Live forever ‘Aims To review and practise using negative prefixes. To ‘engage students in a group project to research a fim and give ‘a short presentation on it. Time 15 minutes + extra time for project, Materials 1 handout for each pair of students; to complete the project, students need access to computers with Internet, ‘and a printer + Divide the classinto A/8 pairs Write on the board The Fountain (of Youth and The Elxiof Life and ask them to brainstorm anything they know on these topics. Conduct class feedback ‘but do not worry if there is imited knowledge at ths stage. * Give each pair their conresponding text Tel them to read the text and complete task 8. Check answers as aclass. * With a weaker group, students could be paired to work on the same text to help each other, then paired as A/B for task. Student & student 1 improbable 1: endless 2 unimaginable 2 incomplete 3 incredible 3 iilconceived 4 unbelievable 4 undesirable 5 misinformed 5 unsuccessful 6 unlikely 6 discouraged 7 unwilling 7 unattainable 8 inescapable 8 implausible ‘+ Askstudents to complete tsk C Circulate and monitor the activity. Get some feedback rom students on how similar/ diferent their answers were + Working in pairs students discuss the questions in D. Conduct class feedback and discussion. + Telltudents to complete the project workin tase. ltmay be besttoasign fim tiesto pars to ensure a range of presentations Encourage students to read the quid questions but also use their initiative. Give a reasonable time limit. ‘Choose afew pats to present their flm tothe class You could hold a clas vote to decide which fl most students would be interested in watchingabout them. Work in pairs. Do you know anything about The Fountain of Youth or The Read your text again and summarise it to your partner. Listen to their summary. Are there any simila x ir of Life? Share anything you have heard Read your text and complete the sentences. Make the words in brackets negative by adding the correct prefix or suffix. Student A Student B The Fountain of Youth Tales of the Fountain of Youth have been told across the world for thousands of years. tis a legendary spring that reputedly restores the youth of anyone who drinks its water. (probable) perhaps, but many people have searched forit nonetheless in the hope of everlasting life. Not only that, but (imaginable) wealth because, of course, whoever locates and owns this place would be able to sell the » (credible) water for huge sums. ‘ne popular legend surrounding the Fountain of Youth involves the real sixteenth-century Spanish explorer Juan Ponce de Leon. Some historians allege that he discovered Florida, USA, while searching for the mystical water. In fact, in St Augustine, the oldest city in Florida, there is a spring which purports to be the Fountain of Youth. * (believable)? Well it does seem that Ponce de Leon was 5__ (informed) to say the least. The sulphur-smelting waters do not turn elderly visitors. into teenagers. Itis: (ikely) that they have any beneficial effect at all. Do people stil search forthe Fountain of Youth? In the sense of finding a geographical location, the ‘answer is no, But in other ways, the answer is far from straightforward because there are many biologists who are (willing) to accept that ageing is (escapable) and are prepared to give their lives to finding a way to fight it. This could be thought of as the search for a chemical Fountain of Youth. The Elixir of Life ‘The Philosopher's Stone in the title of. K. Rowling's first Harry Potter book refers to a mysterious, mystical substance which bestows upon its owner \__ nd) life. in other tegends the ‘substance is known as the Elixir of Life. While Harry Potter is obviously a work of fiction, one ‘of the protagonists in the book, Nicolas Flamel, was a real historical figure and, though our knowledge about the man is (complete), he was certainly an alchemist. Dating back thousands of years, to ancient China and Arabia, the practice of alchemy attempted by mystical and scientific means to change ‘elements into gold or elixis with amazing powers. ‘A number of Chinese emperors, following the »__ (conceived) advice of their court alchemists in an attempt to achieve immortality, discovered one rather * (desirable) effect of these elixirs ~ death! (Many of the ingredients were highly toxic.) Now, you might think that being so spectacularly *__ Gutcessful) would have made the alchemists rather * (couraged) and led them to abandon the search. In fact, the thirst for the Elixir of Life has never abated. in fact, in July 2009, newspapers announced the discovery of a biochemical in the soil of Easter Island which has li ‘extending properties. Tested on mice, it increased the life expectancy of the females by 38 per cent. While the goal of immortality remains ” — {attainable), perhaps this news indicates that the Philosopher's Stone is not so * (plausible) after all. D Workin pairs. Discuss the questions. 1 To what extent do you think itis worthwhil ageing process? that scientists are researching ways to a) live longer and b) delay the 2 What would the greater benefits be for the world ifthey could achieve these things? 3 What would the drawbacks be? You are going to find out more about one of the films below which are all concerned with immortality, eternal youth or 2 Are the themes of immortality, eternal youth or extending life treated seriously in the film? fife or the fountain of youth? 4 What happens to the main characters in the film? extending life. Prepare a brief presentation. Use the questions to guide your research. Tuck Everlasting 41. What genre of film is it? Dorian Gray Highlander 3 Does the film mention the eli cocoon Forever Young 5 Whats the Death Becomes Her ctor trying to say about immortality or eternal youth? How do you know?2B Advertising techniques Aim: + to give practice in word building Exam link Paper 3 (Use of English), Part 3 and Part 4 Time 40 minutes Preparation Make copies of Worksheet 28 Version 1 for one half of the ass and copies of Version 2 for the other halt, Procedure 41 sk students to brainstorm some techniques that advertisements use to attract our attention. Following this, ‘write the term subliminal advertising on the board and ask if anyone knows what this means. 2 Tell students that they are going to read a text describing this advertising technique. Distribute Worksheet 28 Version 1 to half the class and Version 2 to the other hat 3 Students skim the text and then complete it, using the ‘words at the bottom to form a word which fits into the same numbered soace. They should note down their answers on another piece of paper. 4 When they have finished, they swap worksheets with a pair from the other haf of the class and read the text to check their answers. Options and alternatives ‘To make the exercise more challenging, do not gwve the ‘words at the bottom of the text and ask students to do it as, a gap fil. Then distribute the words and ask them to do the word:-bulding exercise and compare thei answers to this, with their original answers ANSWERS: Version 1 answers are given on the Version 2 Worksheet and vice versa. © Pearson Education Limited 2008 EEREVersion 1 SUBLIMINAL ADVERTISING A subliminal message is a message planted in another form of media which bypasses the usual channels of (1) . and is only registered (2) In 1957, James Vicary claimed that he had (3) . used this technique in advertising. During a film, he had (4)... flashed the slogans ‘Drink Coca Cola™ and ‘Eat popcorn’ for an (5) sunnmnnen 1/3000 of a second, The result was that the message had been implanted in the brains of the (6) .. audience and sales of cola and popcorn at that cinema had increased ” The immediate response to this claim was a public outcry and a number of governments outlawed the use of such techniques. However, doubts about the claim soon set in. Later studies were unsuccessful in their attempts to replicate Vicary’s results and indeed seemed to suggest that subliminal advertising was totally ineffective. In 1962, Vicary finally confessed that he had falsified the data of the original experiment. There is in fact no decisive evidence to suggest that audiences can be manipulated by this technique. Even if it has an effect it is probably only like a momentary glance at a billboard 1 PERCEIVE 2 CONSCIOUS 3 SUCCEED 4 CONTINUE 5 PERCEIVE 6 SUSPECT 7 DRAMA Version 2 SUBLIMINAL ADVERTISING A subliminal message is a message planted in another form of media which bypasses the usual channels of perception and is only registered unconsciously. In 1957, James Vicary claimed that he had successfully used this technique in advertising, During a film, he had continually flashed the slogans ‘Drink Coca Cola™ and ‘Eat popcorn’ for an imperceptible 1/3000 of a second. The result was that the message had been implanted in the brains of the unsuspecting audience and sales of cola and popcorn at that cinema had increased dramatically. The immediate (8) -w» €0 this claim was a public outcry and a number of governments (9) sormoneumanne the use Of such techniques. However, doubts about the claim soon set in. Later studies were (10)... in their attempts to replicate Vicary’s results and indeed seemed to suggest that subliminal advertising was totally (11) .so.somn » IN 1962, Vieary finally confessed that he had (12) the data of the original experiment. There is in fact no (13) evidence to suggest that audiences can be manipulated by this technique. Even if it has an effect it is probably only Tike @ (14) .ocscrmn glance at a billboard. 8 RESPOND 9 LAW 10 SUCCEED 11 EFFECT 12 FALSE 13 DECIDE 14 MOMENT11B Eureka moments Aim: * to give practice in word building Exam link Paper 3 (Use of English), Part 3 Time 20 minutes Preparation Make copies of Worksheet 1 for one half of the class and copies of Worksheet 2 for the other halt Procedure 1. Write the name Archimedes on the board and ask students what they know about him. Some will probably be able to tell you the famous story. Then ask if they know any other stories where the solution to a problem has come to someone in a flash like this, or if they have ever experienced this themselves. 2 Divide the class into two halves and distribute Worksheet 1 to one half and Worksheet 2 to the other. Students work in pairs or individually to complete the word-building exercise for their worksheet 3. Each student now forms a pair with someone from the other group. They either read their texts to each other, while their partner checks their answers against histher worksheet, or simply compare worksheets and mark their answers Options and alternatives You could of course use either only Worksheet 1 or Worksheet 2 and use the text as a straight exam-style exercise. Alternatively a strong group could work in pairs with one student doing the exercise orally and the other Giving immediate feedback on hisfher answers. ANSWERS Worksheet 1 1 loss 2 Overcome 3 miraculously 4 revelation 5 deduction 6 unconnected 7 lookout 8 unrelated Worksheet 2 1 overflowed 2 realisation 3 insight 4 laborious 5 consideration 6 synthesising 7 unconsciously 8 inspiration © Pearson Education Limited 2008 |Eureka moments Worksheet 1 Everyone knows the story of Archimedes and how he was given the task of finding out the true gold content of the king’s crown. For a long time, he was at a (1) to know how to do it. Then, one day when he was stepping into his bath, he noticed that some of the water overflowed onto the floor. Instantly, he was struck by the realisation that a crown made of pure gold would displace a different amount of water from one made of an alloy. (2)... with excitement at having found the solution, he ran into the street shouting ‘Eureka’, or ‘I have found it.’ The parable illustrates the way in which new ideas or solutions to problems sometimes seem to come to us (3) asa sudden flash of insight. Similar moments of (4) .. are claimed for Descartes’ invention of co-ordinates and Crick and Watson's discovery of DNA. Of course, the long and laborious processes of thought and logical (5) ......... cannot be ignored. On the contrary, Eureka moments seem to occur only after a long period of consideration of the problem in hand. The interesting thing is that the most famous ones seem to have occurred when the person was doing something (6) with the problem in question, like having a bath. What seems to happen is that, after puzzling over the matter for some time, people sometimes feel that they have reached a mental block. The only way to progress is by synthesising what they already know with totally different information. At the same time, those many hours spent grappling with the problem have unconsciously put the brain on the (7) so... . When the thinker is involved with something apparently (8) the primed brain reaches out and makes a connection between this and the problem. To the thinker, the solution seems to have come like a flash of inspiration, out of nowhere. | LOSE 2 COME 3 MIRACLE 4 REVEAL 5 DEDUCE 6 CONNECT 7 LOOK 8 RELATE Worksheet 2 Everyone knows the story of Archimedes and how he was given the task of finding out the true gold content of the king’s crown. For a long time, he was at a loss to know how to do it. Then, one day when he was stepping into his bath, he noticed that some of the water (1) .......- onto the floor. Instantly, he was struck by the (2) .........«. that a crown made of pure gold would displace a different amount of water from one made of an alloy. Overcome with excitement at having found the solution, he ran into the street shouting ‘Eureka’, or ‘I have found it.’ The parable illustrates the way in which new ideas or solutions to problems sometimes seem to come to us miraculously, as a sudden flash of @) Similar moments of revelation are claimed for Descartes’ invention of co-ordinates and Crick and Watson’s discovery of DNA. The existence of moments like this does not mean that the long and (4) .. Processes of thought and logical deduction can be ignored. On the contrary, Eureka moments seem to occur only after a long period of (5) ......... of the problem in hand, The interesting thing is that the most famous ones seem to have occurred when the person was doing something unconnected with the problem in ‘question, like having @ bath. What seems to happen is that, after puzzling over the matter for some time, people sometimes feel that they have reached a mental block. The only way to progress is by © what they already know with totally different information. At the same time, those many hours spent grappling with the problem have (7) put the brain on the lookout. When the thinker is involved with something apparently unrelated, the primed brain reaches out and makes a connection between this and the problem. To the thinker, the solution seems to have come like a flash Of (8) ssenesnny OUt Of nowhere, 1 FLOW 2 REALISE 3 SIGHT 4 LABOUR 5 CONSIDER 6 SYNTHESIS 7 CONSCIOUS 8 INSPIRE13 Gapped sentences qui Aims + to raise students’ awareness of polysemy + to give practice in completing an exam-style gapped sentences task Exam link Paper 3 (Use of English), Part 4 Time 45 minutes. Preparation Make copies of Worksheet 1 and the corresponding answers for one half of the class and copies of Worksheet 2 plus the corresponding answers forthe other half. Procedure 4 Divide the class into two groups. Give copies of Worksheet 1 10 one group and Worksheet 2 to the other. 2 Ask the class to work in pairs to comalete sentences 1 to 18 using the words in the box at the top. Tell them each word should be used three times, but, unlike in the exam, the groups of sentences are jumbled up. 3. When pairs have finished, give ther a copy of the relevant answer sheet and ask them to check thei answers. there are any uses of the words that they do not understand they can check with you, or use a dictionary. 4 Now ask students to work in pairs and to rank the three sentences for each word according to how dificult they think the word isto guess. For example, on worksheet 1, students should rank sentences 1, § and 15 as they al requite the word rch, The sentence they think is the most difficult ofthe three should be ranked number one and the easiest number three 5 Students now join up with a pair from the other group. They should take itn turns to read the three sentences for ‘one of the words to the other pais. The other pair try to identity the word, Each pair should read the most cifficut of the three sentences fist and finish with the easiest. If the other pair identify the word correctly after the fist sentence, they score three points. Two points are awarded if they identity it after the second sentence and only one if they need all three sentences. The pair are allowed to make notes, for example of collacations or prepositions in the sentences that are read to them, but they are only allowed one quess after each sentence 6 Atthe end, the winners are the pair or pairs with the most points Options and alternatives Instead of doing the quiz in groups of four, with a small class it could be done as a whole-lass activity, wth two teams reading the sentences across the clas. In this case, all of the ‘members of each tearn will have to agree on the ranking of the sentences. With a weaker class, you may wish to modify the rues and aliow them more guesses, perhaps two after the first sentence in the group and just one after the others ANSWERS The answers are given at the bottom of the Worksheet.Worksheet 1 deep look strike rich head trial 1 The area was very suitable for agriculture as it had high rainfall and ....... soi 2 | found him staring out of the window, ....... in thought. 3. Asno one showed me how to use the computer programme, | had to learn by ....... and error. 4 She has a reputation for keeping a cool ....... in a crisis. 5 Oranges and grapefruits are both ....... in vitamin C. 6 It can't be midday yet because I've just heard your clock ....... eleven, 7 think you need to take a long hard....... at the effects that your behaviour is having 8 Her singing voice is surprisingly ....... for a woman. 9 It’s good that we have such happy times to ....... back on, 10 The leader of the rebellion was put on........ and later executed. 11. The country is planning a mass protest, beginning with a general ...... today. 12 Last week, the prime minister flew to Russia for talks with the new........ of state 13 After his attempt to overrule parliament, the king found himselt in ...... trouble. 14 As he wes walking through the grass, he felt his foot ....... against something hard. 15. That's a really upmarket coffee shop where all the ....... and famous go. 16 By the end of the day, the army decided to retreat and ....... for the hills. 17 As he finally entered the room, she gave him an angry .. 48 The system was introduced on a....... basis and was to be reviewed after one month. Worksheet 1 answers 1rich 2deep 3 trial 4 head = Srich = strike | 7 look = B deep_— 9 look 10 trial 11 strike 12 head 13 deep 14 strike 15 rich 16 head 17 look 18 trialWorksheet 2 rule cut fire single play mark 1 We cannot........ out the possibility that the king was murdered by his younger son. 2 The government have come under ...... for their financial mismanagement. 3 Fora healthier diet, you need to ....... down on sugar and fat. 4 After the coronation, the queen went on to ....... for over 40 years. 5 I can't get this dirty ....... off my shirt collar. 6 The rioters smashed several windows and set ...... to a number of parked cars, 7 Love's Labour's Lost is certainly an early work, even if itis not the first ....... that Shakespeare wrote. 8 Itis difficult to bring up children as a....... parent. 9 The death of Elizabeth | is often said to ....... the beginning of a new era 10 When | was young, | didn’t like school and | often used to ....... truant. 11 The chancellor tried to ....... down the significance of the rise in inflation 12. How can there have been so many people in the street and not a ....... witness to the crime? 13 In their election manifesto, the party promised to ....... the basic rate of tax. 14 There is an unwritten ....... that staff do not do online shopping during work hours. 15. The prince was a weak and moody young man who was not ...... Out for the responsibilities of kingship. 16 At school, the games master used to ....... me out for criticism, just because I was overweight 17 The police were obviously ready to ....... on the crowd if there was any trouble. 18 A great many students have asked me what the pass ....... is for the exam, Worksheet 2 answers 1rule 2 fire 3 cut 4rule Smark 6 fire 7 play 8 single. 9 mark 10 play 11 play 12 single 13 cut 14 rule 15 cut 16 single 17 fire 18 markTEST 1 Meike sot) Guidance ‘The paper lasts one hour. It contains five parts with a total of fifty questions. Part 1 In Part 1, you read a short text and complete a multiple-choice cloze task. Twelve words or phrases have been removed from the text. For each gap, you have to choose from four options the word or phrase which fits best. Part 2 In Part 2, you read a short text and complete an open cloze. Fifteen words have been removed from the text. You have to complete the gaps. Part3 {In Part 3, you read a short text and complete a word formation. task. Ter! words have been removed from the text. You are given jonas the base form of each missing word and you have to create the correct form ofthe base word to fit the gap. Part 4 In Part 4, you read three unrelated sentences, and complete a ‘gapped sentence task. The same word inthe same form has. been reroved from al three sentences. You have to find the ‘common missing word. art In Pat 5, you read eight pairs of sentences and complete a key-word transformation task, The pairs of sentences have the same meaning, but are expressed indifferent ways. Three to six words have been removed from the second sentence, and one ‘of these words, the key word, i given as a prompt. You have to complete the second sentence, using the key word. Part 1 + Read the tex, ignoring the gaps, to get a general understanding + Only one of the options (A-D) fits the gap. * Check the words before and after the gap, e.g. some words «an only be followed by one preposition. + Some questions focus on linking words and require an Understanding of the whole passage. * Ifyou are not sure which word to choose, eliminate the ‘options you know are wrong, + When you have finished, read your completed text again and check tat it makes sense. Part 2 + Read the text, ignoring the gaps, to get a general understanding. + Think about the missing words, Each gap only needs one ‘word, usually a grammatical word, e.g, pronoun, linker or preposition, rather than topic vocabulary. + Carefully read the text around each gap and think about what ‘ype of word is missing, e.g. dependent preposition or part of 2 fixed expression. + When you have finished, read your completed text again and check that it makes sense. Part 3 + Read the text, ignoring the gaps, to get a general understanding * Decide which type of word is needed in each gap, e.g. noun, adjective, adverb. Look atthe whole sentence, not just atthe Tine including the gap, * Look at the word in capitals on the right of the gap. You may need to add a prefix or suffi, or make other changes. More than one change may be required. . * Check to se if nouns should be singular or plural * When you have finshed, read your completed text again and check that it makes sense, Part 4 * Read all three sentences * Choose the easiest sentence to understand and think of al the ‘words that could fit there. Can any of them fit the other two sentences? ‘+ The missing word will be familar, but in each gap, the ‘word will havea slightly different meaning, or create a new meaning when combined with the other words around it ‘+ The word you are looking for must appear in all three sentences in exactly the same form, e.g fits a verb, it will always be in the same form - infinitive, past or past participle. Part * Look at the key word. What type of word is it? What usually follows it, e.g. an infinitive, a preposition, or could it be part fa phrasal verb? + Think about the other words that need to change in the new word order, e.g. an adjective may become a noun or vice versa. + Your answer may include words or expressions not used in the first sentence, but these must express exactly the same idea, + Remember that contracted words count as two words, €.g won't = will not.Guidance Part1 In Prt 1, theresa range of testing focuses. Most questions focus on your knowiedge of vocabulary and how its used Questions may focus on + your knowledge of general vocabulary related tothe topic of the text. * the relationship between words, eg. which preposition is used after a word, or whether itis followed by aninfintive or 2 gerund + your knowledge of fixed expressions and colocation including phrasal verbs. + your knowledge of linking words and phrases. This tests ‘whether you have understood the meaning ofthe whole text, Part 2 Part 2 most tess your knowledge of grammar and sentence structure. Questions can focus on * the relationship between words, e9. which words go together to form a fixed expression or phrasl ver + sentence structure, asking you to inset the correct ‘elave pronoun or a conjunction + other grammatical words, e.g, quantifiers, determiners, articles, etc * linking words and phrases to test whether you have understood the meaning ofthe whole text. Part3 Part 3 tests whether you can create the correct form ofthe word to ftin the sentence. Questions may focus on + your knowledge of prefines and suffices. + your grammatical knowledge, e.g, which form of the word is ‘needed to complete the meaning in the sentence. + common expressions and collocations, e.g. which form of the ‘word is used to form a ‘common expression. + your knowledge of compound words. Part 4 In Part 4, you are tested on your knowledge of vocabulary. The tested words wil ll be familiar to you, though you may not be familar with all tree uses of the word, ‘+ Questions may test your knowledge of lexical patterns, 9 collocations, phrasal verbs, + Questions require you to identify the correct form of the word to complete each sentence, eg. whether nouns are singular or plural and which form verbs should appear in. Part § Part 5 tests both your grammatical and lexical knowledge. Questions always have two testing points, €.g. a change to a word from the input sentence, plus a change to the word order to create a new sentence pattern * You are tested on your ability 10 express the same ideas using different grammatical forms and patterns, ¢.g. ina sentence that starts wth a different word, or using a diferent part of speech Questions may test your knowledge of fxed phrases and collocations by asking you to find the words that combine with those already in the target sentence. Your answer must be grammatically accurate. * Do.as many practice tests as possible so that you fully understand what is expected of you and you feel confident ‘ping into the exam, ‘+ Keep a vocabulary notebook in which you write down useful vocabulary you come across, aranged by topic. + Try to learn words in chunks rather than in isolation. When you learn 3 new word, write down not only the word, but also the sentence it is used in, + When you're doing practice tests, kep a note of items you {get wrong and attempt them again two weeks later. Write a verb on one side of a card, and its dependent preposition on the other. Test yourself on them in your froe time. Choose a text in English and underine all ofthe prepositions. Then go back through and decide which ones are part of set word patterns Go through a reading text and write alist of al of the adjectives, Is there a noun in the same verb family? What about an adjective?