UNIT 2 Turn uo the music
2 This task will help students predict what they are going to
hear.
Teaching tips and ideas
Encourage students to make a list of key words
and phrases while discussing these questions. Write
a selection of these on the board. When you play
the recording, tick off any that are heard. Students
often experience a sense of achievement when
they correctly predict what is going to be said, and
this can often help their confidence.
2 Play the recording once. Students should listen to the
,vhole recording before writing their answers.
I Tapescript p. 109
3 Allow students about two minutes to read sentences
1-B They should highlight the key words in each sentence.
I the recording a second time. After they have listened,
ay
;:udents should work in pairs to check answers and explain
-. each other whv tl'e sentences are true or false.
4 This can be extended to a whole-class discussion.
Ask your students what kind of song they think Anything is
.:ossible is, and what it might be about.
5
1, 2 Students match the sentence halves on their own, then
compare their answers with the rest of the class. They can
then discuss what the song is likely to be about, using the
lyrics in Part 1 and the title to help them.
6 After your students have decided where the missing
go, play the song once through without stopping. (The
nes
:ranscript is in the Coursebook.)
7 Only play the recording again if you have the time
and the students express an interest in listening to it again.
.Jse the questions to prompt a class discussion.
ANSWERS
Ex.2
1 They had to sing/perform on the TV show
every week.
2 lt was an extremely popular show.
3 A recording contract with a record company.
Ex. 3
1 true 2 false 3 true 4 false 5 true
6 false 7 false 8 true
Ex. 5
2c 3a 4e 5b
Ex. 5
1 Standing here in front of you
2 And l'll never lose my way again
3 When you believe in me
4 You showed me I was not alone
5 When you're by my side
Vocabulary 2= bring and fake p. 20
Aim:
. to introduce and practise common idioms, phrasal
verbs and other expressions which use bnng and
take
Teaching tips and ideas
Encourage students to acquire phrasal verbs
through the use of a good monolingual dictionary
which lists phrasal verbs after the main verb and
also shows them in context. Students should keeo a
record of new phrasal verbs and should attempt to
recycle them in their everyday English.
During your lessons, when a new verb is
introduced, ask students if they can think of a
corresponding phrasal verb. (For example, to raise
(children) can be expressed by the phrasal verb to
bring up.)
1 Students work on their own to match the expressions.
lf you have a class set of dictionaries, give these out so that
they can check their answers (a recommended dictionary for
this level is the longrnan Active Study Dictionary).
2 For this task, your students will need to cover up
sentences 1-6. In addition to saying the correct expression
wilh bring or take, they should try to use the expression in a
sentence. This sentence can be one of their own construction
- they do not have to reproduce the original sentence in
Exercise 1 .
3 This task personalises the use of expressions with
bring and take.
Exam information FcE cELs
These questions are typical of the type of questions
students might be asked in both the FCE and CELS
Vantage Speaking tests. They should therefore try
to answer the questions using complete sentences
rather than just one or two words (see the
example).
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