much better made, 4 The shop assistant had to climb a ladder to get the pir of shoes Tnentod. 5 realy ooking forward to the autumn fashions coming out 6 Tasry has started coming his har in 2 more fashionable style. [put it all together Aim: to further develop correct pronunciation, stress and intonation. Ask students in pairs to read the sentences to each other. The student in each pair not speaking should listen carefully to check for correct pronunciation and provide feedback where necessary. Monitor the pairwork, Bring the class together and ask several or all of the students to say the sentences to the whole class. Ask students to listen to the sentences ‘on the cassette and ask them to compare what they hear with the sentences they produced.Listening and Speaki Tapescript 1 As far asm concerned, folowing foreign fas datvaniages and csadvaniages 2 My parents will be annoyed that eft my CD player in the clothes shoe 3 Inevy opinion, its not far t0 animals i people wear fur 4 Anyway, wat were you ident occured? 10 come you aring when the 5 On the other han, it you shave, you don't have beard, [Practise the tongue- twisters 1: to give students a fun way to practise their pronunciation Explain to students that tongue-twisters are sentences in English that even native speakers have problems saying quickly. Get students to say the sentences slowly and clearly at first, then. gradually increase the speed. Students should find it fun as they struggle with the sentences. Expect a little noise and relaxation. VVORDPEF ‘Aim: to develop key FC vocabulary ‘Ask students to read the example sentences. Ask students if they have any questions regarding, unknown vocabulary. Then ask students to write the words in bold in the gaps in the sentences below. You may wish to assign this task for homework. 1 disguise 6 checked 2peer pressure 7 dress up 3 put on 8 outfit 4fad 9 out of date 5 striped 10 cool Aim: to provide students with key exam skills Ask students to read the exam know-how tip, Check understanding, Ask students if they have any questions about the tip. E§parti ‘You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class, The students listening can provide feedback at the end of the Part. Allow three minutes for this Part. Teacher's Book meting about you, 20m going ‘questions about yourselves ‘Ask Candidate A one or more of the questions on page 86. ‘Ask Candidate B one or more of the questions from the list. You may wish to ask them the same questions as Candidate A, or different questions. Alternate between the candidates for three minutes, giving both candidates an equal opportunity to speak ‘One other alternative is to divide students into groups of three for this task, with one student, playing the role of the examiner, following the text in the students’ book (Ejpart 2 You may wish to do this under ‘exam’ conditions with the two students being interviewed in a separate room. Alternatively, you may wish to carry out the task with the pairs being listened to by the other students in the class. The students listening can provide feedback at the end of the Part. Follow the script below: Examiner: Now, 'm going t0 give each of you ovo ferent photogranhs. Id ike you both to show each other your petures and then talk about them You each have only ene minuto fortis, 0 dont ony if interypryou. Cancidato A, here aro your tno pictures, Plsase lot Candidate see them They ‘are both connected to clothes and fshion, Cancisato Bilge you your pictures ma minute. Carciate A Tisike you te comoare and contrast these pictues saying what aspects ofthe world of fashion they sho. Remember, you only have one minute Al right? (ane Tank you Cae 8. woutyou Ke 9008 fashion show? (Candidate 8: approximately 20 seconds) ate A approximately 1 minute Examiner: Examiner: Thank you. Now, Candidate B,hera ae your pictures. Pease lot Cancidato A soo thom. Thoy show diforent Jetonons. 10 ke you to compare and eortat thom saying which style of ktohon you woud preter to have i your home. Remember you only have one rmunute ight? (Canciate 8: approximately 1 mite) Examiner: Thank you Candidate A, would you Ike te have a fashionable kitchen at home? (Candidate A: approximately 20 seconds) Examiner: Thark you One other alternative is to divide students into groups of three for this task, with one student playing the role of the examiner, following the text in the students’ book. 3940 Aim: to develop an awareness and understanding of key aural receptive grammar Ask students to read the example sentences and pay particular attention to which verbs are made negative. Point out to students that these grammatical patterns are very useful for the Speaking paper. Ask students to use the prompts to make natural

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