WSE PT Advanced Exam Course

Class Four:
Unit 4: No gain without pain
Class Time – 2 hours
Unit 4 – No gain without pain – 120 minutes

Materials:

• IWB or PC connected to TV/Projector

• White Board/Flip Chart
• Cambridge Advanced Active Teach
• Unit 4 Test (from Test Master) 1 copy printed per student

Activity:

Make sure the classroom is clean and ready for use.

Open Cambridge Advanced Active Teach.
Unit 4 Test (from Test Master) 1 copy printed per student

Open the active teach on page 36 and select – Sentence completion (part 2)
Zoom in the reading “Why perfectionism isn’t perfect” on page 36, and tell
students that Part 2 of the Listening paper involves reading eight sentences with
gaps, then listening carefully to a monologue to complete the sentences.

Give students a minute to read the exam task.

Students discuss in pairs what sort of information is missing in each gap (noun,
verb, etc.). Play the whole recording on the next page while students complete
the sentences.
Students compare their answers in pairs, then check as a class.

ANSWERS:
1. Fantasy
2. techniqu
3. Detail
4. Accurac
5. Failure
6. time limit
7. Less is mor
8. Potential.

Zoom out and go to page 37 and select – Verb patterns: -ing/infinitive.

Students work in pairs to think of four qualities you need to be a high achiever.
They then swap partners and compare their ideas.
Give them a few minutes to read the article, then elicit the qualities mentioned
and write them on the board. Tell them to complete the text “High Achievers”
and check the answer with them.

ANSWERS: to achieve, fulfilling, having, to make, to take on, failing, to leave,

taking, to work, doing, increasing, to turn

Exit the reading and go to page 38. Select Reading activity 1.

Check students understand entrepreneur (someone who starts their own
business or arranges business deals to make money, often in a way that
involves financial risks).
After that, Get students to discuss the questions in pairs, then elicit afew ideas
for each question.
Zoom in Reading – Activity 2 and give them some time read the article “Levi
Roots: My recipe for success”. Ifnecessary, print the reading before class by
clicking on the activity which will take you to a website where the reading is or
just screen print it.
Ask them for any unknown word and write them on the whiteboard. Ask them
what is unusual about his success.

After reading the article, zoom in Reading - Activity 3, students match the
words with their meaning using the context of the reading to help them.
Check answers.

Answers: F, C, D,B,A,E

On the same page, select “Verb/Noun collocations – activity 4” Students

work in pairs and answer questions 1,2, and 3.

Answers:
1 seize
2 grasp, grab, seize
3 A all; B grabbed, took,seized; C take, seize; D grasp; E grabbed, took, seized

Zoom out using the magnify glass and go to page 39 on the tool bar. Select
“Key word transformation (Part 4)”
Tell students that Part 4, Key word transformations involves completing six
sentences using three to six
words (including a key word given in capitals) so that each sentence has a
similar meaning to another sentence given with it.
Refer students to the Exam focus on p.199. Click on select tool icon and then
last page visited to go back to page 39. Students work in pairs and answer the
questions 1, 2,3,

Answers:
Active, negative, A.
Now go to activity 2 on the same page and tell them to complete the activity.
Answer: B, C,B.

Focus students’ attention on the Exam tip and read it aloud. Students complete
questions 1–6, then compare answers in pairs, checking they have not used
more than six words. Check as a class.

Answers:
1. isn’t expected to do,
2. would have been able,
3.may/might not be realized,
4. is no point (in) learning,
5. is considering taking on,
6. prevented me from going

Go to page 40 on the tool bar and select “Working out meaning from context
- activity 6” Emphasize that students should use the text to help them choose
the correct meanings. Check as a class.
As an additional activity, ask students to work in pairs. They should find three
more words in the text they don’t know and try to work out their meaning from
the context.
They then check their answers in a dictionary.

Answer:
1.A,
2.B,
3.A,
4.B,
5.B,
6.A
Go to page 42 on the tool bar and zoom in “An unexpected turn of events”
Write the following questions on the board and tell students to discuss them in
pairs: Do you follow coverage of the Olympics? What sports does your country
tend to have the most success in? Would you prefer to attend the Olympics as
an athlete, an official or a spectator? Why?
After that, give students about five minutes to read the article and decide if the
statements are true or false. Check as a class.

Answer:
1T
2T
3F
4F

Zoom out and on the tool bar go to page 43 and work on the speaking focus
“Collaborative task and discussion”.
First, ask students to brainstorm sports that are very expensive, cheap, reduce
stress, need special facilities, and take a lot of commitment; write them on the
board and do not erase them.
Then, students discuss the questions in pairs.

Go back to the examples brainstormed before on the board examples of

hobbies or sports students have given up and why.
Then elicit what students remember about Speaking Parts 3 and 4. If
necessary, refer students to the Exam focus on p.205 to review the task and
strategies in more detail.

Give students a moment to read the task and then play the recording. Ask
students if they agree with Jan and Marisol’s opinions. Play the recording twice.

Also, tell the students that both the prefixes un- and de- can be added to the
adjective motivated. Ask them to identify the difference between being
demotivated and unmotivated (demotivated conveys lost motivation that you
had in the past; unmotivated only conveys your lack of motivation at the present
time).

Zoom out and go to page 44. Zoom in Writing Focus Essay part 1. Students
read the exam task and the two introductions.
Elicit which of the introductions is better and why. Click on the Exam tip aloud,
then ask students to turn to the Writing reference on p.186 for some useful
language for outlining issues in the introduction of an essay.
They should write the down.

Set the writing task as homework, then collect in to provide individual feedback.
The word limit is 230 words, and they should use the useful language from page
186.

Give each student – Unit 2 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 – Essay 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!