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    106 views146 pages

    Teachers Book

    Uploaded by

    Eliseo Hernández Cañadas

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    © All Rights Reserved
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    Jea neti Lines ey Ola ark Stephe in Gre Cambridge English Proficiency MASTERCLASS Teacher's Pack UNIVERSITY PRESS OXFORD Great Clarendon Street, Oxford, ox3 6 United Kingdom ford University Presa department ofthe University of Oxo Iefurbers the Unser s objective of excelence in research, choksip and education by publishing worldwide Oxford isa veghstered ade ‘markof Oxford University Press inthe UKand in cevain oer counties (© Oxford Univrsicy Press 2013 “The orl right of the author have ben ssserce Fist pubisned in 2039 2x7 206 2015 2014 2019 woe7essa21 Aight reserved. No par ths publication may be reproduced, stored Ina etreval system, or tansmitted, in any former by any means, without the pr permission in weriting of Oxforé University Press, or a5 expressly ‘permitted byl by cence or under terms agreed with the appropriate ‘eprgrapics rhs arganzaion Fnguilesconceringreprodction ostee {the sctpe ofthe sbove should be ent othe ET Rights Deparment, Oxford Univesity Press. at headdress above You mst not ica thi workin anyother form and you must mpore| ‘hs ume condition on any acquirer Links to third party websites are provide by Oxford in good faith nd for Information only Oxford disclaims any respons forthe materials ‘contained in any tid party website eferenced inthis Wook Photocopying. ‘The Publisher grants permission forthe photocopying of those pages marked ‘oeocopiable according the following conditions Individual purchasers shay mae copes for theirown ure o forse by clseestat they tes. ‘Scool purchasers may male copes or ase by staff and students, but hs ermiston des not extend to atonal schels or branches Under no ercumstances may any pat of tis book be photocopied for resale sa 9780 194705202 Printed in Poreagal by Grifca Maladouro SA. ‘This books printed on paper rom ceri and wellmanaged sources Student’s Book Contents Introduction Unit 1 Unit2 Unit 3 Unit 4 Unit 5. Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Vocabulary tests Key for the Vocabulary tests Sample answer sheets Exam overview 6 35 a7 55 65 74 85 94 105 13 125 134 140 142 147 squsqueg ‘Student's Book Contents Student’s Book Contents 1 | People & places page 11 2 | Our environment age 21 3 | Language & culture age 31 4 | Family & relationships page 41 5 | Safety & danger age 51 6 | Health & lifestyle page 61 7 | Science & | technology age 71 Use of English (Parts 1-4) + Part 1, Multiple-choice cloze page 17 + Part 2, Open cloze age 22 + Part 3, Word formation page 33 + Part 4, Key word transformations page 48 + Part 1, Multiple-choice cloze age 52 + Part 2, Open cloze Page 64 + Part 3, Word formation age 72 Reading & Use of English (Parts 5-7) + Part 5, Multiple choice page 12 + Part 6, Gapped text page 24 + Part 7, Multiple matehing age 34 + Part 6, Gapped text age 42 + Part 5, Multiple choice page 56 + Part 7, Multiple matching Page 62 + Part 6, Gapped text age 74 tening + Part 1, Multiple choice page 18 +» Part 2, Sentence completion age 27 + Part 3, Multiple choice age 32 + Part 4, Multiple matching page 44 « Part 3, Multiple choice page 55 ‘= Part 1, Multiple choice age 67 + Part 2, Sentence completion page 77 Writing » Part 2, Set text page 19 + Part 1, Discursive essay + Paraphrasing age 29 + Part 2, Review * Creating interest age 38 + Part 1, Discursive essay * Cause and effect page 49 + Part2, Letter + Sentence adverbs apparent, seemingly, et. poge 59 +» Part 2, Article + Exemplification + Persuasive devices Page 69 + Part 1, Discursive essay + Evaluative language age 79 Speaking + Part 1, Introduction page 16 + Part 2, Two-way. conversation page 28 » Part, Individual Jong turn page 40 + Part, Individual Jong turn Page 45 + Part 3, Individual Jong turn age 58 + Part 2, Two-way ‘conversation page 68 + Part 3, Individual Jong turn age 78 Grammar + Narrative tenses + Past verb forms with present or future meaning age 14 + Future forms and time clauses + Future phrases page 23 + Focus and emphasis: cleft sentences Page 36 «+ Perfect aspect age 46 + Past modals: possibility, speculation, necessity, obligation page 53 + Defining and non-defining clauses + Reduced clauses page 65 + Stative verbs + Simple or continuous * Nouns and ing forms page 73 Vocabulary + Describing characters and plots + Word knowledge: get * Collocations: memory * Word knowledge: would + Link words + Word knowledge: help and give + Collocation: adjectives and nouns + Animal expressions + Dependent prepositions + Compound adjectives + Discourse markers: generalizations and exceptions + Deseribing culture + Descriptive adjectives + Style: informal and formal vocabulary + Prefixes + Idioms for emphasis + Discourse markers: giving examples + Borrowed words «Describing behaviour ‘+ Expressions: communication += Discourse markers: various Phobias + Ways of looking + Word knowledge: weather and storm * Collocations: risk and danger ‘Ines and injury + Expressions: sport + Feelings, + Expressions: life «+ Prefixes and suffixes + Words describing light + Expressions: science and technology * Consequences and effects + Synonyms: change ‘s1u@1U09 yoog s,quopms Student's Book Contents Student’s Book Contents (continued) Reading & Reading & Use of English (Parts 1-4) _Use of English (Parts 5-7) § | Law & order + Part 4, Key word + Part 7, Multiple matching page81 ‘transformations page 86 page 84 Q | Psychology & ‘+ Part3,Word formation _« Part S, Multiple choice employment age 92 age 96 age 91 10 | Entertainment & + Part, Multiple-choicecloze + Part 6, Gapped text leisure age 102 age 108 page 101 11 | Money matters «Part 2, Opencloze + Part 5, Multiple choice page 111 age 112 age 114 + Part 4, Key word + Part 7, Multiple matching transformations page 122 age 128 + Part 6, Gapped text age 130 Introduction and exam overview page 6 Exam strategies page 133 Writing guide page 138 Grammar notes page 149 Information files page 163 Review (Units 1-12) page 166 Listening + Part 3, Multiple choice page 85 + Part 4, Multiple matching age 94 + Part 2, Sentence completion age 110 + Part 1, Multiple choice age 117 + Part 4, Multiple matching page 132 Writing + Part2, Report + Hedging age 89 + Part 2, Letter supporting and giving + Being tactful age 99 + Part 1, Discursive essay * Complex sentences age 105, + Part 2, Report + Nominalization page 119 + Part2, Article « Descriptive language page 124 Speaking + Part 2, Two-way conversation age 88 + Part 3, Individual Tong turn, age 95 + Part 3, Individual Jong turn page 107 + Part 2, Two-way conversation page 118 + Part 2, Two-way conversation age 129 Grammar + Gerunds and infinitives page 83 + Uses of have and get «+ Passives with have something done + Using passives (maintaining focus) age 93 * Contrast clauses ‘+ Reason clauses ‘+ Adverb clauses of manner page 103, « Reported speech « Reporting questions and ‘verb patterns page 113 += Counterfactual conditionals ‘= Mixed unreal conditionals ‘= Alternative conditional structures age 126 Vocabulary + Collocations: crime, punishment, rights, rules * Crime vocabulary and dependent prepositions: + Word knowledge: law + Speculating + Problems and solutions + Suffixes + Expressions: listen, Rear and ear * Verbs and meanings * Word knowledge: face ‘+ Food and drink adjectives + Word knowledge: make + Money sayings and proverbs * Synonyms: rick and poor * Collocations with money * Words or expressions connected with trade and money += Word knowledge: market ‘* Words connected with success and failure * Word knowledge: if * Word knowledge: cut + Word knowledge: road, path, and track + Discourse markers: various silojuog yoog sauepnis Introduction Introduction About Proficiency Masterclass Proficiency Masterclass sa C2 level course aimed at preparing students for the Cambridge English: Proficiency (CPE) examination (2013). In addition to offering students extensive {guidance and exam training, also contains interesting, ively {and challenging material for the cassroom, ‘The CPE examination consists of four papers: Reading & Use of English, Witing, Listening, and Speaking, The Reading & Use of English paper carries 4099 ofthe total marks with the remaining three papers each carrying 20%. The level ofthe examination isLevel C2.on the CEFR scale. An overview ofthe examination appears inthe Student's Book introduction and on pages 147 t0 148 ofthis Teacher's Book The syllabus of the course reflects the test focus of the CPE examination. Each exam taskis covered several times within the course. Guidance on how to approach these tasks is s! aq) very bad or unpleasant | negative ‘newativ/ adj bad or harmful é: | eccentric 1k'sentrih’ adj considered strange of unusual | compulsive ‘kom'palstv adj behavior thatis difficult to | stop or control. Note that here it refers to plot and so takes on | a positive meaning | ‘lifhanger “kiithiega(e noun a situation ina story | rant competion ere at very extingbreare yO | cannot guess what will happen next, or you do not find out | immediately what happens next | glamorous "gkemaras' adj especially attractive and | excting. and diferent fom ordinary things or people | topical "i ppikl' adj connected with something thats | happening or ofinterest atthe present ime 4 Askstudents to discuss which type of viewer in exercise 1 they identify with in small groups and then as whole class Students! own answers 5 Students should discuss each statement in tum and ghe reasons why they might agree or disagree with the ideas expressed, (EBVAMING This exercise helps prepare students for Speaking, Pare 3 ons Students’ own answers Optional activity ] If students seem keen on the topic of soaps, you could ask ‘them to find articles about soap operes fiom around the | World being used to deliver social messages. Students could | report back and discuss in a subsequent lesson. aa Reading & Use of English, Part 5 ay HEEIGEENGN lexan McCall Smith (b. 1948) was brought up in vwhat was then Southern Rhodesia and is now Zimbabwe, He moved to Scotland to study law and became a professor and expert on Medical Law The No.? Ladies’ Detective Agency series vas published in 1999 and sold over twenty milion copies. Since then, he has written many other books 2nd seen hs books translated into over forty languages and become bestsellers throughout the world. The extract which the studlents are going to read is from the first of his Books and is now part of a series of si books, 11 For question a, refer students to the map an page 120 identify the countries. For question b, students can share ideas about the climate, economy, landscape, culture, housing, etc. of Botswana as a whole clas or alternatively they could workalone and write down five or six words/ phrases that come to mind when they think of Batswana, ‘These ideas can be revisited after reading the text cap Botswana: C imbabwe: D Angola: A. Namibia: B bb Students/own answers 2 Ask students to read the extract and compare their preconceptions with the description in the text, Botswana, ofcily the Republic of Botswana was formerly known asthe Bish protectorate of Bechuanaland, Botswana adopted is new name after Becoming independent within the Commonwealth in 1966. The countiy has a stiong tradition asa representative democracy. Botswana is predominantly flat, and up to 7055s covered by the Kalahor Desert. thas a population ofjust over two rion peopic and is ‘one of the most sparsely populated countries in the world. The official language of Botswana is English although Setswana is widely spoken across the county Students'own answers Exam practice TERETE Stucient’s ook ees 3 Refer students to the Tip before they do the exam task {and encourage them to follow the advice, Ask students to read the questions first and underline any key words in the uestions before they read. 1 B Memories come back unexpectedly, to remind us of who weare. The word unexpectedly suggests we don't have any control. Students might opt for answer A as the writer asks whos there to waite down the lives of ordinary people? but this is 2 rhetorical question and does not mean we have to recall ‘memories. So whilst A is true in part, Bisa better summary of paragraph 1 B Despite shouting and blowing a whistle, the railway employees never managed to get rid ofthe boys, ie. they had little control over them. ‘A In contrast to the mud huts where the poorer people lived, the tin-roofed buildings which belonged to the Government or the Railways represented distant, unattainable luxury. 4 B Obed says Some people cannot bear news lke that, ie. bad news, but he suggests he is different: Ido not feel ike that. D Obed says he started with nothing and ended up with «almost two hundred cattle and a good daughter who is loyal 6 C The fascination of Africa is explained by Obed through 2 number of evocative stories and memories. In paragraph F he says ove Africa and the reader is expected to appreciate this fascination, 4 HEINE Whilst these more open-ended questions do not form part of the CPE format, they help students analyze the writer techniques and in so doing, the reader can better understand the author intentions and whatisinpied 2 Simile: Ourheads... areas fllofmemories asthe sky may sometimes be full of swarming bees. Effectiveness: students’ own answer 5 Two thetorical questions: And who am ?/who is there to unite down the lives of ordinary people? «The narratives suddenly taken over by the deceased father. Because they were white they looked like sprits/ghoss. He reinforces the vastness of the continent, e.g, by repeating a world thar seemed to have no end: There wasrno end it; Aman could walk, ode, forever. {He compares being there to being a sailor in the middle of avast ocean of blue. 7 baqun soonid » oldood people & places unit 1 Vocabulary 5 You might ike to havea set of dictionaries available 10 students for ths task Getis one of the most common words in English and using t appropriately can help students sound ‘more natural. especial in speaking, reachfarve (meaning 17 n the Oxford Advanced Learners Dictionary, 8th ed) 6 Do the fist one with students as an example if necessary 3 to have the chance or opportunity to do something: Just tohave the chance/opportunity to meet him .., but had the chance to receive/obtain/have (= acquire); | have the impression tormake/persuade something to do something; He couldn't make the car start to reach a particular state or condition; becoming used to thisifestyie totart doing something: and stated talking toexisvbe; There areal sortsin here to arrive/return; come back (idiomatic) to be annoyed or frustrated by something; What annoys me 1. (idiomatic) to achieve your aim or goal; we're closer to our goal j_ understand/see something conceptually; just don’t understand it 7 Students wite thei own sentences using a diferent meaning of getin each case. You could give some examples ‘of your own fis, for example: + dont get why some students never do their homework (understand) ‘+ 1gota tebe shock wien I read your essay, (received) ++ Wy do you often get here late? (ative) *# Doyou think need to get. haircut? (have something done) + fn thinking of geting some smarterciothes (buying) Students own answers 8 Ask students to divide the acjectives into the categories The following adjectives might require clarification ‘cherished "Lferift/ to keep an idea, a hope ora pleasant feeling in your mind fr along time bitter-'sweet ‘bit a(:)'swist/ bringing pleasure mixed with sadness ‘Tingering /iggorin’ slow ro.end or disappear ‘haunting “hountip/ beautiful sad or ghtening in a way that cannot be forgotten “Meeting "isn lasting only 2 short time 18 2 (duration) short-term / long-term / lingering / fleeting b (larity) vivid / distant / faded / fuzzy / vague © (Positive) cherished / precious / treasured /bitter-sweet 4 (negative) dreadful /bitter-sweet /haunting / disturbing / bitter / traumatic ‘Ask students to close their books and dravr columns for | each of the four categories a-d, Dictate each word and ask students to write the word in the appropriate column. Check answers, spellings and meanings after the words have all | L been allocated 9 Encourage dictionary use but tell students that this is about feeling and context so students’ ansivers may vary as 10 whether something is negative or not. For example, the sentence Seeing the house again brought back memories of my stepfather Is postive or negative depending on the relationship with the stepfather. bury, erase, push aside, push away, block (out), blot out 10 Allow some thinking time for students to make afew notes and select appropriate vocabulary rom Band 9. Students’own ansivers | Optional activity | To ensure a variety of different types of memories are ‘expressed you might lke to give each student more | direction, eg, Tak about aver vivid memory o Talkabouta | Bitersweet memory. As memories might be very personal allow students to invent’a memory i they wish The istener can then decide o: what kind of memory i sb: whether the memory i eal or made up by asking folow-up questions. 11 Ask students to discuss with a partner why they would/ ‘wouldn't read this book or other books by the seme author. Conduct feedback as a whole class | As follow-up to the reading tex you might like to suggest students watch part ofthe serialized version of The No! Ladies’ Detective Agency. The fist episode was directed by ‘Academy Award winner Anthony Minghella just before he | ied in 2008, Grammar Student's Book suet 12 Do the frst sentence as an example with the lass to give them an idea as to what is meant by difference in meaning. Remind students to focus on past tenses: past simple, past continuous, past perfect simple and past perfect continuous ‘Although used ro and would are possible in some cases, they are not tenses so should be excluded for now. Used to and would are deat with later in exercise 14 a always phoned/was always phoning: second option means that the action was annoying b disappeared/had disappeared: little difference in meaning as the word after negates the need for the past perfect; in the second option the sequence of events is emphasized «had hoped/was hoping: first option means an earlier hope that was unfulfilled; second option simply means an earlier plan 6 had done €visited/was visting: rst option describes an earlier situation in the past; second option describes a repeated action around a specific time in the past e.g. When things got really busy was visting Paris three times a year had sung/sang- first option means the people left the room after John had finished singing; second option means they left when John started singing, ie. during the song 9 was studying hi have/had: first option means the person currently has ‘good knowiedge; second option means the person had ‘900d knowledge in the past (but doesn't necessarily have that knowledge now) was having/hads said/was saying: past continuous (with verbs of'saying’ isa way of giving background information before reporting news; past simple is a more straightforwardly factual way of reporting j opened: the past perfect would not fit as well here as it suggests a delay in his face lighting up; it’s more likely that his face lit up almost immediately 13 Ask students to work in pairs and discuss why the past tense has been used in each case and what effect it has. DEERING 52: onso ver forrn doesnot alvoy referto a past action. tis 80 used for theoretical situations, politeness and after certain expressions sch a5 time, For example: * Fl hadthe money, 6 quit tomorrow. + A:Can have tht eke? 6:6 rather you ate some fut ‘+ It time you helped clean up around here. ‘hypothetical; small possibility they won't go on holiday b distancing: more polite/less direct; verb in past after expression would rather « hypothetical: unrealimaginary 4 immediacy: verb in past for future event after expression istime e distancing: more politeless direct f distancing: more polite/less direct 4g. distancing: past continuous makes it more polite/less direct than present continuous | Optional activity aa For further practice students can select a sentence and Construct short dalogue around it to show in what context you might ust For example | Althinkies ime we left forthe akport |: Realy? Ws ony 630 and the plane does eave tl 9.20 | Aes, but vette supposed tobe there two hours before and ifltake an hour to get there | B.0h, they always say two hours before, butts not actually | necessary | A.Wel, Im not o sue about that, 14 Ask students to underine used to and would inthe extract It may help them consider the ess pleasing effect created by changing would for used to and vice versa in each instance. Students may query the follsving vor inthe extract ‘sing "sandin’ noun a short tacklbeside a main railway ine were trains can wait when they are not being sed “stoke 'st>uko( noun person whose jb isto add coal or other uel 02 fire, especialy ona ship o train This typical behaviour inthe past. Both would and used to are used for regular past actions, but mould usually needs tohavean established pastime fame, which i often done by introducing a previous occurrence of used to. Would is also possibly more emotional, nostalgic an evocative than tsed to; used to can be used for past states (e.,/used to hove can), whereas would cannot. Als, if used to appeared three times in the extract instead of wouldit would sound cumbersome and overused 15 GEENA 1 = pop mesns ‘pur and is commonly used in informal British English but rarely in American English. 2 future in the past:a past action which had not happened at the time of speaking/writing bb past willingness for general things refusal to do something on a particular occasion 4 hedging: making an opinion softer e polite request; more polite than will f to criticize @ particular action in the past; in this use, would Is always stressed 19 yun seoeid 9 ejdood unit 1 people & places | Optional activity | For further practice, ask students to vite parallel sentences | ! for each statement by changing key words. This is not | an especialy challenging activity but can help students | personalize the grammar. For example: | 2 When Paulo first set eves on Lena, he knew that one day he | |__would marry her 16 @ 1-02 Once students have thought about where the contractions would be, ask them to try saying the sentences with a partner using the contractions and work out where the main stresses and weak forms lie in each sentence. Play the recording for students to listen and check a,b, d frst use of would) | Optional activity | For extra pronunciation work, stop the recording after each | sentence and ask students to repezt the sentence as closely | as possible. ‘Audioscript 1-02 1a When Susie frst saw the house, she knew that one day shed live there bb Shed happily get up atthe crack of dawn to make the kids their breakfast. « | wanted Tim to start looking for another job but he wouldn't hear of it 4 {1d say that this would be a difficult place to settle dow in «© Would you pop this inthe post on your way to work? £ Typical You would tell him about the party! 117 Refer students to the set of pictures on page 15. Encourage them to use the pictures to trigger ideas only: the paragraphs do not need to be closely related to the images bout should be about a specific period of time as opposed to an isolated incident 50 they can make some use of used fo and would. They might also ike to add an element ‘of nostalgia and can invent or adapt their memories if necessary. Students should write the short paragraph on their own, Allow up to 10 minutes for ths. BERING feacing aloud excessively can be challenging even for students at this level so allow time for students to think about which words should be emphasized and where they should pause. Encourage them to read ina relaxed, confident tone at a reasonably slow pace. Students! own answers 20 Optional activity ‘You might want to demonstrate the task vith a paragraph of your own. For example: | ‘ividly remember taking the tain from Boras to our | summerhouse in Halmstad every August with my «grandfather. The journey ves only about three hours but this seemed an etemity 10 child of sx. | used to ask incessant how long it would be until we arrived, He knew how fed up and restless | would always get, but didnt see this asa deliberate attempt on my part to be dificult, as my parents did. He would bring small books with his ovn sketchy | dravringsin that he would tel stores from, suddenly bring | out anew set of crayons, a surprise snack or tll a joke. | Sometimes, ust as I felt unable to bear a moment longer in | my seat, he would even manage to find another child on the train for me to run up and down the aisles with, cautiously | and quietly of course; my grancfather was alvays concerned forthe comfort of ote ts nly now hat hes gone thet | can appreciate how kind he was! Speaking, Part 1 psi | Optional activity | Refer students to Exam strategies (Speaking. Part 1)on page 137 n the Student's Book. Students can read through the | advice themselves fist or in pis. To make the tsk more | memorable and meaningful, create a gapfll exercise. For | example: | This part ofthe testis to you and help you to | tunein tothe: ofthe examiner and perhaps your | | The questions vill be about your hopes, | distkes, Jee so dorit Tryt0 this part | Dont just answer the question with a | answer Try 0 expand on your response and give the J examiner alte more | Dont take too long to the question Start assoon as possibie to manrize your test time. The examiner wll you when the time fortis | section up and say 1. @ 1.03 Tell students that the questions in the exam willbe similar but are not the sare for every interview. They should bee prepared to be asked a variety of personal questions but not prepare the answers in advance. Play the recoiding for students to note down the six questions asked. 1 And your names are ..? 2 Could | have your mark sheets, please? 3. Where are you from, Maria? 4 And you, Stéphane? 5. Stéphane, are you working or studying at the moment? 6 Andyou, Mara? ‘Audioscript 1-03 Intetocutor Good morning, My name is Susie Green and this is my colleague, Tom Jackson. (1) And your names are ...? Maria Mara Stephano Stéphane. Intelocutor (2) Could | have your mark sheets, please? Thank you Fist ofall weld Ike to know something about you. (6) Where are you from, Maria? Maria Switzerland Interiocator (4) And you, Stéphane? Stephano France. Interloctor (5) Stéphane, are you working or studying at the ‘moment? Stephano rm actually working in a restaurant and studying English at the moment. Interiocator (6) And you, Maria? Mara. rm stil at university doing a Masters 2 Students work in small roups to decide how many and which kinds of questions in the list the examiner will ask. about cancidatesifestyle and surroundings: focusing on general interactional language at least two questions depending on the candidates! responses 3 © 1-04 Phay the recording for students tolsten to the three answers Stes that they should refer to the stengths ard weakness inal the responses and make suggestions for improvements 4 strength: candidate ansivers question; weakness hesitant and short answer: improvements be less hesitant give example of something to do there b strengths: good length of answer, personalized with examples, accurate/appropriate use and range of grammar and vocabulary weakness risks sounding vague since no examples or details are given; improvement: give examples of kind of theatre and times/places of cycling «strength: candidate answers question; weaknesses: appears lacklustre, no attempt to miror structure used in question; improvement: could be more enthusiastic; could be more ambitious about use and range of grammar and wocabulary Audioscript 1-04 a Interocutor Matia, you said you are from Switzerland, What do you lke about living there? Maria. Well. un . its very beautiful and there’ alot to do there, b Interlocutor Stephane, hovs do you lke to spend your leisure time? Stéphane Well | must admit that |lead a very busy life and don't actually have very much leisure time at the moment, But! like to make the most of my fee time. Im very keen on walking ‘and cycling and I'm very interested in the theatre. Sol make a real effort do all these things whenever | have the opportunity © Interlocutor Maria, if you could do any job, what would you choose? aria 'm not a very ambitious person so I don't really mind what | do. Actually, m quite happy asa student like being at University and maybe Ill do another course vihen ve finished my Masters | For urther practice, students can ask eachother and/or the teacher the tree questions, receiving feedback on how the Vocabulary 4 Ask students to work in paits to match the link words with their uses. Inform them that some of the words have the same use, 26 67 cl d3 5 £2 95 h7 14 Exam practice Student's Book gen? 5 © 1-05 Prepare students by putting them into pairs and going through the example with them. Stess that they are ot answering the questions but thinking of areas to talk about. Play the recording, but stop efter each question and allow up to 2 minutes for students to think of several different, ways they could answer the question. CATE 2 friendships vs family relations; people who are important/ best/close friends; why friendships might be unimportant/ less important for you »b examples from working or student if; your office/ bedroorv/desk; your attitude to time and being late «© how often you use itand how; situations where it can be useful or helpful situations where it isnt useful ori limited 4 work experience to date; current job or study area; jobs done by friends family or peer group Audioscript 1-05 How important are friendships to you? 'b Would you say you were an organized person? «¢ How useful do you find the internet? 4 What kind of ob do you see yourself doing in the Future? 6 Refer students to the Tip before they do the exam taskand encourage them to follov the acvice ie. get them to try out the suggested technique while answering the questions 24 sooeid gy ojdood 4 yun unit 1 people & places Change pairs for this exercise to vary the exchange of ideas. heir partner listens and tells them if they notice an difference in the volume and qualty of thelr voice. This isa faint ight hearted activity but helps emphasize the importance of speaking audibly. Consider setting atime limit of 7 rrinute per question to remind students hovy short this section isin the exam. Monitor and make a note of any language to focus on at the end of the task Students‘ own answers | Optional activity | For further practice, you might lke to ask students to use | the speak-and-record exercises on the Online Skil and | Language Practice. Also, many students have recording devices on their phones or computers. A useful sefstudy tipisto try answering these questions again at home and recording thelr answers. They should listen and note any errors, consider adding better linkers and more sophisticated cabulay and then econ thersehes aga uel they feel | they have improved their responses. Reading & Use of English, Part 1 jx 1 Students discuss in pais what they thinkit would be like to live in the different environments depicted. Encourage them to consider a range of aspects such as climate, social Ife, access to the rest of the world, clothing, food, daily Ife, etc. This exercise helps prepare students for Speaking, are Students‘own answers 2 Emphasize that it is good advice to read the text first for overall meaning before attempting the claze task. Remind students to give reasons for their opinions about living in Nuuk. Nuukis: different, isolated, has fascinating and inspiring landscape, arty/artistic, has atleast one coffee bar and one restaurant. ‘Students’ own answers for how they would feel about living there Exam practice Student's Book igen 3 Refer students tothe Tip before they do the exam taskand encourage them to follow the advice. To reinforce the advice, ask students to work in small groups to decide which answer best fits each gap. Ask them to explain to each other why they thinkit is not the other words in each case. Do the example together NSWERS 1B offthe beaten track isa fixed expression meaning: away from the usual (tourist) route 2 D engage combines with the preposition with to mean: show interest in 3D aswellas having a social meaning, respectable can also mean: fairly good 4A to all hook line and sinkeris a fixed expression meaning: to fallin love with or believe in completely; commonly Used when someone has been tricked into believing something 5 D located refers to position/location; placed is wrong because its used for smaller things which are physically put or placed somewhere by somebody 6 A evocative means: making you think of a strong image or feeling ina pleasant way; reminiscent and suggestive are wrong because they are used to mean: reminding you of a previous strong image or feeling 7 8 deserted means: with no people init; derelict is wrong because it means: in bad condition 8 C take heed isa fixed expression meaning: pay careful attention to advice or a warning; give heed is possible but It is followed by to and an object Optional activity ‘There are several fixed phrases and possibly somenew | ‘words in this exercise, Ask students to note down 2-3 words/ pphrases each that they would like to remember and use in | future. Collect their choices and use them in the next lesson | asa review by giving definitions and seeing who isthe fst to he corresponding word/phrase. Optional activity Introduce this section by asking students to name any charities they know of and briefly describe what kind of work they carry out. Some well-known examples are ++ The Red Cross: provides humanitarian and medical assistance ina wide variety of situations, especially war zones and during natural disasters Save the Children: works to promote children's rights and to protect them from abuse and cruelty RSPCA: Royal Society for the Prevention of Cruelty to ‘Animals works to promote animal rights and prevent cruelty to animals and pets Put the statement on the board for students to discuss in small groups. Remind them to stay focused on the question and ensure al members of the group have the chance to give an opinion. Students’ own answers Exam practice HEEUISAEEISS Student’ 800k pagers 2 © 1-06 Refer students tothe Tp before they do the exam tBekand encourage them fo folio the advice Allow sufelent time forstucerts 0 read tne questions and options and 10 checkany vocabulary Pay the recording To simulate exam conditions, you might lke to ave students 15 seconds to read through the questions for Extract 1 before playing the recording. Stop at Extract 2 and play Extract I a second time. Repeat this procedure for Extract 2and ‘tract 1 C The woman says just can‘ believe you actually succeeded Ingetting enough sponsorship forthe trip. 2B Theman talks about the compassion you fee! on seeing the faces of those children. He also mentions wanting to bring them back, ie. remove them from their predicament bxract2 3B The man says what we do end willbe greaty apreciated. 44.C Hessays that those who give a donation can seep easily in their beds, ie. they wor't feel guilty and lie awake worrying, fxtract3 5-C The man describes the way in which it Opportunity Intemational) works with the locals as extraordinary. 6 B He says its great to see so much good can be done with the ite that we give. ‘Audioscript 1-6 Examiner You will hear three different extracts. For questions. 1-6, choose the answer (A, B of C) which fits best according to what you hear. There are two questions for each extract. Extract? Anne So how did the trip go? Jim Honesty, i was the most amazing experience. | wouldn't have missed it for the world. Anne (1) just can't believe you actually succeeded in getting enough sponsorship for the trip. Jim Well, we really did push the boat our trying to drum up support in our spare time. Anne Even so, i's amazing that you managed to fill wo lorries with foad and clothing, isnt it? Jim Oh, yes — and blankets, too - all sorts of things. But remember that we had to drive them ourselves ~ one thousand, five hundred miles! The Save the Children’ charity gave us a lot of practical help, too, though. Anne And you must have been really proud of yourselves when you got there. sim Pride didn't really come into it (2) Just seeing the faces of those children when we gave them some of the toys ~ the compassion you feel - you really want to load up the lorry with all the kids and bring them back here! aut atleast they were being cared for at that stage. So we left feeling that we'd done a really worthwhile job and that we could always retrace ur steps - once weed financed another venture of course Anne Hmm ... Imight even come with you next time sim Nove, there’ a thought! Extract2 Good evening and welcome. Tonight, !m appealing to everyone out there ~ not just those of you who've come to hear Us perform! Ths live Helpline Round-the-clock Specials in aid of te farnine-stricken province we've been hearing so much about recently - and seeing on our TY screens night after night. And, believe me: hoveever litle you pledge — and we vill make sure that it reaches its destination — val make a tremendous difference. Last year (in between giving concerts to raise money), | myself went out to supervise the deliveries of ad to stricken areas, and I know from my ovn first-hand experience that whatever we do isa mere drop in the ocean — we can never, ever send enough to help these people. (3) But what we do send will be greatly appreciated, soa depends on you. Pick up the phone. The ‘number to call will be appearing on your TV screens shorty, and willbe announced on radio programmes throughout the ‘evening. You can ring and quote your credit card numise oy if you car't get through, just send us a cheque or make an online ‘donation, and you (4 can sleep easily in your bed knowing that you've done your bit for Helpline! bxtract3 Woman So,| understand that you and your wife sponsor six year-old Ana from Aftica, Why cid you decide to take on a sponsorship like this? Man Basically, wed been wanting to do something to help people in the poorer regions of the world for some time. When ‘we sav an advertisement in a magazine, we made up our minds to do something postive. Opportunity Intemational seemed lke a good scheme, not least because our donation is sent straight io Ana, her family and the vilage where shelves. Woman So you know where your donation ends up and whos

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