Jeanette Lindsey-Clark Stephen Greene Cambridge English Proficiency MASTERCLASS Teacher's Pack UNIVERSITY PRESSOXFORD Great Clarendon Street, Oxford, ox 6, United Kingdom ‘tor’ Univesity Presa department ofthe University of Oxo, Iefurbes the Unversity objective of exelence in researches and education by publishing worldwide Oxford isa veghtered wade ‘mark Oxford University Press inthe UKand in certain oer counties (© Oxford Universe ress 2019 “The moral right# of the author have ben asserted First published in. 20:9 017 20x6 2015 2014 2023 woe7essa2y Ai rights reserved No part ofthis publication may be reproduced, stored {na rereval system, o tansmited, nan form ory any means, without the pre permission in writing of Oxford University Press oras expresiy permitted byl by lence oF under tens agseed with He appropriate eprops rghtsarganization aguiies concerning reprodslion ossie the cape ofthe shove shoul De went othe ECT Rights Deparment, Cxfore UUnivesiry Press, at headdress above You most not ict this werk in anyother form and you mbt pore ‘is sume condion on any acquirer Links to third party websites re provide by Oxford in good faith nd for Information only Oxford slams any responsi forthe materials ‘contained in any thd arty website eferenced inthis woek Photocopying ‘The Publisher grate permisin forthe photocopying of those pages marked ‘photocopiable’ according the following conditions. Individual purchasers say make copes for het own ure o fuse by cseestat they teach ‘Scool purchasers may sma copes or use by staff and students, but his ermiston des not extend to ational schels or branches ‘Under no ercumstances may any pat ofthis book be photocopied for resale nw 9780 194705202 rintd in Poragal by GrifcaMaiadouro SA. ‘Tais book printed on paper Fm cere and wellmanaged sourcesStudent’s Book Contents Introduction Unit 1 Unit2 Unit 3 Unit 4 Unit 5. Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Vocabulary tests Key for the Vocabulary tests Sample answer sheets Exam overview 26 35 47 55 65 4 85 94 105 1B 125 134 140 142 147 squoiueg‘Student's Book Contents Student’s Book Contents ] | People & places page 11 2 | Our environment age 21 3 | Language & culture page 31 4 | Family & relationships page 41 5 | Safety & danger page SI 6 | Health & lifestyle page61 7 | Science & | technology age 71 Use of English (Parts 1-4) + Part 1, Multiple-choice cloze page 17 + Part 2, Open cloze age 22 + Part 3, Word formation page 33 + Part 4, Key word transformations age 48 + Part 1, Multiple-choice cloze age 52 + Part 2, Open cloze Page 64 + Part 3, Word formation age 72 Reading & Use of English (Parts 5-7) + Part 5, Multiple choice page 12 + Part 6, Gapped text page 24 + Part 7, Multiple matehing age 34 + Part 6, Gapped text age 42 + Part 5, Multiple choice page 56 + Part 7, Multiple matching Page 62 «= Part 6, Gapped text, age 74 tening + Part 1, Multiple choice page 18 +» Part 2, Sentence completion page 27 + Part 3, Multiple choice age 32 + Part 4, Multiple matching age 44 + Part 3, Multiple choice page 55 ‘= Part 1, Multiple choice age 67 «Part 2, Sentence completion page 77Writing » Part 2, Set text page 19 + Part 1, Discursive essay + Paraphrasing age 29 + Part 2, Review * Creating interest age 38 + Part 1, Discursive essay * Cause and effect page 49 + Part2, Letter + Sentence adverbs: apparent, seemingly, et. poge 59 + Part 2, Article * Exemplification + Persuasive devices page 69 + Part 1, Discursive essay + Evaluative language age 79 Speaking + Part 1, Introduction page 16 + Part 2, Two-way. conversation page 28 » Part, Individual Jong turn page 40 + Part, Individual Jong turn Page 45 + Part 3, Individual Jong turn age 58 + Part 2, Two-way ‘conversation, page 68 + Part 3, Individual Jong turn age 78 Grammar + Narrative tenses + Past verb forms with present or future meaning age 14 + Future forms and time clauses + Future phrases age 23, + Focus and emphasis: cleft sentences Page 36 « Perfect aspect age 46 + Past modals: possibility, speculation, necessity, obligation age 53 + Defining and non-defining clauses * Reduced clauses page 65 + Stative verbs * Simple or continuous + Nouns and ing forms page 73 Vocabulary + Describing characters and plots + Word knowledge: get + Collocations: memory + Word knowledge: would + Link words + Word knowledge: help and give + Collocation: adjectives and nouns + Animal expressions + Dependent prepositions * Compound adjectives + Discourse markers: generalizations and exceptions + Deseribing culture + Descriptive adjectives + Style: informal and formal vocabulary + Prefixes + Idioms for emphasis + Discourse markers: giving examples + Borrowed words «Describing behaviour ‘+ Expressions: communication + Discourse markers: various = Phobias + Ways of looking * Word knowledge: weather and storm * Collocations: risk and danger ‘ness and injury + Expressions: sport + Feelings + Expressions: life + Prefixes and suffixes * Words describing light + Expressions: science and technology * Consequences and effects + Synonyms: change ‘s1ue1U09 yoog s,juopmsStudent's Book Contents Student’s Book Contents (continued) Reading & Reading & Use of English (Parts 1-4) Use of English (Parts 5-7) § | Law & order + Part 4, Key word + Part 7, Multiple matching er ‘transformations age 86 age 84 g | Psychology & ‘+ Part3,Word formation _* Part S, Multiple choice employment age 92 page 96 page 91 10 | Entertainment & + Part 1, Multiplechoice cloze + Part 6, Gapped text leisure Page 102 page 108 page 101 11 | Money matters * Part2, open cloze + Part 5, Multiple choice page 111 page 112 page 114 + Part 4, Key word + Part 7, Multiple matching transformations page 122 age 128 + Part 6, Gapped text age 130 Introduction and exam overview page 6 Exam strategies page 133 Writing guide page 138 Grammar notes page 149 Information files page 163 Review (Units 1-12) page 166 Listening * Part 3, Multiple choice page 85 + Part 4, Multiple matching age 94 + Part 2, Sentence completion age 110 + Part 1, Multiple choice age 117 + Part 4, Multiple matching page 132Writing + Part2, Report + Hedging age 89 + Part 2, Letter supporting and giving + Being tactful age 99 + Part 1, Discursive essay * Complex sentences age 105, + Part 2, Report ‘+ Nominalization page 119 + Part2, Article « Descriptive language page 124 Speaking + Part 2, Two-way conversation age 88 + Part 3, Individual Jong turn, age 95 + Part 3, Individual Jong turn page 107 + Part 2, Two-way conversation, page 118 + Part 2, Two-way conversation age 129 Grammar + Gerunds and infinitives page 83 + Uses of have and get «+ Passives with have something done + Using passives (maintaining focus) page 93 * Contrast clauses “+ Reason clauses + Adverb clauses of manner page 103, ‘Reported speech « Reporting questions and ‘verb patterns page 113 += Counterfactual conditionals ‘= Mixed unreal conditionals ‘= Alternative conditional structures age 126 Vocabulary + Collocations: crime, punishment, rights, rules * Crime vocabulary and dependent prepositions: + Word knowledge: law + Speculating + Problems and solutions + Suffixes + Expressions: listen, Rear and ear * Verbs and meanings * Word knowledge: face ‘+ Food and drink adjectives + Word knowledge: make + Money sayings and proverbs * Synonyms: rick and poor * Collocations with money * Words or expressions connected with trade and money += Word knowledge: market ‘= Words connected with success and failure * Word knowledge: if * Word knowledge: cut + Word knowledge: road, path, and track + Discourse markers: various siuowog yoo sauepnisIntroduction Introduction About Proficiency Masterclass Proficiency Masterclass sa C2level course aimed at preparing students for the Cambridge English: Proficiency (CPE) examination (2013). In addition to offering students extensive ‘guidance and exam training, also contains interesting, ively {and challenging materials for the cassroom, The CPE examination consiss oF four papers Reading & Use of English, Writing, Listening, and Speaking. The Reading & Use of English paper carries 4099 ofthe tral marks with the remaining three papers each carrying 20%, The level ofthe examination isLevel C2.n the CEFR scala An overview ofthe examination appears inthe Student's Book introduction and on pages 147 t0 148 ofthis Teacher’ Book The syllabus of the course reflects the test focus of the CPE examination. Ech exam taskis covered several times within the course. Guidance on how to approach these tasks s’ ad) very bad or unpleasant | negative ‘negstiv/ aj bad or hacrful 4: eccentric 1k'sentrih’ ad) considered strange or unusual compulsive ‘kam'psls1w’ adj behavior that i difficult to | stop or contro. Note that hee it refers to plot and so takes on | a postive meaning i ‘cliffhanger 'klithiyo(r) nown a situation ina story, | movie, competition, etc. thats very exciting because you | cannot quess hat will hapaen next or you do not find out | immediately what happens next | glamorous ‘ykemaros’ adj especially attractive and | exciting, and diferent from ordinary things or people ‘topical "tnpikt’ adj connected with something thats happening or of interest atthe present time ERS 4 Askstudents to discuss which type of viewer in exercise 1 they identify with in small groups and then as whole class Students‘own answers5 Students should discuss each statement in tun and ghe reasons why they might agree or disagree with the ideas expressed, IBRAIMMI 1) exercise helps orepare scents for Speaking, Pare CE ‘Students’ own answers: Optional activity ] If students seem keen on the topic of soaps, you could ask them to find articles about soap operas fiom around the | world being used to deliver social messages. Students could ina subsequent lesson, | Reading & Use of English, Part 5 ay FEEIGEENENINI Alexander McCall Smith (b. 1948) was brought up in vwhat was then Southern Rhodesia and is now Zimbabwe, He moved to Scotland to study law and became a professor and expert on Medical Law. The No.? Ladies’ Detective ‘Agency series was published in 1999 and sold over twenty milion copies. Since then, he has written many other Books and seen hs books translated into over forty languages and become bestsellers throughout the world. The extract which the stuclents are going to read is from the first of his Books and is now part of a series of si books. 1 For question a, refer students to the map on page 120 Identify the countries. For question b, students can share ‘ideas about the climate, economy, landscape, culture, housing, etc, of Botswana as a whole class or alternatively they could work alone and write dovin five or ix words/ phrases that come to mind when they think of Batswana ‘These ideas can be revisited after reading the text, Botswana: C imbabwe: D Angola: A Namibia: B b Students‘own answers 2 Ask students to read the extract and compare their preconceptions with the description in the text, Botswana, officially the Republic of, Botsvana, was formerly knovm as the British protectorate of Bechuanaland, Botswana adopted its new name after becoming independent within the Commonwealth in 1966, The country has a strong tradition as a representative democracy. Botswana is predominantly flat, and up to 7036 is covered by the Kalahari Desert. it has @ population of just over two million people and is ‘one of the most sparsely populated countries in the world. The official language of Botswana is English although Setswana is widely spoken across the country Students’own answers Exam practice Student's Book sae 3 Refer students to the Tip before they do the exam task {and encourage them to follow the advice. Ask students to read the questions first and underline any key words in the questions before they read. 1 B Memories come back unexpectedly, to remind us of who Weare. The word unexpectedly suggests we don't have any control. Students might opt for answer A as the writer asks who is, there to write down the ives of ordinary people? but this is 2 rhetorical question and does not mean we have to recall memories. So whilst A is true in part, Bisa better summary of paragraph 1 2 B Despite shouting and blowing a whistle, the railway employees never managed to get rid ofthe boys, ie. they had little control over them. ‘A In contrast to the mud huts where the poorer people lived, the tin-roofed buildings which belonged to the Government or the Railways represented distant, unattainable luxury. 4 B Obed says Some people cannot bear news lke that, ie. bad news, but he suggests he is different: Jdo not feel like that. D Obed says he started with nothing and ended up with almost two hundred cattle and a good daughter who is loyal 6 C The fascination of Africa is explained by Obed through ‘a number of evocative stories and memories. in paragraph Fhe says love Africa and the reader is expected to appreciate this fascination. 4 BERENS it these more open-ended questions do not form part of the CPE format, they help students analyze the writers techniques and in so doing, the reader can better Lnderstand the author’ intentions and what isimplied 2 Simile: Ourheads... areas fllofmemories asthe sky may sometimes be full of swarming bees. Effectiveness: students’ own answer § Two rhetorical questions: And who am ?/who is there to site down the lives of ordinary people? «The narratives suddenly taken over by the deceased father. 4 Because they were white they looked like spirits ghost. ¢ He reinforces the vastness of the continent, e.g. by repeating a world that seemed to have no end; There was no end toit:A man could wall or ride, forever. {He compares being there to being a sailor in the middle of avast ocean of blue. 7 ban soonid 2 ejdoedpeople & places unit 4 Vocabulary 5 You might like to havea set of dictionaries available to students for ths task Getis one ofthe most common words in English and using t appropriately can help students sound ‘more natural, especially in speaking. reachlarrve (meaning 17 in the Oxford Advanced Leamers Dictionary, 8th ed) 6 Do the first one with students as an example if necessary a tohave the chance or opportunity to do something: Just to have the chance/opportunity to meet him..., but had the chance to receive/obtain/have (= acquire; | have the impression ‘to make/persuade something to do something: He couldnt make the car start to each a particular state or condition; becoming used to this lifestyle « tostart doing something; and started talking { toexistibe;There are al sorts in here 4 toarrive/retum; come back hi (idiomatic) to be annoyed or frustrated by something: What annoys me | idiomatic} to achieve your aim or goal; we're closer to our goal J understand/see something conceptually: | just don't understand it 7 Students wite their own sentences using a diferent meaning of get in each case, You could give some examples of your own first for example: + dont get why some students never do their homework (understand) ** 1gota tebe shock wien Iread your essa (received) + Why do you ofien get here late? arrive) + Doyou think need to get haircut? (have something done) + Im thinking of getting some smarter clothes (euying) Students'own answers 8 Ask students to divide the adjectives into the categories. The following adjectives might require cariication ‘cherished "1Jeri/t/ to keep an idea, a hope ora pleasant feeling in your mind fora long time birter-sweet /bits!'swi:t bringing pleasure mixed with sadness “ingering "Iiqgariy’ slow to end or disappear ‘haunting “haunt gy beautiful sad or frightening in a way that cannot be forgotten “Meeting "ist lasting only a short time 18 2 (duration) short-term / long-term / lingering / fleeting b (larity) vivid / distant / faded / fuzzy /vague « (positive) cherished / precious / treasured bittersweet 4 (negative) dreadful / bittersweet / haunting /cisturbing / bitter / traumatic Optional activity ‘Ask students to close their books and draw columns for each of the four categories a~d. Dictate each word and ask | students to write the word in the appropriate column, Check answers, spellings and meanings after the words have all [ been allocated 9 Encourage dictionary use but tell students that this is about feeling’ and context so students’ answers may vary as 10 whether something is negative or not. For example, the sentence Seeing the house again brought back memories of my stepfather Is positive or negative depending on the relationship with the stepfather. OSS bury, erase, push aside, push away, block (out), blot out 10 Allow some thinking time for students to make a few notes and select appropriate vocabulary from Band 9, Students’own answers | Optional activity | To ensure a variety of diferent types of memories are ‘expressed you might like to give each student more direction, eg, Talk about a very vivid memory or Talk about a bittersweet memory. As memories might be very personal, allow students to invent’a memory if they wish. The listener can then decide a: what kind of memory itis; whether the ‘memory is real or made up by asking follow-up questions. 11 Ask students to discuss with a partner why they would/ wouldn't read this book or other books by the same author. Conduct feedbacks a whole class Students own answers | Optional activity | As follow-up tothe reading text you might ike to suggest students watch part of the serialized version of The No.) Ladies Detective Agency. The frst episode was directed by Academy Award vinner Anthony Minghella just before he | died in 2008Grammar Student's 800k pagen49 12 Do the fist sentence as an example with the class to ghve them an idea as to what is meant by difference in meaning. Remind students to focus on past tenses: past simple, past continuous, past perfect simple and past perfect continuous ‘Although used to and would are possible in some cases, they {are not tenses so should be excluded for nov. Used to and would are deat with later in exercise 14, 2 always phoned/was always phoning: second option means that the action was annoying b disappeared/had alsappeared: tte difference in meaning as the word after negates the need for the past perfect; in the second option the sequence of events is emphasized «had hoped/was hoping: first option means an earlier hope that was unfulfilled; second option simply means an earlier plan é had done €vsited/was visting: rst option describes an earlier situation in the past; second option describes a repeated action around a specific time in the past e.g. When things got really busy wos visting Paris three times a year {had sung/sang- first option means the people left the room after John had finished singing; second option means they left when John started singing, ie. during the song 9 Was studying h have/had: first option means the person currently has ‘good knowiedge; second option means the person had ‘900d knowledge in the past (but doesn't necessarily have that knowledge now) ‘was having/hads said/was saying: past continuous (with verbs of'saying’ isa way of giving background information before reporting news; past simple is a more straightforwardly factual way of reporting | opened: the past perfect would not fit as well here as it suggests a delay in his face lighting up; it's more likely that his face lit up almost immediately 113 Ask students to work in pairs and discuss why the past tense has been used in each case and what effect it has. MEINEM A past tense verb forrn does not always refer to ‘a pastaction. tis also used for theoretical situations, politeness and after certain expressions such as It time, For example: ‘= IF had the money, Id quit tomorrow. ‘+ A.Can | have that cake? Bd rather you ate some fruit, * ItStime you helped clean up around here. a hypothetical: small possibility they won't go on holiday b distancing: more politeess direct; verb in past after expression would rather « hypothetical: unreal/imaginary 4 immediacy: verb in past for future event after expression istime e distancing: more polite/less direct f distancing: more polite/less direct 4g distancing: past continuous makes it more polite/less direct than present continuous | Optional activity | For further practice, students can select a sentence and | construct shor dialogue around tto show in whet context | you might use it For example | Acthinkie time we lft fo the akport |B: Realy ony 630 andthe plane does leave i 920, ‘es but wele supposed to be there two hours before and B:Oh, they always say two hours before, but it's not actually necessary. ‘Wel, Im not so sure about that 14 Ask students to underline used to and would in the extract, t may help them consider the less pleasing elfect created by ‘changing would for used to and vice versa in each instance. Students may query the following words in the extract ‘siding sandin’ noun a short track beside a main rallway line, ‘where trains can wait when they are not being used “stoker st uK9(r)/ noun person whose job is to add coal or other fuel toa fire, especially on a ship or train Tiss typical behaviourin the past. Both would and used to are used for regular past actions, but would usually needs to have an established past time fame, which soften done byintroducing a previous occurrence of used to, Would s also possibly more emotional nostalgic and evocative than tsed to; used to can be used for past states (e9,/used fo havea car, ineeas wouid cannot. Also, used to appeared three times in the extract instead of would it would sound cumbersome and overused 15 Ine pop means’put ands commonly used in informal Brtish English but rarely in American English, 2 future in the past:a past action which had not happened at the time of speaking/writing bb past willingness for general things « ‘refusal to do something on a particular occasion hedging: making an opinion softer e polite request; more polite than will { toctiticize a particular action in the past;in this use, would Is always stressed 19 aun seoeid @ ajdoodunit 1 people & places | Optional activity | For further practice, ask students to viite parallel sentences | for each statement by changing key words. This is not | an especialy challenging activity but can help students | | personalize the grammar For example: | | a when Pau fist set eves on Lena, he knew that one day he | [ould marry her. 16 @ 1-02 Once students have thought about where the contractions would be, ask them to try saying the sentences with a partner using the contractions and work out where the main stresses and weak forms lie in each sentence, Play the recording for students to listen and check a,b, d frst use of would) | Optional activity | For extra pronunciation work, stop the recording after each | sentence and ask students to repest the sentenceas closely a possible Audioscript 1-02 1a When Susie frst saw the house, she knevw that one day shed live there 'b Shed happily get up atthe crack of dawn to make the kids their breakfast. € I wanted Tim to start looking for another job buthe wouldnt hear ofit, 4 {0 say that this would be a difficult place to settle dovmn in Would you pop this in the post on your way to work? ‘Typical You would tell him about the party! 117 Refer students to the set of pictures on page 15. Encourage them to use the pictures to trigger idess ony: the paragraphs do not need to be closely related to the images but should be about a specific period of time as opposed toan isolated incident so they can make some use of, used to and would. They might also lke to add an element ‘of nostalgia and can invent or adapt their memories if necessary. Students should write the short paragraph on their ovn, Allow up to 10 minutes for this, ERIE Reading aloud expressively can be challenging even for students at this level so allow time for students to think about vshich words should be emphasized and where they should pause. Encourage ther to read ina relaxed, confident tone at a reasonably slow pace. Students own answers 20 Optional activity ‘You might want to demonstrate the task with a paragraph of your own, For example: | ‘ivily remember taking the tain from Boras to our ssurnmerhouse in Halmstad every August with my | grandfather. The journey wes only about three hours but this | seemed an etemity 10 child of six. | used to ask incessant hhowlong itwould be until we atived. He knev’howfed | | up and restless | would ahways get, but didrit see this asa deliberate attempt on my part to be dificult as my parents did. He would bring small books with his ovn sketchy | draviingsin that he would tel stores from, suddenly bring | out a new set of crayons, a surprise snack or tll a joke. Sometimes just as felt unable to bear a moment longer in ‘my seat, he would even manage to find another child on the train for me to run up and down the aisles with, cautiously | and quietly of course; my grancfather was alvays concerned for the comfort of others. its only now that he's gone that can appreciate how kind he was! Speaking, Part 1 psi Optional activity | Refer students to Exam strategies (Speaking, Part 1) on page 137 in the Student’ Book. Students can read through the advice themselves fist orn pais. To make the task more | memorable and meaningful, create a gapfil exercise. For | example: | This part of the test isto you and help you to | tune in to the of the examiner and pethaps your “The questions vill be about your hopes, | disikes, sete. sodontt Tryto this part Dont just answer the question with a ‘answer. Ty to expand on your response and give the exarrinera little more Dorit take too long to the question. Start ‘as soon as possible to maximize your test time, The examiner wil you wihen the time for this section is up and say 1 © 1463 Tell students that the questions in the exam wil be similar but are not the same for every interview, They should be prepared to be asked a variety of personal questions, but not prepare the answers in advance. Play the recording for students to note down the six questions asked. 1 And your names are ...? 2 Could | have your mark sheets, please? 3 Where are you from, Maria? 4 And you, Stéphane? 5 Stéphane, are you working or studying at the moment? 6 And you, Maria?‘Audioscript 1-03 Interlocutor Good moming, My name is Susie Green and this is my colleague, Tom lackson. (1) And your names are ..? Maria Mare Stephano Stéphane. Interlocutor (2) Could | have your mark sheets, please? Thank you Fist ofall weld Ike to know something about you. (6) Where are you from, Maria? Maria Switzerland, Interlocutor (4) And you, Stéphane? Stephano France. Interlocutor (5) Stéphane, are you working or studying at the moment? Stephano Irn actully working ina restaurant and studying English at the moment, Interiocator (6) And you, Maria? Maria tm stil at university doing a Masters. 2 Students work in small groups to decide how many and which kinds of questions in thelist the examiner will ask about candidates lifestyle and surroundings: focusing on general interactional language atleast two questions depending on the candidates’ responses 3 © 1-04 Play the recording for students to listen tothe three answers Stres that they should refer to the strengths and. weakness inal the responses and make suggestions for improvements 2 strength: candidate answers question; weakness: hesitant and short answer improvements: be less hesitant, give example of something to do there b strengths: good length of answer, personalized with examples, accurate/appropriate use and range of grammar and vocabulary; weakness: risks sounding vague since no examples or details are given; improvement: give examples of kind of theatre and times/places of cycling © strength: candidate answers question; weaknesses: appears lacklustre, no attempt to miror structure used in question; improvement: could be more enthusiastic; could bbe more ambitious about use and range of grammar and vocabulary Audioscript 1-04 a Interlocutor Maria, you said you are from Switzerland, What do you lke about living there? Maria. Well. un . its very beautiful and there’ lot to do there, b Intelocator Stephane, how do you lke to spend your leisure time? Stéphane Well | must admit that |lead a very busy life and don't actually have very much leisure tine at the moment, But! like to make the most of my free time. Im very keen on walking ‘and cycling and I'm very interested in the theatre. Sol make a real effort do all these things whenever | have the opportunity c Interlocutor Maria ifyou could do any job, what would you choose? aria 'm not a very ambitious person so I don't really mind what | do. Actually, m quite happy as a student. like being at University and maybe Ill do another course vihen fve finished my Masters | Optional acti Fo further practice, students can askeach other and/or the | teacher the three questions, receiving feedback on how the Vocabulary 4 Askstudents to work in pairs to match the ink words with their uses. Inform them that some of the words have the same use, 26 b7 cl d3 e512 95 h7 i4 Exam practice Student's Book get? 5 ©1.05 Prepare students by putting them into pairs and going through the example with them, Sess that they are ot answering the questions but thinking of areas to talk about. Play the recording, but stop efter each question and allow up to 2 minutes for students to think of several different ways they could answer the question. POSSIBLE ANSWERS 2 friendships vs family relations; people who are important best/close friends; why friendships might be unimportant’ less important for you »b examples from working or student life; your office/ bedroom/desk; your attitude to time and being late «© how often you use it and how; situations where it can be Useful or helpful situations where it ist useful ori limited 4 work experience to date; current job or study area; jobs done by friends, family or peer group ‘Audioscript 1-05 2 How important are friendships to your? 'b Would you say you were an organized person? «How useful do you find the internet? 4 What kind of job do you see yourself doing in the Future? 6 Refer students to the Tip before they do the exam task and encourage them to follow the advice, ie. get ther to try out the suggested technique while answering the questions. 24 buwun soonid @ adoadunit 1 people & places Change pairs for this exercise to vary the exchange of ideas. Their partner listens and tes them ifthey notice any difference in the volume and quality oftheir voice. This isa fatty ight-hearted activity but helps emphasize the. importance of speaking audibly. Consider setting atime limit of 1 rrinute per question to remind students how short this section isin the exam. Monitor and make a note of any language to focus on at the end of the task Students’ own answers Optional activity | For further practice, ou might lke to ask students to use the speak-and:-ecord exercises on the Online Skills and | Language Practice, Also, many students have recording devices on their phones or computers. A useful self-study | tip isto try answering these questions again at hone and | recording thelr answers. They should listen and note any errors, consider adding better linkers and more sophisticated. | rocabulary and then record themselves again until they feel they have improved their responses. Reading & Use of English, Part 1 jx 1 Students discuss in pairs what they thinkit would be like to live in the different environments depicted. Encourage them to consider a range of aspects such as climate, social life, access to the rest of the world, clothing, food, daily life, etc This exercise helps prepare students for Speaking, Parc Students’ovn answers 2 Emphasize that itis good advice to read the text first for overall meaning before attempting the claze task. Remind students fo give reasons for thelr opinions about living in Nuk. rent, isolated, has fascinating and inspiring landscape, arty/artistic, has atleast one coffee bar and one restaurant. ‘Students’ own answers for how they would feel about living there Exam practice Student's Book es 3 Refer students tothe Tip before they do the exam taskand encourage them to follow the advice. To reinforce the advice, ask students to work in small groups to decide which answer best fits each gap. Ask them to explain to each other why they, think tis not the other words in each case. Dothe example together. 18 offthe beaten track sa fixed expression meaning: away from the usual (tourist) route 2D engage combines with the preposition with to mean: show interest in 3D as well as having a social meaning, respectable can also mean: fairly good 4. tofall hook lin and sinkeris a fixed expression meaning to alin love with or believe in completely; commonly used when someone has been tricked into believing something 5 D located refers to position/location; placed is wrong because it's used for smaller things which are physically put or placed somewhere by somebody 6 evocative means making you think ofa strong image cor feeling in a pleasant way; reminiscent and suggestive are wrong because they are used to mean: reminding you of a previous strong image or feling 7 8 deserted means: with no people init derelicis wrong because it means: in bad condition 8 C take heed Isa fixed expression meaning: pay careful attention to advice or a warning; give heed is possible but It is followed by to and an object Optional activity ] “There are several fixed phrases and possibly some new | words in this exercise, Ask students to note down 2-3 words! | phrases each that they would like to remember and use in | future. Collect their choices and use them in the next lesson, | asa review by giving definitions and seeing who is the first to Give you the corresponding word/phrase. Listening, Part 1 js Optional activity Introduce this section by asking students to narne any charities they know of and briefly describe what kind of work they carry out. Some wellknown examples are + The Red Cross: provides humanitarian and medical assistance ina wide variety of situations, especially war zones and during natural disasters + Save the Children: works to promote childrens rights and to protect them from abuse and cruelty + RSPCA Royal Society for the Prevention of Cruelty to ‘Animals works to promote animal rights and prevent cruelty to animals and pets 1 Putthe statement on the board for students to discuss in small groups. Remind them to stay focused on the question and ensure all members of the group have the chance to give an opinion. Students’ own answers