Speaking ~* Part One Socialising |. Intyoducit yourself. a name is Helen Vitalaki.'m fifteen years old_| was born ina small village but | {ive in Heraklion now. 2. Intvoducit chars This is Jim Stergiou. He's the same age as me. He comes from Kavala. We go to the same junior high school but we're notin the same class. Background Questions 1. Where are you from? +m from Lamia, in central Greece. I's 0 town north of Athens on the road to Larissa. 2. What's it like? * It’s quite big and it's got a few factories. The area is well-known for its cotton. It's not a bad place to live. 3, When and where were you born? 4, Where were you brought up? 5, Where exactly is your home town/village? 6. What is it known/famous for? — Questions Wrong Say * How do you do? + Fine, Tharks. + Pleased to meet sou, er: How do you do? | * Could you inktoduce Fm somy, this is the first lime * Fm sorry, tis is the fest Hime we have mel. your poriner fo me? we meetlare meeling cof: fm sony, 1 cant. Welve just meh focus on: * SOCIALISING * PERSONAL INFORMATION + J0BS + YOUNG & OLD PEOPLE 3, Model dialogue Interlocutor to Candidate A: First of all, we'd like some information about you. A; Myname is Maria, 'm sixteen years old and | come from Hania 8. I'm George. I'm sixteen, too, and I'm from Rethymnon. I'm in the first year of senior high school and my favourite subjects are Physics and Chemistry. ~~ ORAL PRACTICE a. Inhodlice yorsehes lo each other. b thredkice your partner lo your feacher. e with partner fo find out Donen gene a WHERE? FEATURES? ive... / W's... Is got... + just outside (Patras) * tourist attractions + fin the} northhvest of + archaeological site(s) * on anisland. * (a lot of inaustryifactories ‘inthe couniy/a suburb of. tis. * not fr rom/an the road io... + famous/knawn for fits.) + half-way between. + aquietibusyndusisial” = 20 kilometres from forming town/areo ———ln Part 1 of Paper 5, students will 2. Refer Ss to sample answers 1 and 2 (introducing give personal information about yourself and others) and stress the importance of must be able to introduce mastering the language of everyday exchanges. ;well as give general information on sk students at random to {introduce themseves d. In the first pert of each unit, focus oF (2) introduce the person siting next to them their aspects of personal information partner) In each inslance they should include such educaten,eic). In this lesson we basic background information as in the samples ‘making introductions and talking (12) | ‘town/area. 3, Ask Ss to read the MODEL DIALOGUE, explaining that it isa simulation of the F.C-E. exam. PLAY; Ss read the dialogue through in pairs, substituting the information relevant to them. In this unit students’ questions for (¢) should be PARATION AS HOMEWORK) —_along the following lines: ention to students’ ability to form 1. Where do you live? 2. How long have you been living there? important that students are able 3. What school do you go to? tions correcly, 2s this is a function 4 What subjects are you good at? ‘will frequently have to use, and on 5. What do you like or dislike about your school? ll be assessed, in the exam. 6, How long have you been learning English? s section focus is given to: places CONSOLIDATION DRILL. he students come fromilive] ‘Ask individual students in turn to glve as much information a possible about their home town/area, using the ANSWERS: vocabulary given inthe box. in 1982, in Athens, EB TAKING THE LEAD / AVOIDING TRAPS up in... a suburb of Kalamata. By carefully choosing their vocabulary, students will Iklometres from the ct centre, by he sea, be able lo anticipate and prepare for possible follow- nov for onything, but thes @lot of UP questions from the ileriocutor(.e. the exariner pepe, t chheriaethe inledaciioe Al lekker wd phrase which could used othe student's dsadvantage ‘STUDENT'S ANSWER POSSIBLE FOLLOW-UP QUESTIONS ) thas lois of fourist atiractions. + What do tourists come to see? + Whal are some ofthe attractions? - thas a‘arnous archaeological site, | + Could you tell me something about its history? J Ws an industriatarea, + What do you think could be done ta F with alot of pollution. solve the problem of pollution? “focus is given to 2-3 mistakes commoniy made by students, Stress that students must avoid shown + "How do you da? does not mean "How are you?’ Its 2 standard introduction and. is “Pleosed to meet you’ or "How do you do?’ « Tense confusion. “This s the first ‘met, not This is the first time we meet/are meeting ” {wocabulary can be found ai the end ofthe bookTeacher's Guide Listening ©» Part One LISTENING: SPECIAL POINTS * Each listening passage in Book 1 relates to the theme(s) of the unit in which it occurs. '* Explain fo students that unknown vocabulary will not be an obstacle io their answering the questions cerrectty as they are not being tested on specific vocabulary iterns bul on general comprehension * The voices on the CDs belong to native speakers representing a variety of regional accents. J.In Part 1 of the listening, students will hear people talking in eight different situations. These may be monologues or short dialogues. The questions are ‘mutiple choice and contain 3 options, 2.Students will hear each extract twice in immediate succession and shouldtick the answers while listening, 8. Each extract lasts approximately 20-30 seconds. Allow, therefore, 10 minutes for the entire exercise. 4. Before beginning the listening task in each part, focus students’ allention cn the listening vocabulary at the foot ofthe page. Explain any new vecabularylexpressions to ensure comprehension As a useful warm - up exerese to etc the listening vocabulary we suggest a short series of lead-in questions along the following ines, eg. | What do we cal the extra maney given to a ‘waiter/wattress\taxi-criver? [lips 2. What does a company give a person as extra payment? bonus) 3 What does a hotel nnanager do? iruns a hotel) S.Insist that students carefully read the questions before listening, and allow them 30-40 seconds to do 0 before playing the CD. TAPESCRIPT |. Man 1: Well you have been away along ime, Harry, Man 2: | know, Stan, but I sti, can't believe it What heppened to the cinema? Remember, we used to go there every Saturday ngat Man 1: On, that wes torn down years ago ta make room for the shopping cere, Man 2:20: fe arbour Ws ful of restaurents and tourists Where are all the boats? Man 1: know, Harry, i's sad, They veal gen up fishing and ‘opened up tourist shors... MEY: 2. Man: ..and when you've finished that, Pete, take a lcok at the grey Ford, needs an oll change and new olugs, and the balleyy may need recharging. Be quek, though, belongs to that lawyer from the vilage, and you know how impatient he is. KEY: 23. Receptionist: could ft you in between len and eleven’ Thursday morning, that's the only time he's free | understand thal, Mrs Owen, but it's the seme with al our ther customers... Na, m afraid nol they're both off sick i's ths flu thing going round. yes, t's temble... KEY; B 4 Man: ..0h, the money wasn't the only recson let. was the hours, too You know, getting home when everyone else was leaving Ofcourse, | had the house fo myself, and peace and quiet, but | spent mos! ofthe day sleeping. Then the kids would come home and off 'd go again. KEY. © 5. Woman . The worst part atout iis being stuck behind that desk, staring ata computer screen Al leas before | was outside most ofthe time. A bil tring chasing afterall those keds, bu fun, anyway Of course, the hours are more regular ‘now and the salary's okay, but | jon think t's the lle for me. Uibink il try and get backcinio teaching... KEY. A 6. Boy: Hi Hello. my name's Sam Iust want to disagree with shat the last caller said You know, about teenagers being selfish creatures and only caring aoout themselves, I'm nineteen and Ive just got married. Im finding there are 2 lot of respe | wasn't prepared for. | don’t exaelly blame my parents, but I think they could have allowed me to make some impcrtant decisions for myself when was ting athome.... KEY: 17. Mans... |can remember when they were small and helped ime run the shop. We had iis of foreign customers then and itwas a wonderful way or them to lear English, You should hear them speak it naw, just like naives, The archaeological site always aracs the crowds and we've done well ayia, is all theirs new. | just drop in now and again for a chal KEY. a 8. Gir. ve aays dreamt of being an architec and start in Ottober at Liverpoo, University so the summer job was perfect. The worst part about was the tficul customers you know the pe: Ths mec is oo Lough," dd err this, but he tips were really grt, and having been aroun up ova fom | was used ia beng on my fetal day There vas plenly of oppertuniy fer overime and the boss wos realy nic He even gave sa generous bonus a he end ot theseason,.. KEY: ©Listening ©» Part One You will hear people talking in eight different situations. For Questions | - 8, choose the best answer, A, B ov C. |. Listen to two friends talking about the place where they grew up. How has it changed? A Ithas become an industrial area i 8 [t'sno longer a fishing village |B Tourists have opened up shops end restaurants. |” 2. Listen to this man talking to his assistant What is his job? A anelectrican | a 4 alawyer © amechanic 3. You overhear this receptionist speaking on the phone. Who does she work for? A adoctor B ahairdresser Ss c adentist B 4. You hear this man talking about his last job. What sort ot work was 1? temporary 2 parttime shift work ten to this wornan talking about her job. rat would she like to do? change her job work regular hours work with computers fin an office, etc.) vun the shop: Io this person calling his local radio station, ‘managefown the shop is his opinion? Parents care too much about themselves. | tips: Parents give thelr children too much responsibility. oe small amount of Teenagers are not properly preparedior life. ‘money given for service aman speaking about his shop. on wy feet cd to his by ? happened to his business’ alll day: standing He has handed it aver to his children. ‘up, watking around uns itwith the help of his children. while working dren run it with his help. hee ee inl speaking payment given to ie brought up? employees feg. at Christmas}A. Vocabulary Extension (ain qualifications, qualitie: Photographers usually work ina studio or outdoors. Mechanics usually work ina factory or in a garage. They often wear overalls. ‘They must be good with They don't wear any their hands. special clothes. They The job can be tiring but must be patient and is usually well paid, creative. The job can be exciting and is often very well paid. interesting, well-paid, \ CONS _ \ holidays, bonus, tips, | / ering dangerous, exhausting, tring, \ chenees of promotor, inner MetY tong hours, demansing low salary, stressful, unhealthy conditions, es eve) 2 / cvel S inahotel garage, == outdoors, inside, training, degree, long hours 9-5 overlime, \- (Clothing diploma, certifcate, in shits on ser ont overs, hard) hatietriet\ $Pecia! Skil, responsible, patient, 2 temparary...._-/ boots, suit, te, white coat, |. languages, creative, skilled, strong, ~ temporary. | “gloves, ordinary clothes, |~—___-—/ dedicated, good with your pron, protective clothing... hands, sociable, brave,.../ B. Photo Description Where were each of the photos taken? 2, What types of jobs are shown? What is the person in each photo doing/wearing? 4. Describe each job, mentioning the pros and cons, andthe qualitas needed. carpenter, farmer, labourer, |ONAL: doctor, teacher. ‘computer operator, bank cashier, receptionist... NDUSTRIAL: engineer, scientist, factory worker, ‘machine operator, E: ballet dancer, singer, actor, fashionTeacher's Gui Speaking %:* Part Two Pi + similaxities and differences + pourri In Part 2 of Paper 5 each candidate in turn is given two colour photographs to talk about for approximately one minute. Cancidates are also asked to comment briefly on each other's photos. Students should be prepared to compare and ‘contrast the photos, as well as express their reactions to what they see and their opinions on a photo-related theme. Each pair of photos will relate to a theme, although the two themes may not be interconnected, as they are here, ‘a. focus on fundamental, opic-related vocabulary; '. introduce expressions and functional language relevant to the exam task (ie. describing, comparing & contrasting, expressing attitudes, Page: Bet opinions and reactions); Pee dius ismy ¢. put the above in the context of model sentences based on the visual free eal prompts, De eee provide a practical application of the language leamt in an exam, Poca) practice exercise (page 10) oy aac aree VOCABULARY EXTENSION (clothing, qualifications, qualities ...) Refer students tothe two photos, Have them read the Ell Now talk about these jobs: a camputer ple descriptions. Draw their attention to the type of operator, a carpenter, a fashion designer ation given and the vocabulary used 'Ss to compose their own descriptions for the three jobs listed. Insist hey make use of the vocabulary given PROS & CONS and in the vocabulary boxes (WORK, CLOTHING, etc B) ACARPENTER 1A FASHION DESIGNER Carpenters often work on their Fashion designers work long hours, They don't wear any special own and sometimes thetr work is usually on their own. They are very They must hove special seasonal. They usually wear overalls creative people who have had a lot allot of training. The job can and must be good with their hands. of training o develop their skils. The nding and bering, siting ia The jobcan be creative and well-paid, job cam be very exciting and they meet screen all doy. interesting people Ss answer the questions in PHOTO DESCRIFTION, fo the vocabulary in the boxes and USEFUL {Ican see the frst photo was taken in a4. The scientist has o very responsible job and needs second in he kitchen of restaurant or a lot of training. He usually works on his own and is rd indoors. probably welt-paid. He often has to work long hours inthe first photo we see a scientist, and with dangerous chemicals/bacteria. A chef would schefand in the third a businessman. also have to work lang hours butit is a creative job and wearing a white coat and is working he needs to be dedicated and patient. A businessman The chef is wearing an apron and has a responsible job and often needs special skills It's hard to say, but | think he's such os languages. it can be a very tinng fob and he The businessman is wearing a suit may spend long periods away from home. waiting for someone.Speaking <* Part Two Comparing & Contrasting El before students answer the questions, focus their attention on the USEFUL EXPRESSIONS boxes. Stress that the following selected expressions are to be learnl and used in answering the set questions, ‘They are essential expressions for COMPARING and CONTRASTING, the main focus of SPEAKING PART 2. ‘COMPARING CONTRASTING PERSONAL FEELINGS + Well to begin with. ‘on the other hand * 0 (much) rother/prefer * both. and... ¢ neither... nor. ‘= while (the second photo) + From winal know. ' have in common... ete + more/tess than * [couldn't stand. | EA Tett students to concentrate on the similarities, and differences in the photos on the fallowing aspects/points. + setting/ocation + clothingiequipment + seasonitime of year (day) * activity ‘A COMPARING ‘SUGGESTED ANSWERS 1. Well, to begin with, both photos show people at work outdoors. Another thing they have in common és that they ore both using tools or machinery to do their job. 2. The jobs are similar because they invalve ‘manual work, special clothing, equipment and ‘machinery. Timagine both jabs are tring, too. 3, Both workers need to be strong, good with their hands and responsible, They also need to.be very careful so that they don’t have an ‘accident or cause any damage. 4. I don t think fd make good technician or farmer myself becouse I'm not very good at working with my hands but if had to choose be a farmer because | lke to see things grow. C. PERSONAL FEELINGS 1. 'd really love ta be a pilot, It must be exciting to fly all over the world and see new places. responsiblity would worry me. I'd (really) dislike working in a hospital. « I'd (much) rather be a surgeon./I'd (much) prefer to be a pill. » From what ! know, surgeons need many years of training. Pilots, on the other hand, don’t need so long to become qualified. 3. (open) Elo assist students in answering the questions and using the target vacabulary, look atthe suggested answers for each question and al give sludents the expressions you want them touse and ') specify the points they should mention B. CONTRASTING SUGGESTED ANSWERS 1. One obvious diference is that the first photo was taken in an ‘aeroplane while the second was taken in an aperating theatre in a hospital. Another difference is that the people shown are ‘wearing diferent types of clothing. The pilot is wearing a uniform while the surgeon is wearing protective clothing. 2. Well, pilot's job involves travelling all over the world and ‘being responsible for a large group of people at one time. On the ‘other hand, a surgeon usually works in the same place, dealing with one person ata time 3. | believe @ surgeon's job is more stressful than a pilot's ‘because a surgeon is under constant pressure when performing surgery, knowing that his patients’ lives are in his honds. A pilol, on the other hand, can depend more on his electronic instruments. 4. feel that a plot's job is more interesting and rewarding than a surgeon's because it involves travelling ail over the world and seeing new places all the time. A surgeon works long hours and with sick people, which can be depressing In preparation for the following, 2. I wouldn't want fo be a surgeon because ! don't like hospitals and { couldn't stand lesson, ask the sight of blood. Pilots have the lives of many people in their hands, and that kind of || stucents to study the questions and CLUES for EXAM PRACTICE on page 10| Speaking <2 Part Two A. Comparing (Similarities) - 8 1. What similarities are there between the photos? es 2, How are the jobs shown similar? 3. What qualities should both workers have? 4, Would you like to do either of these jobs? Why (not)? 1. What differences can you see between the photos shown here? 2. In what ways are the jobs shown different? 3. Which job do you think is more stressful? Why? 4, Which job is more interesting or rewarding? + One obvious... /Anolher differance is... et while the second. . the dese. 2 ihe fest cholo was taken. ee ‘the jobs would you like to do? Why? 1g you would dislike about either of these jobs? ‘be your ideat job? Why?| lke you to compare and contrast the pictures in A. 4. [lke you to compare ond contrast the pictures in B 2. Now tel us how you fel about the jobs shown, Now tellus what quates are needed todo each job? Can you tellus which ofthe jobs in you would 6. What would you find attractive or unatractve about | prefer? each jab? 4 Photo A: Gs Photo B: place: office, factory place: outdoors, scene ofa fire, indoors, fast clothes: smarily dressed, casual clothes food restaurant work. interesting, boring, monotonous, clothes: uniforms, protective clothing satisfying, higher salary, well-paid, low wages, work: fulltime, part-time, career job, training, Uittle} responsibilty, level of stress well-paid, lov wages, responsible, stressful, dangerous, deal with (difficult) customers/ victims, on your feet all day, work as a teame teacher may wish to ask Ss to prepare their swers to Exam Practice for homework, ready the following lesson ind Ss to make use of the vocabulary and ons covered so far in this unit and in the ES shawn To simulate the exam situation, Ss work together in pairs, at the same 2 through the questions beforehand, Jing to Ss what is required ED ANSWERS what / can see both photos show women indoors and on their own. Although they responsibiliies, they might work for ‘company. One obvious difference is that in the second photo is doing clerical = smartly dressed while the woman ‘photo is doing manual work and is clothes, lly feel thal the office job is more d well-paid. You aiso get the chance = Factory work, on the other hand, is d generally pays low wages. It can efer the office job to the job in the satisfying and offers a higher ces of promotion. Although factory responsibility and stress, | sil =fer working in an office. Speaking ~ Pat Two As this is important practice for students to develop their speaking and communication skills, allow them to accomplish the task with minimum interference, but note any errars made (wrong use of vocabulary/expressions) and point these out to Ss either as they go along ‘or when they have finished + When all Ss have finished, choose a pair of stronger students to re-enact the exam practice. The teacher takes the role of interlocutor, and asks Ss the CANDIDATE A & 8 questions in turn. The first picture, however, was taken in a fast food restaurant and may be a part-time job, while the second one seems to be outdoors at | the scene of a fire and is probably a full-time job. Working in a fast food restaurant is less stressful and responsible but involves berg on your feet all day and dealing with difficult customers fireman's jab, an the other hand, is cana needs special training ond you have fo wear protective clothing. 5. | imagine you need to be patient, sociable and responsible fo work in a fast food restaurant as it involves dealing with people. AA fireman, however, needs to be brave, strong and dedicated (to his job) 6. 1 think Ud find working in a fast food restaurant rather boring and tiring, dealing with customers call day long. The wages are low and it's not really acareer job. AA fireman's job, on the other hand, looks exciting and | think / would like lo experience the feeling of danger and working as a team. It must be very rewarding when you save people's lives and property. From what know, d's well-paid, to,Teacher's Guide Listening ©» Part Two In Part 2 of the listening test students must answer ten questions based on a monologue or dialogue. The questions take the form of blanks which must be filled in with a word or short phrase LISTENING TIPS Tell students thal the questions are usually a slight paraphrase of what is heard on the CD and they should not always expect to hear the exact words of the question on the CD. Suggest that students. make noles as they listen the first time, waiting until the second time round to write their answers. in full. * Go over the listening vocabulary before playing the CD. * After the instructions heard on the CD, stop the CD and allow Ss 45 seconds to read the questions before continuing. (@)Pause - 45 sec, * Allow 8-8 minutes for this listening exercise Begs ie tl Man: . and | see trom your application form that you spent “r2e years in Avice What where youding there? Girl Well | went lo PTanzania straight "ater unversiy. 'djust got "my degree in History end Sociology and wanted +0 work abroad before taking a full-time job here at home. Man: Hm. And it wos a voluntary organisation that you worked for? Girk Yes, we were basicaly there lo train people to doa useful jb, "Zadvse ther on careers, that sor of thing Man: That sounds very interesting, Did you enjoy it? Girk Yes, it was a very rewarding job. After I finished the voluntary service | stayed on in Africa and took a full time "ob in a wilefe game reserve, The wages were not very high, but Id no expenses and the experience was ‘unforgettable, My co-workers were mainly Africans and | got ta know lot about their customs and way o fe Man: Mm, and what makes you think that you would be a suitable candidate for the teaching post thal we advertised? Girt Well, (ove working with young people especially teenagers, Teaching has always alracted me. | can't really imagine working in an ofce for the rest of my life From what | readin your advertisement the salary 's good and there are good chances of promotion. | am very inlerested in my subject and would have a lot to offer to my pupils. | realise there might be '6a sight problem because | haven't got any teaching experience but Ileamn quickly. 1d also be ‘ery wing to take on any extra responsbies atte schoo, ke running a drama club or caching a netball team. Man: Mmmm .. Good. also see thal you've had some secretarial traning Girl. Yes. "$3efore | decied to goto university made up my mind iobe 2 secretary, so went toa secretarial school for a while. | lecrned how to use computer and word processor, take dovin shorthand, send faxes, all the usual secretarial tasks. It was a very useful experience, but Mit was also enough lo convince me that my fulure was in teaching. Man: Mm... Quite, know whel you mean, Now, Miss Duncan, have you eny questions for me? Girl Well, actualy yes. 19 like to know a litle more about the working conditions Man: What exactly did you have in mind? Girl: Well. how many classes | would be expectecto teach, ana to wnat level; any addtional duties I may have to do, that sort of thing Man: Yes, of course think you will be more than satisfied when | explain howfou will hear a girl being interviewed. For Questions 9 - |8, complete the notes which summarise what she says. You will need to write a word or a short phrase in each box. Her application form said she had spent 3 years in Afvica/Tanzania aS She went there after finishing [university 10.4 Her degree is in History and | Sociology Part of her job was to advise people on [careers = fa DB After voluntary service she took a job in a wildlife game reserve is She especially likes working with fe thinks there might be a slight problem because hasn't got any g experience ‘such as working hours, lace of work, etc new job she wants to know about the‘© YOUNG & OLD PEOPLE Interests, Opportunities Speaking % Part Thvee | aatitudes A. Expressing Opinions and giving Yeagons + be/become responsible... .. active / energetic * earn pocket money... extra income * feel independent... useful /needed * get experience... salisfaction tlakestimeawayfrom + have health / safely risks ‘school work : ‘interrupts education _* limits leisure time * have too much + deprive younger people responsibility o0.soon _of jobs they need 1. Do you think Mr Davis should be discouraged Me es ing up a full-time job? stk would be a i. from taking up a full-time j que = = * nice/uselulfodlish for... ‘No. On the contrary, | think o full-time job would be ideal for Mr Davis Working would give him the chance to earn some extra money. ‘Reasons In addition, it would keep him active and he'd feel useful. What's more, he \v§n this way they could... ‘wouldn't feel so lonely because he would be with other people, efyorking) would ——— ~ = ae ~~ give (sb) the chance fo... Pt is a time Cin their hie) 2. Oral Practice: : r when they Do you think Robert i should be encouraged Jo lake up a porHtime job? 3. a Which of the jobs shown here could either Robert oF Mr Davis do parttime? Give reasons. 1» Which of the jobs could you do?chev's Guide Speaking *:: Part Three ‘Part 3 of Paper 5 the candidates are given visual prompts (eg. a diagram, plan, sketch, photo, ete] from they are expected to solve problems, make decisions, prioritise and speculate nts will be assessed on how well they can exchange information and express attitudes and opinions. this unit, Part 3 focuses on: young & old people; interests, opportunities and attitudes. 2. EXPRESSING OPINIONS ANO GIVING REASONS (model answers) 3 of each unit follows a standard, AGREEING AND DISAGREEING (guided discussion) tn preparing sugeis for he Set. peo SOLVING, SPECULATING PLANNING, DECISION MAKING o gyving them practice in the following" Be‘oRITISING (exam practice) A. Expressing Opinions L Refer Students to vocabulary given in PROS & CONS and giving veagong then readthrough the MODEL ANSWER. 2. ORAL PRACTICE: Give students time to think about the questions, and insist that they use vocabulary from the USEFUL EXPRESSIONS box in their answers. Orab Practice - /BucsesTeD Answers. STUDENT A: Yes, | think it would be a good idea if STUDENT 8: No. | believe working would interfere with Robert took up a part-time job. In this way, he would his schoolwork and would also mean having too much learn lo become responsible ond feel independent. _ responsibilily tov soon. Robert, at 17, is close to finishing In addition, he would get experience and earn some senior high school, which means that he has a lot of ‘pocket money. studying fo do to pass his exams, especially he wants to go touniversity. 3. Assign both questions (3a+b) as homework for the following lesson. Insist again that their answers make use of the expressions given on page 12. | SUGGESTED ANSWERS. (courier, packer, gardener] 2. | think Robert could do a courier's or gardener’ job part-time. In this way he could earn extra pocket money and not take too much time away from his studies. | don t think he could do the packer's job as it would be too tiring and he wouldn't have any eneray left to concentrate on his studies. | believe Mr. Davis could take on the gardener's job part-time as it isn't very tiring. In this way he could become active and do something useful and needed. At the same time he could earn an extra income. | don't think he would be able to take on a courier's job as it involves moving quickly from one place to another. The packer's job would have health/safety risks, and be too tiring or physically difficult for his age ©. (Open).Speaking © Part Three B. Agreeing & Disagreeing IE Go over homework (page 12, questions 3a+b) FAI Focus on the situation and go over the associated vocabulary. Stress the importance of the verbs in the phrases. Explain to students that they will be required to enact a role play, arguing for and against the decision taken (GUIDED DISCUSSION} Ell Before beginning the guided discussion, refer students to the expressions they will need to agree/ Gisagree, at the bottom of the page. completely agree... You have a point... etc) Divide the class into pairs and assign roles (A and B). Point out that the instructions in the boxes are meant as @ guide and that students should use their own wards as much as possible when making their points. Guided Discussion I think the couple made the right decision. I'm afraid I can't agree. First ofall, it would be very expensive for the couple. You may be right, ‘ right, That's true, but the couple but the woman is ill and ‘could spend the money on a private she'll need constant care, ‘nurse, couldn't they? Anyway, what about her feelings? nan old people's home ‘she'll feel ionely. You fave @ point, ‘but! sure the family would visit her regulariy. In any case, these homes have lots of sociat activities Maybe, but | stil think the old woman would be better off living with her fornily. EE HOMEWORK: In preparation for the following lesson, ask students to study the questions and CLUES for EXAM PRACTICE on page 14OLD PEOPLE'S HOME * get medical care ‘thelp aroundthe house _* fake parti social activities: mind the children ive in a peaceful environment ssave money + have company “face health problems _* have limited personal * be irritable/ moody freedom linldependeni, “require constantattention * can be expensive useful/useless, interfere infamilylife Suffer from loneliness neglected, + adjust oa strange environment hondone lunlwanied be: understanding, GRU ee (in}sensitive, Begin by agreeing with >) ——__ 5 dificul/hard to i ~ isagree the couple's decision. “> Paint out he cost Le We: Sore eet einen, {'m afraid | can't agree. First of a lotto ofer, a all, it would be very expensive... fixed ideas, ‘Agree, but point out pce 53) ‘Suggest a private nurse. experience, Se er on eae fenton the woman's feelin, tenon eR temis You may be right, need: but the vroman isi eee ‘mental/ physical ine ae, Pies Say it's possible and finish eon by expressing things todo ‘your original opinion, + I (completely) agree with...» You have a point, but. * | think (X) is / are right. * You may be right, but. * Yes, !couldn’tagree more. —« I'm afraid I can't agree. * Maybe, but... * That's true, but {i's}... (isn'tit?)‘An old people's home is in need of staff. Talk to each other and decide which three of the occupations shown here would be the most suitable or useful, and which, ifany, would not be needed. Cand. A: First of all, 'd choose a doctor; it's obvious they'd need someone to take care of their medical needs. Cand. B: J quite agree. After that | think they would need a.... Cand. A: Fine. What about a ..? renee, CO + Fist ofall In the frst place t would. * Secondly / Next / Aller that .. + Last of all / Finally... » # seems fo mew. In my opinion / H's obvious thal. erobies insiucter, receptionist, hanchesser, cook, Dy} doctor, cleaner, gardener) Speaking <2 Paxt Four 1, What activities do you think would, or should, be available in an old people’s home? (arts & crafts, physical exercise programme, TV, card games, bingo, gardening, organised trips, music) 2. What special needs and problems do the elderly have? | (difficulty seeing/hearing/walking, need special diet/constant medicat attention, suffer fram loneliness, feel useless, need to feel involved in life) 3. At what age do you think a person should begin and stop working? Why? (begin o career, support a family. /enjoy if, spend time with family.) 4, What jobs can people of your age group do in your country? (shop assistant, waiter/waitress, petrol pump attendant...) 5. What does the government do to help the elderly in your country? (provide housing, health care, pension, reduced fares...)Roamer EXAM PRACTICE cision Making @ problem set here follows the format of the m_ Students are called upon to exercise the clude the expressions for prioritising that company the task. BB Ack students in turn to identify the jobs shown Select pairs of students to continue the Miscussion where the prompts leave off. Encourage each speaker to interact with his/ her partner by asking questions or expressing -agreemen/disagreement with what is said Speaking <> Part Three "SUGGESTED ANSWERS 8. I quite agree. After that | think they would need a cook to prepare their meals for them Old people often have special diets. Fine, What about an aerobics instructor? It's important for old people to get exercise ‘and keep fit, too. Possibly. I definitely do not think a DJ would be needed. | doubt if people in a home would dance to that kind of music, if at al. Useful-Suitable _receptionist:need someone to answer the phone, deal with visitors, do the office wark “Rairdresser:use‘ul for the women who care about their appearance; make them feel better psychologically ‘gardener:need soneane ic look after the garden/grow flowers; old people like ta sit in the garden/admire the flowers leaner people can do heavy cleaning Not Needed "+ most old people don't care about their hair/appearance; have no reason for needing one as they don't go anywhere * they wouldn't use the garden often, especially if they are ill and have to stay indoors EB HoMEWorK: Have students prepare answers to the THEME DISCUSSION questions for the following Part d of the speaking test involves discussion of themes related to part 3. Students speak with one another 2nd the intertocutor, and will be assessed on the'r ability to express, justify and exchenge opinions, '* Have Students work in pairs and go through the Theme Discussion questions. As for Part 3, encourage to inleract, by commenting on each alher's statements or asking each olher questions (eg, What about..? Well, think an old people's home should have a variety of activites to keep old people's minds and bodies active, SN eae a a ee (1V, card games, board 35, music). Elderly people often have diffcully in seeing, hearing or walking. They sometimes need special diets and constant ‘ical attention. What's more, they can suffer from loneliness and a feeling of being useless. Old people need to be olved in everyday Iie. Ideally a person should not start working until they have had some other experiences, such as travelling, but on ‘other hand they must think oftheir caréer and they may have a family lo support. if possible they should retire as arly as possible so that they can spend time with thetr families. There are a number of obs we can do to make extra money, such as a shop assistant, waiter, petrol pump attendant aisortofthing. Young people here often work in a taverna, restaurant or bar, too. In the past the government has not done very much but things are getting better. Health care is geting better, have increased and there are reduced fares on buses and trains.