Cambridge Advanced Exam Course

WSE PT Advanced Exam Course

Class Three:
Unit 3: Ages and Stages
Class Time – 2 hours

Unit 3 – Ages and Stages – 120 minutes

Materials:

 IWB or PC connected to TV/Projector

 White Board/Flip Chart
 Cambridge Advanced Active Teach
 Unit 3 Test (from Test Master) 1 copy printed per student

Activity:
Make sure the classroom is ready for action.
Open Advanced Active Teacher at pages 26 and 27 and minimize.
Open the following link and allow it to play while the students enter the class and get
themselves ready for today’s class:
https://www.youtube.com/watch?v=u3hisYcaL1E

Open Active Teach and select – Speaking – Exercise 5 – 5 minutes

Use this activity as a warm up for today’s class.
Ask the students to think back to when they were younger – What books, TV series,
Films and Music were they interested in at that time?
Allow each student to reminisce about their interests at that time.
See if any student had similar interests or surprizing ones!
Then follow up by asking the students if they are still interested in them.
Wrap up the conversation by asking the students to say what the youth of today are
interested in – ask – What is the yoof of today down with?
Bring up the recent craze on vampires.

Return to the main page and select – Speaking – Exercise 6 – 5 minutes

Zoom in on the text – lust for blood.
Ask the students to take it in turns to read sections of the text until it has been
completed.
Do the students agree with what the writer is saying? Why? Why not?

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Exit the zoom and select – Countable and Uncountable Nouns – Exercise 7 - 5
minutes
Tell the students that the vampire text has 10 underlined nouns in it.
Put the students into pairs and ask them to read through the text once more and
decide if the underlined nouns are either:
1. Nouns that are always uncountable
2. Nouns that are uncountable when used in this way.
The teacher can open the Grammar Reference link above exercise 7, and review the
explanation of countable and uncountable nouns before starting the exercise.
Make sure the pairs are clear on the two definitions they have to choose from, the
zoom back in on the text and give the students a couple of minutes to decide in
which definition each noun belongs.
When the students have finished ask them to tell you which definition relates to each
noun.
Answers: Definition 1= Self-confidence and Alienation ; Definition 2= all other
underlined nouns

Return to the main page and select – Countable and Uncountable Nouns –
Exercise 8 – 5 minutes
Keep the students in the same pairs.
Tell them that they are going to look at six sentences.
Each sentence has two options to complete it.
In some cases both options are possible, in others only one is correct.
Zoom in on the exercise and give the students 2 minutes to complete the exercise in
pairs.
When they have finished – ask the students to read out the correct sentences.
If both options are possible – ask the students to explain the difference in meaning –
if there is any.

Return to the main page and select – Countable and Uncountable Nouns –
Exercise 9 – 5 minutes
Zoom in on the exercise.
As a group, ask the students to complete each sentence with the indefinite article – if
possible.
Give the students around 1 minute to read the sentences and decide if the inclusion
of the indefinite article is possible.
Then each student takes it in turn to read the sentence – including the indefinite
article when possible.
Answers; 1- A Profound, 2- a good, 3- no article, 4-no article, 5- a good, 6- a good, 7-
no article, 8- no article

Return to the main page and select – Countable and Uncountable Nouns –
Exercise 10 – 6 minutes
To wrap up the work on countable and uncountable nouns – open the link to the
extra activity on page 165 (in the instructions for exercise 10)
Ask the students to read the quotes and identify the countable and uncountable
nouns contained within each quote.
Then ask the class if the agree or disagree with each quote – Why? Why not?

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Return to the main page and move forward to pages 30 and 31.
31 minutes in..

Divide the class into three groups.

Select – Reading – Exercise 1 – 5 minutes.
Explain to the students that as we are all adults it is expected that we can perform
some basic tasks or have some basic skills.
In their groups, ask the students to list 5 things that they expect all adults are able to
do.
Give the students 2 minutes to brainstorm this and then get them to share their 5
things with the rest of the class.

Return to the main page and select – Reading – Exercise 2 – 5 minutes

Zoom in on the text.
Tell the students to read the blog – Things every adult should be able to do.
They should tick off each of the things on the list that they themselves can do, and
add two more items that they brainstormed in the previous exercise.
When the students have completed this, find out if there is anyone in the class who
cannot do any of the items on the list.

Return to the main page and select – Introductory IT – Exercise 3 – 7 minutes

Open the Grammar Reference link and get the students to read the explanation of
the introductory it.
Return to exercise 3, and ask the students to read aloud the four uses of the
introductory it, together with examples of their usage.
Using the active teach drawing tools, ask the students to underline examples of the
introductory it in the text – Things every adult should be able to do.
Open the “tick” link to show the answers.
Zoom in on the Language Tip, and ask one student to read it for the class.
If needed refer back to the Grammar Reference for further support.

Return to the main page and select – Introductory IT – Exercise 4 – 5 minutes

Zoom in on the exercise.
Tell the students that you want them to rewrite the 8 sentences using the introductory
it.
Do the first sentence together as a group to show an example.
That we have become so disconnected from the natural environment is sad
Becomes:
It is sad that we have become so disconnected from the natural environment
The students have 2 minutes to rewrite the next 7 sentences – individually.
To ensure everyone is using the introductory it correctly, ask each student to read out
at least one rewritten sentence.

Return to the main page and move forward to pages 32 and 33.
53 minutes in..

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Select – Multiple Choice Cloze (part 1) – Exercise 1 – 6 minutes

Open the Exam Focus link and run through the What you have to do and strategy of
the Multiple Choice Cloze part 1 of the Reading and Use of English section of the
exam.
Next put the students into different pairs and read them the exercise task.
Give the students 2 minutes to discuss the questions.
As the students talk, the teacher should walk around the class listening to their
conversations.
When 2 minutes is up, ask each pair to give the class a brief summary on their
conversation.

Move onto – Multiple Choice Cloze (part 1) – Exercise 2 – 5 minutes

Zoom in on the text – Blue Zones.
Ask the students to take it in turns to read aloud the text. Tell the students to ignore
the missing words.
Do any of the points mentioned in the text match with what they were talking about in
the previous exercise?

Exit the zoom on the text and focus student’s attention to – Multiple Choice Cloze
(part 1) – Exercise 3 – 3 minutes
Use this exercise as a warm up for the full multiple choice cloze exercise coming
next.
Zoom in on exercise 3.
Ask two different students to read out the two example sentences.
Then ask the students to decide which of the 4 option best completes each sentence.
Do this exercise orally – the students when selecting an incorrect answer and then
reading it should be able to identify it is incorrect.
Answers: 1- Proportion 2- Amount

Return to the main page and select – Multiple Choice Cloze (part 1) – Exercise 5 –
8 minutes
If you are using an IWB or TV with a large screen – it is possible to complete this
exercise without having to zoom into any sections – Multiple Choice selection or text.
If you are using a smaller display – ensure you have internet access and open the
exercise by clicking on the blue box with the exercise instructions to open the text
with drop down menu for each missing word.
Refer back to the Exam Focus information and tell the students to follow the advice
given to complete this exercise.
The students are to complete this individually – if you are not using the text with drop
down menus.
If you are using the text with drop down menus, then complete this exercise in with
two teams of students.
Give the students 4 minutes to read the text and then decide which of the four
options best complete the missing spaces.
When finished, get the students to read out the completed text – any incorrect
answers should be corrected by the other students.
Confirm the correct answers by opening the “tick” link for this exercise.

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Return to the main page and select – Speaking – Exercise 1 – 7 minutes

Put the students into different pairs.
Zoom in on the exercise questions and give the students 3 minutes to discuss the 4
questions
When they have finished discussing - allow each pair to share their answers to each
question and explain their reasons for their answers.

Return to the main page and select – Multiple Choice (part 3) – Exercise 2 – 15
minutes
Open the exam focus link and get a student to read the explanation and strategy on
completion of this Listening exam task.
Return to the exercise and ask the students to read out each question and their 4
possible answers.
Clarify any questions the students might have with each question.
Get the students ready to listen – they are going to complete this individually.
Play the audio.
When the audio finishes – return to each of the questions and get the students to
decide which option is the correct answer.
When all questions have been answered – replay the audio.
As the audio plays – the students should confirm or correct their answers.
Answers: 1-C, 2-C, 3-A, 4-D, 5-B, 6-C

Return to the main page and select – Multiple Choice (part 3) – Exercise 3 – 5
minutes
To wrap up this section – get the students to discuss the two questions in exercise 3
as a group.
What surprises them most about the longevity factors mentioned in the interview?
Would the students describe themselves as conscientious? Why?Why not?

102 minutes in

Return to the main page and move forward to pages 34 and 35.

Select – Speaking – Exercise 1 – 4 minutes

Continuing the group discussion – get the students to discuss the three questions in
this exercise.
As the students speak, the teacher can write up on the board or flip chart any key
points or topics which might be useful for the students homework.

Wrap up the conversation after four minutes and select – Report (part 2) – Exercise
2 – 5 minutes
Zoom into the exercise and ask a student to read the exam task out for the class.
Then all students should write the task in their note books – this is going to be their
homework for this week.
Tell the students not to write the plan just yet.

Zoom into Report (part 2) – Exercise 4 – 3 minutes

Ask the students to read out each of the 8 pieces of advice for writing a report.
Which piece of advice is missing DON’T?

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Answer – number 7 – DON’T Make your report look the same as an essay

Open the model report in Report (part 2) – Exercise 5 – 4 minutes

Show the model report to the students – ask the students to read it aloud for the
class.
Tell them to take notes on its structure and also refer to the Useful Language for a
Report box for tips.

Homework:

Tell the students that for homework they will write their Report on attitudes to ageing
around the world
Focus on – word limit – 220/260 words and structure – answer all of the points in the
task
Ask the students to write the exam task in their note books – if not already done.

Give each student – Unit 3 Test hand out for Homework Part 2.
Explain that this is exam practice – every week they will practice specific exercises
and question types with this unit test.
Tell the students to bring the homework – Proposal and Unit 2 Test to the next class
for correction.

Remind students of the time and date for next week’s class.
Give feedback on each student’s performance in today’s class.
Reinforce the Course Map and Exam Information documents, and ask them to ask
you any questions they have.

Thank you and see you next week!

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