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    Pass To KEY - Scripts PDF

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    Clara Berenguer

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    © All Rights Reserved
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    Amanda Thomas Pass ET The mini-course for the Cambridge ESOL KEY ENGLISH TEST with practice test Teacher's Book ors: Als Sith, Reece Reyes Cover ant Design Nadia Macs (© 200 acca Publishing an imprint of Cheb Eas, it tion: Mare 2003 ‘Ags sero No pa of hs bok may be ado sr i eer sem, raid, nay form by amy mean cts, chanical, potcopyig ering ers, hel oe w= ermine plier ‘We owl ie hry sive your commen and spsns,ane any her ifrmain cncomigo al diol @btcks-id som ‘re blacked com ISON STR.7754901-1 ok aul CD ‘tein tty by 8.7. Stampa Dipl, Simo Trine, Tin Contents Unit 1 ii About Me Unit 2 shops and Restaurants Unit 3 Going out Unit 4 work and study Unit 5 Holidays and Travel Unit 6 Feeling Fine Unit 7 The Great Outdoors Unit 8 Everyday English Practice Test Key Speaking Paper 3 - Instructions for Teachers Tapescript Practice Test Communication Activities B v a 2s 28 2 36 7 38 2 = EE OC Unit 1} All About Me SUMMARY Reading ‘multiple choice — Reading/Writing Part 4 and $ writing ‘email - Reading/Writing Part 9 Listening short dialogues with multiple choice questions — Listening Part 1, ‘completing notes - Listening Parts 4 and 5 Speaking personal information questions ~ Speaking Part 1 Grammar Check Present Simple, Present Continuous, ike + ing, adverbs of frequency, prepositions ‘Wordbank daily life and home ‘Communication Activity 10 things | want to know about you (see page 42 of TB) My English page 6 ‘Overview ‘To help students focus on their areas of weakness and show the teacher where the class feels least/most confident. Procedure 1 Students read the sentences and decide it they are tru or false. In pair students compare answers. 2 Discuss which area students find most dificult, Explain that studying for KET is rot just about preparing for an exam but will help ther to improve their English in all aceas. Note: English grammar is generally considered to be easier at beginner level than ‘most other European languages. English has the largest vocabulary of any language in the ‘world! @uistening: all about KET page 6 overview ‘Students find out some information about the KET Listening Paper. ‘They are nat expected to begin with exam type practice here. They are guided to the final task through preparation which will help ‘them to gain confidence. Here they practise, ‘completing notes (Parts 4 and 5). The presentation is not the same as in the exam. Procedure 1 Q1, look at the picture and explain the situation. Pay the frst pat of the tape fonce or twice. Students tick the sentence they hear as they listen, 2. Feedback. Go through the answers and play the sentences again if necessary. Point ‘out the grammar and pronunciation difference between a question and a statement with be. {Se too young to take KET? rising intonation He is too young to take KET. falling intonation Point out difference in word stress between Sen fis an ty) 3-032, students look atthe true/false statements and answer them before they listen again, 4 Play the first patt ofthe tape for students tu check thet arerwers 55 Feedback, Go through the answers with the class {6 Q3, read the instructions withthe class. Explain they will hear the information twice and play the second part of the CD. 7. Feedback. Ask students for the answers. ‘Write them on the board, Note: istening and writing down numbers, spellings and dates correctly is very important, Students will get lots of practice fon this course, but spend a minute or two each lesson practising this until students are sed to it. Answers QU:18 28 3A 48 Q2:1T 27 (thisis mot always the case) 37 4F (there is no minimum pass mark for each paper, the final mark is an aggregate score) Q3: 1 Azzatro 213 3 March 21 1989 4230 Tapescript Bie + pose 6 Father When wil Dane toe the Ke exan? Teacher lth dss fe going to tae the test infor. Father And ho ng does the exo take? Teacher: Tere orethee pos. The Reading ond ig paper totes ore hour ond ten mints the ftering poper takes 25 minutes Gd the speoing test ates about 10 mints Father Aton he same doy? Teoh: No, we woe do the tering ond speci tests ona ferent ey tothe Reding and Wing test. Father see. Danie ver good at grammar ut he fos roles wl tering Do you thik he wl pss the stein test Teac: There shoul’ be arlene rs hod npr tng th yor, Buri eds boty nthe tring es neon he fal ne le em Father Oh, that's good sterling KET in December ad she 16 oo yung totate KET? Teacher: No. In ft about 50% of candidates cre under 4 father Realy? Tht interesting Teacher ut need gt ew deals to put on Dane's orm (Pause) Bruni r pose 7 Teacher80 Dane Azzoro Can I check the sping of thot plese? father Ys 15, double 2 A double. Teacher: Ad is age? Father He’ 13 bt he wbe 140 Morch Teacher: Right. And when is his birthday? Father: Me was born on March 21st, 1989. Teacher: Was ke born in Milan? Father: In Bologna actually Teacher: OK. Avd your address is...? Fother: I’ via Roma two hundred and thirty. Teacher: think that’s everything. Thank you very much, Speaking: all about you page 8 Overview In Speaking Pert 1, the examiner will ask each student questions about their family, school, hobbies, etc. They may be asked to spell their Procedure 1. Q1, look atthe form on page 7 again and students fillin theie own personal details nde the column YOU. 2 2, studen's complete the questions in pairs and rratch the answers. Do the fist ‘example together, 3. airs of students read out the questions and answers. Correct any pronunciation terrors. Mocel the questions with natural intonation. Drill if necessary 4-3, pairs of students ask the questions and ‘write down their partner's answers in the Colurnn YOR FRIEND. 5 Look at the notes on describing nationality and saying the date on page 7. Ask a few students: When were you born? What isthe ‘date today? When wos your brother born? Where do you live? Where are you from? What is your nationality? ‘Answers Q2: 11 What is your frst name/surname? ¢ 2 How old are you? b 3 Where are you from? d 4 Where were you bom? f '5 When were you born? ‘6 Where do you ive? a 7 How do you spell your surname? e ce ee a a CO Reading page 8 ‘Overview Students read about the hobbies and interests of three teenagers from different counties, which leads onto talking about their own likes ‘and disikes Procedure 1 Read the questions with the class and check they understand instrument and pet. 2. Students read the messages and write the correct name(s) next to each question. Set 2a time limit of three o¢ four minutes fr this. 3 Feedback, Check the answers withthe class. ‘Answers QI: 1 Alicia, Dora and Sanjay 2Dora 3 Sanjay 4.Dora 5 Sanjay 6 Alicia Grammar Check page 9 Overview Review of lke + «ing See page 7 for explanation of Grammar Checks. Procedure 11 Read Grammar Check with class. Speaking page 9 Procedure 1 Students make a st of things they love/hate. 2. Students ask and answer questions to find ‘out about each others likes and disks. Writing page 9 Procedure 1 Students decide which teenager they Would write to. Encourage them to use Alicia's or Sanjay’s messages as a model for their own. Wordbank: house and family page 10 Overview There is a wordbank section in each unit. Students review their knowledge of English ‘vocabulary to build up lists of related words. ‘This willbe useful when they revise for the exam. Vocabulary is directly tested in Parts 2 and 6 ofthe Reading/Writing Paper. See page 2 of SB for exam informatio. Procedure 1 This section can be done at any point in the unit. You can do it as a class, group, oF paalrwork activity, with or without dictionaries, I can be set for homework and corrected the following lesson. Suggested Answers QI: I sister, mother, aunt, grandmother, grandfather 2 door, window, stairs, shelf, sofa, cupboard (Q2: 1 do the washing up 2 make the bed 3.do the cleaning, 4 do your homework S have breakfast, etc. 6 make a phone call have a shower 8 do the shopping 3: bedroom = pillow, blanket bathroom — soap, towel kitchen ~ fridge, fork Q4: 1 knife 2-glas 3 plate 4 cupboard 5 mitror tistening page 11 ‘overview See page 3 of SB for exam information. Procedure 1 Read the introduction and the Exam Skill Box. Make sure students know that they will hear the conversations twice and that it doesn’t matter if they don’t understand, every word 2. Students listen to the example. Read the ‘explanation and then check the answer. Play the example again if necessary 3 Give students time to look at Q2 and 3. Play the CD. Students compare answers in pairs 4 Play the CD again. '5 Feedback. Go through the answers. ‘Students tell you why the other options are wrong, [Answers QI: 1A 2A (What is she doing? ‘now/at this moment) 3 C (Ella went to bed at TT last night and she says her friends go to ‘bed at 11.30) GEV rapescript Unit 1 page 17 41 What doesn’ Jack want todo? ‘Mum: Jack 1 know you want (0 watch the footbail on TV but you have to clean up your ‘oom fst. Jack: (1! do it later; Mum. The football starts in @ minute. Mum: That’s no good. You know your cousins {are coming to stay tonight haven't got time because Ihave to cook the food for his evening Jack: Oh OK. 2 What is Bet doing? ‘Sam: Can you help me with my homework Beth: a minute. ve got to finish reading this ‘ook ths frst and then I must send an e-mail to Any. Shes sent me three email oeady this week. Samm: But ths more important and you promised to help me. ve gota test tomorow. Beth: help you later. OX? 3 What time must Fla go to bed? ‘Ela: Mum can I stay up later again tonight? ‘Mur: Oh, Ela, You went to bed at 11 lock ost right. dont think you should have another late night ‘a: All my hriends stoy up ti 11:30 all the time ‘Mum: Well wont you in bed at hat past ten Tonight. When Iwas your age! had to be cileep by ten o'clock You can stay up late ‘again ot the weekend. a: Oh OK. Lead In: telling the time overview Understanding the time is important for the KET Listening Paper and other parts ofthe exam, | SaaS) Procedure 1 Refer to thelast question of the previous listening exercise, Ask students what time they go to bed. 2 Draw a clock on the board and revise the vocabulary of telling the time, 3 Ask further questions about daly routines. ‘And studer's practise telling the time. Make sue they can use both ways to tell the time: 1 ten forty and It's twenty to eleven, Note: make the point that in English we don’t use the 24-hour clock in everyday ie. Reading page 12 ‘Overview Before practising Reading/Writing Part 4, students read the text quickly and answer some guided questions to help them ‘understand the text. Procedure 1 Remind stusents that Sanjay isthe Indian bboy living in Australia that they read about fon page 9. Q1, read through the questions withthe els. 2 Seta time Imit of about three minutes for students to read the text. Tel them not to worry about words they don’t understand. In pars students answer the questions Feedback. Go through students’ answers. Read the Exam Skils Box with the class. Q2, look atthe multiple choice questions and do the example together, 7. Students cemplete the questions Individually checking the text carefully. 8 Feedback. Encourage students to tell you Why the answers are correct and why the ‘other options are wrong. Finally explain any unfamiiar words, e.g. boarding schoo, dishes, sail ete Answers Q2:0A 1C 28 3 48 5C Grammar Check poge 14 Overview Review of Present Simple, Continuous, lke + Jing, adverbs of frequency and prepositions. ‘The Grammar Checks revise the main grammar for KET. Students study the ‘grammar notes and do the exercises which follow. Teachers can idently any areas of Aificuty and do further practice if necessary. in each uni, students wil encounter examples ofthe grammar point targeted ‘They become familiar with the target language indirectly and acquire a feel for ‘what sounds corec. Highlight the examples in the reading and listening texts. Break up Grammar Check so that students do not cover all grammar points in one lesson Set some of the Grammar Check for homework. Procedure 1 Read grammar notes with lass. 2 Students complete exercises in pais or for homework 3 Feedback. Check answers. Correct any mistakes and make a note of any problem areas to rtuen to in a later lesson, 4 Adverbs of frequency. Ask students questions: What time do you usully getup? Encourage students to answer in complete Sentences: [usually getup at 7 dock. In pais students ask and answer the {questions inthe Grammar Check Students ask you some ofthese questions. They can also write one sentence using each adverb. Answers QI: 1 pays ist playing 2s watching, watches 3s listening, doesn't Understand 4 works, is working 5 is Sleeping, aoes 6 aet on isn't talking» don't lke’ 7 lives, i staying is studying, believes Q31in 2at 3at 4by Sin Gon 7at Bon Note: prepositions are often tested in Reading/Writing Parts Sand 7 Speaking page 16 Procedure 1 Read the introduction. 2 Ql, students match the two halves of the questions. Give answers. In pairs, one student asks a question and another student answers. Make sure they ‘give complete answers 4 Q2, brainstorm questions to ask about family, home and interests to help students prepare forthe interviews. But don’t write the questions on the board, or it willbe too easy e.g, What does your father do? How many brothers and sisters have you (got? How old is your brother? ‘Students interview each other in pais. Mix the pairs so they speak to more than one person, ‘Choose students to tell the rest ofthe class ‘three things about their partner, [Answers QI: 11 How old is your brother? 2 How often do you play football? 3 How long does it take to get to school? 4 How many brothers and sisters have you ‘got? ‘5 What do you usually do at the weekends? *See communication activity, page 42 Writing page 17 Overview See page 2 of SB for exam information. Procedure 1 Read the introduction and Exam Skis with the class. 2 Q1, write a modal answer with the class fn the board. Encourage them to invent a person and information about their home, family and hobbies. It does not have to be true. ‘eg. Hello Jennie. My names Anna. I'm 13. 1 live with my parents and two sisters. We lve in ‘big house in Rome, I ove saling and horse riding. (31 words) 3 Q2, students vite their own email about themselves. They can do this for homework ‘countables and uncountables, comparatives/superlatives Unit 2] Shops and Restaurants SUMMARY Reading signs and notices — Reading/Writing Pat 1, multiple choice ~ Reading/Writing Part 4, cloze passage ~ Reading/Writing Pat 7 writing writing a note Reading/Writing Part 9 Listening buying a CD player speaking personal information questions ~ Speaking Part 2 Ceaminar {00 muchft0o mony/not enough Wordbank shops, restaurants, pets ‘Communication Activity All About You (see page 43 of TB) Reading page 18 Overview See page 2 of $B for exam information. Procedure 1 Check students understand the meaning of credit card, meal, it 2 QI, students answer questions in pairs. Tell them to guess if they don’t know the ‘meanings of some words. 3 Feedback. Go through the answers and check students know cash, furniture, ‘customer, change, stairs Answers QI: 1G 2A 36 48 Speaking poge 18 Overview See page 3 of $B for exam information. In the exam students won't ask questions about their partner's personal experience. They may bbe asked to find out information about a shop or restaurant and these are the kinds of questions they will need to ask Procedure 11, students put the words in the correct order to make questions and compare their questions. 2 Feedback 3 In pairs students ask and answer all the ‘questions, Student must give a complete 4-2, do some example questions with the class on the board before asking them to ‘write the questions, e.g. What kind of food do you like? Whereis your favourite shop? Is. ‘expensive? Put students in pairs, A and B. Each studert writes five questions about a shop or restaurant, using question words in the box. '5-Q3, students ask and answer their questions in pairs. 6 Feedback. Choose students from different pars to-go through questions Answers QI: 1 How often do you go to the cinema? 2 Who do you go to the cinema with? 3 Which is your favourite film? “4 Do you prefer the cinema or TV? '5 Do you like romantic films? Listening page 19 Procedure 1 Ql, students make questions with would you Tike do you like in pairs. 2. 2, read the explanation with the cass NN COTE and students check their questions are correct, 3. Feedback. Go through the answers, 4. QB, look atthe picture and explain they are going to listen to the git looking at CCD players in the shop. They should tick the statements they hear, Play the CD 5. Q4, students decide in pairs which CO player Katie buys. Then play the CD again So they can check thelr answers Feedback. Go through the answers. Q5, play the CD again and students ‘match the sentences to Katie or the shop assistant, 18 Feedback. Go through the answers. 9 Play the CD and the class repeats the sentences, Students practise the conversation in pairs, taking turns to be Katie or the shop assistant. ‘Answers QI: 0 Do you ike shopping? 11 Would you like to pay by creditcard? 2 Would you like some orange juice? Gt ‘asking about lkes/dislikes in general you ‘would say: Do you lke orange juice?) 3 Would you ike a bag? 4 Do you like Benetton or Sisley better? 5 What size would you ike? ‘Q2: Would you lke — You use this to ask specific questions about what somebody ‘wants to do. Do you like ~ You use this to ask general questions about lkes/disikes. Q3:1B 2A 3B 4A SAGA 5S 2K 35.4555 6K 7K Tapescript Gunie 2 page 19 Katie: need a new CD player ‘Man: OK. How much do you want to spend? Katie: About £60, ‘Man: This white one is our bes seing CD player and i costs £55; Katie: Mmm. ‘Man: Don’t you like i? Katie: 1m not sure. It looks t00 big ‘Man: Well, what about ths iver one? 1's on sale. There's £15 off the price and now it’s only £59. Katie: ke this one. ‘Man The black one? Thats just come in. I's 0 bit more expensive than the others but i's ‘much better Katie: How emuch ist? Man: I's £88. Katie: Oh that's a pity. That’s too much ‘Man: Why don't you take the one for £592 I's ‘a very good player and you won't get anything better forthe some price. Katie: | suppose you're right. ake it Speaking page 20 Overview {mn English there are stressed and unstressed ‘words in each sentence. The stressed words {are the important words which carry the ‘meaning of the sentence. It helps students to know that the unstressed words are not so important when it comes to understanding the gis of what is said. Focusing on the stressed words will also help to improve pronunciation. Procedure 1. Qi, do the first sentence as an example, Remind students to pay attention to stressed/important words, 2 Read sentences and students underline the stressed words. 3 Q2, students practise the onginat conversation in pairs. Follow Up: in a shop 1 Students think of their wn shop situation. (On the board write: type of shop: customer wants to buy: problem: shop assistant suggests: customer decides fo. 2 Students write the conversation in pairs and act it out, Wordbank: shops and restaurants page 20 Suggested Answers 121 trousers, jacket, shit, blouse, dress, coat, hat 2 supermarket, bake’, chemist’ bookshop, butcher's, greengrocer’s 3 waitress, menu, bil ist course, main course; pudding/deser (02: 1 stamp — post-office!newsagent 2:meat ~ butcher's 3 razor chemists 4 petrol ~ petrol staton/garage 5 onions — ‘reengrocer’s 6 dictionary - bookshop (ll these can be bought ina supermarket) (93: 1 Can try it on? — when you want to see if something its/looks nice ina thes shop. 2.Can |help you? ~ the shop assistant says this when a customer comes into the shop. 3 Can | have the bil please? ~ the customer asks the waiter for this atthe end of the meal. 4:1 box of chocolates 2a can of tomatoes 3 abottle of water 4a pair of trousers Speaking poge 21 Overview This activity gives students an opportunity to continue practising Speaking Part 2. However, here one student has the questions and the other the answers Procedure 1 QI, students discuss the questions in pairs ‘oF Small groups 2 Feedback. Class survey to find out how ‘many people have dogs, cats, goldfish, etc. 3 Q2, put students in pairs. Student A completes the questions and Student 8 studies the answers, 4 Pairwork, Students complete activity 5 Feedback. Mix pairs, one student asks and another answers questions infront of class. ‘The other students should correct any mistakes. Reading page 21 ‘Overview Students ar introduced to the topic and again have the opportunity for extended speaking pracice. They then go on to do ‘another type af Reading/Writing Part 4, where students choose between Right, Wrong ‘and Doesnt Say for each statement, Procedure 1 QI, Students think of five differences in pairs/small groups. 2 Q2, studen's discuss questions and talk about the market near where they live. How often co students go there? What do they think of? 3 Read exam introduction and Exam Skills with class 4. Q3, sei the class can tll you anything about Camden Lock Market. Tell them itis a very famous market in London but don't give them any more information at this stage. 5 Give studerts a few minutes to read the text quickly {6 Complete example with class. Students then do QI individually. 7 Pairwork. Students compare answers, 4 Feedback. Check the answers. Encourage students to tell you why each option is, Fight or weong etc 9 Q4, students discuss questions in pairs Answers Q3:08 1C 2B 3B 4A 5C Grammar Check page 23 overview Review of countable and uncountable nouns, comparatives and superlatives, f00 much, too ‘many, not enaugh Break up Grammar Check so that students do ‘not cover all grammar points in one lesson. Set some of G-ammar Check for homework. Procedure 1 Read grammar notes with class 2 Students cemplete exercise in pairs or for homework. 3 Feedback. ésk students forthe answers Correct any mistakes and make a note of “any problems areas to return to in a later lesson, EE OT ‘Answers QI: uncountable nouns fruit, meat ri, salt, sugar Q2: 1 to0 much 2to0 many Q3: 1 There were some chips but Katie ‘wanted more. 2 There was no chocolate 4: 1 He hasn't got enough money. 2 She hasn't got any money. {Q5: 1 enough 2too much 3 too much, 4 enough § too many 6 too many 7 any 8 too much Note: you could mention here that ‘much/many (without t00) are usually used in negatives and questions. There isn’t much mitk, (uncountable) There aren't many eggs. (countable) ‘Alot ofis normally used with both countables, land uncountables in the affirmative, There isa ot of ik. . There ore lt of e095. sa dette oc psactomertensgine | asd st tomers edog vege thediggest ik ato ese the most nseme Semaine (Q7: 1 cheaper than 2 better than 3 more handsome 4 noisier than Reading page 26 Overview See page 2 of $8 for exam information, Procedure 1 Read instructions and Exam Skills with class. QY, students read the whole letter ‘quickly to get a general understanding, 2 Do the frst three examples together. 3 Students complete task individually and ‘compare answers in pairs. 4 Feedback. Ask clas for answers. Make sure students understand their mistakes. ‘Answers QI: Ton 2to 3 cheaper/nicer 41 5 will/can/may/should 6 for 7 Would with 9 this/tomorrow 10 can/will Writing page 27 ‘Overview In Reading Part 9 they may be given instructions teling them what to write in their note, of they may be asked to respond toa short note or message similar to Sam's fon page 26, Procedure 1 Read introduction with class and refer students to Exam Skils on page 17 of SB. 2 QI, go through the instructions which explain what the student has to write. 3 Q2, elicit ideas for each point. 4 Q3, students write their note. They can do this in case of for homework ‘Suggested Answers (Q2:1 Thank you for inviting me. | would lke to come./Yes | can come on Saturday. 2 We ‘could/should meet atthe station. /Let’s meet at the station. 31 would like to buy ../I need. ‘4.Can | bring ...2/D0 you mind if bring ...? *See communication activity, page 43 Ute] Unit 3] Going Out SUMMARY Reading signs and notices - Reading/Writing Part 1 Glalogue completion -Reading/Witing Part 3b Imltple cote cloze Reading Wrting Part 5 Listening matching - Listening Part 2 completing notes ~ Listening Part 4 speaking information exchange ~ Speaking Part 2 come past imple and Past Continuous Wordbank entertainment, celebrations Communication Activity Vocabulary Games - spelling race, memory race (see page 43 of TB) Speaking poge 28 Overview This activity introduces the topic and gives the opportunity for some extended speaking practice Procedure 1 Ask students what films they have seen recently 2 Model answers by explaining your own cinema-going habits, 3 Students discuss questions in small groups. 4 Find out how many students go to the cinema once a week etc. Write the ‘numbers on the board. Students make sentences using: many, lots of, some, afew, not many, no. eg. Lots of students 9 to the

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