MESAVER FOR EXAMS QT}Contents Lesson title Exam Topic Exam skill /focus Page Part Ahelping hand 1 The human body Listening for speaker reaction o7 Issues at school 1 Education Listening for agreement 89 Video games 1 Video games Listening for opinion 10-11 Alittle bitofscience 1 Science and scientists Listening for function 1213 Getting together 1 Spending time with Listening for purpose 1415 family and fiends That'sentertainment! 1 Filmand book genres Identifying genre 1617 Hot work! Z Work the work ofafire Recognising cues to complete 1819 investigation engineer the gaps Elvis—thekingof 2 Music: the life and Predicting answers to complete 20-21 rock'n'roll music of Elvis Presley ‘the gaps Rainforestsatthe 2 ‘The environment: Knowing how much to write 22-23 bottom of the sea coralreefs in the gaps Racing throughlife 2 Sport:afemaleracing _—_Using the correct grammatical 24-25 driver forms Making models 2 Work: 2 museum Choosing the right answer and 20-27 model maker identifying distractors Let me sleep! 2 Education:how much Sentence completion 28-29 sleep teenagers need Classic songs 3 Music: listening to Opinion options: identifying key 30-31 songs, and distractors An active life 3 Sport and exercise Preferences options: identifying 32:33 key and cistractors First-time festivalgoer 3 Festivals Feeling options: anticipating 34.35 answers life 3 Cities Preferences options: identifying 30-37 what speakers like most Living online s Spending timeonthe _—_Attitude/feeling options: 38-39 intemet analysing the options Learning to learn 3 Different strategiesfor Working out the meaning of 40-41 learning unknown words “TIMESAVERS FOR EXAMS: Listening for First (FCE) © Scholastic Lie. PHOTOCOPIABLE “P27Contents Lesson title Exam Topic Exam skill /focus Page Part Ahelping hand 1 The human body Listening for speaker reaction o7 Issues at school 1 Education Listening for agreement 89 Video games 1 Video games Listening for opinion 10-11 Alittle bitofscience 1 Science and scientists Listening for function 1213 Getting together 1 Spending time with Listening for purpose 1415 family and fiends That'sentertainment! 1 Filmand book genres Identifying genre 1617 Hot work! Z Work the work ofafire Recognising cues to complete 1819 investigation engineer the gaps Elvis—thekingof 2 Music: the life and Predicting answers to complete 20-21 rock'n'roll music of Elvis Presley ‘the gaps Rainforestsatthe 2 ‘The environment: Knowing how much to write 22-23 bottom of the sea coralreefs in the gaps Racing throughlife 2 Sport:afemaleracing _—_Using the correct grammatical 24-25 driver forms Making models 2 Work: 2 museum Choosing the right answer and 20-27 model maker identifying distractors Let me sleep! 2 Education:how much Sentence completion 28-29 sleep teenagers need Classic songs 3 Music: listening to Opinion options: identifying key 30-31 songs, and distractors An active life 3 Sport and exercise Preferences options: identifying 32:33 key and cistractors First-time festivalgoer 3 Festivals Feeling options: anticipating 34.35 answers life 3 Cities Preferences options: identifying 30-37 what speakers like most Living online s Spending timeonthe _—_Attitude/feeling options: 38-39 intemet analysing the options Learning to learn 3 Different strategiesfor Working out the meaning of 40-41 learning unknown words “TIMESAVERS FOR EXAMS: Listening for First (FCE) © Scholastic Lie. PHOTOCOPIABLE “P27‘Lesson title Exam Topic Exam skill/focus Page Part ‘Smooth landing 4 Interview with a Focusing on cues in the questions 42-43, snowboarder ‘Zoostotherescue! 4 Interview with azoo Analysing What does Xsay 44-45 manager about...? question types 4 Interview with an Dealing with difficult words 46-47 astronaut lar pop-ups 4 Interview with a pop-up Anticipating interview questions 48-49 book writer/designer 4 Interview with ayoung Analysing options concerning 50-51 young actor fealings into business 4 Interview with ayoung Writing options for a multiple- 52-53 entrepreneur choice question et sheets 54-55 ing practice test 1 56-61 ing practice test 2 2-67 ipts 68-85 86-95Introduction Who is this book for? ‘This bookis for teachers of students who are preparing for the Listening test in the Cambridge English: First (01 Cambridge English: First for Schools exarns and who require extra practice material. Ideal as a supplementto any First Certificate or upper-intermediate coursebook, the topics and activities are especially designed to appeal to older teenage and young adult classes. This resource is also suitable for use with any upper-intermediate classes who wish to develop their listening skills and broaden their vocabulary. The Cambridge English: First exam — an overview Cambridge English First is a qualification at upper intermediate level (Level B2 on the CEFR scale] which is offically recognised by universities, employers and governments around the world. The exam is aimed at learners who want to use English for study at an upper intermediate level, start working in an English-speaking environment, of live independently in an English-speaking country. ‘The exam consists of four tests: Reading and Use of English, Writing, Listening, and the Speaking Test. The Listening test will take about 40 minutes. It is divided into four parts as shovmn in the table below, How can learners be prepared for the FCE Listening test? Individual tearing styles vary and what works well forone student may not be so good for another. However, afew things can help most students to improve their listening skills and prepare for the FCE Listening test, and this book provides practice in these. © Listening to lots of spoken English: This book provides plenty of opportunity to listen to the kinds ‘of recordings that students will encounter in the FCE exam, but students should also be encouraged tolisten to as much spoken Enalish as possible outside the classroom. This might be in face-to-face conversations with English speakers, or in radio programmes, films, television programmes and online videos. ‘© Knowing what to listen for: People listen and understand more effectively when they have a clear idea about what they need to listen for.In the FCE Listening exam, students are given time to read through a task before they hear the recording, but they may need guidance in order to make the most ofthis opportunity. They should read the questions and options quickly but carefully, and they should practise identifying and highlighting key words. Asking students to rephrase questions and options canbe an effective way of checking that they understand them. © Predicting content and language: When we listen, ‘we use our background knowledge of the topic, speakers and situation to help us understand what we heat, Using background knowledge is harder if courcommand of the languages limited, but training students to actively anticipate the content of what they will hearislikely to make them more efficient listeners. if students are told whet the topic of 3 recording is and who the speakers are, they can then be asked to predict the points that may be covered, and/or the vocabulary, grammatical structures and functionel language that may be used. Their predictions may not always be accurate, but the process of trying to anticipate is better preparation for listening than coming toit cold. PART TASK TYPE i Eight short, unrelated monologues and ‘One multiple-choice question with three options per dialogues (each about 30 seconds long} recording. 2 ‘One jong monologue (3-4 minutes) Ten sentences to complete with information from the monologue. 5 Tive short monologues (about 30 seconds _| Five questions which require the selection of the correct each) ona related subject. option froma lst of eight options, m One long interview between two speakers | Seven multiple-choice questions, each with three (3-4 minutes) [options (LW concsavers FOR EXAMS: Listening for Firs! (FCE) © Scholastic Ltd. PHOTOCOPIABLE 7what erif raining what jent a nthen ered, sir ie stion Identifying and interpreting cues: Spoken language contains cues’ which help the listener to understand how it is organised and to anticipate what will be said next, But listeners are likely to find it harder to recognise cues in a language they are leaming. So, raising learners’ awareness of cues should help to improve their listening. Itis particularly helpful to be able to recognise cues in the longer recordings ofthe FCE test (Parts 2 and 4), and there are lessons in the book which focus on this sill, Distinguishing between language that gives the key and distraction: For each question in a listening task, thereis only one correct answer, but questions, ‘options and recorded texts are written in a way thatis| designed to tempt the test taker to choose incorrect answers. This use of distraction raises the difficulty of listening tasks, and students can benefit from training which develops their ability to recognise distraction and distinguish it from correct answers. How do I use this book? This book consists of 24 stand-alone photocopiable lessons, ‘wit si lessons for each of the four parts of the listening xam, as wellas two complete practice tests. The lessons ‘an be used in any order, reouire little preparation and re suitable for supplementing main coursebooks. Each lesson includes a clearly signposted EXAM TASK, tips on how to approach exam tasks, anda veriety of activities to use before and after the main listening task. Activities focus on developing listening skills, strategies for dealing with FCE Listening tasks, vocabulary development and speaking practice. * The activities are designed to be teacher-led, but are used without separate Teacher's notes. Clear instructions are on the pages, which are all, photecopiable. ‘+ The part, question type and lesson focusare clearly labelled at the top of each lesson. © This symbol @ gives an approximate lesson length, but please note that timings may vary according to class size, level of language, etc. ‘Activities marked with this stopwatch symbol @) give students a set time foran activity * Make sure you have a CD player/computer/speakors suitable for the size of your classroom. Students often find listening challenging and poor sound quality only adds an unnecessary extra difficulty. # The CD and track numbers are clearly signposted next toeach acti ity with this symbol @) * There are full anscripts of the recordings and answer keys with explanations at the back of the book. | i | | i | | : { / / © This symbol[ indicates an activity that uses the transcript in the back of the book. You will need to photocopy the transcript for the students. Using the transcripts Itis usually best for students to do the main listening task before they see the transcript of the recording, but transcripts are a valuable post-lstening resource. Many of the lessons have activities designed to exploit the transcript, e.a. identifying where the references to the key are located, identifying distraction fornon-key ‘options, and vocabulary building, However, you may wish to do other things with the transcript, eg. listening end marking on the transcript pronunciation features such as sentence stress and clision, creating a gap-fill listening task, cutting up the transcript and making a jigsaw puzzle for students to complete. See the practice test transcript, on page 80 for instructions on how to set up an authentic practice test with your cless. Recordings Recordings in this book include: * wide range of topics, both familiar and less familiar © a variety of types of discourse including informal Conversations, discussions, interviews, presentations, public talks, announcements and telephone messages native speakers talking at natural speeds © avariety of accents ‘© a wide range of vocabulary, including many items typically considered to be at B2 level, with o few from above 62 level © a wide range of grammatical structures, including those which lamers tend nat to acquire before they reach B2 level We hope you enjoy the variety in these activities and that ‘they will add to your students’ enjoyment of leaming English for the Cambridge English First exarn. ‘The Timesaver series The Timesaver series provides hundreds of ready-made lessons for all levels, topics and age groups. Other Timesaver for Examstitles are available for the Reading and Use of English and Writing exams. Check out these and other Timesaver titles at www.scholastic.co.uk/elt.A helping hand 1 Label the picture with words from the box. a) aap b) ? da) fist forefinger knuckle nail palm ring finger thumb wrist 2. Workin small groups. Look at each others’ hands and discuss these questions. © Inwhat ways are your hands similar? © Howare they different? © IF there are men and women in your group, how do your hands compare? ‘© What do you use your thumbs for? 3a Read this article. As you read, underline anything you find interesting or surprising. ge oe tee sey yet Jn human evolution and it ashelped to make us | different from other animals. tis Nexible, enabing Usto male tools and cary out silled work that | chimpanzees, our closest animal relatives, coule “never do. ‘We can also fold our thumbs over our second and third fingers to protect the bones in our fingers shen we make a fst for punching. Other animals fight but they can't make fts. Chmpanzees, for ‘example, sap, scratch and bite, but they can't punch, (3b) Discuss the article in pairs. What do you think of it? Does any of it surpr In women's hands, the frst and third fingers are Luaualy about the same length, but in men’s hands the ‘orefinger is usually sherter than the ring finger Ithe forefinger is shorter, the thumb can cover it ‘more easily, nd this makes a stronger fit. Some scientists think men’s and women's hanck are sightly diferent because when ancient humans evolved, ‘men usually did more of the fighting by using their fists and women usualy did work which required longer ferefingers you? 4 @) Listen to two friends discussing the article about thumbs. Tick the phrases that you hearthem use to show they are interested. Itcaught my attention, really fascinating very thought-provoking (2 ee ee [7] ttcertainly makes you think. It'sthe sort of thing | really ike reading about. 'dlove to find out more about that PHOTOCOPIABLE “77) ee ee 7 5. Gp Nowlistonagainand answorthe question. You hear two tends ecssng the ean an atl they have reed Which idea did the woman find mostiinteresting? Part 1 questions often ask A. that women's hands differ from men’s ee ae tosomething.eg. what B that the ability to punch is unique to humans the eenumerestnad, € that the thumb is significant in human development ‘surprising disappointing. However, the speakers wil 6 | Hereare some phrases people can use to express how surprised probably not use these they eel, Write S (surprised) or NS (not surprised) nexttoeachone. exact wordsso youneed to a) [_] 'd never heard anything like that before. ...2. listen for other words that express these feelings. b) [] Itwas rather predictable really pean ©) [[] Liuspected that would be the case. ) [_] fewas the first time 'd come across it e) [_] Ihadnt realised 4) [_] twas quite obvious, | suppose. 9) [[] That was really unexpected h) [_] fd read about it somewhere before. 7 a. GQ ‘You will hear two friends discussing an article about the way that people and chimpanzees throw things. Listen and tick the phrase from exercise 6 that the woman uses to express her surprise. 4 ‘ A. how fast humans are able to throw aball | | B_ how important throwing has been in human | | | | development how much better humans are at throwing than other animals & EXAM TASK 9 Gap rou will hear two people discussing aTV programme. Listen twiceand then choose the best answer (A, Bor C), ‘You heara woman telling her fiend about a television programme. What did she find disappointing about it? A the technical language used B the number of experts interviewed € thenarrow subject matter covered 10 Scientists say that chimpanzees are our closest relatives in the animal world. In pairs, discuss what you think are the main similarities and differences between humans and chimpanzees.er coach vusems crac) Issues at school ‘Ta What do you think makes a good teacher? Put these things in order of importance (1=most important). Then compare your opinions with a partner. (1 how friendly they are [what they know about their subject (| their appearance Oi theirage [1 new well-organised they are [1 howsstrict they are ‘Tb Makea list of any other things that you think are important in a teacher. 2 Make correct definitions for these words by completing the sentences. 1. fa school has a good reputation, —__ a) it's not allowed there - 2 If teachers enforee the rules, Bb) youhear very informal words like innit, 3. If students have the wrong attitude at school, \ €) they feel angry and upset aboutit, 4 Ifaschool bans something, ) they make sure students obey them. ; 5. Ifsomeone uses lots of slang, \ ) they behave badly and don't do thelr work. 6 fsomeone resents something, f)_ people havea positive opinion about it. 3 Read this exam question and match the options A-C with the explanations 1-3. You hear two fiends talking about the kinds of clothes teachers wear. Both friends think the way teachers dress A. effecis the reputation of the school where they work, 1. tells us what teachers feel about the work they do in school B sets animportant example for thelr students. 2. makes a difference to the way people from outside, think about the school © shows what their attitude to the job is like, 3 issomething for other people in the schocl to. ‘follow and learn from 4 Inthe question above, you have to decide which idea both speakers agree about. Read part of the conversation and discuss the questions. Ez ena 1a) Which option A, B or C, does the extract refer to? When you answer raultpte- 'b} Do both speakers have the same opinion? choice questions, make sure ‘you read each option caref Sometimes ‘explaining’ the Girl: Well, people who look smart and formal are Detlors yourself other usually well-organised and hardworking, whichis words's helpful important ina teacher. Boy: /'ve had great teachers who weor jeans ond T-shirts 5 Gp listento the recording and decide what the Correct answer is (A,B oF C), Listen twice if you need to, PHOTOCOPIABLE 77 , BR sce csc Fn 0 stemee @ [El monet rasivtnstn etn a) Highlight the parts where the ideas in options A.BorC arementioned, bb) Check that you chose the correct answer. 7. The things on the right are banned in some schools in the UK. Is banning them a good idea or not? Discuss in pairs. ‘© mobile phones © earrings or other jewellery © machines selling fizzy drinks, sweets and snacks © slang 8 Read the Exam task carefully. Underline or highlight the most important words in options A, Band C. (The question is already done for you.) # EXAM TASK 9a ay You will hear two teachers talking, Listen to the recording and choose the best answer (A, B or C). You hear two teachers discussing the idea of banning slang in school. ‘They agree that banning slang from their schoo! would be A good for students’ language skills. B helpful for teachers in class. © popular with pupils’ parents. 9b Gp Listen again and check that you have chosen the correct option. 10. |=] Now look at the transcript and do the following. a} Highlight the parts where the ideas in options A, or Care mentioned, 'b) Check that you chose the correct answer. 11. Discuss these questions in small groups. @ Do you like using slang in your own language? © When is it bad to use slang and when isitfine to use it? ‘© bit good idea to learn slang in English? Do you know any siang words in English?Video games 1 Talk about these questions im pairs. © How common is it for people you know to play wideo somes? ‘© Which games do they play most? ‘© What appeals to them about these games in particular? 2a. Youare going to listen to 2 radio presenter reviewing a video game. Discuss in pairs which of these points you would expect the reviewer to mention and what other things she might talk about. [J the name of the game (C1 what type of gameit is what players have to do in it [J how it compares with other games {1 how easy or dificult itis to play [1 what's good aboutthe game (C1 what's bad about the game 2b @ Listen to the review and tick (V) the points in that are mentioned. 3a. Read the exam question below. Underline all the examples of it andits that El ‘you can find. What do they refer to? ‘You hear a woman on the radio reviewing a video game. Words ike it tsand them are What does she think of it? often used in exam tasks, They refer te words in previous A. Only experienced players will understand it. ee: Weenie ede B Its similarity to other gamesis disappointing. question before listening, make uknow which words © Progress when playing itis tov hard toachieve. cabo om ee they refer to. 3b ip 4 Read the statements below about playing video games. Decide whether you agree or disagree with them onascale of 1-5 (1 =completely disagree, 5 = agree entirely). Then discuss them in groups. Explain why you agree or disagree with them. ten to the review again and choose the correct answer (A, B or C)- [1] Playing video aames is a complete waste of time. [1 You can learn more from playing video games than from watching television. Li t's better to play video games on your own than with other people. 7 People can become violent asa result of plait video games, People who reqularly play video games are putting their health at risk. GBD cwesaven FoR cams: uisteniag ir Firs ('68) © Schovwste Li. PHOTOCOPIABLE “777Be eee ee ee eS Rac 5a_ Read theexam question and the Exam tip below. Look at A, B and C below and choose the sentence, 1 or 2, with the same meaning. You hear pert ofan interview with @ psychologist on the subject of video garnes. What opinion does he have of video games? A Thebenafts they bring are 1 Video games should include more educational activities. Underestimatd) 2. People dontt realise that video games can be good for you. The longer ctiadsof 11 We don’t know how video games influence people. them are unclear. 2. Experienced players realise games aren't good for them. cTheeheeatienavereronG 1. Young people get stressed from playing video games. people is worrying. 2 We should be concermed about the way young people like video games 5b Jp) Nowtistenand choose the correct answer, A, Bor C. Exam tip! 6 Look at the transcript and do the following. Before youlisten to. Part 1 recording, itis important to a) Highlight the parts where the ideas in options A, B or Care mentioned. make cure you understand the b) Check that you chose the correct answer. question and options. Rewording options can sometimes help you with their meaning 2 EXAM TASK 7 Gy You will hear a conversation about 2 video game. Listen and choose the best answer (A, Bor C). You heara woman talking to her friend about a video game, What does she think of it? A Its visual aspects are unconvincing B_Thechallenoes it presents are unoriginal © Thecharactersinitare hard to identify with 8 Read the situation below. Workin pairs to write three pieces of advice for the leaflet. Then compare your advice with other pairs. Don't play video games just before you go to bed ~ it can cause sleep problems. You volunteer at alocal club for the best types of video games to play young people up to the age of i sixteen. You're concerned that video CE games are havinga bad effect on ‘© how many hours to play per day/week some of the young people. You want to produce a leaflet offering advice about video games to hand out at © who to play with the club and give to parents. The advice could be about: © when to play / when notto play playing games onlinetre Saas cks oc @ A little bit of science . Match the name of the scientist with the most suitable picture below. 2. Discuss what kind of work each of these scientists is famous for. Can you scientists? What kind of work are they famous for? . 3. Match the functions (1-8) with the actual words that people of any other famous said (a-e]. There are three functions you do not need touse. In Part 1, questionsoften focuson what ‘ . the speaker i actualy doing andthe 2 rt te ere aoe optionsare writtenas functions, 9. 1. encouraging someone asking for some information. Itisa good idea to keep a list of functions as you 2 Oentang emeon ‘comeacross them. 3 apologising 1a) Itwas Andrew's fault that we were late for meeting, 4. warning someone is ania someone b) We've had a greatttria - thank you so much for all your help. U5 Poof 6 expressing appreciation ) fd weara hat if| were you - the sun's really strong, 7 requesting information 4) 'msure youll do well in the interview — you're perfect for the job. 8 confirming something e) lve checked and the train leaves at 10.30 amas Ithought. A Write sentences to show the meanings of each of the three functions you did notuse. 5a_ Read the question and options, and underline the function in each option. You heara science teacher talking to her students. What is she doing? [A reminding them of something they haveto do B_ encouraging them to take partin something © asking them for information about something Se sauna al res rce @ aoto mc PHOTOCOPIABLE “S17em Bi (i) taster and dinccoithe eoockannwut (titloe€ 6 EB Now look at the transcript and do the follow! 1a) Highlight the parts where the ideasin options A, B or € are mentioned. b) Check that you chose the correct answer. _# EXAM TASK 7 Gjop) Youwilt hear a teacher talking. Listen twice and choose the ab best answer (A, B or C). Questions that focus on function can beabout the whole orjustone Youheat ascience teacher talking tohis students abouta schoolevent. —sartafwhat the speaker says What is he doing? Undertining or highlighting the ‘ functions in the options may help ‘A. expressing his appreciation of theirattitude toit a as you remember what you need to B_ explaining why they need to prepare for it listen for. © confirming various details about it 3) fi) Gislandunderine these phrasal verbs in the transcripts for this lesson. Look carefully at how they are used, then use them to complete the sentences below. carryout comeupwith goinfor —laokforwardte team up with a) Lusually go out on Friday night, and it’s something |.....00K forward i... all through the week. 'b) Our geography teacher asked us to another student to doa project on trees ©) As part of my course, have to some research and then write a report on it. ) Richie and John have both decided to. _..the local half marathon race in June. €@) {It didn’t take Christine long to an kdea for some entertainment at the office party 9. Find two common combinations for each phrasal verb from the box below. a) camyout routine tack , Bj come up ithe , ¢) team up with ie @) goinfor : @) look forward to acolleague competition agoodholiday anice rest -aroutine task asuggestion anexam an investigation another group the answer to a problem. 10. Choosea scientific discovery or invention that you think has a NR Pa been very important for human beings. Take turns to speak aboutit for a minute. RESEARCH NE. Ye id talk about: Bel ews ‘ou could talk about: LS ‘© the benefits this discovery or invention has brought. EN DESIGN, y © ony negative effects it might have had. Ee a © what life would be like without it.Pyrat Pee eo Getting together 1 Doyou prefer to send a text message or speak on the phone? Talkin pairs abouthow you communicate in these situations. © complaining to someone in your family © eskinga friend for a favour © turning down an invitation to a party @ thanking someone for helping you © apologising to someone for something you did that was wrong 2. Match 1-7 with a-g to make definitions for the underlined words. things. Ifyou feel awkward, s a) you have polite conversation about unimportant b) you get together with alot of other people. 2. Ifyou dread somethi 3 Ifyou take part in small talk, ~~ © there's something that you must do. 4 Ifyouhave something in common with someone, ~ d) a situation is uncomfortable or embarrassing for you. ss: levowooto vgatnerne, ) yourreletionship becomes less friendly and it may end Wau Kove aaa 4 moles ayer! about something thathasn't 7 Ifyou drift apart from someone, 4g) youmight share interests or experiences, 3a__Underline words in the question and options below which Ea indicate the purpose of the speaker. You overhear a boy making a telephone call. Whyishe phoning? _ Some Part T questions focus on why som: Is speaking ~ their purpose. The speaker! ‘one main purpose so only one option will B to offersome support ‘comrect. Con‘tbe astracted by anything the’ “speaker says about the other options. A to complain abouta problem toask for some news 3b @) Now listen and choose the correct answer (A, B or C). 4 Look at the transcriptand highlight the parts where the boy is complaining, offering support and asking questions. What helped you decide that only one option is the correct answer? Sam, i's Michael. Itjust occurred to me that you've got that big family gathering today. Didn't ‘you mention somerelatives who you've got nething in common with and dread seeing? Trust ‘me, [know whatit’ ike having to make small taik with old relatives you hardly know. !was ina situation lke that notlong ago with a couple of boring old second cousins or something —itwas really awkward, Listen, i was wondering ifyou could escape for abit. Can you make an excuse lke {you've got to go through some college workand you need to come tomy place to do it?Let me know what you think. (© wcesve1 ron exams: Listerng tos Fist F0e) © SetmanioLi PHOTOCOPIABLE “S77Eee Cae ou oa ena eae “ In questions focusing on purpose, the options usually start with verbs like to complain, to offer and to ask, Make a listin one minute of all the verbs you can think of that can express the purpose of a telephone call. Then work in pairs to compare your lists. er You'te going to hear awoman making telephone cal too fiend. Why is she phoning? ‘A tocobtaln some information B topassonamessage € tosuggest a change of plan EXAM TASK 7 7 GD ‘You will hear a voicemail message. Listen and choose the best answer (A, Bor C). ‘You hear a woman leaving a telephone message fora friend. What is her main aim? A to.warn him about a possible problem B toremind him of a commitment he made © to encourage him to reconsider a decision 2) [By book the waren forthe meceeger in emysioc¢ ed 7 and notion ow the pizens baton ara used. Vm supposed to... canmekeiton... Let me know . Imdyingto... Iwondered if... Iltrycalling . 9a Work in small groups. You want to organise get-together. Write a text message in five minutes to the student on your right, explaining what you want to do and inviting the student, Use two or three of the phrases from the list above. Deliver your message. 9b 7X When you receive your message, read it. Then writea reply in no more than three minutes, turning down the invitation politely, Deliver your message. 10. Discuss these questions in small groups. © Do you enjoy large family gatherings? Why / Why not? ‘© Which of your relatives or friands do you have most in common with? What do you have in common? ‘¢ How important do you think small talkis? Are you goodatit? ‘® What people orsituations make you feel awkward? Do you dread any situations?PERM et remeron uuu te tale) That’s entertainment! 1 Match the film genres in the box with the descriptions a-h below. biography comedy crime documentary fentasy historicatdrama horror science fiction a) a story set inthe past, often along time ago historical drama bb) entertainment which is intended to be funny =e non-fiction civing information about a subject ie d) a story about lifein the future or somewhere in space €) entertainment which shocks or frightens people fa story set inan unreal world, often with characters that aren't real z 4) the life story ofa man or woman fh) a story about activities that are illegal ae 2a Work in pairs. Think of three other genres and write a short explanation for each one. 2b. Join another pair. Read your explanations and see if they can name al the genres. 3. Write the words in the box nextto the film genre which is most relevant. With genre’ questions InPort Listening, the speakers are ikely to some words and phrases humour joke laugh memories suspect upbringing typical of many genres, seen eg story, characters, exciting, There will also crime _a1TeSt a words and phrases thai biography m ee care ypicatof one speci gente. You need to liste for these specific words arrest carchase detective education facts hilarious comedy a 4 Workin pairs to write a few words that you think might be used about these genres. documentary bs drama - horror Movie ee 7 5 Ga Listen and choose the correct answer (A, 8 or C). You heartwo friends talking about a film. What type of film is it? ‘A adocumentary —B ahistorical drama € ahortor movie (FOE) © Setolestc Ls. PHOTOCOPIABLE “Py ETD) rinesaven ron exams: Listesing er Fiee oe eee - @ Listen to another conversation and choose the correct answer (A, B or C). You hear two friends talking abouta book. What type of book is it? A abiogrephy —B acrimestory © a comedy 7 Look at the transcript and highlight the words and phrases which could be used about a biography, a crime story and a comedy. Which words indicate what the correct answer is? M: What are you reading, Annie? F: It’s called Brayford. It’s about awoman and her friends who campaign to stop a new road being built through a forest near where they ive, M: So, they resist it? F: Yeah. They steal road-building equipment, chain themselves to trees, they breck the law and get arrested. The emphasis, though, is on showing how ridiculous the road-building plan is, so there's plenty of humour. M: [saw you laughing to yourset F: Well ishilarious, t's based on an account by a woman who took part in areal event ike it ‘years ago. The details ond characters have been made up, and exaggerated, but the inspiration was something authentic. # EXAM TASK 8. Gyieg) You will heara short conversation. Listen twice and choose the best answer (A, Bor). ; You hear two friends talking about a television series. What type of series ist? A afantasy story B alegaldrama © asoap opera 9. Work in groups of three. Think of a film, TV programme or novel that you like and tell the other people in your group about Talk about the following and any other points youtd like to make. © thegenre © the story the charactors the soundtrack ‘© what you thinkis good about it ‘© anything you think is not so good about itre en eee aa 8 Hot work! 1 Theman talking to students in the photo isa fire protection and investigation engineer. Work in pairs to discuss these questions. What exactly do you think the man doesin his job? © What aspects of his job do you think he might talk about to the students? 2 Tick ((V) the actions that you think are part of the man’s work. Use a dictionary to look up any of the underlined phrases you don’t know. work out how blazes start set up companies (7) camry out tots of research (C dealwith a variety of people keep up with weather forecasts [J know how much smoke different materials give off when they bum putout fires (FJ mule out different things as the causes of a fire 2, 3 Complete the sentences below with the underlined words from exe a) John has decided to... °° 4P__a new website for language students, ‘order as the infor b) Fires in different conditions different levels of heat. given There are also” usually cues to indica ) The police say they can Dave Harris from their investigations — that information relel he was somewhere else when the fire started tiene een 4d) inher job as customer service advisor, Karen has to _..alot of complaints. coming soon. €) A gust of cold wind suddenly all the candles in the restaurant. : )_ if you use social media, it’s very easy to. with the news. 4) Jane and her colleagues... experiments in alaboretory. h) Couldyou the solution to that puzzie? 4 Gy Look at sentences 1 and 2 from a Part 2 task and read about the cues next to each one. Then isten to the first part of the talkand complete the sentences. Cormac refers to a fire that took place Cue: Cormac says ’m a fre prevention and investigation natn to ‘engineer. To give you an idea of what thatmeans .., which is similar toto explain what his work involves’. So you explain what his work involves. know the word\s) you need for sentence 1 will come soon. Cue: Cormac says ... my colleagues and | examined the Cormac’s team discovered that a z scene of the fire and then caried out lab tests on items from problem with a(2) the fire, which matches ‘Cormac’s team discavered that a problem with a ...',S0 you know the word(s) you need for Jodo the freheneters sentence 2 will be in this part of the talk. GD resesaves £08 BANS: Listening for First (FE) © Scholastic Lit. PHOTOCOPIABLE ))Ne a er eect 5 Hore are four more cues from Cormac's talk. ‘Match them with four of sentences 3-10 in the Exam task below. a) So, how did | get into this fiela? b) After university, | spent ten years working in different countries. | started off... ) One thing I like about my jod, however, is that it’s not limited to working in a lab. d) IF was at the start of my working life, as you are, I'd say that what would appeal to me more than anything is the .. 2 EXAM TASK — 4 6 Ga ‘You will hear the rest of the talk that the fire investigation and protection engineer gives to the students. Listen and complete sentences 3-10. Cormac saysa (3)... gave him the idea of becoming a fire investigator. Cormac describes fire Investigation and protection 2s a kind of (4) : until about twenty-five years ago. ‘Cormac uses the word (5)... sn to describe the project work he did atuniversity. Working on the safety of a (6)... Was the most interesting thing Cormac did in his firstjob after university. ‘Cormacnow uses something called a'fire product collactor’to measure how much (7) burning objects release. Cormac says he enjoys working in (8)... more than he had expacted to, Of ll the skills Cormacneeds in his current job, (9)... the one he finds hardest to master. Cormac highlights the (10) 0-0-1 Of fire investigation work as something that should attract young people into his profession, 7 Now look at the transcript and do the following. a) Highlight the answers to sentences 1-10. _b) Highlight the cues for each of the sentences to complete. 8a Workin pairs. Imagine you were one of the students at the fire investigator's talk. Think of three questions you could ask hi What's the biggest fre you've ever investigated? 8b Now work in different pairs. Student A: you ask the questions you have thought of. Student B: you play the part of the fire investigator and answer the questions. Invent your answers.)Preemie ec enact Elvis - the king of rock'n'roll Elvis Presley was rock'n'roll’ first real ‘When he first came on the: the 1950s, some people es Elvis to be highty suby. Elvis is thought to be the highest Elie's house, Graceland dual recording artist In 1 Read the comments about Elvis Presley. Discuss these questions in pairs. Elvis Was one of the most important Influences in history. He changed our © How popularis Elvis Presley in your country? © How well known is he among people of your age? ssubvetsivesamatking andl © Doyou know any of his songs? eee al a # Inwhat ways do you think he may have been a cultural influence? ‘@ Would you consider him to be subversive? 2. (bp) Look at sentences 1 and 2 froma Part 2 task and discuss the questions below each one. Then listen to the first part of a presentation about Elvis and complete the sentences. 1 Jomysaysa gave his family the idea of visiting Elvis Prestey's house. a) What kind of word should you listen for:a noun, verb, adjective or adverb? 'b) What could have given the family the idea of visiting Eivis Presley's house, e.g. a person or something they read or saw? Write down two possible answers. 2. Jerrysays that about = people visit Elvis’s house each year. a) The word about before the gap indicates that a number is needed here. How many people do you i Visit Elvis's house each year? Write two possible numbers. Ja_ Use these clues to try to predict the answers for sentences 3-6 in the Exam task, Write two possible answers for each one below. 3. What kind of noun would work in sentence 3, a plural noun, a countable noun or an uncountable no What interesting things micht visitors see in a room in Elvis's house? What interesting things might visitors see near Elvis’s house? 4 5. What kind of job might a very poor young man like Elvis do after leaving school? 6 What things became available to many Americansin the 1950s? 7 ‘What can entertainers represent for young people, eg. inspiration, hope? Think about ideas like thes= 3b Now workin pairs to predict answers for sentences 7-10 in the Exam task. EX) ruresavenron ccs: tenn Firs (FE) © Sette ta PHOTOCOPIABLEDre ar ener @ EXAM TASK ’ You will hear a young man giving a presentation about Elvis Presley. Listen and complete sentences 3 to 10. Jerry found the part of Elviss house containing (3)... unexpectedly interesting. Jeiry particularly enjoyed looking at the (4) vee @€r055 the street from Elvis's house. Jerry found out that Elvis took 2 job as a (5) soon after he left school Jeiry points out that Elviss sudden popularity happened when (6)... became widely available in America. Jerry says that Elvis represented (7) ~n-uu for young Americans in the 1950s. Jerry was surprised to discover how many (8) Elvis made, Jetry uses the Word (9) nen to describe some of Elvis's performances that he hes seen. Jerry was surprised to learn that Elvis had problems with (10) nm towards the end of his life, (Ge et eed ees Match these words that Jerry used with the correct definition. amazing fascinating puzzling shocking thrilling 1a) When something is difficult to understand, its 22g b) When something is very surprising, but in a good way, it's. ©) When something interests you alot you think, it's. d) When something upsets or offends you, it’s su e) When something Is very exciting you find, it a Words like those in exercise 6 can often be used in different forms: I find itshocking that Elvis died from a heart ottack when he was only 42. The fact that Elvis died from a heart attack when he was only 42 shocks me. Iwas shocked to hear that Elvis died from a heart attack when he was only 42. Work in pairs. Share your reactions to the facts below about Elvis, using some of the words in exercise 6 and the words in the box. amuse annoy depress disappoint disgust inspire In the 1950s, some people wanted the government to ban Elvis Presley records. By the 1970s, Elvis owned 15 cars. Itis thought that Elvis's manager, ‘Colonel’ Tom Parker, kept 50% of the money that Elvis earned for himself. ‘Some people believe Elvis never really died and that he lives a quiet life in hiding. © There are over 35,000 people around the world who make a living out of impersonating Eivis.