5 Making your way
Part 7
UNIT OBJECTIVES
TOPIC: education, study and learning, careers and jobs
GRAMMAR: future forms, countable and uncountable
nouns
VOCABULARY: phrasal verbs with take, noun suffixes:
-ant, -er, -ian, -ist, -or
READING & USE OF ENGLISH PART 7: focusing on key
words
PART 3: suffixes, countable and uncountable nouns
WRITING PART 2: formal letter of application, formal
expressions, achieving aims
LISTENING PART 2: using context to predict answers
before listening
SPEAKING PART 1: talking about future plans
Reading and Use of English
STARTER
Hold a brief class discussion to find out whether students
have siblings and if they do, whether they think they
were treated differently by their parents. Open out the
discussion with the following questions as appropriate.
Do you think it is possible for parents to treat all their children
in the same way?
Do first, middle and last children in the family have similar
experiences growing up or are some things easier for some of
them? Why?
1 Focus attention on the photos and read through the
questions with the class to check understanding. Put
students into small groups to discuss their ideas and go
round helping with vocabulary as necessary. If possible,
try to encourage students to think about ideas such as
leadership, perfectionism, negotiation, intuition and
socialising, as this is the language which comes up in
the reading task below. If they don’t come up in the
discussions, elicit or pre-teach the following words which
are in the reading texts: trainee, negotiator, comedian,
explorer (e.g. What do we call a person who negotiates?)
Elicit feedback from different groups.
Answers
1 and 2 See exam text for possible answers. Discuss with the
class after exam task is completed.
3 Competition and arguments among brothers and sisters.
Trying to be more successful than one’s brothers and sisters in
studies, at work or in sport.
32 UNIT 5 MAKING YOUR WAY
2 Elicit anything students remember about Reading and
Use of English Part 7 and direct their attention to Unit 1,
if necessary, to review the suggestions on how best to
approach it. Allow a few minutes for the class to answer
the questions before class feedback.
Answers
1 The possible effects of birth order on four people’s careers.
There are four parts.
2 Each grew up in a different position in the order of birth
within their family.
3 What the text says about each person’s character, opinions
and attitudes.
3 Go over the first point in the Quick steps and try to
elicit why it’s a good idea to read the questions first. (In
the exam they may not have time to read through the
text at a leisurely pace and reading the questions first
gives them a specific reason for reading – looking for
the answers). Recap why identifying key words in the
question is important (it helps focus attention on the
main ideas to look for). Students work in pairs to select
and underline the key words. Check answers as a class.
Suggested answers
1 glad, changed job
2 not earning enough
3 too self-critical
4 more time, friends, family
5 would like, become boss
6 remember, treated, child
7 able, persuade
8 self-confidence, child
9 good, making deals
10 sense of humour
4 Go over the other two points in the Quick steps and
emphasise that students should also refer back to the
questions to make sure they remember exactly what is
being asked. In this exam task there is only one answer
per question, but in the exam there may be more than
one correct answer for some of the questions. Make sure
students understand that it is clear from the design of
the page whether that is the case or not. If there’s only
one space, then there will be only one correct answer.
If there is more than one, they can write the correct
answers in any order. Remind students not to leave any
questions without an answer.
Allow 15 minutes for students to complete the exam
task individually by following the instructions provided.
When checking answers, ask students to read out the
part of the text they underlined in each case.