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    80 views210 pages

    Knock Out - Teachers Book PDF

    Uploaded by

    Luisina Anahí Bello

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    © All Rights Reserved
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    PETER MAY & JACKIE MARTIN SUA CY aS MMO) 3 Ue or TEACHER'S BOOK KNOCKOUT FIRST CERTIFICATE eee ae ead See eT ee ae ec) eee a ee a See eee ec hae ty Ere cc Roe provides everything the student needs to pass the free Ue Se Rd Se ce eR See ence Demonte Seo es Ce eae oe ery Se ogee uke DO dirt ee LUD Cen ee busy teachers, including pronunciation focus Ser eee cana Dee OR ue eee nerd Beer eke ence eee Gene ecs) CeCe RA cr ae ‘complimentary cassette, and a Teacher's Book. 1sBN0 MN 8 OXFORD pecneiee td il Contents Introduction 4 Exam Revision Section Key 106 Further Practice 109 Further Practice Key 159 Unit Tests 168 Progress Tests 183 Practice Test 199 Unit Tests Key 214 Progress Tests Key 217 Practice Test Key 218 UCLES sample answer sheets 220 (BREAKING ps © Get students to ask and answer in pairs, and then elicit scores. f necessary, explain terms such as jogging (in some languages they may use the ‘anglcism footing) and martial arts (elct internationally-known disciplines such as judo, karate, sung fu and ta chi. Opinions on scores may vary according to culture (on red meat, holidays and visting the doctor, for example) and students’ experience ~ or lack of it~ ofthe activities mentioned, Encourage discussion of variables: it depends how much fruit, as long as you don't take pills instead of eating good food, provided you also do other kinds of exercise, and so on. © Tell them to note down their own additions to thelist (prompts here might include swimming ‘eating vegetables, avoiding stres, not getting sunburnt, etc) and then ask pairs for their ideas. Ask ‘them to discuss what advice they would give to each of age groups a-< HRBADING: multiple matching pps-9 © This activity introduces the topic ofthe Reading tert and feeds in vocabulary, nearly all of which appears inthe text in some form. Highlight any words that may cause your students pronunciation diffcuties, suchas strength and tough, or thei Sound in i, kill and kick, Pair discuss the questions and then report back to the class @ answers: 1F 2F 3F aT SF 6F © 1 students are new to multiple matching, show them an example from a past paper or book of practice tests Ask them what the difference is between a heading and a summary. Point out that there i always one extra sentence that they do not need to use, in order to avoid the jigsaw effect. NOTE: Jigsaw effect ~if there is an equal number of headings/summaries and paragraphs, the last one falls into place like the final piece ofa jigsaw and therefore tess nothing Students could do this ordering activity in pairs. Point out that for the present purposes, ‘summary’ and ‘heading’ are used interchangeably. ANSWERS: 43278615 NOTE: As with any ordering exercise or test, remember to give credit for the right links (3, 3-2, 2-1, 7-8, 8-6, 61, 1-5) rather than correct numerical sequence, otherwise a single mistake means all subsequent answers are ‘wrong’ “Teacher's notes UNIT 1 2 The underlining task provides advance practice for ‘another Reading task: gapped texts in Part 3 of Use of English, where students have to use both the content and linguistic clues to replace sentences or complete paragraphs. POSSIBLE ANSWERS: 2 this example paragraph 3-Next 4 first impression 5 Part 2 6 remaining 7 again 8 Each time NOTE: There is a focus on reference words in Reading tasks in Unit 11 @ Focus on the instructions, in particular the mention of summaries rather than headings, and then on the underlined clues, pointing out that these do not occur in the exam. Remind students not to worry too much about any individual words or phrases that they might not understand. ANSWERS: 1G 2C 3A 4D SF 68 Not needed: E VARIATION: With a strong class, ask why E is not needed. ANSWER: there is no reference to misuse {although in fact all reputable Taekwondo clubs insist that their members swear an oath never to do so), © This could be done in pairs or groups, with perhaps a class roundup at the end. VARIATION: If anyone in the class has personal experience of a martial art, ask him or her to tell the rest of the class about it and then take questions. WORKBOOK: Part 1 pp8-9; Focus On Reading p72. GBRAMMAR: present tenses p10 @ Begin by ensuring that everyone understands the terms ‘present simple’ and ‘present continuous’ (students might previously have learned the terms ‘simple present’ and ‘present progressive’) and knows which is which, Students then match rules a-j and sentences 1-10, working either in pairs or alone. Point ‘out that use j (iritating things) needs to be used with words like always, constantly, continually and forever. ANSWERS: 1d 2c 3i da Sq 6] 7h 8b 9e 10f Place: a sports centre VARIATION: Begin by putting the examples on the board and elicit rules a-j with the students’ books losed. har ae oom es? Pca fo | acres em come Ron Aer © students may be aware of the restrictions on certain verbs - for example they should not say ?m understanding the question’ ~ but without knowing why, especially if their frst language does not have a present continuous form, or the rules of usage are different. You may want to begin by eliciting ‘stative’ (or ‘state) verbs and asking the class if they can identify what those they suggest have in common. They then do the activity, alone or in pairs ANSWERS: 1 Perception: hear, taste, smell 2 Appearance: appear 3 Thinking: believe, imagine, know, suppose, understand, remember, wish 4 Likes and dislikes: hate, dislike, love, prefer, admire, need, want 5 Possession: belong, possess, keep, have VARIATION: With a weaker class, tell them the number of verbs they need to find for each category. © Explain that the few statives that are used in the continuous change their meaning to refer to an active form of behaviour (in the case of think, mental activity), Pairs study and do the exercise, then go ‘through the answers with the class. If necessary, explain in more detail, for example tasting: testing it +10 see if he likes it. ANSWERS: 1 considering 2 action, not possession 3 action of sniffing 4 not returning it to its owner VARIATION: With a strong class, explain that the use of have as in ‘have a sleepy, etc. is largely delexical (ce. has little oF no meaning in itself, but is used with ’ noun to indicate that someone does something), and corresponds closely to the verb ‘sleep’. Point out that this isa very common usage in spoken language and elicit more examples (give a smile, take a photo, give an answer) © The emphasis now shifts to verbs that are often Used in both present tense forms. Make sure that everyone understands stretch and reach and point cout that these six questions practise all ten uses presented in activity 1 ANSWERS: 1 helps, ishelping 2 try, are trying 3 think, I'm thinking 4 I'm reaching, reach 5 starts, I'm starting 6 go, I'm going The speaker does weight training. © Elicit the type of use each represents ANSWERS: 1c, 2b,] 3b,i dhe 5,f bai FOLLOW-UP: Give freer practice by getting pairs to tell ‘each other what their friends, brothers and sisters are probably doing at the moment, and what they are doing later. Then they choose one person and describe his or her daily routine, possibly contrasting it with that of the speaker. WORKBOOK: Present tenses p10. FURTHER PRACTICE: Present tenses p109. NENGLISH: key word jations p11 © You could start by pointing out the relevance of this activity to everyday speaking and writin, in the sense that we often look for alternative ways of saying the same thing, Focus attention on the, instructions, checking understanding (eg. What i “the word given’ in the example? Answer: impossible) and go through the example, pointing out the need to keep the first person plural in the second sentence. Explain that, as every question tests two things, they should always do as much as they can as they may get fone out of two possible marks. @ This activity helps students to find out about the exam through discussion, and also practises question forms with and without do, but particularly with modals and be. Tell the 'B’ students to read the text ‘on p164 carefully, making a mental note of the information in it. Explain that the points are not, necessarily in the same order as in Student As questions, so they must absorb them, rather than attempting to match lines in the text to questions. When pairs have finished, go through the answers with the class, ensuring that everyone has the correct answers and the reasons for them written down. ANSWERS: 1/2 X You must never put six words 3-¥ 4 X You cannot cross out any of the words printed. 5 x You must never change the key word or leave it out. 6 ¥ 7 8 X They count as one. VARIATION: When pairs have finished correcting the statements, tell them to compare the register of the ‘two sources of the same information, noting that the language in the Revision Section text is more formal than that used in the statements. Ask why this is so: they should be able to answer that the statements are more in the style of spoken language, while reference material tends to be more ‘serious’ in tone. © Point out that in exam questions there is no connection between the structures tested on any one paper, and of course the required number of words will not be given in brackets! Go through the answers, making sure that everyone understands all the ‘extra’ words and changes (with correct positioning) that need to be made, such as her in 1 and definitely in 3, ANSWERS: 1 this land belongs to her 2 is planning to 3 is definitely keeping 4 isn’t very interested in 5 takes off at 6 running quickly improves 7 does she play particularly well 8 am seeing him briefly 9 assoon as finish 10 isvare always losing matches WORKBOOK: Key word transformations p10; Focus On Use of English p88. FURTHER PRACTICE: Key word transformations p110. UNIT 1 Teacher's notes KK fMeeAsutar © Elicit answers, demonstrating where the parts of the body are located if necessary. Some of ther will bee heard on the Listening recording. Pairs then describe past injuries and how they happened Encourage discussion of any caused while training or doing exercise, a5 this is one of the topics covered in the next activity and in the Listening to follow. : parts of the body p12 © As usual with gap-il activities, ask the class to read quickly through the text fist for gist. Set a simple task, such as thinking ofa ttle for it, and elicit suggestions after they have had a minute or two to read it through. Point out thatthe eleven words are all used on the Listening recording and tall students to fill in the gaps in the text, working individually Encourage them to use the contextual clues to work out the correct answers: e.g. in question 2, an antonym of tense is needed, in 3 the gap is followed by a definition (in other words.., as is 4 (another way of saying... while in 5 there is an example (like...) and in 6 another definition (This is known a... Highlight the pronunciation of any that your students may find difficult to recognize when they hhear them (e.g. breathe, rhythm) ANSWERS: 1 warmup 2 loose 3 strain 4 endurance 5 skills 6 co-ordination 7 skipping 8 stiff 9 breathe 10 rhythm WORKBOOK: Vocabulary pp6-7. WSFERING 5: © Point out that the focus of the Listening in this Unit is understanding the gist of the text. Stress the importance, when listening to dialogue, of students always knowing who they are listening to: in this case itis always either to Cheryl or Josephine. Allow time for the class to look at the instructions and questions, before playing the recording twice. Go through the correct answers and elicit reasons why the distractors are wrong. ANSWERS: 1C 2A 3C 4B 5C 68 © Pairs discuss these questions, which activate lexis ‘rom the text and from beth parts of Vocabulary on pia SUGGESTED ANSWERS: good for legs, stomach/ ‘tummy, bottom, upper body (plus mind-body co: ordination and stamina); can damage knees, joints, calf, Achilles’ tendon, back WORKBOOK: Part 4 pp7-8; Focus On Listening p96. ‘TAPESCRIPT Chery: Asa child, | remember skipping for hours en end, singing silly songs and competing for the neighbourhood championship title. Back then, I didn’t think about the health or fitness benefits, but the current revival of Teacher's notes UNIT 4 Josephine: cheryl: Josephine: Chery Josephine: interest has brought this favourite childhood pastime out of the playgrounds and into the grown-up world of high-tech health clubs and gyms, An exercise that has been a favourite with boxers and other athletes for many years, skipping is an excellent workout. It not only tones legs, tummies and bottoms, it also builds upper body strength and improves mind-body co-ordination while building stamina. Such isthe level of interest now, there are even professional skipping teachers and skipping fitness videos. Josephine Mason is a skipping instructor based in ‘Wales and she's developed a technique she calls Rhythm Skipping. Can you tell the listeners about it, Josephine? Yes, well it's a series of rope routines set to music and performed at different speeds. The basic techniques are different from boxing skipping where the feet are hardly lifted off the ground. Instead, with Rhythm Skipping, the knees are lifted up high to the chest and toes are pointed to stretch the stomach, hips and bottom muscles. ‘The balls of the feet should take the impact and the knees should be loose, Because the jumping action of skipping Js hard on the joints, you should wear good trainers, or even boxing boots, to protect the lower calf and Achilles’ tendon, which will strain under the body weight. I should point out that I've already been for my first session, | went the other day, but i made the mistake of thinking it was going to be chil’ play. I hadn't warmed up properly and there was a sharp pain from my stiff knees once we started, Yes, as with all fitness programmes your muscles and joints should be fully warm and stretched beforehand to help reduce the risk of injury. Also, because skipping is high-impact, anyone with previous injuries, back pain or trouble with their joints should avoid any skipping, however harmless it may ‘And it does look quite easy doesn’t it? | mean, when the experts do Rhythm Skipping it looks effortless, but now ve tried it for myself I know it's not. In fact at first, | felt like 2 clown skipping a country dance in big, floppy shoes. ‘The changing rope speeds or ‘rhythms’ need a surprising amount of skill and my two left feet kept getting caught in the rope so. You have to remember that Rhythm Skipping is about mind and body. It takes practice because each basic jump requires chythm, balance, endurance, co-ordination and skill Cheryl: Well | certainly did find that as soon as | stopped worrying and trying so hard, ‘the movements came naturally and | started having fun. It was a bit like Circuit training ~ skipping in two- minute bursts with short breaks in between, To my embarrassment, | began puffing almost immediately and ‘two minutes began to seem like a very long time indeed. But | knew it was doing me good and I stuck at it. Josephine: I'm pleased to hear it! Cheryl: Skipping, then, is great for either ‘outdoor or indoor workouts, it’s cheap and it’s a portable way to keep fit while travelling, The routines you do can be complicated or simple, you can vary the speed and you can even personalize your routine to your very own needs. SPEAKING 513 © Explain the format of the Speaking part of the exam {two candidates and two examiners, only one of whom speaks to the candidates). Students then read the text and paits fit the missing questions and statements into the gaps. You may want to point out ‘that ths activity has some similarities to Part 3 of FCE Reading. When they have finished, check the answers and elicit more examples for each gap, ANSWERS: 1G 28 3C 4F 5A 6D 7E © This isa potentially useful ice-breaking activity for the start of the cours, so it might be a good idea to place students with different partners If students have any difficulty forming the questions, point out that do is used whenever what, which or who isthe object of the sentence. Question forms: + What's your name and where do you come from? + Which part of town do you live in? + Where are you studying?/ Where do you work? + Why are you preparing for First Certificate? + How do you usually spend your evenings? + What are you doing after the lesson? © You may want to warn students that if examiners feel that candidates are trying to recite prepared speeches they will intervene and move the conversation on. Practising likely topics, though, is 9 perfecty valid form of preparation and students could have the good fortune to find that what they have done actually comes up in the exam. For this activity it is essential that students write their questions, and with a weaker class itis probably a 00d idea to check these before they move on to the speaking part SUGGESTED ANSWERS: 1 Where do people do X? 2 What equipment is needed? 3 Who can do X? 4 How can you avoid getting hurt? 5 In what. ‘way is X good for you? 6 How long have you been doing x? Students then use what they have written as a framework for what they say about their favourite form of exercise or other hobby. VARIATION: Students do activity 3 as a role play, with their partners acting as examiners. However, you should make it clear that in the exam it will of course: be the examiner who is asking the questions, not the other candidate. You may once again wish to mix students with new partners. WORKBOOK: Focus On Speaking p104. HRERBING: Gapped text press © Ensure that everyone reads the instructions Carefully by asking questions such as What isthe article about? What has been taken out of the text? ‘and What do you have to do with them? Students work individually, reading the advice and text. Go through the answers when everyone has finished. ANSWERS: 1D 2A 3F 4E 5G 68 VARIATION: Also focus on language > OO 1 necessary, explain the situation in the ‘exam, with one examiner directing the conversation while another assesses. Point out that in Part 3 the candidates are largely on their own, and should where possible address their comments only to each other. Stress that the aim is not the product - successfully completing the task — but the process speaking English effectively while trying to do so. Check all the expressions on the map are understood. Ensure students follow the guidelines given. When they have finished, ask the class about any difficulties they had with vocabulary, etc,, and provide feedback (on what you have heard. FOLLOW-UP: Extend this activity into a Speaking Part, 4(@ threesway discussion of matters related to the theme of Part 3), either in pairs (the two candidates) or in groups of three, with a third student taking the role of examiner. He or she could ask questions such as: What safety precautions should climbers/cavers/ walkers take? What equipment is needed? Why do people go on survival courses/ climb mountains/go hill walking? Which of these activities are popular in your country? Where do people go to do them? WORKBOOK: Focus On Speaking p104, HHRASAL vers Begin by eliciting examples of phrasal verbs and putting them on the board, You could give a further example by asking a few students ‘What time did you get up this morning? They do the exercise individually, and then compare answers in pairs and with the class get p23 ANSWERS: 1 got into 2 getup 3 getoff 4 getup to 5 getting on 6 get together 7 got away with 8 got over 9 get through 10 get by WORKBOOK: Phrasal verbs get p13. RBERBULARY: films 52s This activity introduces words that will be needed later in the unit, including lex’s from the Reading text fon the next page. Students could use dictionaries or check with others in groups. Highlight pronunciation, and word stress as you go through the answers with the class, allowing time for students to write in the words, ANSWERS: 1 pictures 2 performance 3 shot 4 reviews 5S scene 6 edit 7 script 8 plot 9 screen 10 suspense 11 release 12 audience 13 casting FOLLOW-UP: Elicit and/or introduce more film expressions, multiple choice and ext pp24-25 © The aim here isto activate words from Vocabulary and to prepare students forthe Reading text. Find out which are the most popular films among the class asa whole. © Assometimes happens in Part 4 of FCE Reading, this activity uses multiple-choice questions (in this case 1-4 respectively to identity the source, choose @ title, infer and focus on the writer. The difference here is that students have to justify their choice in writing rather than just use inspired guesswork. ANSWERS: 1C 26 3C 48. VARIATION: Discuss the differences hetween the four text-types in question 1, and ask who has seen the films in question 3. Ask someone to give a quick description of Alien, WORKBOOK: Focus On Reading p72. © This activity practises the format of Part 3 FCE Reading. To focus on cohesive devices, clues are highlighted in the text and the task of matching them to the sentences added. Students work individually, check in pairs and then with the clas. ANSWERS: 1D 28 3G 4A SE 6C © This activity (following on from Phrasal Verbs on 23) practises two-part verbs from the Reading text by getting students to match them with their meanings, but with the added help of different contexts (including topicrelated vocabulary such as director and cartoons). Students work in pairs Encourage them to look back at the text for further clues to the meanings ANSWERS: 1e 2g 3d 4h Sb 6c 7f Ba © Lot pairs discus, or elicit the answers © Go through the examples (the -ing ones are from the Reading text on page 18-19) and get the class to work in pairs, before eliciting the words (amazing, tired, ete) that may cause spelling problems. Write these on the board. FOLLOW-UP: Elicit more words that form adjectives in the same way, such as relax, confuse, horrify, disgust, ‘embarrass (check these last two are not false cognates), depress, irritate, exhaust, satisty, refresh, infuriate, threaten, tempt point out this has a positive ing form but the -ed form can be negative). participle adjectives p26 © The skill required is similar to that of Use of English Part 5 (word formation), but here the students have to choose the word from the list before ‘they modify i. This should be done in pairs and then checked as a clas. POSSIBLE ANSWERS: 1 thrilling 2 alarming 3 amazing 4 fascinating § tired 6 bored 7 surprised 8 exciting 9 disappointed 10 astonishing © This exercise gives an opportunity for active use. Pairs compare work. Check for errors. UNIT 2 Teacher's notes an informal letter pp26-27 © Elicit more features of informal letters, such as ‘missing out pronouns and other words; exclamation marks; PS at the end, te © The focus is on key factors in letter-writing that will be specified in the instructions for FCE Paper 2: why, how, who and to whom. Point out that appropriate style in this case means informally, and highlight other important words in the instructions first time, friend, did, felt and letter. Elicit possible deficiencies in task completion if any of these words is ignored. For example, not to write about something done “for the frst time” could produce a text about something the student often does, written entirely in the present simple instead of the anticipated past forms Students work in pairs t find and correct the mistakes. You may want to tell them that they are all ‘examples of the grammar points presented in this Unit (four articles and two participle adjectives). Tell them to ignore the spaces above and below the text for the moment. Go through the answers with the class. ANSWERS: amazing; a very friendly instructor, the ‘grass; terrified; on the ground; it was wonderful fun © Students work in poies. Elicit the answers and put ‘the answers to b on the board. Point out that there are of course other ways of expressing the same ideas and elicit some, such as am writing to tell you about..',b'to start with/then/later/afterwards' and €'1'm looking forward to hearing from you ANSWERS: 1 | must tell you about. 2 First/Then/ After that/At last 3 Please write soon © Ask which are the more informal ones and which would be appropriate for the letter in activity 2 (Dear (first name); Yours/ Best wishes/ Regards/ Love). Point ut that Love from is possible. Students then fill in the spaces individually. Check what - and where ‘they have written, Make sure they haven't, for example, put their name at the top right, their surname before their first name or the name of the town and the date at the bottom of the page. © This exercise practises matching informal letter formulaic expressions with their functions, and should bbe done in pairs. Go through the answers with the class ANSWERS: a4 b6 © The aim sto encourage students always to think about the topics they are about to hear discussed on the recording. Encourage the use of different ways of expressing opinions, pointing out the relative formality of in my opinion and I believe (thas) but the informality off you ask me VARIATION: Give more examples of predictions, perhaps @ more optimistic one: ‘I think we'll do all our shopping by e-mail. We'll look. at the goods on the shop’s website, make our choice and then send our order, which will be delivered to our house.” Or one that foresees little change in the future: ‘if you ask me, most people will stil be going to the same shops and markets they always went to.’ © Emphasize that the aim is successful completion Of the exam task, and that listening for similar predictions to their own is a means of helping to achieve this, not a separate activity. ANSWERS: 1D 2C 3E 4F 58 WORKBOOK: Part 3 p19; Focus On Listening p96. © Allow time for pairs to discuss and then do a Quick class round-up. FOLLOW-UP: Ask the class which predictions they agreed /disagreed with most strongly. TAPESCRIPT ‘one | certainly think that before too long we'll see the results of research into fabrics that reduce stress and others that contain scent, as well as materials that have medicinal properties. Manufacturers will be abie to do this by putting tiny, micron-sized bubbles into, say, dresses or shits, and filling them with ‘smart’ technologies, so that they release fragrances, vitamins or other medications that can be absorbed through our skin from the fibres. wo Al this equipment to keep you in touch with the ‘outside world has its price. You'll continually have to be buying the latest technologies and paying for expensive updates if you want to send and receive text, pictures and sound at full speed. You'll find yourself saving up all the time to be able to afford it, while connection charges keep going up and the ‘government thinks up more and more ways of taxing the airwaves. Three Technology will allow us to escape from the city to the country and do our jobs there. With less commuting, the metropolitan centres will free ‘themselves from the human gridlock of the nine- to-fivers. Perhaps one day we will look back, laugh and shake our heads when we remember that, as UNIT 3 Teacher's notes part of every weekday, we used to waste so much | ‘ime and eneray trapped in litte stee! boxes that | took us to and from our offices. We even had a | name fori "rsh hour’ I Four People will choose equipment to fit their lifestyles and needs, and makers will respond to that demand. The consumer will have control over everything. Ovens will become voice-activated so that we only have to touch the voicebox panel at the top of the device and say: ‘Lasagne for four and an apricot flan, please. Five minutes later, a computerised voice will announce: ‘Meal prepared’ Five | don't think there'll be that much change really, ‘apart from making space for the obligatory mod cons. Our lifestyle may be changing but the problem is that at the root of our deepest instinct 's the desire to live in a rose-covered cottage; so the sorts being built, and apparently most in demand, have traditional designs and layouts. We'll still be living in a way that would be readily recognizable to the ancient Romans. (BEABULARY: suttixes p34 © Before students begin, elicit the pronunciation of subjects 1-10, ensuring correct word stres:bialogy, chemistry, etc. You may need to help with the pronunciation of cognates that are pronounced quite dliferently in the students’ Lt Elicit the answers, with correct word stress, when paits have finished ANSWERS: 1 biologist 2 chemist 3 physicist 4 geologist 5 ecologist 6 mathematician 7 astronomer & engineer 9 mechanic 10 computer scientist VARIATION: Depending on the age and/or level of the class, you might want to add more subjects such as anthropology, biochemistry and so on. @ This could be done in groups. Encourage the use of a range of future forms: will be doing, will have done as well as will. Point out that their notes will be needed for Writing, which follows. WORKBOOK: Vocabulary p18. G: a discursive ition p35 @ You may want students first to look at the sample composition on p163. Pairs study the text and replace the sentences: 18 2C 3A. Check comprehension before moving on by asking questions like ‘What should you put in the third paragraph?’ If necessary, explain the drawback of arguing point by point as follows: it often involves using a lot of contrastive sentences that require a wide range of linking expressions to avoid becoming highly repetitive. @ Students work individually, following the advice in the nine points. Teacher's notes UNIT 3 ee Point out that the reader is specified as ‘the teacher’, which is sometimes the case in FCE questions Of this type, so tell them what style you want them to write in, For more linking expressions, see Unit 14 Writing (Discursive composition - opinion). You may wish to suggest to students that, if they find it ANSWERS: 1E 20 38 4H SA 6F 7C © D0 a5 2 pair, group and/or class discussion. WORKBOOK: Focus On Reading p72. Give help where necessary for example with the names of books written by authors they mention, how easy they are to read, where to find them, ete You could write up on the board the addresses of English bookshops, libraries, etc, and might also want to suggest they try books on audio cassette The answer to 7, given that FCE can use texts from a wide variety of sources, i virtually any kind of | | reading material, though preferably it should be just a little above the students current level so that | | he or she practises a range of word attack and text attack skills J VARIATION: With a class that has experience of working with readers, ask them what grade would suit them, for example 2,000, 3,000, 4,000 or 5,000 headwords. These numbers of headwords (i. the ‘vocabulary used) correspond approximately to those used in Grades 2-5 of the Oxford Progressive English Readers, designed for teenagers/young adults from Intermediate level (Grade 1) to Advanced (Grade 5). WRAY frequency adverbs p10 © ‘there is time, elicit more examples ané put them on the board or OHP. Let pairs work on deciding the rues, ‘ANSWERS: usually 1 before the main verb 2 after be 3 after the modal, before the main verb © Pairs discuss these. Feed in expressions lke “ust above’ and ‘ight below’. ANSWERS: nearly always; generally/usually/ reqularly/ normally; often/ frequently; sometimes; occasionally; hardly ever /rarely/seldom/almost never © Elicit the names ofthe pieces in chess, plus key words such as check’. Point out that there are other possiblities to the suggested answers below, such as 2 “Usually, the first piece.” but thatthe safest place i that indicated in activity 1 and recommended in the answer, The game is chess. SUGGESTED ANSWERS: 1 The player with the white pieces always starts. 2 The first piece to move is usually a pawn, but it could be a knight. 3 White sometimes begins by attacking the black king, 4 Black may sometimes reply by bringing its queen into play. 5 The player that loses their queen seldom wins the game. 6 After the queen, the strongest piece is generally the rook, or ‘castle’ 7 The bishop can never move sideways, only diagonally. 8 When pieces threaten the king, the attacker must always say ‘check’ 9 Aking in a weak position rarely escapes ‘checkmate! against a good player. Ee have to and © ‘necessary, give more examples of each, stressing the difference between the internal obligation, ie. the speaker's authority in the case of ‘must’ and the external obligation authority often present when “pave to's used. The complete difference in meaning between ‘mustn't’ and ‘don’t have to’ also needs to be highlighted ANSWERS: 1b 2a 3c 4f 5g 6e 74 © You might also want to mention ‘ought not to’, ‘are to! and ‘aren't to’. ANSWERS: a ought to b you've got to € needn’t/don’t need to/haven't got to © Students do this individually. Go through the answers with the class (question 8 recycles ‘worth’; 10 recycles ‘give up’), POSSIBLE ANSWERS: 1 You should have lessons. 2 No, you've got to have an opponent. 3 You shouldn't spend so much 4 You ought to take up a hobby. 5 You don’t have to have a garden. 6 You mustn't do that! 7 Yes, you have to buy one 8 No, they don't need to be very old, 9 You must get another one. 10 You haven't got to be a brilliant artist to paint. @ Perhaps have a class round-up of suggestions when pairs have finished WORKBOOK: must, have to and should p28. SEE ‘Must you to go so soon? Modal verbs are followed by the base infinitive of a verb (without to) so the correct form is: Must you go so soon? Remind students that in the exam a much wider range of structures is tested and that they will not, have the help given here. Emphasize the importance of correct word order in the answers ne s' key word ANSWERS: 1 are seldom 2 regularly visit his 3 hardly ever loses 4 rarely goes on 5 nearly/almost always goes fishing 6 you ought tocome 7 must not take photographs 8 really have to be left 9 you don't have to 10 don't always need to WORKBOOK: Focus On Use of English p88. EG 52 © students workin pairs. Go through the answers with the class. ANSWERS: Before you listen: 2, 4, 5 While you listen: 1,6, 7, 8,9, 11, 12, After you listen: 3, 10 © students do this quickly in pairs. Some may be cognates or international words. Go through the answers, asking for examples of those in group 1 If time allows, ask students to contrast pop and rock, chant and singing, et. ANSWERS: 1 kinds of music: pop opera techno reggae classical chant rock 2 words used in music: notes tune symphony rhythm chord 3 equipment for listening to music: cassette-recorder CD player INIT. 4 Teacher's notes © Students work alone. Play the recording through ‘twice. Go through the answers and the prompts with the class ANSWERS: 1 young 2 different styles 3 buy more 4 boring 5 win (important matches) 6 louder 7 rhythms & mood 9 your emotions 10 thirty years © students discuss in pairs. Finish by asking volunteers to tell the class which they have chosen. if several mention the same song, ask why they think it has that effect WORKBOOK: Part 2 p25; Focus on Listening p96. TAPESCRIPT Pres: We've been hearing for what seems like a long time about the crisis in the music business: how record sales are falling, fewer recording contracts being offered, less cash available for promotion and all that kind of thing, but the fact remains that itis still a huge industry, isn't it? Jeff: Yeah, it's massive; it’s one of this country’s ‘major foreign currency earners and it provides a tremendous number of job ‘opportunities for young people in an exciting and ever-changing world where some of them, at least, can use their creative talents to the full Pres: And what have been the biggest changes in recent times? Jeff: | suppose one of the most significant ones has been the way so many different kinds of music have appeared. | mean, there used to be a few mainstreams like classical, pop and jazz, but now everything's broken up and od into all sorts of different styles, so ‘that if you go into a music store nowadays you see sections aimed at every imaginable ethnic and social group within society; from symphonies, operas and chant through salsa, blues and country to rap, techno, reggae,

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