fon NO RAYAR LIBRO Spotlight Om FG Jon Naunton with John Hughes Teacher's Book BIBLIOTECA - UCBC iase Spotlight * on FCE Jon Naunton with John Hughes Teacher's Book 14400 o%o HEINLE "eS CENGAGE Learning” ‘Rostra Bra = apa Korea ve» pain United Kingdom + Une tates: « % HEINLE CENGAGE Learning” ‘Spotlight on FCE Teacher's Book {Jon Naunton with john Hughes Publisher: Bryan Fletcher Development Editor: Amanda Cole Project Manager: Howard Middle Content Project Editor: Natalie Grifith Art Editor: Amanda Cole ‘Manufacturing Buyer: Maeve Healy ‘Marketing Manager: Marcin Wojtynski Text Designer: Echelon Design ‘Compositor: Echelon Design and Parkwood Composition Service, Inc. Cover Designer: Co Studio lustrator: Michael Perrin ‘Audio: Martin Wiliamson, Prolingua Productions Printer: Canale Printed in Italy 1234567891011 1009 (© 2009 Heinle, Cengage Learning ALL RIGHTSRESERVED. No part of this work covered the copy maybe repre toned sted ot edn any form ory ay ene pape ctetonsormechaea nung ut tiie ptocoyng ee ig scnig.dptalsing png eb Sstibuton mfmston eto | information storage and retrieval systems, except as permitted under Section | rarer the oe unted Sater opr fe mute pt ten | persion othe pisher For permission to use mate from this texto product, submit al requests onlin at cengage.com/permissions Further permissions questions can be emailed to Permissionrequest@cengage.com ISBN: 978-1-4240-1680-8 Heinle High Holborn House, 50-51 Bedford Row London WCIR ALR Cengage Learning isa leading provider of customized learning solutions with ‘office locations around the globe, including Singapore, the United Kingdom, ‘Australia, Mexico, Brazil and Japan. Locate our local office at International.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd Visit Heinle online at http://elt-heinle.com Visit our corporate website at www.cengage.comSpotlight on First Certificate Map of the book Revised exam vs. old exam . Introduction Breakdown of the exam. Pre-FCE quiz Unit 1 Unit 2. Unit 3, Unit 4. Unit 5. ‘Unit 6. ‘Unit 7 Unit 8. ‘Unit 9. Unit 10 ‘Unit 11 Unit 12 Unit 13 ‘Unit 14 Unit 15 Unit 16 Post-FCE quiz Grammar reference key Exam booster key. Spotlight on teaching Video worksheets. Worksheets key and commentary. 14 24 35 Al .. 58 69 11 85 95 104 14 125 134 146 156 166 167 174 183 184 190Vv Stet Unit 1 + Paie and group work Friends and family + Opening up + "Back-chaining’ + Word definitions Unit 2 ‘+ Pronunciation Jobs and + Demonstrating activities work Unit 3 + Managing discussion in groups Sport and leisure Unit 4 + The diference between transitive ‘Nature and ‘and intransitive verbs animals . + Negative checking Unit + Pre-teaching vocabulary + Teaching monolingualifferent nationalities + Pronunciation: phrasal verbs + Concept questions + Writing as a process + Clarifying tense with timelines + Showing interest Unit 8 Crime and social =" Monolingual dictionaries BOOK MAP Pron ‘Soap Operas Raleigh international Eccentric sports A dog's fe? Mecall Smith and Mma Ramotswe Dream holidays Chinese inventions The history ofthe police ey State and dynamic verbs Keeping a vocabulary notebook ‘Conversation Ustening for general meaning Finding key words Compulsory letter Suffines Rules for comparing ‘Multiple-choice doze ‘Multiple matching Tworway conversation Verb + noun colocations ‘Multiple matching Gapped text Sentence completion Individual long turn’ Adjectives + prepositions Word formation Useful expressions for describing photographs Multiple choice Verbs of manner Sequencing Gradable and non-gradable adjecives Handling multiple choice questions Particles and meaning in phrasal verbs Scanning Report writing Ustening Verbs followed by the gerund or the infinitive Exchanging ideas, expressing and justifying opinions Defining and non-defining relative causes tnformality and formality in relative clauses Active listening‘Grammar: Phrasal verbs in context Speaking: correcting errors Lstening: inventing more choices Useful expressions: sentence correction Key word: phrases using look Writing: comprehension questions Key word extension: phrases sing thing Listening: ‘who says questions Key word extension: phrases using to Getting started: punishment expressions ‘Vocabulary: example sentences Pelmanism ‘The Hacienda Club Find me a Nanny! In or Out? Balloon debate Information gap: The oxgin of two sports ‘A new spor Matching items: Sports equipment Phrasal verbs jigsaw Introductory expressions Letter writing: Pet problems Word search Picture composition: = But who ate the cake? Harvey gets what he deserves Cued-alogue Boardgame: Introducing your town Talk show (student A and 8) My FCE robot Who inthe dass..2 Debating society - 8 Comes FY i Sie, DEBATING sociETYvi a er * In the news The Baily REVENGE Unit 14 Fashion Unit 15, Now traditions BOOK MAP Pets Contradictory opinions Pronunciation Pronunciation Structures and functions Feedback on pronunciation ‘writing an essay CChecking pronunciation Punctuation errors Constructing have something done Preeading activiy Postreading activity Using prompts ere) + Super size me + History of competitive eating + Crop circles + Loch Ness monster + Money + How the weather affects humans +The history of weather forecasting + Paparazzi + Hair extensions + School uniform + Art forgery +The English Civil War + Festivals + sland utopias ey Used t0 or would Phrasal verbs and their different meanings “Multiple matching Gapped text Order of acjectves Individual ‘ong turn’ Avoiding too many adjectives Sentence completion Identifying the speaker's purpose Mixed conditionals Ustening Contrast and concession Activating your knowledge Reporting spoken English Spidesgrams Suggest Sentence completion Paper 1, part 1 Homophones Word connotations “Global reading question Different meanings of phrasal verbs Cleft sentences ‘The Speaking testReading: stereotypes Speaking: describing photographs txam practice: describing an object Key word: phrases using seem Vocabulary: spidergram Reading: synonyms Getting started: paraphrasing idioms Vocabulary: new ‘news! pairs Grammar reporting on local events Photocopiabe: Reporting the Reading: short texts Speaking: topic cards Key word: vocabulary dary ‘additions Getting started: introducing artwork Key word: phrases using mind Writing: muli-national reviews Vocabulary: negotiation Topic discussion: the future iting: Bxam practice Speaking: offering advice Pree Phrasal vers: Take that! Cooking instructions: Recipe for success Dinner party through the ages ‘What's in Granny’s attic? ‘Archaeology roleplay: Lost world Dealmakers Le after debt Weather idtoms Role pla: Winds of change ‘The Daly FE Reporting the news Picture composition: Fashion victims Chat show Just a minute! Vocabulary cards Do you hear what | see? Drawing picture dictation Do you see what | see? Taking picture dictation Arranging rooms My sland world Post FCE quiz through the Ages viWhat are the differen if you've taught FCE before, then you are probably wondering ferences what the differences between the old and revised exam are. between the old exam and the ‘There are still five papers, but overall the exam has been reduced = in length. A question type has been lost from each of Paper 1 revised exam? (Reading) and Paper 3 (Use of English). The number of questions in each part may be slighty differen, but essentially there are few differences between the old and the new exam, BUCS Ct to) (Set) @ Paper One: Reading (1 hour ‘Thour 15 minutes + Part 1 Multiple choice (8 questions) + Thare are som thee rather than four parts + Part 2 Gapped text sentences (7 questions) Gestion’, + Part 3 Multiplematching (15 questions) + The matehing exerci share candidates matched heading to eareraghs has sacar © Paper Two: Writing (1 hour 20 minutes) 1 hour 30 minutes + Part 1 Compulsory leter or email (120-150 words) + Stadents nom cite til + Part 2 One question from four ~ Non-transactinal letter, 1 The werd length for Part | is now shorter. report, essay, review, story (110-180 words) Question 5 Students can non write “Ravn in Part 2, bbased on set text. © Paper Three: Use of English (4s minutes) ‘hour 15 minutes ‘= Part 1 Multiple choice lexical cloze (12 questions) + The wmiber of questions have been reduced in + Part 2 Open cloze (12 questions) vit find 4 ‘+ Part 3 Word formation (10 questions) + Od part £, sentence correction, where + Part 4 Key word transformations (@ questions) dents ientad an extra and vestry word hat disapeared. Q Paper Four: Listening (approximately 40 minutes) 40 minutes (approximately) + Part 1A series of eight short unrelated extracts from 1 Ths payer if machen, homer the ot monologues or exchanges between interacting speakers, “who said what’ format of part 4 has There is ne multiple choice question per extrac. isarenre '* Part 2 A monologue or text involving speakers. Sentence + Enphasis has been placed more on ‘completion (10 questions). candidate's vaderstanding of attitude and + Part 3 Five short unrelated monologues. Multiple matching (5 exe questions). ‘+ Part 4 A monologue or text involving interacting speakers. ‘Multiple choice questions (7 questions). © Paper Five: Speaking (14 minutes) 14 minutes * Part A conversation between interlocutor and each + The ony change ig that there are ne candidate (spoken questions). written prompts with the photos and + Part 2 An individual Yong tur’ for each candidate, with pictures Parts 2 ard 3 ich stents brief respons from the second candidate (visual and written Wen when eating ‘stimuli, with spoken instructions). ‘+ Part 3 A two-conversation between the candidates (visual ‘and written stimuli, with spoken instructions). ‘+ Part 4 A discussion on topics related to Part 3 (spoken questions). vinWhat will I find in this teacher’s book? In this introduction you will find an overview of the exam, key differences between the old and new version, and some remarks about the differences between general English teaching and teaching exam classes. In the main body of this teacher's book you will ind notes and {uidance for each unit with an easy access answer key at the end The notes often contain suggestions for alternative approaches and ideas and for handling pronunciation. Teaching tips figure in earlier units, but receive less emphasis as the course progresses and students are exposed to more and more examination-style practice. There are also tapescripts of al the listening passages. Lastly, each unit has atleast two pages of photocopiable material ‘The first page usually practises the vocabulary that has appeared the unit through a game or puzzle. The second page generally has an activity that provides the kind of freer speaking practice more ‘common to general English classes. Why do students do the exam? Cambridge First Certificate is an internationally recognised ualfication that has been a benchmark of achievement for many decades. Indeed, itis not unusual to find several generations of the same family who have all studied for and taken this exam! Students are attracted to it because it validates their knowledge. and is an untarnished gold standard of competence that i. recognised by employers and educational institutions around the World. It proves that the holder has a solid knowledge of grammar and vocabulary, and a corresponding level of ability across the Skills It aso offers the promise that the successful student will hhave a reasonable level of communicative competence in most, everyday situations. In today’s terms, it is considered a B2 level by the council of Europe. What does FCE show? Students who have successfully followed a First Certificate preparation course will finish with a useful and very solid knowledge ‘of grammar, vocabulary and skil. It proves that students have ‘achieved a useful level of competence and can end there. For others, it can act as an extremely solid foundation on which their more advanced studies can be based. Students with a good pass, pass A ‘oF B, might consider for instance embarking on a CAE programme. Introduction What do students need to pass First Certificate? To pass, students need: + adequate language knowledge +a clear understanding of how the exam works and how they will be tested + skill practice + exam skills + regular and extensive practice of all the question types. What's in a nam We chose Spotlight on FCE as the name for our course because \we believe in the importance of focusing and shedding light on the language and skill students need for success. We believe ‘that for students to do well, they need precise information about language. We also wanted to emphasise important information ‘about the exam, as we believe that students should know the exam format well ‘The spotlights throughout the course give these ares prominence by focusing on key areas of language and ‘kil development, ‘They daw the student’ attention to what beng tested and ilinate _ problem areas suchas how to sequence ideas, howto make contrasts, ands on. They give authoritative and use advice on gamma, and ils tats then practised Exam spotights re "particulary useful for teaching students about the nature of ‘and examination technique, They may help earners avoid common pitfalls and traps. : How does Spotlight help? ‘Spotlight helps by being thorough and challenging. It contains @ lot of material and information and is not *FCE-lite’. Spotlight helps with language by systematically revising and extending the main structures and language areas of English, and by teaching the additional structures that are often tested in the exam. There isa {ull First Certificate Grammar Reference and practice exercises at the back of the course book. Vocabulary is aso prioritised. This is because we believe that students who wish to excel need as wide ‘a vocabulary as possible. As well as dealing with lexical sets of ‘topic vocabulary and phrasal verbs, Spotlight also focuses on a ‘key ‘word! in each unit. These are high frequency words notable for ‘the phrases and expressions that are built around them and their collocation with other words.2 To the new teacher: how is teaching an exam class different from general English? H you haven't taught a First Certificate class before, itis probably best to think of it as an upper intermediate plus examination. A public examination inevitably affects the teaching that precedes it—this is known as the ‘backwash effect’. The good news is that teaching for FCE doesn’t require too many compromises. Indeed, its backwash effect’ by and large benefits what happens in clas. ‘Teachers who are new to exam teaching often ask how they need ‘to change their teaching style and approach from general English clases. We need to consider the following points: + the emphasis of a First Certificate class * the content and balance of what we teach = the way we teach and the demands that we place on our students Quite rightly, general English classes often focus on developing students’ fluency and confidence and developing their overall ‘communicative competence; that is, maximising successful communicative outcomes from what they know. In general English classes, teachers may prize fluency and spontaneity over accuracy and reflection, na general English class there is always the ‘temptation to allow speaking and discussion activities to run on as long as they need. In FCE classes we need to be much more vigilant and disciplined about our use of time. Who are our students? Itis difficult to generalise about learners. Most people are a rich mix of differences and contradictions. The starting level of students will depend on their previous learning experience and individual differences, Students who have studied in a traditional ‘educational system with an emphasis on grammar, reading and ‘writing will often be stronger at these skills than at speaking. They may be more ‘bookish’ and academic. Speaking (in general) and communicative competence may be relatively weak. Conversely, learners who have acquired English from living in an English speaking community, or who have studied in institutions where fluency and communicative competence are favoured over accuracy, may often be weaker at writing and formal grammar. In either case, the more extrovert and less self-conscious students are, the better communicators they appear to be, atleast superficially What do students need? To their good intermediate, or upper intermediate grammar, students need to add the grammar and vocabulary that are often tested in the Fist Certificate examination. This should be balanced across the four skilsof listening, speaking, reading and writing. Be warned: students often have a frighteningly poor level of written English. Finally, successful candidates will need total familiarity with all the aspects of the examination coupled with good exam technique. fiona a A few tips: “Be strict about time keping and disciplined about how cassroom ‘time i spent. Don't allow speaking activites or dscussion to drag on. + Sethomework aftr every lesson. Contact parents fit isnot done. Set atleast one piece of writing a week, and make sure itis orected + Encourage students tobe aware oftheir problems and to keep 2 cord oftheir mistakes. ‘© Organise a full mock examination two thirds/three quarters through ‘the course, Make sure that thsi carried out following exam conditions. Give students individual tutorials teling them what they need to focus on. ‘Use alt of simulations ofthe Speaking Paper, a students often ind this the most stressful part ofthe exam, {As the exam approaches, be more and mote strict about respecting time limits and doing more work under examination conditions. Check ‘out students tng by getting them to produce a piece of writing straightaway. Writing isthe Cinderela sil ~ much ignored in general English classes, am always shocked by how poor students’ written work is atthe beginning ofa FCE programme. (overall) Can maintain conversation on quite a wide range of topics. SocilTowrst Cana for further explanation ands key to understand the answer. ‘Can converse well i Work Can ask fr factual information + understand the answer Can express own opinion + present arguments (ta limited extent) study ‘Can answer preicable/factual questions. Can check that instructions are understood. INTRODUCTION Can make notes wile someones taking + writea eter with urusual requests, Can red and understand texts quickly for meaninglinfrmatin. Can express opinions +-justy those opinions. an understand genera meaning and majority ofconent letters. ‘Canwitasimple report using evaluation, vice and 30 on) Can make simple notes containing essence of information needed. Can present arguments using inited range of vocabulary and grammatical expressions. leThe First Certificate Examination: Paper by Paper @ Paper One: Reading This is divided into three pars. Part 1 has along text with multiple choice questions. “Answering text-based multiple choice questions often appears, to have little to do with truly understanding the text for what, itis or the mestages the writer wishes to transmit tough it. Tis is why Spotighe always begins with questions that help the student obtain a general understanding and appreciation ofthe text before becoming engaged in examstye practice. Students are made aware of how the multiple choice question works and are given tips on how to deal with it Part 2is a text with gap. Students match missing sentences to gaps, although there i always one extra and unnecessary sentence. in order to answer this part well, students need tobe aware of how cohesion is achieved in texts through the use of references, pronouns, excl replacement and s0 on. Spotlight helps by highlighting what is required, sowing how references help to hold a text together ~ and by providing alot of practice of this question type. Part 3 consist of four shorter texts where students have to match statements to the text concerned. This mostly practies the reading sil of scanning for information, although the questions themselves often rely on paraphrasing the relevant part of the text in question. Again, Spotlight provides ample opportunity to practise this question type throughout the cours. © Paper Two: Writing This is dvided into two parts. Part tis a compulsory leter or email. isi based around a task such as responding to another piece of writing (like alter, emai, advertisement, etc) Here the students have to write a reply careful, taking into account the notes and annotations that accompany the task Tere isa word limit of 120-150 words for this. art 2 sa longer writen piece. Students have to write an answer to one question only The choices include a nontransactional letter, a report, review, essay, story and a question on each ofthe set books Spotlight helps by providing a thorough and extensive wing programme that includes: + Model compositions and analysis fr each question type (except for the set book) + Teaching writing sub-sklls eg. linking clauses, contrasting ‘ideas and sequencing; + Helping withthe writing process, such as gathering ideas, planning, drafting and execution; + Proving plenty of opportunities for writing © Paper Three: Use of English Tiss lvided into four parts Part 1 Multiple choice lexical cloze (12 questions) Part 2 Open cloze (12 questions). Part 3 Word formation (10 question) Part 4 Key word transformations (8 questions) Spotlight helps because embedded in every unit there is the vocabulary and grammar that will help learners with these question types. Spotlight provides a resource of linguistically rich and roughly tuned input that gives learners a broad exposure to language. The end of each unit carries a dedicated review and, Use of English section to practise each question type. @ Paper Four: Listening This is divided into four parts Part 1 is series of eight extracts from unrelated monologues or ‘exchanges between interacting speakers. There is one multiple choice question per extract. Part 2is a monologue or text involving interacting speakers. There isa sentence completion task with ten questions Part 3is ive short unrelated monologues, with five multiple- matching questions. Part 4 isa monologue of text involving interacting speakers, with seven multiple choice questions, Spotlight treats listening as an holistic skill and does not focus on listening sub-skills that are often treated at lower levels. Instead Spotlight provides natural and challenging listening passages ‘that replicate the level and nature of the examination. There is 2 variety of accents and the material is delivered at normal speed 50 Includes features of natural and connected speech. However, Unlike the exam where subject matter is varied and random, all ‘the listening passages are on the unit theme. Further, Spotlight always has a more overall and general treatment the first time passages are heard. This bridges the gap between general English teaching and examination teaching. © Paper Five: Speaking Due to its peculiar format, the Speaking Paper often seems to pose the most problems for inexperienced teachers. Candidates take the exam in pairs. There are two examiners. Oe examiner sts, listens and asesses, the second, the ‘interlocutor, asks the Questions and ‘animates'the session, Remember that a candidate takes this paper in pais (that i, with another student). However, each i assessed on solely his or her performance. The Speaking Paper is tightly organised and follows the following structure: Part 1 The interlocutor gets to know each candidate in turn ‘king them questions. Part 2 Candidates take it in turns to compare two photographs based around a written prompt. Part 3 interactive tsk: candidates work together to solve a problem or make choices based around visual prompts. Part 4 The interlocutor asks each candidate followup questions based on and around the task Even though the whole procedure may appear contrived and unnatural, it does provide a real opportunity for candidates to show what they can do, While nobody could pretend that it reflects 2 natural, everyday use of English iti broader in scope than a straightforward one-to-one interview. The interlocutor system allows the second examiner to concentrate fully on listening to ‘the candidates while marking them against detailed criteria. This all helps to make the examination as fair and as ‘objective’ as, possible.How much do you know about the FCE? Answer the following questions by choosing A, B, or C. Q wir oesrce sandr 1 Fest ceticat Examination 3 Fst ceeateln tgs chert mE © wn site sth ceicate on? ANatrematcs Freeh eengih © tow mary papers ae therein deean? Five BFour cThree © wer sis doth enna A teat, wing andtseing Reading. writing and speaking Reading, tig string and speaking © wit tn sansa test Ath ayn Engh Bh ait to cammuntate a Egsh Ce ability owe nEgsh O werstgeri arco er atoeeet BTo gain employment CTopassthetime © sirce papesare norte samen at Aine © wintisroner2? ‘Reading a iit @ ew may ato do sou bart srower ier prt 2 Alot tem Bien ofthe one of them © svegadeoatn aes ‘ 30 habe. © ferns tese yer ite Cminentiered? nonce twee erwin PHOTOCOPIABLE 1.0 © tow ary parts arin themeadng pape one BIwo cThree © A rutin oie qvesion means The answer ssupped 1 The answer srt suplied There are no questions In which of the papers do you have a partner? AThe writing paper B The listening paper {¢The speaking paper © conyoucrose todo thinning recaiarmer Yes Sometimes No © seating stout aye conectin the Ue of Eglsn oper False BTue How many parts are in the Listening Paper? ‘One Bren CFour @ vourrce das snoutbe ots of in nd no work Lots hard werk and no fon {4 good mix of fun nd werk Congratulations! You've now completed the Pre-FCE Quiz. Good luck with the rest of your course! (© 2009 Heinle, apart of Cengage LearningBefore you begin I you are starting your class with an entirely new group, you may want to begin by ‘breaking the ice’ and using different types of warm-up activity 1. Ask students to line up in alphabetical order. To do this they will have to ask each other's names. 2 Goround the class: ask the first person's name and something that is interesting about them. The next person has to remember about the first person, and then add their own information, the third person the first two and so on. Hi, T'm Marcello and 1 am in tthe school basketball team, OK. Erm, he’s Marcello and he's ‘in the school basketball team. Her name's Saskia and she has got three dogs. Me, my name is Roberta and I am planning to study in the States... etc. Topic: Friends and family ‘At the FCE level, @ learner should be able to talk about ‘everyday lif’; o use appropriate communicative strategies in a variety of social situations. Talking about their relationships with friends and family membersis also an excellent way to ‘make learners feel at ease. Unit 1 Wordli acquaint/acquaintance fiancé(e) assist/help friendly friendship boyfriend friendly relationship break up with get back together close/closeness get on with cousins go along with difficutt/difficulties go out with fall out Friends and family gossip relatives half-brother request/ask for hit it off require/want inform/tell research/researcher let down siblings look after sisters-in-law look up to spouse make up stand by. mother-in-law step-sister offspring strong relationship personal/person/personality strong/strength put up with take after ran into twin receive/get unavailable/busy relation/relationship verify/check Getting started ‘Aim: To generate interest in the topic of the unit; to assess how good students are at answering personal questions. Tell the class that in the introductory part of the Speaking Paper, the examiner will sk general questions such as these to find out about the candidate. Students may ask when We use lke to dolike doing, Tell them that ike to do is used more to describe habits; like doing is more for preferences. Students then report back to the class as a whole with the results of their questions. Insist on correctness. Perea nayses Pair and group work Pair and group work allows students to maximise their participation and the amount of time they can practise their English. It also allows the teacher to gauge the strengths ‘and weaknesses of individual students, as well as the overall level ofthe class. Make a note of particularly wel formulated answets, and any obvious mistakes, We need to recognise that some students may be unfamiliar with working in pais ‘oF groups. They may be more familia and comfortable with ‘a teacher-centred approach. This may be typical ofthe way they have already studied English and other subjects, or of education within their culture. Explain that working in pairs (or groups allows them to maximise the amount they can participate and practise ther English,Reading: family soap operas Key word: like © PEs ce Dictionary meanin: ‘Asoap opera, of soap, is a TV or radjo series about the everyday 1_—_—Expressing similarity lives of people. This strange name has its origins in the early 2 _ Expressing preferences and wishes days of TV in the US. Soap manufacturers who wanted to target US housewives sponsored these programmes. They advertised their products during the frequent commercial breaks. “This exercise compares like as a verb with like as a preposition with a similar meaning to as. ‘Synonyms: admire, appreciate, enjoy (verb); ali comparable, similar (prepositions). Generate interest in the text the students are about to read: Antonyms: dislike, mind (verb). 1 Conduct a quick survey to find out how many hours of TV students watch each day. Grammar: present tenses 2 Asaclass, ask about the viewing habits of students ‘and their favourite programmes. Check that students understand ‘soap opera’. Lead a brief conversation about 1 _If your students need to review these tenses, refer to soaps. Common themes in all kinds of soaps are family Section 12.4 of the Grammar Reference before answering relationships, infidelity and jealousy. it’s safe to say that these questions. very few soaps reflect real life, even those that pretend Present simple and present continuous to deal with the lives of ordinary people. Soaps that deal 7 _‘Usten as your students work together and create sentences with the lives of rich oil barons or celebrities are more lasing she present continlious andthe simple present: ‘obviously pure fantasy. Soaps are often used to discuss 3 Students work in pairs and correct the passage where hot topics. necessary. ESS Be GRawan Porch | Opening up State and dynamic verbs Sometimes a good Read through the grammar spotlight box on state verbs. way of getting Remember that state verbs usually occur in the simple form students to open up in all tenses. That is, state verbs are not usually used in and say something continuous forms, ‘States’ occur in categories such as: about themselves, is * feelings ie, ove, ec): : to be open oneself. '® thinking/believing (think, understand, etc); i ‘© wants and preferences (prefer, want, etc); a * perception andthe senses (hear see et); ( 3. Thisexercise encourages a fairly rapid read through of. + being/seeming/havng/owning appea, seem, belong, own ee). the passages, Students discuss preferences in pairs and Remember that some verbs that we usually use statively can groups. be used in the continuous with achange in meaning. For example, what do you think about capital punishment? = 4 Students read the texts more carefully and answer the what goin Wont questions. Seta five minute time limit sac a | Vocabulary: family connections 1. Introduce exercise. Teach concept of ‘odd one out’ Speaking: asking questions Something which isthe ‘odd one out’ doesn't belong in a group. In the following example, ‘cow’ is obviously the a ‘odd one out’ because the other items are fruit. Example: apple, banana, cow, orange. Conversation (Paper 5, par 1) 2 sd a 2. Students describe a family they know well. Listen in, and bite beets ae meena, cay fom il check that the students are using the vocabulary they have covered in the previous exercise. "Getting Started’ section. Tell students that if they can make ‘a good beginning with this first part ofthe exam, they will ‘rate an extremely favourable impression on unit @6 0 spot the errors. Play Listening 11 through and ask students to make a note of any errors. Alternatively, ask ‘them to shout ‘Stop!’ each time they hear an error and correct it there and then. Listening: talking about people ‘Aim: To assess how good students are at listening for general information as well as detail SZ d onthe recording, so that lly through them. The testi Seen For example: What i are clear that there Fencounter with this part, © checking ‘Listening 1.2" answers: You can simply give students the correct answers or else you can ask them to ‘self check’ by listening to the recording again and discussing their answers, or by asking them to check their answers against the tapescript. OF course, where necessary you may need to arbitrate and provide explanations. Vocabulary: describing relationships Phrasal verbs ‘This section focuses on a set of phrasal verbs on the topic of. relationships. Understanding words that are linked: Its important that students are able to identify and recognise when two words run together in connected speech. This exercise focuses on phrasal verbs where the stem ends with a consonant and the particle begins with a vowel. This linking, or liaison is an important feature of connected speech. The phrasal verbs most likely to sound like one word are: run into; put up with; fall out; break up; look after; and get on with. in Ere “Back-chaining’ Some nationalities may have acquired the habit of puting a Ph! sound before the vowel of the particle. For example: ‘break hup’; not ‘brea - kup’ ‘You can help them over this obstacle by Ariling the phrase from the back f a vocabuarynotebodhl is. This i an area that soften tested Use of English Paper, where thestem missing, Phrasal verbs may as in the Key word transformat : ivetaare ae po 2. Definitions of phrasal verbs: Make up with: reconcile with someone, ‘Take after: resemble someone in appearance, behaviour or character. Go along with: support or agree with a person/decision. Look up to: respect and admire someone. ‘You could also provide your students with the phrasal verbs in context so that they can guess their meaning. You could say to them: They had a terrible argument, bout they made it up with each other the following day, and ‘now they are the best of friends. His father always went along with his wife even if he secretly ‘thought she was wrong. Reading: gossip Consider pre-teaching the key words for this reading: © Gossip: 1 Aperson (n) = He’sa terrible gossip. 2 Aconcept (n) =! heard some gossip/an interesting piece of gossip. 3 Anactivity (n) = fenjoy gossiping with my neighbour. (Gossiping is talking about the lives of other people behind t ‘or humiliating information they would like to keep. secret.) Chat: ‘a casual conversation about nothing in particular, such as the weather or sport. (Moai to complain = ‘Stop moaning and carry on walking.”Word definitions Consider using alternative ways to teach new words, such as demonstrating a word through a ‘story’. See the example for ‘and consider following the same format for chat and moan. 1. Discuss the question with the whole class. Elicit their views. This will help the students develop expectations about the text they are going to read which should, in turn, help them understand the meaning of the overall text. Finding ay words Jasons susetions od sia 2of the Sieg paper, will need to be able to identify reference words c "Words that refer backwards may ds, following, next, once, at a later 2 Gapped text sentences: This isa text from which sentences have been removed and placed in jumbled order after the text. In gapped text sentences there is an emphasis on text structure, cohesion and coherence, and candidates’ ability to follow the development of a long text. 3-4 If your students need to revise adjectives, refer to Section 1-5 of the Grammar Guide before answering these questions. 5-6 Keep in mind that these are the kind of follow-up questions students might expect to deal with in the final part of the Speaking examination after the collaborative ‘task (Paper 5, part 4.) Writing: compulsory letter ‘Aim: To practise writing transactional letters with both formal and informal registers. Compulsory (transactional) letter (Paper 2, part 1) ‘ This is @ compulsory letter that involves a transaction. A ‘transaction means getting something done or arranging - something. (It is also possible to write a letter in part 2 of roe ‘but this is generally more social and interactional.) 11 Make sure your students answer the four questions before _| Exam Question: 120-150 words. You could lose marks for: teehee sentences Degree of difficulty Decrease the level: if your students do not yet feel ‘comfortable writing a longer transactional email, allow them to .use letters A and B as templates (models). The writing checklist is also a useful aid and can be elaborated further to make the writing process easier. Increase the level: If, however, your students are quite ‘capable, then remove the temptation of the two example replies and see how they manage without being able to copy the structure. Once they have attempted the writing exercise, you could allow them to look at letters A and B, and see where their answers differed.Photocopiable activity instructions & © activiys ‘Aim: To recycle and reinforce vocabulary of family, and relationships relmanism (a memory card game) SPOUSE SIBLINGS OFFSPRING FIANCEE) Instructions: DAUGHTER: ex HUSBAND STEPMOTHER, NEPHEWS 1 Paste the words onto card and cut them out so they look thesame — INLAW. AND NIECES when they are turned over, NEIGHBOUR RELATIONS Twins EXTENDED: 2 Students mix up the cards and turn them over so they can only see TaN the blank side. vookarren ETON gawour staNOBY 3. They then take it in turns to turn over two cards. If they make a match between a word and a definition they keep them, and have yar 1 pHorocoPExNLE: PLaamIsOt another go. The winner is the one who makes the most pairs. © petvity 12: The Hacienda ub a Aim: Fluency practi of present ten forms for histori preset Sabo Se expressing likes and dislikes. ‘onal Instructions: crm 1. Lead into the activity by reminding students of the Soap Opera ae ee oe tow aca Kasse i ea 2. Ask what topics they generally deal with, the surprises they introduce, etc. 3 Students work in groups and study the family trees and family profiles. 4 Get them to decide in their groups what the relationships are, the people who love/hate each other and why. 5 Students create summaries of the first three episodes and ‘compare them with each other. 6 Alternatively tell students that they have to write the plot for a special ‘pilot’ episode which will introduce the main characters and themes. ‘You could give your students the following instructions: 1. Read the profiles and study the family trees. Quickly decide what the connections are between the characters. Draw the lines of love, hate and jealousy/envy. 2 Think of two or three terrible or embarrassing secrets that the Marshals and the Esperanzas may want to hide. 3. Create summaries of the first few episodes. You will need to write these in the present tense.Listening 1.1 First of alld ike to know something about you. Where are you from? ''m from Greece. I'm living in Piraeus. It's near Athens. ‘And how long have you lived there? {am living there all my life. But at the moment also look for a place at university. So maybe Ill move away. | don't know exactly What do you like about living in Piraeus? ‘Oh enjoy to go to the beach and it's very easy to visit some ofthe islands by boat. My family has a boat so we often go sailing, Do you prefer spending time on your own or with, other people? | think with my friends but | think its important to be ‘on your own aso. What's the most exciting thing you've ever done? Candidate: Oh, that's difficult question .. hmmm .. | suppose ‘when | been visting London was fun. Every year my school visited a schoo! in England and we have met English school children. So that's fun. Listening 1.2 one ‘What's the problem? | don't know how long I can put up with her. She seems OK to me. Pere Do you think so? BB: Well, she’s very friendly. The other staff get on with her. And she's got some good ideas. She wants to move the office around but that's fine. It doesn’t work the way things are at present. ‘A: You don't think she's a bit bossy? I mean, all these changes. She's conly been here a week! Two Iran into Michelle’ boyfriend, Nigel, the other day. Really? [As didn’t know he lives down the road from me. He was at the bus stop. How well do you know him? B: Not very. 've met him a couple of times. | heard she wants to break up with him again, ‘As Oh, that’s pity. Don't worry. They always fall out over something then she leaves him and then a week later they get back together again! Three "ve been watching this TV show for a few weeks now. Itwas one of those shows where people are really angry all the time and talk about their problems at home. It's stupid really but good fun to watch. So, anyway, this morning there was this mother and father who still look after their three children but these children are all in their thirties! Anyway, the mother and father were saying the ‘kids! never do anything around the house and constantly let them down, Unbelievable! | couldn't understand why they just didn't ask them to {90 and find their own place! Four Yes, it’s true. You know how he told his brother he would stand by him whatever happened? Well, not last night he didn't! He just walked out and said he didn’t want to see him ever again. | can't wait 10 see what happens next week!@) Getting started p5 2A1,6,7,15B4:C5, 6,7, 1:8, 9,10; 52,12; 3,4,6 Reading p6 44 1B; 2; 3A; 4B; 5D; 6A: 7C; 8A; 90 Vocabulary p7 1 1 spouse 2 offspring 3 half-brother 4 stepsister 5 extended family 6 sistersin-taw 7 fiance 8 extended family (relatives) 9 twins aWeousine 11 motherin law 1a sibings. Key word p7 tb; 24; 38; ay Se Grammar p8 111 2;2 102; 3 1a 3 moves house is moving Faehoping hope lraystands lands doesnt starting doesrt start snot having dont have havent got 41th; 2tb2a; 31a2b Stareyou 2live 3have you lived ‘shave lived stm 6 studied 7 stugied Bdo enjoy aiike 1090 11 youve ever done 12m taking Mae ce ae (6 Fring in Penews I live in Fam-ving there [have lived there acthe moment false ook for am looking for Fenjoyto-geto I enjoy going ‘when Ebeen-visting tendon when I visited London my school visited eschoo! visits a school ‘werhare met we met Listening p10 1 Speakers 1 and 2 have met the person; 3and 4 have seen the person. 2 3 26; 3048 Vocabulary p10 11 put up with 2 get on with Sraninto ‘breakup with S fallout 6 getback together Tlook after let down 9 standby. Reading p11 2 1,20 3E 44:50 23 clore, friendly, strong 4 closeness; riendly; dificalty (dificultie) strong Si dae 2 strong, dificut 3 friendship, dficaty Writing p12 31 Thanks for you eter 21m really sorry 2 He would be delighted 4 With egard to 5 Youshould 6 Took forward to hearing from you Speak to you soon 8 Yous sincerely 9 Best wishes ‘inform = tell ask for» request verify = check busy = unavailable receive = get assist = help require» want Review pit 1 eloseness 2 relationships 3 Psychologists 4 friendship 5 researchers 6 diseovery 7 personal 8 cisikes 9 iving 10 acquaintances Brant 2 halesister 3 twins 4 nephew 5 exfiance 6 grandmother Teousin 8 motherintaw 3 1She looks jus ike her mother 2 The two boys are almays playing tricks on the restof the family. 5 I never relly got on with my brother in-law 4 Youve reall let me down tis time 5 Ta say shes stil in er twenties, 441 with regards to your 2 lok forward to seing 4 recommend tat you 4 Further to your 8 1 Tike to play tennis atthe weekend, 2 must learn English fr my job 3 My friends and I often have parties 4 My family ae the most important people to 5 For my lst holiday I went to America with my family. 6 Td rather spend time with my fiends. 7.1 spend alot of time with her. 8 love snowboarding and Ican also ski. {9 English is spoken all over the worldSPOUSE | SIBLINGS OFFSPRING | FIANCE(E) | DAUGHTER. | | NEPHEWS “IN-LAW! EXHUSBAND STEPMOTHER NEPHEWS EXTENDED | FAMILY STAND BY UNIT 1 PHOTOCOPIABLE: PELMANISM fi word: | ' ' jormal word : formal word: ! amother’sson’s | brothers and i H 5 children sisters formal word: a} ! husband or wife | i : the mana 5 ! the children of ' “ooing tn aca ; woman used to | your father ici your brother/ going to . be married to sisters several someone who Hiatal hanieg ! two children born ! generations lives near you rand wees, | atthe same time ' under the same : 9 P roof : | phrasal verb: take | phrasal verb: phrasal verb: =! phrasal verb: : care of have a good argue ! support relationship 9 : PP 2 uit @ PHOTOCOPIABLE 11 © 2009 Heinle,» partof Cengage Learning yThe Hacienda Club New soap opera | The Marshal: BI ea * Senator: Bobby Marshal (65) Doreen acne leo) Cee emery ec Palen ter err een aaa ae etary pe eg ae ea Bere Ri mata ae) ar earn rel ier ene Nile eae ade Cen ea) pene ys Smt alee club and casino for |. It’s time we left. This isa rule form students should know. 3. Ingroups, students personalise the expressions using time, Peas Be: Managing discussion in groups * If possible, form groups indifferent parts of the classroom; * To avoid eavesdropping, play some background music; * Ask the groups to take the questions in a different order; * Listenin at a distance © Make a note of a few important errors; * Only intervene if mistakes interfere with communication. Eccentric sports Popular theory claims that the eccentric sport of Finnish wife-carrying began in the 19th century. A male grouping conducted raids on surrounding villages with the intention of carrying off someone else's partner. Nowadays the sport has been modified: the wives must all be returned, and the baggage must be older than 17. The course has been standardised to a 253.5 metre track made up of sand, grass and asphalt. Two dry and two water obstacles have been ‘added, making it more a steeplechase than a marathon. Dropping wives isa serious breach of the rules and carries ‘a deduction of 15 points and some well-deserved berating. Runners-up receive the spoils of mobile phones, USS170, and ‘ye bread. The main winner receives the wife's weight in beer! unit © Before reading: Ask students what they think Eccentric Sports willbe about. If something is Beenie, it is strange, unusual, ‘out of the ordinary’... Then use the photographs to generate interest in the text students are about to read. Ask the class ‘to compare and contrast them. Ask questions of the class. What is the ‘aim of each sport? 1. Bynow students should be sufficiently motivated and intrigued enough to read the text through quickly to find the names of the sports in question. Gapped text (Paper 1, part 2) ‘Aim: To show students what is tested in this part of the teading paper; to provide task attack strate Successful completion ofthis part ofthis question depends on three key things: '* Overall understanding of the text and its logical progression (coherence); '* The ability to identify and exploit markers which refer the reader forwards and backwards in the text. e.g. pronouns, discourse markers, lexical replacement which uses different ‘ways of referring to the same thing; ‘+ Identifying the extra sentence. 2 Askstudents to complete the rest of the exercise. They should use the words that have been highlighted in Conjunction with the missing sentences. Students may find it useful to work in pairs to complete this. During feedback, make sure that students are able to justify their choices based on the words that have been highlighted. Finish off the section by asking some general questions about the text. Which sport or competition would you most like to watch? How successful would they be in your country? Grammar: obligation and necessity Here, we can assume that students are familiar with & ‘the ways of dealing with obligation and necessity. Is, However, there may be residual confusion on when to use must and have to. Even at FCE level, therewill be students who over-use must. In most classes there will bbe students who have problems with the past of must/have to. They may say ‘we hadn't to do that’ instead of ‘we didn't have to do that’. ‘The use of supposed to when talking about rules which are not always respected may add a newer element to students’ knowledge of this area. The distinction between didn’t need to and needn't have done isa subtle one that students at this level should understand. 1. Students work in pairs to match the beginnings of sentences to their endings. Otherwise, you can do this ‘85 a whole class activity. Choose students to match the halves of the sentences one by one. For weaker classes, provide a quick commentary as you go through the ‘exercise in preparation for question 2. If you wish, you ‘can combine feedback to this exercise with question 2. Remember to emphasise that an inappropriate use of ‘must can be considered impolite or aggressive ~ this is particularly true when speaking to native speakers. 2 Aim: to address some basic difficulties with must and have to. ‘Write the table on the board and ask students to give you the answers. Remind them that: ‘The past of mustn't, isn’t mustn’t have. Mustn‘t have is Used for deductions in the past; ‘+ The past of didn’t have to isn’t hadn't to. 3. Students often get confused between didn’t need to do and needn't have done, ‘Consider breaking it down for weaker students: 2. In needn't have done GQ Fers) “eednt have if & modal auniiary. |. In didn't need to do ‘need’ is used as a Fal verb and fo needs ‘the ausihary “de. |. With ohh't need to 2, With needn't have ao, it n't dear iF done it is dear somone performed thet the action was an action or vot. performed but thet Te aman necessary. Netch't have is often suid with « double contraction, which nay make it difficlt to understand ~ necoh't ve. 5 This isa further practice activity. in some instances, it may be possible to use more than one way of expressing ‘obligation. Pause after each prompt to give the students time to respond. 7. This isa light-hearted freer practice activity. Students ‘work in groups. Consider getting your students to give a ‘demonstration of air guitar ~or even air saxophone, air violin, air tba ... and so on! Listening: the early history of football 1. Ask your class if anyone is a football fan. Which team do they support? Who is their favourite player? Talk through the quotations: check that students understand them. 2 Read the introduction. Allow students one minute to read through the questions. Reading the questions tells them ‘what they will have to listen out for. Remind students that in the real examination they will have three choices to choose from. Play the recording all the way without stopping. Students confer/compare their answers in pairs and feedback to teacher. If necessary, play the recording again. Ask your students to ask you to stop each time they hear the information which enables them to answer the questions correctly. Listening extension ‘Ask students to invent a third wrong choice for the ‘questions they have just answered. Example: Q2 the Chinese game was played only by royalty. 3 Tell students that in this part of the exam they have to ‘complete notes using a few words for each of the gaps. Play. the first part of the recording and ask the students to comect the answer, Students listen to the rest of part 8 and complete ssary, play the recording a x re essential information Speaking: expressing ability Can, could, was able to This section examines ways of expressing ability. You may wish to lead into the section by examining some of the different uses of could. Ask students to give you some sentences that use could and write them on the board. ‘Or mention these examples: p+ A request Could you open the dor? * + remest/ The phone's ringing. an expression Tt could be Anthea. OF possibility She could tell you the. canvevng of names ofall of the auiy presidents of the USA.28 ‘The point we need to make is that the same modal can have ‘a number of quite different meanings. 1. The aim of this exercise is to make students aware of ‘a common error. Students often confuse could and was able. Was able is used when we succeed in doing something only after a lot of effort has been expended. Could is used to describe a general ability in the past. 2. Students work in pairs. Emphasise that sometimes both answers are correct. Discuss why. 3. Manage to and succeed are both ways of describing ability and achievement. Speaking: comparing photographs "Individual ‘long turn’ (Paper 5, part 2) "Explain the spotight to your class. The photographs are inked ams to give students strategies for and objects when they don’t know All five questions are designed to make ‘aware of how to answer, and how Writing: a review (Paper 2, part 2) Remind students that in part 2 of the Writing Paper, students have a wide choice of question type. This can include a rnon-transactional letter, a narrative compasition/story, a discursive, discussion-type essay, a report or a review. These ‘questions focus on the review question. 1. Use the question and photographs to generate interest in the topic, 2 Adjectives can be used to bring a piece of writing to life. This exercise focuses on some key area of difficulty with participial adjectives. Read through the adjectives in the box checking students! pronunciation. Drill where necessary. Put the students into groups and give each group four words from which to write sentences. Move around the class and provide help where provided. Quickly run through the sentences from each group to the whole class. 4 Complete the reviews with the adjectives. Make sure that a variety of adjectives are used. Activity 3.1: Information Gap: The Origin of Two Sports ‘Aim: Practise emphatic/shifting stress. Instructions: 1 Put students into pairs. partner. ‘Activity 3.2: A New Sport Ai Instructions: Photocopiable activity instructions © 2. Cut the versions below out. Hand them to your students, and ask them to read their incorrect version to their 3. Their partner should correct their version, telling them where change is necessary. 4 They should be capable of explaining the differences to you / the class: Student A has the correct version of the early history of basketball; and an incorrect version of the history of rugby. Student B has the incorrect version of the early history of basketball; and a correct version of the history of rugby. : Fluency; to practise modals of obligations and vocabulary of sport. 1 Put students into groups and tell them they are going to create the rules of an entirely new sport. 2 Run through the illustrations and check that students know the names and pronunciations of the different objects. Use the questions as a way of structuring their discussion and choices. unit @Listening 3.1 speaker 1: Well when | was a kd my hobby was collecting football stickers. You know for the world cup or the league -you put them inan album and ry and get al the payers for al the teams. The sel them in packets-youve got half a dozen sicker in each one. There were always thee or four could never find. One yar, there was just one player needed hmm .. Roberto Carlos, that's right. Well in the end | got him by swapping fifteen of my spare stickers for just. ane of him but t was wort t.| completed the whole album for the fist and last time, Now and again, look att an feel the same pride ‘Speaker 2: Once upon a time | used to play for fun, but now I take itvery seriously and theres alot of rivalry. Ata top level you have to give the game one hundred percent, the same a a physical sport. You have to be determined to win and an never show your ‘opponent mercy. You must ook calm and in contol a al ines, However, although players may look calm, under the surface their hearts are beating as fast as any athlete's! And of course, one bad move can mean you lose the game. There are things you mustn't do, like knocking over the boar if youre osng; but believe me, there are ways your opponent can use to put you off they can smile in superior way, ih impatient, hum or tap the table. None ofthis i fair play, but ve seen tallin competitions. Speaker 3: My family takes a lot of looking after. Idon't get the chance for much exercise. Allthe sme, 1go to keep-fit ass once a week. My husband Jeremy leaves early on Thursday 0 he can take Care ofthe children when they get home frm school. That wil have todo for the time being, And from time to time, when we can get a babysitter we go to the theatre, or have a nice meal somewhere. | play the piano for afew minutes each day, it helps me to rlax. The only other thing do, suppose, i every so often |help outwith the homeless and serve meals and stuff, not that makes me a saint or anything Speaker 4: Before you go you should have some lessons on a dry slope. thought didn't need to but when | got there | was hopeless. | wasn’t even able to stand up without faling ove. Tere were al these kids, three and four year-old whizzing past me. After a couple of ties decided it wasn't fr me. Never again! I needn'thave bought any equipment. the school supplied eveything. Now ave to elit alt would have been a complete waste of time and money if someone hadn't told me about rackets, you know the kind You wear on your fet. Inthe end just went off on my own and wandered through the forests it was quite magical really-I had a peat ine Speaker 5: Most of te time Igo upto my room and go online. My parents think that lam doing my homework. ik to download the latest musi surf the net. nd email my friends. alo like chat rooms. ve met some realy great people and formed some good ffendships Youd better not say anything to my mum and dad, Ibe furious they find out * Tapescript 3 Listening 3.2 (One You are supervising an important examination. Tell the candidates that itis absolutely forbidden to whisper the answers to each other. ‘Two Tell your friend, Heid, that she's going to have an accident ifshe doesn't drive more slowly ‘Three You regret bringing towels and sandals tothe spa because everything is provided, Four Someone is smoking in the changing room. if the coach catches them he willbe furious. Warn them! Five One of the rules ofthe tennis club s that you can only wear white shirts and shorts. Tella new member, but add that not everybody always respects this regulation! Listening 3.3 Part A ‘Marcus: So, Jessica. How old is the game of football, then? Jessica: Well, throughout history people have played games using their feet and a ball, but that doesn’t mean that football has had a continuous history Marcus: What are some ofthe earliest versions of the game, then? Jessica: Well, there is evidence that the ancient Egyptians had a pastime which involved kicking a bal around. And the Chinese had @ Sophisticated game where players scored by kicking a ball filled with feathers into a basket. Tsu Chu (‘soo choo! | think it was called and it was part ofa training exercise for soldiers. ‘Marcus: Wow, and I seem to remember hearing something about the ‘Aztecs who played a kind of footballs that right? Jessica: Well, yes. It was, ifyou like, a mixture of volleyball, football ‘and basketball. t was quite a complicated game. It was called tlatchi. ;oodness, what a strange name! And how was it played? Jessica: In an indoor court, away from the public. The only spectators ‘were members of the nobility Players kicked a heavy rubber ball ‘rom side to side - without letting it drop to the floor. t could travel ‘at high speed and players wore protective clothing and helmets. The ‘aim was to getit through a hoop, you know lke a basket at the other end of the court. Few players were capable of doing this, and the game ended the moment someone was able to do it, which could be bad luck forthe team that had been beaten. ‘Marcus: Why's that? Jessica: Well, sometimes the losers were killed... ou know sacrificed to the gods. ‘Marcus: Wow. At least the worst you can get nowadays sa red card. ‘And what happened to the winners? Were they rewarded, or did they get some kind of trophy? 2930 Jessica: Wel, the player who scored could claim all the clothes and jewellery of the spectators. So they were rich and famous. Marcus: Jus ike today's soccer players! Listening 3.4 Part B “Marcus: Just like today's soccer players! So, Jessica, you've told us something about some very early versions of football but what are the roots of the game we know today? Jessica: Well, in various forms it was played across Europe from the ‘middle-ages onwards. In Anglo-Saxon England in the tenth and eleventh centuries there was a game lke football which was called ‘Kicking the Dane's Head. This would presumably have been the hhead of an invading Danish prince! ‘Marcus: Delightful! Jessica: And a few hundred years later football became very popular because of the Italians. Florence had developed its version of the _game called ‘calcio. That's C-A-L-C-I-O, which is what its stil called today, infact. ‘Marcus: What were the differences between ‘alco’ and the English Jessica: Well it was more organised than the English game. There ‘were proper teams, and the players wore lovely costumes. In England twas far more disorganised: there were huge matches where entire villages used to play; anyone could jin in. ‘Marcus: Gosh. Listening 3.5 Part Marcus: Gosh Jessica : There were no rules about how many people could play ‘and no time limit. tt only ended when the ball was kicked into the house of the opposing team’s captain. Sometimes, it ended in a draw. because everyone was so exhausted or it was too dark to continue. It sed to get so violent that sometimes people were killed, and there {are various periods in British history when the game of football was banned altogether. in the middle ofthe twelfth century, King Henry the second and the Lord Mayor of London became worried that his, subjects were neglecting their compulsory archery practice. So, it was ‘banned! The ban lasted for 400 years! ‘Marcus: I see! There always seems to have been violence associated With the sport. Some of the behaviour of these so-called supporters (or fans is really shocking, Jessica: Yes, you're right. But this has nothing to do with the sport itself the sports just a focus. Where there is rivalry you'll always find this. n Ancient Rome you had chariot-race hooligans who fought and actually killed each other in large numbers Listening 3.6 Interlocutor: In this part ofthe test 'm going to give each of you. ‘wo photographs. like you to talk about your photographs on your own for about a minute. i's your turn fist, Kasia, here are your [photographs. They show people participating in activities at festivals ‘oF at parties. | want you to compare the photographs and say how ‘the different people are having fun. Listening 3.7 Kasia: Right, well, let me see. They aren't exactly sports, but they are: the kind of thing you can see ata festival or achldren’s party, you know, somewhere like that. Both photos look as though they were ‘taken in the States. The people look American to me. Anyway, in the first one there's a sort of wall, the kind you put air in... and a person stuck on the wall! it ooks strange. think | understand... he has a suit with that sticky stuff, maybe. tis a game to see how high you. an jump. It must be fun to do that, to jump up and see how high you can go! The second picture is different, because iti akind of competition between two children, | think. They are dressed in... big. suits ‘costumes. slike that Japanese sport, the one those big, very fat men play. I don't like it really. wouldn't find it fun. | don’t think itis nice to encourage children to fight like that, even if its meant to be fun.Sos Vocabulary p26 1 play tennis/golf 4 sailng/bowling practise kaate/archery 3 1game 2 the violin 3 hobby/pass hit Sletin Seating Yeourt Son San 20 supporters Roames efor ‘Bbeaten 4 practise 4 Ltennis, badminton, soccer 2 pitch, cout, field 5 chess, darts, backgammon ‘at, racket, foot 5 shattlecock, ball, pack Listening p26 1142; BS; Cd: E spre: F3 2 Key word p27 11d: 2e 3: 4 Sb: Be 2: fist time 2 waste of time 3 from time to tine 4upona time 5 spend your fee tine? 6 really good tine Reading p28 1 wife-carrying and air guitar 2 A6; BS; C spare; DS; 2; Fé: G7; H Answer key 3 Grammar p29 1 tes 2c; 39; 45a: 6: To: 2musta't be supposed to dort have to/needn't ‘dbetter (had better) must haveto must 3.1 She has to sell tickets. + She had to sell tickets.» She have ‘twsell tickets. 2 We must post that leter. > We had to post that etter.» Well have to post that letter. 3 You don't have to come. > You 4ida’t have to come. -> You won't have to come. 41 didn’t need to 2 needa have done 51 Ineednit have taken my lunch, 21 didnt need to take my running shoes. 6 1 You mustat wiisper the 2 You need to/You'd beter slow down otherwise you could have an accident. 3 needrit have brought towels and sandals tothe spa. 4 Youre not supposed to/You smustat smoke in here 5 You're supposed to wear white shirts and shorts, but alot of people wear what they like 11 Absolutely compulsory: invisible instrument; must be a guitar; performance must asta minute. ‘Don't have to: know the notes youre playing, ‘Mot permitted: No ‘back-upt bands; no other instrument other ‘than a guitar, Listening p30 218; 28; 3A: 4A: 5B; 6B; 7A ‘4 6into the howe 7 was too dark ‘8 wanted to ban 9 compulsory archery practice 120 chariot race Speaking p31 Vias2b 2 mas abe to 2 could/wereabie 3 couldn't/wasn't able to. dmasableto 3 1 Manage isfolowed by the infinitive. 2 Suede allowed bythe preposition n andthe gerund Use of English p31 1 1 needait have taken 2 You had better 3 spends his free time building 4 aren't supposed to smoke 5 is good at walking 6 wasnt ableto Speaking p32 1 The examiner wats the candidate to compare he Photograph tl for aboct a rinse sy tow theft eopiein the phtagaps ae ving fon, 2 She hanes very wel She Speascnferty and fo the ‘right amount of time. Bite tnd of thing 2 orteffend Satit ‘those ver fat men 4 asortof wal theFnd you pt sticky stuff kind of competition .. those big, very fat men play Writing p33 2 ented Beneyed ‘eormect S veriont corset fen Bcorrect Review p34 11 competitive 2 rivalry useless ‘contestants 5 inteligence 6 competitions Thopeless 8 recognition 9 friendships 10 ficulties ‘satisfaction xe winners 2.1 known 2between 3 ut 4 Having Sess 6 their Tease 8 whose 9 why 10some nu because 31The origin of two sports Student A World famous sports can be invented! Take it in turns to read the incorrect. version out loud to your partner. They need to correct you - using the correct version. Correct version Basketball was invented by a Canadian sports teacher called Dr James Naismith. In 1891 he was working for the YMCA, Springfield, Massachusetts, USA. He was asked to create a game that could be played indoors. He put ‘two peach baskets at either end of a gymnasium and wrote a set of thirteen rules, twelve of which are still in use today. The big difference is that in the original game players weren't allowed to dribble with the ball. it could only be passed. Incorrect version In 1833 William Webb Ellis, a teacher at the famous school for boys, Rugby, picked up the ball during a game of football and kicked it down the pitch. The game of Rugby had been born! In 1846 the unofficial rules were written. In recognition of William Webb Ellis’s achievement, his name is on Rugby world shield. At that time the ball was still round, or olive-shaped. In 1851 the oval ball we know today was created by Richard Burton a craftsman from the town of Rugby. It was easier to hold an oval ball against the body. Student B World famous sports can be invented! Take it in turns to read the incorrect version out loud to your partner, They need to correct you - using the correct version. Incorrect version Basketball was invented by an American sports teacher called Dr James Goldsmith. In 1891 he was working for the YWCA, Springfield, Massachusetts, USA. He was asked to create a game that could be played outdoors. He put two banana baskets at either end of a gymnasium and wrote a set of fifteen rules, twelve of which are still in use today. The big difference is that in the original game players were allowed to dribble with the ball. It could only be passed, Correct version In 1823 William Webb Ellis, a schoolboy at the famous school for boys, Rugby, picked up the ball during a game of football and ran down the pitch. The game of Rugby had been born! in 1846 the first official rules were written. In recognition of William Webb Elli’s achievement, his name is on Rugby world trophy. At that time the ball was still round, or plum-shaped. In 1851 the oval ball we know today was created by Richard Lindon a craftsman from the town of Rugby. It was easier to hold an oval ball against the body. PHOTOCOPIABLE 31 (© 2009 Heinle, apart of Cengage LeaA new sport You are going to invent a new sport. Who knows, in one hundred years time, millions of people could be playing it! Fill out your answers below. Where necessary, circle your choice, or write in your response. Name of sport: (- i \ How long will a match last? ‘Who will judge or referee the match? Where will your new sport be played? Indoors or outdoors? ) What kind of sporting grounds will it use? A pitch, a court, a table, a swimming pool, an ice-rink, against a wall, or your choice How many players will it involve? Who will play? * Single sex or mixed teams + Adults or children + Teams: + The disabled * By being awarded points by a judge * By scoring points or goals * By disabling the opponent \ ‘What will be forbidden? What special equipment will it need? * Individuals: te eueneeemeeen |Sporting Equipment Label the following drawings with their correct name. Then choose at least THREE for your new sport. 1 hoop 2 length of rope 3 cone 4 hour-glass 5 goal 6 butterfly net 7 a football 8 a tennis ball 9 whistle 10 boxing glove 11 net 12 rugby ball 13 bells 14 shuttlecock 15 racquets 16 stick 34 unit @ PHOTOCOPIABLE 3.2 (© 2009 Heinle, a part of Cengage Learning|Before you begin Generate interest in the topic by asking your students about ‘their pets and favourite animals. A fun activity is to ask them towrite down the names oftheir three favourite animals. Collect the results and then tell them what they mean: 1. The first is what you would most lke to be 2 The second is what people think you are 3 The third is what you really ae! Topic: Nature and animals This topic involves discussing animals, and the relationshix ‘that humans form with them, Most students will probably be interested in describing their pets, and hearing about other People's pets. Unit 4 Wordlist: appear/appearance look for attack/attacker look forward to breed look into cage lucky/luckily carry out mammal come across mystery/mysterious come up with pass away dead/deadly pet die/death pleasant/unpleasant die out poison/poisonous endangered prey except/exception react extinction reaction extreme/extremely real find out reality go through regular/irregular habitat relation/relationship harm/harmless success/(un)successful imagine/imaginary take in instinct tame invent/invention terrify/terrified terrifying let down train live on watch out look after wild look down on | Nature and animals Getting started ‘Aim: to generate curiosity and interest in the topic of animal behaviour. 1. Put students into pairs to quickly discuss their answers. 2 Refer them to the answers in Information File 4.1 on page 230 and lead a short all-class discussion about the results. Students may want to know where bees live (in a hive). The technical word for bees coming together isto swarm. 3. Students produce other ‘Why, Oh why?’ questions such as: Why don't the feet of a penguin freeze? Vocabulary: animals 1. This section deals with vocabulary on the topic of wild-life and nature. Run through the words in the box to check Pronunciation and drill if necessary. ‘The extinction (n) of a species is the death of its remaining members. To breed (¥) is to produce offspring. LEicaecae ‘A pet (n) is an animal you keep in your home to give you company and pleasure. (adj) animals are in their natural habitats. ‘The habitat (n) isthe natural environment where To train i) something isto teach tthe skills you want it to know. Aaa prey OSE veh Fes cares {f something is tame (n) it has been trained not to be afraid of humans. 3536 Listening: muitiple matching (Paper 4, part 3) In this part of the test, students match speakers to descriptions of what they say. Before they listen, ask students to read the descriptions A-F so they know what they are going to listen out for. You may need to pre-teach the word (BFBEMY (Someone who is greedy wants more of something than is necessary or fait). 1. Play the recording all the way through, pausing if necessary after each speaker. 2. Although this is not an exam-specific task, it aims to encourage students to listen intensively for specific information. Students listen again for details and specific information. Deal with the sections one by one. Ask students for evidence to support their answers. cui + prepositions ‘The area of adjective + preposition collocations is an important one sit can be tested formally nthe lexical cloze ‘and open exam. Here students may hhave to supply either the adjective or the correct preposition. 1 ‘Students work together and match adjectives to prepasitions, sitcom ie ‘omating It common owe the vat enon Jas) ‘more polite formula. ~ Grammar: phrasal verbs ‘Aim: While some students may be aware that Mp phrasal verbs are governed by a particular grammar, this section formalises this knowledge by going into some of the differences in more depth Tell the students that you are going to look at the grammar of phrasal verbs. Check that they remember that: phrasal verbs = verb + one or two particles. The particle can either be 2 preposition, or an adverb, or in three-part phrasal verbs. A phrasal verb can have an idiomatic meaning that is often not lear from its constituent parts. jiainiiiaiahsiinaaisiihii Ta Type Example invansve pt on t prope | have 4 relationship) [Separable Jet down Transitive inseparable break into Three-part (phrasal prepositional) | look forward to wit @ However, teachers should be aware that here we only deal with ‘the four basic types and that there are other variations and exceptions. See Section 12.3 Phrasal verbs in the Grammar Reference. i HING INP ‘The difference between transitive and intransitive verbs (Section 17, Grammar Reference) Before beginning this section you may need to check that your students understand: 1 The difference between the subject, verb and direct objec, and object pronoun: Jane likes chocolate. Jane likes it. Subject + verb + object Subject + verb + object pronoun Cit) 2 The differences between transitive and intransitive verbs: intransitive verbs cannot be followed by a direct object; ‘transitive verbs must be followed by a diet object. Many verbs can be used both transitively and intransitvely. To show the difference, take two verbs which are similar in ‘meaning, but which are grammatically different. Check students know the verbs rise (rise, rose, risen), and raise (raise, raised, raised). Draw a picture of London's Tower Bridge on the white- board. Show it opening up. Write: The. bri ‘Ask if we can add ‘i’ tothe end ofthe sentence. “Answer no’, because rise can't take an object — itis ra Writ: near raised. ‘Ask if this is correct. “Answer no" because raise must take an object —it is transitive. The correct answers:"The engineer raised the bridge. 1. Students look at the definitions and the phrasal verbs in bold in context. We can often deduce the meaning of a phrasal verb from a close look at the context in which it appears. Students match meanings to verbs. 2. Now that the meanings of the phrasal verbs have been established, we can come to grips with their different grammar. The phrasal verbs in the exercise have beenchosen as examples of the four different grammatical types. Essentially, the biggest problem faced by students isknowing when a phrasal verb is separable. With separable phrasal verbs, the object pronoun must come between the verb and its particle. fin doubt, they can nearly always put the full noun after the phrasal verb. Negative checking An effective way of making sure that our class is with us is to use the technique of ‘negative checking’. ‘He let her down’. is this sentence ok? “He let down Sally’... Is that ok? ‘He let down her” Is that ok? So is let down separable or inseparable? So where do we have to put the object pronoun? a Correct! 3 Students work in pairs or groups and search for the phrasal verbs in Listening 4.1 in the Tapescript. If time is short, tell some pairs/groups to search for answers 1-5, and the others to look for answers 6-10. 4 Go through the example then put students into pairs or {groups to comment on the situations using the phrasal ‘verbs from the exercises. Accept answers that use the pphrasal verbs in a logical and correct way. Do not focus ‘too much on errors away from this area. Suggested answers: 1 You'll never guess what I came across in my grandmother's attic. 2 Im really looking forward to seeing Annie again, | haven't seen her since 3. You really shouldn't look down on other people just because they can't afford designer brands. 4 You have really let me down, | am so disappointed, can't do my homework without. 5 Lam sorry to tell you that Flopsie passed away the other day .. 6 Well, 'm afraid that we were all taken in 7 sul have come up with this really great idea : 8... the polar bear will have died out, the only ones ‘A dog's life? ‘You may want to get your students thinking about what the tile (and idiom) it’s a dog’ life’ even means nowadays. Trditionally, most people would assume that the term refers to ‘miserable, unhappy existence ~the had life ofthe working dog. Nowadays, however, it has acquired a completely different meaning, implying instead a ie of extreme ‘pampering, where te individual may do as they please. Ask your class which definition isthe most accurate today? 1. Generate interest in the topic of people and their dogs by asking one of the students to read the bumper sticker and take a vote in the class to see how many people agree with it. Alternatively, ask what evidence there i to support the idea that people choose dogs which look like them. 2. Multiple matching: This exercise provides exam- practice of part 3. Get students to do the exercise. Perhaps negotiate a time limit with them. Ask them to support their answers with evidence from the texts. Note that in the examination students write A, B, Cor D (here, itis just the first initial of the dog's name) 3. Lead a short all-class debate about the rights and wrongs of humanising pets. Listening: points of view Aim: to provide listening practice to a discussion between multiple speakers (which could appear in Paper 4, part 3); to revise/introduce some common ways of giving opinions and agreeing and disagreeing. In this listening passage three friends discuss the article the students have just read. 1. Set the scene for listening and play the recording all the way through. Allow students to confer and then lead feedback. Remember that students will have another ‘opportunity to listen to the recording in the next exercise. Play the recording again, asking students to tick ¥ the expressions they hear. Go through the list and practise saying the introductory expressions aloud. Pay particular attention to the sentence stress of giving opinions. Remember, the stress should fall on the words in bold: 3738 Ithinklbelieve Asi see it From my point of view —__Inmy opinion As far as 'm concerned... 3. Students add other expressions. They may come up with expressions such as: T couldn't agree more. You can't be serious. Remind them that some ways of disagreeing can appear very offensive to native speakers, particularly from the mouths of 1 foreigner. Also, you should gently ignore any suggestions involving ‘taboo’ words. Useful expressions extension Sentence correction It is sometimes useful to give students wrong sentences to correct. Write a and b on the board and ask what is wrong with each of the sentences: Example ‘wrong’ | Corrections sentences | alam agree. ayes Goyer ig avert, | | rot an adie? | According to me. | According to Jane Ga. fenaone sed ‘Word formation (Paper 3, part 3) p un through the exam spotlight advice with your students, ~_Emphasise the four steps, You should isis that they read the "text all the way though a this wil help them. study the example and follow the reasoning rest ofthe example and work backwards, iia rot word was in ach ase, 3 Seta time limit of one minute for the class to read the story through for gist (global understanding). 4 Students complete the table and the text simultaneously. uit @ Speaking: comparing photographs Aim: To revisit part 2 of the Speaking Paper where candidates have to contrast a pair of photographs. Quickly remind/elicit from the students what the different Parts of the speaking exam consist of: Part 1 individual information Part 2 Comparison of photographs Part 3 Interactive task Part 4 Discussion and individual follow-up questions. Be sure to ask your students this exam-style question: What is the relationship between the dogs and the people in the two photographs? Play the introduction and ask the students to make notes, 2 Students work together and list the similarities and differences between the photographs thus giving them a reason to listen, 3. Play the recording of Beate’s answer and see what the class managed to predict. Remember that Beate a sense, an ‘idealised’ candidate. Her performance is something students should aim for. 4 This focuses on the follow-up question asked by the interlocutor. It is important to remind students not to sit back and switch off while the other candidate is ‘comparing his/her pair of photographs. The question the ‘examiner asked Walter was: ‘So Walter, which of the dogs do you think is happier?’ He answers it well! where appropriate, insisting on clear pronunciation, and a ‘bright and light’ delivery, Students refer to ta Other expressions students could add for ‘speculating’ are: ques; | imagine... However, tell your students not to ‘maybe’ for speculating. Key word: look 1 Lookis at the heart of a number of expressions for describing and speculating BOK: 1 using your eyes or your mind 2 appearanceLook is both a verb and a noun - you can look for something, or you can have a look. The grammar that surrounds /ook is quite complex and often poses problems for students. This section focuses on these expressions and their accurate use. Listening extension Exploit the drawings below question 2: ask your students what they think is going on. Elicit the words: experiment, cup, guess where food is. 4 We revisit phrasal verbs here, focusing on look. Play the recording and ask students to choose their answers. Ask them to write down any key words or expressions that helped their choice. Key word extension Consider drawing up a table, and asking students to offer an example sentence for each use of look. Grammar: countable and Example sentence uncountable determiners Phrasal verb: look Took after randparent ick rev . ; * nee 1 This should be a quick revision exercise as students will “4 be very familiar with these areas. See Section 7 of the Took (a)round We went to look around Grammar Reference if students need to revise. the new house. Took back Looking wc, | fee! &o'sh. | Writing: compulsory email Took down on rea on people ° RA. ‘Aim: To provide another opportunity for students to gain Practice in writing the compulsory letter. look forward to | he looks forward to meeting hin. ee ‘ "4 Writing extension ook into Dougal will look into the rmeus. If you want to guide the reading of the first letter more, oe The nei zi oi Put these comprehension questions on the board: silence. | Jordan has emailed her old friend Ashley. Read the tonsil and answer the questions 7 Eek Sut for Hash et forthe best 2 Who Are Miranda and Rick, ard what do they want? Took through Anelie looked through the 3 Why doesn't Jordan want to give in? magazine 4 What are Ashley's comments, and what do you Took to “The people look to the think of these? government for suggort. Took up | loked vp the definition” | | 2 Students read Ashiey’s reply and complete it using the Things are looking vg! ‘words and phrases from the box. Took up to A tot of the younger 3 Expressions used to. students look lp to her. ‘Askforadvice | Giveadvice | Consider and balance opinions Ineed some advice |Ithink you | Or else you could. should What wouldyou if !were you... | How about you ... do if you were me? Listening: almost human 7 Sentence completion (Paper 4, part 2): This question is to generate interest in the topic of the listening passages. Alot of people have anecdotes about animals they think show human characteristics. If students can't come up Degree of difficulty with any from their own experience, ask them to think ‘about any animals which appear on TV. Decrease the level: If you don't think your students are ready to write a complete reply, consider asking them instead to 2 Exploit the pictures and set the scene. Pre-teach the word _underline any expressions for asking for and giving advice. funk: an elephant’s long nose. Ths exercise gives ”, students practice in completing sentences to summarise b See ptichocogl vetins new eer Increase the level: See photocopiable activity 3940 Photocopiable activity instructions Activity 4.1: Phrasal verbs jigsaw ‘Aim: To practise and consolidate phrasal verbs covered in Unit 4 Instructions: 1 Photocopy and mix up a set of phrasal verb cards for each set of paired students, ‘or small groups. 2 Students complete the jigsaw (stem, particle and definition) for each verb. 3 Ask them to test each other. 4 Finally, get students to create sentences of their own using the phrasal verbs that, hhave been covered. For example: Va realy looking forward to my date wath la tonight! Activity 4.2: Introductory expressions ‘Aim: To practise introductory expressions for agreeing and disagreeing. Instructions: 1 Divide class into groups. 2 Copy and distribute sets of expression cards to each group. 3 Suggest several topics that could be discussed, and ask your students to use the cards to introduce their opinions. For example: Ac think cats are better pets then dogs Bi: | engletey heures bees Activity 4.3: Pet problems ‘Aim: to provide letter-writing practice of the compulsory letter/email of Paper 2; to practise giving advice. Instructions: 1 Askyour students to look at the two letters written to Dr Hope. 2 Discuss the comments made by Dr. Hope. Make sure your students understand these annotations. 3. Ask your students to write Dr Hope's reply, using these comments. For a less- confident class, allow your students to work in pairs. unit @Beye slag Listening 4.1 ‘Speaker One: Well, | suppose we first noticed when | was about four, ‘My mum and dad took me to the circus. | had really been looking forward tot. There were going to be lion-tamers, clowns and, best of all, horses. My parents knew that | was slightly allergic to dust, but they didn’t want to let me down so off we went. Anyway, shortly after the show started in came the horses, you know with riders and acrobats, they came into the ring and started galloping around. And within a couple of minutes my eyes had gone red and | had started sneezing badly. When | started having trouble breathing, mum got really anxious about me and we had to go. So it was then that we discovered that although | was crazy about horses, they couldn't stand me! ‘Speaker Two: People look down on scorpions, but human beings hhave no need to feel superior. We are likely to become extinct, you know to die out, well before the scorpion. Scorpions have hardly changed in the past 350 million yeas. You can find them everywhere ‘except Antarctica -s0 they are hardly an endangered species. Their habitat can be under rocks and in rainforests. You can even come across them between the bark of trees, so watch out! They can live off one meal for up to a year and their favourite snack is another scorpiont tt has such strong pincers that it doesn’t need to use its sting that often. It breaks its victim into litle pieces and then spits its digestive juices onto the bits. Then, when these are nice and soft it! suck them up. Bon appetit! ‘Speaker Three: I've never been very keen on guinea pigs mean ‘they don't do much, do they? Anyway, we finally agreed to get a pair ‘on condition that the girs looked after them, although | was usually the one who ended up taking care of them, | got really fed up with doing it. But then one morning, a few months after we'd had them, | went into the garage and one of them had passed away. Now you ‘can imagine what a drama that was, we had to have a funeral for t= we buried it ina shoe box I remember and the gits were terribly Upset. And then we had to go through the same thing a couple of ‘months later forthe other one. Never again! ‘Speaker Four: The study of ants or bees can really give us an insight into the collective inteligence they use to complete tasks. Many species can achieve a common goal without a leader. Each insect, simply reacts to its immediate environment. Together they can achieve enormous results. Just think of beehives and ant heaps! ‘Scientists who have carried out research nto insect behaviour have realised that they can teach us some valuable lessons. They've come ‘up with programmes which imitate this behaviour, which can, in ‘tum, be used to understand big problems lke traffic jams, and how ‘to control crowds and so on ‘Speaker Five: So this cat, Sid, had six, yes six different owners, and si different names! None of the owners was aware of anyone else. And in each place he lived he was given something to eat every night. ‘That's why this story scaled ‘Six Dinner Si Sid took everyone in; ‘each person believed he or she was his one and only owner. Just look at how fat he got! But one day he got a cough and all of those people took him tothe vet. Inthe end the vet said to himself, Hold (on, I've seen this fat fellow with a cough already, today.’ So he ‘phoned around to all the owners and they each found out that they ‘weren't the only one to think they ‘owned! him! So, they started taking turns to give him a dinner once a week ... one owner for each day! But, Sid was a sixdinner-a-day cat, sohe moved to a new street ‘and started again with sixnnew owners! Listening 4.2 Rebeca: Charlotte, did you se that artic, the one about the cwmers who spend a fortune on their dogs? Charlotte: Mm, yes. They look so lovely dont they, all ean and beautiful thei owners must be so proud of them Terry: Come on, Charlotte. Alright, s they look nice, but in my pinion they could spend their money far beter. you know in a much more sensible way Rebecca | hear what yout saying, Tery. know, for instance that ‘there are alt of kids ou there who don’t have anything to et, but that doesnt mean that you cant give love toa pet ether. ‘harlote: Yeah, | agree with you Rebecca. But, we dont know what ele the owners do, do we? I mean the could be helping the homeless 00 forall we know. ‘Terry: suppose so, but a far asm concerned it ust goes completely ‘against decent behaviour to spend so much on dogs Im sorry, Charlotte, but that’s the way | fel. ‘Charlotte: can see where you're coming from, but they aren't doing anything wrong as such, are they? It's not as if they were being crue! ‘0 animals or anything. Rebecca: Mm, but | suppose Terry i right, Charlotte, itis rather Unhealthy to be o obsessed with a pet, don’t you think? And I'm not ‘even sure that they are treating the dogs that kindly. As /see it dogs just want to be dogs and run around and enjoy themselves. 'm sure if they could speak they’d say how awful it was having to be dressed Lup and shown off all the time. ‘Charlotte: | see your point, but as far as Im concerned it's up to the ‘owners to choose. And if taking care of a petis what pleases them, who are we to argue? Listening 4.3 Interlocutor: Right, thank you. In the second part of the test, Im ‘going to give each of you two different pairs of photographs. I'd like you to talk about your photographs on your own for about a ‘minute, and also to answer a short question about your partner's, photographs. OK. So we'llstart with you fist, Beate. Here are your photographs. They show people and dogs interacting indifferent ‘ways. What isthe relationship between the animals and the humans ineach picture? aListening 4.4 Beate: Well let me se. Both photographs show people working together with dogs. n the photo on the lft there is aman... mm «tls like a policeman .. who with a young looking dog; it looks lke a German shepherd, think. Whereas inthe second photo, ‘the one on the right, there ae lat of dogs, huskies thnk, and ‘these dogs are puling a sledge. looks as though they are going be ina race, ormaybe they have asthe dogs look alte bit tired. The person inthe sledge looks happy so maybe they have won, Anyway, going back to the fst picture, thnk that the man s tying to tan the doo, you know, to be a police dog. Perhaps he isteaching it how tojump over things, and fences, yes? think it takes along time to train a dog todo this, The dogs inthe other picture of course they ‘must already be trained, but ll they have to dois run and fllow their leader. | imagine that this kind of dog is much wilder than the one nthe fist picture. Listening 4.5 Interlocutor: Thank you, Beate. So, Water, which of the dogs do you think is happier. ‘Walter: Which is happier? Well | guess the... huskies, they are in the ‘pen air and they can run and act more like dogs together, with other dogs lke in nature, while the police dog .. | don't know if would be satisfied wit its life because itis going to bea bit lke a slave fora human being, isn't, and it willbe lonely without other dogs. Interlocutor: Thank you, Walter. Now I'd ike you to look at this pair ‘of photographs because now it's your turn to give a description. Listening 4.6 part a Interviewer: The distinction between human beings and other ‘animals san artificial one isn't it? We live and breathe and take care ‘of our young in a similar way, don’t we? Professor: Mn, well, yes, you're right, biologically there is litle difference between us and chimpanzees ~ but there are a number ‘of key distinctions which separate us from other mammals. There is language; then there is intelligence: the ability to think about things, if you like. Animals are driven by their instincts and how they react to sensation. And another important distinction is our capacity for self-awareness. Interviewer: Seif awareness? Professor: Mm, yes. You know if we see ourselves in the mirror, we know that it is us we are looking at. Interviewer: But how can you know whether an animal is self-aware? uite simply by placing it infront of a mirror and seeing how itreacts. Hardly any animals are capable of recognising ‘themselves, but there area few exceptions to this. A small number of creatures including chimps, dolphins and elephants can do this Interviewer: Elephants! Really! Professor: Yes, after some research at a 200 in New York, we can now ‘add elephants to this group. Three elephants which were given the mirror test behaved in a way which showed that they understood the animal inthe reflection was them. Interviewer: So how did they react, then? Professor: Well, they did several things ike putting their trunks in ‘their mouths and watching themselves in the mirror which show they/te interested in themselves. One of the three, Happy, think it ‘was, tried to remove a spot she was ashamed of, you know a mark. ‘which the researchers had put on her face. Interviewer: Oh see. And what about cats and dogs? Many people believe that they have an almost human intelligence too. Professor: Mm, yes. But'm afraid dogs and cats show no sel awareness at all. They are incapable of recognizing themselves. People who pretend otherwise ae just fooling themselves. Listening 4.7 part 6 Interviewer: If that’s the case, how come dogs have such close relationships with human beings. They couldn't do that if they weren't self-aware, could they? Professor: Well actually this has nothing to do with self awareness, basically tis all because dogs are brilliant at reading human ‘expressions and gestures, and interpreting them, They are much better at this even than chimpanzees who are our closest relatives Interviewer: There is scientific proof ofthis, s there? Has anyone looked into this area? Professor: Yes. There has been a great deal of research so scientists have gathered a large amount of evidence. There's another simple experiment where there are two cups, one has food underneath, it, and the other is empty. Well, with dogs, if someone touches the ‘up, or even just glances at it, then a dog will pick up the signal and ‘choose the one with the food every time. Chimps, would you believe, simply guess Interviewer: | see, and how did this come about to do this? ‘the dog's ability Professor: Good question. The most likely explanation is that itisa result of evolution. In domesticated dogs, you know, dogs which have bbeen tamed and in human contact generation after generation, wel, this ability to recognise human emotions and gestures has evolved. Interviewer: So it wouldn't be developed in wild dogs, then? Professor: Absolutely not. No ... wolves and so on, they/re different from domesticated dogs. Interviewer: Hold on, though, how can we be sure of that? You know ... that this ability to recognise human emotions is asa result of ‘evolution? Professor: Well, in another piece of research one scientist dd the two ‘up experiment on a breed of dog called the New Guinea singing dog, Interviewer: New Guinea singing dog? Weird Professor: It's called that because it's famous for its funny bark. When it howl it sounds ike a cross between a wolf and a whale. Interviewer: Bizarre. Professor: Anyway. What is special about this breed i that once. upon a time, many generations ago, it had been domesticated, you know tamed and trained how to liv with humans. But then it returned to the wild and had no more human contact. This made it ideal to test the evolution theory. Interviewer: So what happened when they carried out the experiment? How much importance does evolution really have? Professor: Well, to cut along story short, when they performed the cup test with these dogs, none of them were able to pick the cup with the food under it. They couldn't read human expressions or ‘gestures any more. Any ability which had once evolved had been lost. Interviewer: Fascinating.Answer key 4 Vocabulary p36 11 endangered/extinction 2 breed 3pet 4 instinct $5 wild/abitat 6 train/prey tame 2 keen on: aware of famous for allergic to; fed up with; interested 3 taware of 2 fed up with 3 famous for ‘interested in Sallergicto 6 keen on 2 1a He was looking forward tot. ab The horses 1eHis eyes went red and he started sneezing. 22 350 millon years 2b Antarctica 2c Under rocks in rainforests, leven between the bark of tree 2a Break the victim up into pieces and then spit on itt dissolve it. 3a He/she isnt very keen on them. 3b The girs would look after them, but they didn't ‘The children were upset and so there wasa special funeral for the pt. 4a Nobody, they achieve common, goals without a leader ‘S Extremely, they can achieve ‘enormous results ‘e Scientists can earn lessons and create programmes which copy ‘their behaviour. This can help ‘to solve problems suchas traffic congestion and crowd contrl 5a Six 5b Each of the owners took Sid to the vet Se Yes Grammar p37 41¢2034 4 2 1283240 31 Live off intransitive 2 find out / sepanble 3 come up wth / inseparable 490 through inseparable S cany out / separable 6 ie out intransitive 7 end up / intransitive Stake in / separable Sook down on / thre part 10 watch out / inseparable Reading p38 2 AL; 2B; 3N; 4B; SN; 6L; 7D: 8B; 9D; 101; TIN; 12D; 13L: 144 15D Listening p39 1c 21 38 4¢5T 6R 70 2 in my opinion: As far as Tm ‘concerned; I hear/understand what yout sayin, Use of English p40 26rea pleasant pain Sextreme 10 dead 3.1 reaction 2 successful 3 Luckily 4 attacker 5 poisonous Siregular Tdeath Binwention 9 appearance 10 mysterious ‘1 REACT; verb; noun; reaction 2 SUCCESS; noun; negative adjective; unsuccessful 3 LUCKY; adjective; adverb; luckily 4 ATTACK; verb; noun; attacker 5 POISON; verb/noun; adjective: poisonous 6 REGULAR; adjective; negative adjective; irregular 7 DIE; verb; noun; death B INVENT; verb; noun; invention 9 APPEAR; verb; noun; appearance 110 MYSTERY; noun; adjective; mysterious ‘Speaking p41 {Here are your photographs. They show people and dogs interacting in different ways. What isthe relationship between the animals and the humans in each picture? 2 Similarities: Both photographs show people working together with dogs both photos show trained dogs. Differences: one dog looks Uke a German shepherd, the others are Inuskies the frst dog looks Uke police dog, the second dogs ae palling a sledge (itlooks as though they are going ‘ein a race); the huskies ook wilder than the German shepherd ery wet Key word p41 11 looks ike 2 lok tred/happy 3 looks as though 21 Correct 2 The dog Looks tired. 3 Correct ‘4 Telooks ike they are going to stop. 5 The photograph look similar 3 forms: looks + adjective: look/s bike + noun; looks as though + verb phrase 4 for 2atter 3 into 4 forward to down Listening p42 21 language 2inteligence 3 seltawareness 4 instinets Ss miror 6 dolphins 1 New York Strunks 9 Happy 10 fooling themselves $31; 2B; 3A: 4d 56:68: 70 Grammar p43 1 several: 2A 3 No: ttle: S any; 6 dal: 7 much: 8 any; 9a number; 10 amount Writing p43 3 1firt 2faceit 3 Obviously 4 Basically Sorese ‘6 were you Tbetieve Basfor anyway 10asfaras Review p44 1 3c; 2A; 30; 4A; 5B; 6B; 7A; 8B; 9A; 108; 114; 128 2-1 looking forward to seeing 2,you do if you were 3 take cae ofare for ‘asim concerned 5 litle difference between looks a if 7 disappointment that hardly anyone 8 come up with 31 IFT were you Zotherwise 3 Basically 46 As faras'm concerned 5 All things considered 6 Anyway 43on out G ' q discover information up with ie} D have an idea acrossIntroductory expressions | think | believe | believe ' | believe As | see it As I see it From my point of From my point of view view From my point of view | quite agree In my opinion | totally/entirely agree Absolutely According to X says/thinks (that According to X . According to X ... ¥ says/thinks (that) . says/thinks (that) . Yes but ... can't agree Yes but ... | don't/I can't agree Yes but ... | don’t/I can't agree Yes but ... | don’t/! can't agree ‘| (completely/totally) disagree | (completely/totally) disagree | (completely/totally) | (completely/totally) disagree i disagree : {Yes but...I don’t/! can't agree Yes but...1 don’t/| can't agree Yes but... don’t/I Yes but...I don't/I : can't agree : can't agree | hear what you're | hear what you're | hear what you're : saying but . saying but . saying but .. : I understand/respect ot ‘understand/respect | understand/respect | understand/respect i your point of view your point of view your point of view — but . | but. but . but. i (© 2009 Heinle, a part of Cengage Learning, PHOTOCOPIABLE 4.2 45cafelitd Sounds as though ‘Sasha, you do a lot for her? My 78-year-old grandmother recently became housebound and is no longer able to leave her apartment. We try to visit her as often as possible, and she has a helper who comes in twice a day, however, she bes ‘does suffer from loneliness and the TV doesn’t provide her with much company. She is very fond of cats but I sane! aon Beas ie ba stuckin an apartment aaah ye! ‘on the 11th floor and has a large, sunny, Rey | ‘covered balcony. The family has also thought about ec Z er ‘her a large aquarium for tropical fish, but when. mentioned this she didn’t seem very enthusiastic. wonder what we could do to provide her wit and ease her loneliness. mene Hope to hear from you, Worried granddaughter (name and address supp Dear Dr Hope, Yoqave been keen on unusual pets for a sunber fof years and have a collection of reptiles jpoinding @nakes, turtles, snd.even & Dar of snail alligators my uncle Ted gave me Gnfortunately, 1 en going evey to university sf the beginning of the academic year and vil) 22 Séiger be abl ito care forythem. My, parent® and Gecthers refuse to/have anything to do with them Gieher. 1 am extrenely fond of then, a2though ti do realise that. these Kinds of creature aren't everybody's cup of tea, T do not want f tart them, and have considered letting then 9° taco the wild. This could be dangerous for the Gavizonnent’! here iala/large eke and » forest ear my howe whete think they could be APY: { would juat Like to check with you fire before t decide to release them into the wild hat do you think is best? (© 2009 Heinle, apart of Cengage Learning.A good story you begin }out about your students’ reading habits: how much read? What do they read? What kind of things do read: websites and web-pages/blogs; newspapers and wines; or books? A jblog is short for web-log; a kind of jjournal or diary that appears on the internet, jic: A good story unit deals with storytelling in the form of different types literature and films/TV programmes. it also focuses on ting narratives using a variety of tenses and the kind of iptive vocabulary that helps to bring a narrative to life. Unit 5 Wordlist chapter mortified character myth classic narrator delighted novel/novelist devastated playwright dialogue pleased disappointed plot ‘embarrassed ridiculous episode scene exhausted scenery fact script fiction serial/serialise frightened series furious set in gasp shoot gaze sigh ghastly sip giggle slurp glance snigger glare stagger gorgeous stare gulp stroll hero stupid heroine terrified legend tired timp villain location yawn lovely Getting started ‘Aim: To generate interest in the theme of stories and literature. (There isan international choice of story and character. All of the stories have been adapted for children or “Disneytied” for the cinema-going public) 1. Students work in pairs or teams and try to identify the characters shown. 2__ Students listen and match the speakers to the characters, all of whom appear in the collage. 3. Lead a short, al-class discussion on the theme of original books, and adaptations for children and the screen, 4 Round off the section by asking students to think of two characters used on the Aladdin ‘mode'’. Go round the class and make sure that students haven't all chosen the same characters. If students wish, they can choose some. of the characters from the collage. Vocabulary: books and films 1. Spend five minutes brainstorming some of the different types (genres) of literature. Put students into groups and consolidate what they say on the board. 2 _ Students complete the sentences with words from the box. If you wish, put them in pairs or groups to do this. ‘Spend time dealing with the pronunciation and word stress of each item. A series (n) isa basic story but may have different stories or characters in ‘each episode. TV series can continue over many seasons. ‘A playwright (n) is a person who writes plays Aerial (n) is one story divided into a number of episodes. The last episode completes the story. novelist (n) is a person who writes novels. ‘An episode (n) is one A chapter (n) is one of the quantity of viewing ina | parts that a book is divided serial. into. Acdassic(n) isa piece of |_| Mythology (n) refers to the writing of high quality which | well-known stories made up hhas become a standard in the past to explain natural against which other works _ | events or to justify religious are judged. beliefs or social customs. a748 Aheroine (n)is afemale | The villain (n) is the main hero (main character with | bad character. good qualities). The characters (n) are the | The plot (n)s the storyline. people ina book or film. Ascript(n) isthe version | Anovel (n) is a book ‘of the novel that has been | containing a long story adapted for TV, radio or film. about imaginary characters. ‘Ascene (n) in a novel, film or play is part of itin which ‘Scenery (n) is the land, water or plants that you can a series of events happen in_| see around you. the same place. The location (n) isthe place | if something is set (v) where somethings filmed. | somewhere, itis located there. ‘The narrator (n) is the Fiction (n) is stories about person whose voice tells the | imaginary people or events. story. 3 ‘Students in groups ask each other about favourite books and films. Vocabulary extension ‘Question 3 can be taken further by getting your students to create a ‘Favourite book/film questionnait For example: Faye's Student A questionnaire Title of book ‘Student B Author Name of main character Year it was written Setting Genre Note: Students who don’t read books will probably read magazines or comic books or manga. Listening: great adaptations 1 Check that students understand the meaning of adaptation. (An (adaptation! is where the story in a book is transformed into say a film or play.) unit @ Pre-teaching vocabulary ‘We may need to pre-teach vocabulary: * Students won't understand the overall meaning of a passage ifthe meaning of certain items of vocabulary is. unknown. * Texts are made more readable, ad listening passage more comprehensible, when unknown words are clarified. f we just want students to know the meanings forthe text or listening passage then a quick explanation or translation willbe enough. s the akan tn patti a an ‘exam but use the pauses between each part to read t _ questions they have to answer next This may also help therm to. _ make some predictions that they can test as they listen. ‘Aim: to create an expectation and bring to the surface ‘ideas students may already have about the topic. es 1 Elicit ideas from students and write them on the whiteboard. Maybe there is less money for a TV adaptation? e ‘The cinema can have well-known stars than TV? 2. Play the recording all the way through and allow students ‘to confer. Ask students to provide you with evidence for ‘their answers. if necessary, play the recording again, pausing before each section where supporting evidence appears. 3 Warn the students that they may not hear everything in exact chronological order. That is, they won't be able to answer all the questions one after the other. Key word: thing ‘A [Rg (n) is a physical object that is considered as having no life of its own. 1. Allthese expressions appear in the interview, as well as typical everyday English,Key word extension Consider getting your students to find more phrases based around thing. | Thing Phrase first thing | alusys clean my teeth first | +thing Im the orhing. last thing She turns the lights off last thing at night. for one thing || can't because, for one thi Im too busy. Reading: the bangle McCall Smith and Mma Ramotswe A Professor of Medical law, Alexander McCall Smith published ‘No. 1 Ladies Detective Agency in 1998. He was born in Zimbabwe, but educated in Scotland. The series’ debut started as a short story, and then grew into a set of stories. Finally it became a novel. The series currently boasts more than four milion English copies in print. itis translated into twenty-nine additional languages. McCall's inspiration forthe novel was seeing a woman chasing a chicken around her yard in Botswana, McCall reflected upon how she probably had a very interesting past, bringing up a number of children with very litle money. Her yard and house were both respectable ‘and clean ~ she was probably making a good lfe for herself, despite being so poor. This woman became Mma Ramotswe, | who we read about in ‘the bangle’ excerpt. Look at the photograph of the woman in a car, and ask the students to imagine where the story might be set. Explain ‘that the photograph is from a TV adaptation of a story by the ‘same author. Pre-teach /Miark@tStall| and [bangle 41 Aim: to encourage a quick skim read of the story for gist (overall meaning). Set a time limit of five minutes for your class to read the text. Then allow them to confer in groups on what the best title might be. This should give you a clear idea of Whether the clas has understood the overall meaning of the passage and the humour of the end. TE tiple choice questions (Paper 1, part 1 the adv the students. Then, with the class, @ \e analysis of the first multiple choice question, Allow minutes to read the text in more depth and 3. Follow up the reading passage with a class discussion of the question. Verbsof manner Verbs of manner combine an action verb with an adverb all _ in-one. They carry implicit information that tells us how an action is performed. Writers provide more precise descriptions by using verbs of manne. if students need a further example ‘ofthis, write this example on the board: Walk (verb) in long determined steps (adverb/how the person walks) = stride. 11 Ask students to find the verbs in the context of the passage ‘they have just read and to select the definition which | matches it closely. eed 2 Allow students five minutes to work in pairs and categorise the verbs in italics. 3. Allocate two or three verbs to different groups and ask them to create short definitions. Verb of | Defi { ” manner Sigh | to breathe outwards, often in sadness or disappointment Gaze | to look wide-eyed in wonder Slurp | drink noisily Giggle [laugh in stupid, high-pitched wary Stagger | walk with difficulty ard not & in & Straight line, perhaps from carrying something heavy, or because you are ill or injured Gulp [drink quickly in big mouthfuls Glare | took with disapproval/anger Stroll | walk slowly, taking pleasure in your Company or surroundings Snigger | laugh unpleasantly, often at someone else's mistortune, often’ behind their back Limp walk stomly and painfully because one of your feat hurts badly 4. Choose an extroverted student to mime one of the verbs of manner. Students guess and then work in groups taking it in turns to mime the different verbs. Grammar: narrative tenses 1-4 Students should already be fully familiar with the range of narrative tenses. These exercises review and revise them. Some students may be uncertain when faced with 49a choice between different narrative tenses. The past continuous poses special problems, as itis used for scene setting as well as to describe actions that were in progress in the past. If you feel that students are uncertain about the basic uses of these three tenses, refer them to Section 12 of Grammar Reference. ‘5-6 This exercise is in three sections: the first gives students. a clear choice between two tenses; the second asks students to make a choice within a context; the third section lets students make their own free choice. 7 Here is a possible ending to the story: “There was nothing for it but they had to clinb tonto the roof of the car before they were drowned. They watched as the bottle of chingagne and the rest of their picnic Aoated off into the distance, Fortunately their cries managed to attract « group of Fishermen who rescued then. After they and the car had been rescued Olivier spent all the following day cleaning and polishing it 0 that it looked as though nothing had happened. Everything was fine until his father opened the glove compartment next to the steering wheel and found it full of sand and seanted. Isabelle and Olivier have both been terrified by their experience, but if anything it made then closer than before. Luckily for Olivier, he had saanaged to keep the ring in a safe place so it hadn't been lost. All that remained was for hin to mit for another occasion to present itself, There is a further adventure of Isabelle and Olivier in the back ofthe course book. Se Section 12.1 ofthe Grammar Reference. Writing: a short story ‘This section pulls together the work that has been done on narrative tenses and adverbs of manner to create a narrative composition. In the First Certificate, there is often a question, that asks students to write a story. One variation of ths isto ask candidates to begin or end their story with the words they are given, To start, ask students to study the invitation. Ask them to say what kind of event they think it will be. 1 Introduce the concept of the narrative composition, and ask the students to read the passage and identify anything that may be wrong in the picture. See Degree of difficulty Increase the level: Consider setting the short story writing task for question 8 as a test or as homework. Make sure students can't share their ideas. Afterwards, choose the most creative/correct stories and share them with the class (anonymously if you feel students will be embarrassed). Decrease the level: if you feel that your students are not ready to write a short story for question 8, consider handing ‘out copies of texts which they can scan for further examples. ‘You could prepare several examples of short stories, such as, the one in the Writing Guide, or the next page.Paragraph one: Set When | was stall | used to fly on holiday with my the scene. Say what Family. Yet, by my twenties |'had become absolutly happened before the terrified of flying ~ and the older | got, the worse ~ absolutely terrified = focus of the story, <———— it became. When ity parents retired to Spain | non-gradable adjective Notice the use of realised | needed to do something. As if by magic, | Frised to’ and the past read about « course thet helped people like me. perfect. On the big day, | drow to the airport and enteree the seminar voor where Atty other people Nate ‘the use of first of of all were waiting nervously. First of all, an all, afterwarc Paasaph wo: the ie Me es wotlk ah Pieter focus of the story. welcomed us. Afterwards he explained how & plane . worked and answered own questions. Over lunch, | talked to different people and ight, take off =goodiuse: Barograph tree: The realised Tsk alone By soy nad Pesdy or of topic vocabulary climax of the story. <—— our tuenty minute Flight. Even though it took al . 1¢ big event is the OF my courage to board the plane, take off was ~—_ Notice the use of ‘even int. 45 smooth as possible. When | glanced out of the ‘though’ to make a window, | thought how wonderfil it mas. contrast. Paragraph four: fond —___ Conclusion, ending Nowadays | take planes everywhere and wonder why glance = a verb of manner with the words we <——— | had been so worried. | can honestly say that it were given. was & day which changed my life for ever Photocopiable activity instructions Activity 5.1: Word search: A Good Story Wy Ai “A Good Story’ solution: : To revise consolidate vocabulary on topic of books and TV. Instructions: 1. Give puzzle to students individually or in pairs. 2. Demonstrate activity by identifying two or three words in the word-square. Activity 5.2: Picture composition: But who ate the cake and Harvey gets what he deserves Ai : To practise narrative tenses. Instructions: Ja. Treat the stories as a straightforward picture composition where students say what is going on in the pictures. ‘1b Alternatively, mix the pictures up and ask the students to reorder them as they think fit. This could also be carried cout as an information gap activity in pairs where students initially describe their picture and decide what is going ‘on and in what order. 2. Either way, make sure that students use a wide range of narrative tenses and a variety of ways of ordering events. Picture Composition One is in random order. You don't need to chop and change it before showing your students. It shows a woman who invites a relative over for a meal. The guests decide to bring a cake. When they arrive, the cake gets placed on a table near a window. After the meal, they realise the dog has eaten the cake, and is hiding in the bushes outside! Picture Composition Two isin the correct order. f you want your students to work it out in order, you need to cut between the squares and hand out in a mixed-up fashion. It begins in 1970. it shows a young elephant performing at the circus. It then shows a couple of young boys taunting the elephant with a stick. It skips ahead to the year 2000, where it shows the same boy as an adult, at the circus. The elephant recognises the man as the boy who teased him 30 years earlier. The boy is now running for President. The elephant squirts water all over him. it makes national headlines. 51‘One | spent most of my time travelling around on a horse with my servant trying to rescue young ladies from dragons, and fighting slants. People said was crazy. ‘Two | just wanted to be left alone but a horrible priest fell in love with me Iwas rescued by a hunchback. He was a nice guy but so intense. He used toring the bells atthe cathedral, you know. ‘Three Well came up with this great idea to trick the enemy. We got into Troy inside a wooden horse, and that was the end of the war. 't took me another ten years to find my way home and | had lots of adventures and had to fight a giant. Four | wasn't born as such ~ my dad, he wanted a son so badly that hhe made me from pieces of wood. | became jus ike any other litle bboy, but each time | told a lie (and | used to le alot) = my nose grew, and kept on growing Listening 5.2 Lorolei: 50, Jacinta, how did you get into adapting books for the cinema? Jacinta: Well, by accident reall. Istarted off editing scripts for radio plays, then I had the chance to join a team writing for a TV series a s0ap opera if you like. Then one day | was asked if be interested in ‘adapting a book by Thomas Hardy for the radio, and one thing led to another, Lorole: So tell me, how do you begin adapting a book, or apiece of literature for the screen? What do you need to know before you begin? Jacinta: Well there are two main things reall. Frst of all what the storys, you know, if it’s a long novel with hundreds of chapters, or short story or play. And the second thing is the medium —isit going ‘to be for the big screen, you know a movie forthe cinema, or for TV. Lorelei: And know you've done both ... adapt for both TV and the cinema ... but which do you prefer? Jacinta: Well, it may seem strange, but all things considered, 'd rather adapt a classic, say a novel by Dickens, for the small screen. Lorolei: Why is that, then? Jacinta: Well, even though the budget is smaller, you have more time to-do justice to the original For instance, instead of two hours to tell your tale you may have, six, ten, or even twelve one-hour episodes, Ima long serial you can take it ata slower pace, and focus much more Cn the development of the personalities ofthe characters. Another ‘thing is you can include some of the smaller characters and sub-plots which you would just have to cut for a film. Lorole: sit just a question of time, or is there anything else? Jacinta: Well, the other thing of course is that for most films, if you ‘are making something forthe cinema, you know for the big screen, unit @ * Tapescript 5 Which has to appeal to a large audience, you have to introduce an element of spectacle, Lorolel: Spectacle? Jacinta: Yes, you know, breathtaking scenery, battle scenes, chariot races - the sort of thing whichis going to fill the cinema screen, ‘Something to make the audience say ‘Wow! I don't know if you've seen the recent big screen adaptation of Pride and Prejudice? Lorole: The one with Keira Knightley as the heroine, Elizabeth Bennett? Jacinta: Yes, that’s the one. Well, essentially the novel itself is a domestic drama, not the subject of atypical big budget movie. But the director made a really big thing of the big formal dances, the balls. And of course it looked magnificent and the attention to Period detail was fabulous, you could only really appreciate it at a big ‘cinema, but, of course, it took up alot of time which could have been dedicated to other aspects of the story prefer the adaptation the ‘BBC did a few years ago, but that's probably because I've got a thing for Colin Firth, the actor who played the hero, Mr Darcy. Lorolel:| know what you mean! So, how free do you feel to change the story? Jacinta: Well, | know some people take enormous liberties when they are adapting a book - you know they'll mess around with the plot or change the ending. Personally | try to be as faithful to the original book as can. In my view, if you want to do your own thing, that's fine, but then you should create something original. Listening 5.3 Lorole: But can film, and here 'm talking about TV as well as the cinema, can it ever be superior to the written word? Jacinta: Mim .. yes. Itis much more economical in terms of time. you know ... setting the scene and so on. With just a couple of seconds of camera work, you can seta scene which, in a classic novel, ‘would take pages and pages of description. if you choose the right location, go to where the book was set with the right scenery, the effects immediate, Lorole: So a picture is worth a thousand words, And is there. anything that film or TV can't do? Jacinta: Oh yes, lots. For me the biggest thing isthe narrator, you know the storyteller’ voice, if you ike. Although it's easy to use dialogue straight from the page it’s very difficult to do that with the harrator’s voice, unless thats, you are going to have voice-overs every few minutes. Lorolei: Can you give me an example of that? Jacinta: Well, the one which immediately comes to mind is Vanity Fair. Now Vanity Fairisa story about a young woman called Becky ‘Sharp who will do anything to rise in society Lorole: Yes, she's the ultimate social climber.1 Pinocchio, Don Quixote, Alice in Wonderland, Sherlock Holmes, Romeo and Juliet, Esmeralda, ‘dain, Odysseus. 2 Speaker 1: Don Quixote (bythe Spanish author Cervantes) Speaker 2 Esmeralda from The Hunchback of Notre Dane by Victor Hugo). Speaker 3 Odysseus/Ulyses (fom The Odyssey by Homer) Speaker 4 Pinocchio (fom The ‘Adventures of Pinocchio by Carlo (alli. Vocabulary p46 1 Genres: tr, crime and detective novels, py stores, adventure, historical ition, romances, (atabiography, cartoon stares comicboks, fin, dasa. lteratre, travel honor, scence fieton fantasy, war stories. 2 series 2 playwright novelist 3 sera/epsodes 4 clase/chapers Ss heroine/characters plots 7 script snarntor scene 10 ocaton/scenery net 12 ition/novel villain 4 mythology Listening p47 2 1B; 2B; 3 4B; 5A: 68; 7C 31 more economical ‘2 many pages 3 location | Jacinta: Absolutely ~she is terrible, heartless, ruthless young woman. "Now in the original book by Thackeray, the narrator is always looking down on the action, you know making comments on what's going ‘on. This, in my opinion, is what makes the book. But recently, when ‘Vanity Fair was turned into a blockbuster, wel this was missing. OK, twas wonderful to look at. There were some fabulous scenes and Bae sh a] 4 narrator 5 dialogue 6 voice-overs 7 rise in society 8 going on 9 fabulous 1 narrator’ voice Key word p47 1 af; 2 3; 4a: 8b; 6 Reading p48 The last honest woman is probably the best tte as everybody ‘lve in the story appears tobe dishonest. 2 20; 36; 4 50; 6A: 7A: 8C Vocabulary p50 1 ta: 2b; 36; 4 2B te; 2, a: 3b a: 4e; Sd 6b; Ta: BA: 9; 108 Grammar p50 1 imple past: went; anced; sat; smiled; turned; thought leaned; addressed. 2 Past continuous: were sipping 13 Past perfect: had witnessed; had not seen 2 1 simple past 2 past perfect 3 past continuous ‘31 while the trader was searching = past continuous 2 as she was leaving the caf6= past, continous 3 had been following everything = past perfect continuous 4 were looking atthe stalls, traders were selling thelr goods... Mima R was waiting = past continuous. at: bts 3; a2 5 1 had been going the costumes were breathtaking. Yet, the thing is, despite having ‘huge budget, despite its cast of stars, there was something missing ‘rom the film, which made it rather empty, in my view. Lorole: And that ‘thing’ which was missing was the narrator's voice. Jacinta: Exactly 2met state 4 dough Sas 6 had prepared 7 picked up 8 was waiting had driven 10 made 1thad reached rzhad driven 13 were sailing dived 15 was 6 i5.ate 17 had prepared tedrank 19 was going to 20saw 21 had fallen asleep 22 yawned 23 was having 24 was woken 25 were having 26 had comein 27 was surrounding/had surrounded/ surrounded Writing p52 4 isappointed/devastated leased/delighted cembarrassed/mortified tired/exhausted frightened/terrifed stupid/ridiculous lovely/sorgecus ‘bad/tesble 8 1 Yes, I elt motif 2 Yes, she was devastated. 3 Yes feel terrible. 4 Yes they were delighted. 5 Yes, you look ridiculous! (6a non-gradabl adjectives: furious, Aelghted, fabulous, gorgeous » descriptive verbs: glanced, gasping, sipping, staggering c adverbs of manner: nastily, adniringly Review p54 1 3G 28; 3; 4k 5607 tok: 10; 2 2ithan 2by 3 on/about ‘tie S asked hardly 7 nstead/Rather 8 series/serial/programme 9 come/sping 10:0 despite 12about 3 laughing: il snigger walking: tage lng, breathing sgh gasp ooking: lone gaze, stare, gla drinking gu sip, sre 411m 2 stare 3 glare 4p 5 glance 6 atll 7 sip 8 sniger 9 gaze 10sturp sigh stagger 13 giggle 16 aulp 5 2 delighted 3 gorgeous 4 motiied S terrifiedA Good Story aju;/qt)ri-|S)/u4i/2)o|}x)}a S]e oO Sa m}/O;u) ax -|alv“/z}alel/alololw)/z2|/—-jolel/u/rf/ylulolu Sl|tlajus/o;>/o}/S}/—-|usaj;as}ulwl]ul—-|>jol> wlM) S/R} m)F|/s}>}s}ma}+|rlalo|x|x/n|/>|/zlo wl/DS/O;/O}/s}/a¢}/—-|alula|2}/a}<}/uf>}/s}/a}/2\ulo Z2I]a)/uU}Uu;o!]Ssjulala|x Zl)O|/Ul/ejalel/ajwi/nj“|x}a}>|/olo|ole|/uUjs}a Olwlusalui¢}v}/olFlo}safa}w]sa}jstulni>lols Fywleas/ul/s/Zzfwfwfalalula¢)/>|z2)/—-j|ulel2zlalo XINJoa}loUlS/Da}/>]4}/3/>]/a}U}/a}/e“/zlusle}/aiwlou Z\/a\le)at)ulzi/tlolsefwlejalwiqlalo/wilus/s/re am) —|—juja}/ala}rj/un}/o/rj)sa}e/2)/5}aful<¢}—|w OlAal\t{Fl/SlOyiniula|x} a}/sSfelu)ala2z)z;uju Ni/w}>{alam}—-|s/uje/elul>|>/zl<)slalols|s wlhay>!|S/sa)>]“}/—-/a}r lw) S/nNjulaq}/rjalnisis af-jwlw}e}—julelw/alola/a{>/ela]—-|/ Cl ti rl >| el ol—|Hni/—-|—-}/a/n) >) SJwlule O;O;/a/XT/—-/O/T]>/—-|/Tl}>j;oj4e)2}/>)/e)/ujrs/ six Z}/Q/zZ/O}>/DS/zZj/N|x}olu|zfuln|xjolelojale alm) Z;elnfula}—-jw}/H}/sa)rF}-|s}o}/as}/ale}yljw au z 5234.5 EYER AS k x, 5 05,085 SSE ScgE Zoszess wuvYSxZeo> 2497385 a «Bw - awz 5EGS B96 ga

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