4 Good times UNIT AIMS Exam preparation in Unit 4: • understand how to deduce meaning of words and phrases from context • listen for agreement in dialogues • practise talking about hopes and ambitions • understand how to use prepositions and short adverbs in an open-cloze exercise • learn how to give reasons in an article
CLASSROOM PRESENTATION KIT VIDEOS:
AUDIO: • Student’s Book • Workbook
• Grammar • Speaking • Speaking test
UNIT OVERVIEW Student’s Book / Digital Student’s Book
Workbook / Digital Workbook
LESSON / EXAM TASK EXAM SKILLS / LANGUAGE FOCUS
CONSOLIDATION
Reading 4-option multiple choice
Deducing meaning from context An article
Workbook, pp 28–29 Unit 4, Reading Workbook, p 30 Unit 4, Grammar 1 Workbook, p 31 Unit 4, Vocabulary
Grammar 1
The future (1): will, be going to , present simple and continuous
Vocabulary
Verbs/adjectives with - ate Phrasal verbs Words connected with hobbies
Listening 3-option multiple choice (extracts)
Listening for agreement
Workbook, p 32 Unit 4, Listening
Grammar 2
Comparatives and superlatives
Workbook, p 31 Unit 4, Grammar 2 Workbook, pp 32–33 Unit 4, Speaking Workbook, p 33 Unit 4, Use of English
Talking about hopes and ambitions
Speaking Interview
Use of English Open cloze
Prepositions and short adverbs
Writing An article
Giving reasons
Workbook, p 34 Unit 4, Writing
Workbook, p 35 Optimise your well-being, Revise and Action plan
Additional material ON-THE-GO PRACTICE TEACHER’S RESOURCE CENTRE
ASSESSMENT
Worksheets: Grammar (Standard and Higher), Vocabulary (Standard and Higher), Speaking video, Grammar communication
Unit 4, Grammar and Vocabulary
Unit Test 4 (Standard and Higher)
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3 Ask students to complete the exercise in pairs or groups. Check answers in open class. Answers Students’ own answers 4 Ask students to complete the exercise. Give them one minute to do the task. Pair check before open class check. Answer c OPTIMISE your exam Multiple choice Ask students to read the tips. • Students are often tested on their understanding of words or phrases in multiple-choice reading exams, as Exercise 5, questions 1, 3, 5 and 6. • Point out that students should always look around the word to see if the text actually defines the word, restates the word in another way, or provides a synonym or an antonym. Sometimes the text gives examples that help explain the word in question. • When students are tested on their ability to deduce the meaning of words from context in exams, there will always be clues in the text to help them do this. The next exercise will allow them to practise this exam technique. 4.01 Ask students to complete the exercise. Check answers in open class and elicit the evidence. Answers 1 A 2 C 3 B 4 B 5 A 6 D FAST FINISHERS Ask students to find as many words as they can in the text that they don’t know and underline or highlight the clues in the context that help deduce their meaning. OPTIONAL EXTENSION Play the recording of the text and ask students to underline words or phrases in the text related to leisure activities. 4.01 Exam Exam task 5 In pairs, students compare the items they have selected. Feed back in open class and ask students to share the words they found and explain the meaning of any difficult vocabulary. Answers Students’ own answers Homework Workbook Unit 4: Reading, pages 28–29
READING Multiple choice | An article Student’s Book, pages 42–43 Lesson aims • Deduce meaning from context • Practise a multiple-choice exam task LEAD-IN
Ask students to look at the unit title of the text Step out of your comfort zone and the photo, and elicit what ‘comfort zone’ means ( doing the same things over again during leisure time ). Elicit what day of the week people in their country usually refer to when they talk about free time. Ask students what they think the unit is going to be about ( fun activities with friends, routines, trying new things ). 1 Watch the video. Pause it when necessary to allow students to make notes. Elicit answers from students around the class. Answers Olivia: perform on stage in London Josh: climb Everest; learn (some basic) German Emily: learn a foreign language (maybe Portuguese); go to Portugal; go whale watching; live in Lisbon Harry: visit Iceland; see the Northern Lights; perform on a big stage (in front of lots of people) 2 As a class or in groups, ask students to share some of their hopes and dreams for the future. Answers Students’ own answers EXAM SKILL Deducing meaning from context Ask students to read the tips. • Highlight that spending time looking up words can slow down reading, and in most exams, students are not allowed dictionaries. • Point out that a better strategy to infer meaning is to use the context, the words and sentences surrounding a particular word, cultural knowledge and simple common sense. With practice, the guesses students make will be accurate enough for them to understand the author’s ideas and will make them better, faster readers. • Emphasise that this skill can not only help increase their vocabulary, it will also help them improve their writing. • Explain that in the subsequent exercises, students will see how being able to guess the meaning of words from context can be useful in reading exam tasks.
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1 Ask students to complete the exercise. Check answers in open class. Point out that in British English, this + time phrase in question 1 means ‘the next one’ and refers to the future ( this evening, this weekend ). Answers 1 going to see/seeing 2 are you going to 3 starts/is starting 4 Shall 5 ‘ll 6 finishes 2 Ask students to complete the exercise. Check answers in open class. Elicit what the contraction ’ d is in question 2 ( had ). Answers 1 are you seeing / are you going to see 2 sell 3 ’m/am not doing 4 are going / are going to go 5 Will you ask 6 does it open 3 Ask students to complete the exercise. Check their answers. Answers 1 Correct: asking about an arrangement. Mia could also ask ‘Are you going to do ...’. 2 Incorrect. Ari is talking about an arrangement, not a prediction: ‘I’m going ...’ or ‘I’m going to go ...’. 3 Correct: prediction/intention. Ari could also say ‘Everyone will be there!’ as a prediction. 4 Incorrect. Mia is talking about an arrangement: ‘We’re visiting ...’ or ‘We’re going to visit ...’. 5 Correct: arrangement. Mia could also say ... ‘are going to get together ...’. 6 Correct: prediction 7 Incorrect. Ari is asking about an intention: ‘Is your cousin Liam going to be there?’ She could also say ‘Will your cousin Liam be there?’ to ask about a prediction. 8 Correct: intention. Mia could also say ‘I’m buying ...’ as an arrangement. 9 Incorrect. We use the present simple for timetabled events. This is an arrangement: ‘Liam is organising ...’ or an intention: ‘Liam is going to organise ...’. 10 Incorrect. They have already decided this, so it’s an arrangement: ‘We’re having ...’ or ‘We’re going to have ...’. 11 Correct. Hopes are like predictions. Ari could also say ‘I hope the music at Elina’s party is going to be ...’ 4 Ask students to do the exercise in ’onion rings‘ or in lines. If there’s an odd number of students for lines, ask one student to volunteer as a ‘secretary’ and note all examples of the target language they heard. Feed back on content and then on accuracy in open class. For the accuracy feedback, use examples from students’ language, both correct and incorrect and write them on the board. Ask students to correct the mistakes that they can find. If time allows, this can be done in two teams, and the team who finds the most mistakes or does it quicker than others is the winner. Me In pairs or small groups, ask students to take turns to ask and answer the questions. Remind students that personal questions about family life are often part of an oral examination, e.g. Do you have a large or small family?
GRAMMAR 1 The future (1): will, be going to, present simple and continuous Student’s Book, page 44 Lesson aims • Focus on verb forms to talk about the future • Practise using will, be going to, the present simple and present continuous for the future LEAD-IN Write the following on the board: My arrangements for this evening. My intentions for the rest of the year. My predictions for the planet for 2050. Have students talk for a minute about each sentence and make sure they are clear about the difference between predictions, intentions and arrangements. Play the Grammar video. Grammar in context Future forms are tested in all parts of exams at this level and they are one of the most common grammatical topics covered in the Use of English exam. Ask students to complete the task. Remind them to read the information in the Remember box. Check their answers.
Grammar video
Watch the grammar video.
Remind students that they can find more information in the Grammar reference, Unit 4, page 142. Answers 1 prediction 2 arrangement 3 intention LANGUAGE NOTE In English, we can use a variety of future forms to express different shades of meaning. We cannot be certain about what happens in the future, so the choice of future form depends on the speaker’s intention or mood. Elicit the negative form of shall ( shan’t ). Point out that shall is restricted to first-person pronouns for suggestions and is gradually becoming a rarely used form in modern English. We use the present continuous to talk about future arrangements or plans that have been confirmed. This is often called the ‘diary form’ because you can use it for anything written in your diary. Fixed arrangements can also use be going to , but the present continuous is more common. Remind students that be going to is generally found in informal spoken English. Be going to constructions often imply an intention and an expectation that the intention will be carried out. Point out to students that we use the present simple to talk about a future event that is part of a timetable or routine in the future. These sentences usually contain words like: to be, open, close, begin, start, end, finish, arrive, come, leave, return.
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Phrasal verbs 3
Digital practice Encourage students to complete the digital practice.
4.03 Ask students to complete the exercise. Play the recording for students to listen and check their answers. Answers/Audioscript 1 (b) I try not to let it get me down when I have to work over the weekend. 2 (c) When I don’t feel up to seeing people, I just stay in my bedroom. 3 (f) I hate it when people put other people down just because they want to play video games all weekend! 4 (g) I hope that in the future, when I look back on my teenage years, I remember the fun times. 5 (a) I can’t believe my parents let my sister off when she came home really late last Saturday! 6 (d) Our boss is quite nice, but she doesn’t stand for people talking when they should be working. 7 (h) I’d been working so hard that I started to drop off when we went out at the weekend! 8 (e) It’s important to sort out any problems before they grow into something bigger. 4 Ask students to complete the exercise. They can make notes or do the exercise in pairs. Check answers in open class. Answers 1 get me down : to get depressed 2 feel up to : feel that you are physically/mentally healthy and strong enough to do something 3 put (somebody) down : to criticise someone, especially when other people are present, in a way that makes them feel stupid 4 look back on : think about a time or event in the past 5 let off : to give someone little or no punishment for something that they did wrong 6 stand for : accept something that someone does 7 drop off : start to sleep 8 sort out : to do what is necessary to deal with a problem, disagreement or difficult situation successfully Refer students to the Vocabulary reference, page 154, for more information on phrasal verbs. Hobbies 5 4.04 Ask students to complete the exercise. Play the recording for students to listen and check their answers. Answers/Audioscript Computer hobbies: blogging, DJing, online gaming, programming, social networking Sports hobbies: martial arts, mountain biking, scuba diving, yoga Other hobbies: board games, painting, photography 6 Ask students to complete the exercise. Have students compare in pairs before you check their answers in open class. Suggested answers blogging: create, post, type, upload, etc. DJing: choose, mix, play, spin, etc.
Homework Workbook Unit 4: Grammar 1, page 30 On-the-Go Practice VOCABULARY Word formation | Phrasal verbs | Topic vocabulary Student’s Book, page 45 Lesson aims
Understand the correct usage of: • verbs/adjectives ending in - ate • phrasal verbs • words connected with hobbies LEAD-IN
In pairs or small groups, students make a mind map of words related to families and family celebrations. Give them five minutes to think of as many as they can. Ask students to add up the number of words they have thought of to see who the winner is. Use these ideas as prompts, if necessary: Celebrations: wedding, birthday party, anniversary , etc. Family members: grandparents, granddad, cousin, etc. Related words: extended family, relatives, family events , etc. Verbs/adjectives with - ate 1 4.02 Ask students to complete the exercise. Play the recording for students to listen and check their answers. Remind students that, as they have seen in previous activities on word formation, sometimes they have to make spelling changes to the root word. This can mean adding an extra letter or making quite significant changes to the last part of the word. Answers/Audioscript Students should cross out: special – we add -ise to special to form the verb specialise and the adjective specialised . The other words are: activate, affectionate, considerate, decorate, desperate, equate, fortunate, motivate, stimulate, evaluate 2 Ask students to complete the exercise. Do the first one together as an example if you think it will help. Answers 1 considerate 2 decorate 3 fortunate 4 desperate 5 equate 6 motivates 7 affectionate 8 activate FAST FINISHERS Ask students to think of more examples of words they know that end in -ate ( demonstrate, celebrate, dedicate, generate, separate, etc.). Refer students to the Vocabulary reference, page 154, for more information on word formation.
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1 Ask students to look at the photos and name the clubs dance club and robots club. In pairs or groups, students discuss the questions. Elicit some answers from different students around the class. Answers Students’ own answers EXAM SKILL • Point out that if students know the key words and signs of agreement/disagreement in a conversation, they will be able to quickly tune in to the speaker’s viewpoint. This skill is useful in both listening and oral exams. • Students need to be aware of the language for ‘polite disagreement’ or ‘partial agreement’. It is very common in English to start disagreeing with the language of agreement. Give students some common Listening for agreement Ask students to read the tips. examples of sentences that students are already familiar with that illustrate this: ‘ Yes, but … ‘; ‘I see your point, but … ‘; ‘I’d agree up to a point, but … ‘. Students have seen some useful phrases for responding to questions in Unit 3. In the next exercises, students revise these expressions and learn some more phrases for expressing agreement / partial agreement / disagreement. 2 4.05 Ask students to complete the first part of the exercise. Play the recording for students to listen and check. Then ask them to complete the exercise. Answers 1 principle (P) 2 point (P) 3 certain (P) 4 eye (D) 5 wavelength (D) OPTIMISE your exam • In multiple-choice listening activities, students should pay attention to people’s opinions and attitudes as well as the overall gist of what they say, both main ideas and specific information. • Highlight that the strategy being encouraged and practised in this lesson is to listen for gist the first time they hear the recording, and then look at the questions in detail and try to eliminate at least one option. On the second listening, students then have to make final decisions as to what the correct answers are. • Remind students to underline the key words as they read the questions. It is common that aspects of all the multiple-choice options will be mentioned in the recording to distract listeners in this task. • Most questions will be about people’s ideas, feelings and opinions, so paying attention to the interviewee’s response can give helpful clues as to whether the speaker has positive, negative or mixed reactions about the subject being discussed. Remind them to listen out for paraphrasing. Students will practise this in the next exercise. Multiple choice | Extracts Ask students to read the tips.
programming: add, enter, download, upload, etc. social networking: favourite, follow, friend, like, etc. martial arts: fight, think, move, react, etc. mountain biking: crash, cycle, exercise, race, etc. scuba diving: breathe, explore, see, swim, etc. yoga: breathe, exercise, relax, stretch, etc. board games: compete, lose, play, win, etc. painting: draw, create, copy, paint, etc. photography: post, edit, take, upload, etc. Refer students to the Vocabulary reference, page 154, for more information on topic vocabulary. Answers Students’ own answers 7 Ask students to complete the exercise. If time allows, swap pairs to let students repeat the activity before checking in open class. Answers Students’ own answers ESDC This question relates to Sustainable Development Goal 3: Good health and well-being and Sustainable Development Goal 4: Quality education. Ask students to read the questions and discuss them in small groups. Ask students to conduct some research of activities. If time allows, ask students to present their ideas to the class. While one group is presenting, others can be taking notes to ask further questions about the presentation.
Digital practice Encourage students to complete the digital practice.
Homework Workbook Unit 4: Vocabulary, page 31 On-the-Go Practice LISTENING Multiple choice | Extracts Student’s Book, page 46 Lesson aims • Listen for phrases that express agreement, partial agree- ment or disagreement • Practise a multiple-choice (extracts) exam task LEAD-IN Play Hangman with the target vocabulary from the unit. Suggested words: blogging, online gaming, programming, diving, martial arts, mountain biking, scuba diving, yoga, board games, painting, photography.
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Think Ask students to read the questions. Divide them into two teams and organise a debate. Encourage students to use the phrases that show agreement and disagreement. Feedback on content and accuracy in open class. Homework Workbook Unit 4: Listening, page 32 GRAMMAR 2 Comparatives and superlatives Student’s Book, page 47 Lesson aims • Understand the correct usage of comparatives and superlatives • Practise using comparatives and superlatives LEAD-IN Play Twenty questions . Students have to guess the name of this animal (elephant) by asking you up to 20 yes/no questions. Try to use the target language to preview what the lesson is going to be about. Grammar in context Ask students to complete the task. Tell students to refer to the information in the Remember box to help them. Check their answers. Remind students that they can find more information in the Grammar reference, Unit 4, page 143. Answers a 1, 2 b 2, 4 c 4 d 1, 3 EXTRA SUPPORT In less confident classes, revise comparative and superlative adjectives and elicit from students what the rules are. Elicit from students what word comes after comparative adjectives ( than ), and what word comes before superlative adjectives ( the ). LANGUAGE NOTE Students are tested on comparative and superlative forms in all parts of official exams at this level, but they are specifically tested in Use of English exams. Remind students that they are also useful in oral exams, e.g. for comparing and contrasting photos and comparing ideas and coming to an agreement on the best option. Point out to students that if we want to talk about a quality which is smaller in amount relative to others, we use the forms less (the opposite of comparative more ), and the least (the opposite of superlative the most ). Less is used to indicate that something or someone does not have as much of a particular quality as someone or something else. The least is used to indicate that something or someone has less of a quality than any other person or thing of its kind.
Exam Exam task 3
4.06 Play the recording for students to complete the exercise. Elicit answers from students around the class. Answers 1 A 2 C 3 C 4 B 5 A DIFFERENTIATED LEARNING Ask students to exclude one of the options in each situation. Discuss students’ reasons in open class before you play the recording again. Don’t give away the answers at this point. When you check the answers in Exercise 4, ask students to say which option they excluded on the first listening and if they were right. 4 4.06 Play the recording again for students to complete the exercise. Ask students to compare in pairs before you check in open class. EXTRA SUPPORT Play the recording again for students to note down what the speakers actually say about the incorrect options for each question. You could provide students with a transcript of the listening and ask them to underline the distractors. This is a useful exercise as it is helpful for students to understand how listening tests are constructed. Elicit their answers. Answers 1 B I’m not sure it’s going to be worth paying the fees if this continues. / But it’s not that expensive. C You haven’t lost interest, have you? / No, I love it just as much as ever. 2 C Tim and Sam argued about how much to spend. B Megan wanted to ask all the members to come along but Ben thought it should just be those who come to the meetings regularly. 3 A I spoke to the new director, Karen Phillipson, who described plans to get people involved in activities … C I’m standing outside the new Community Centre, which the mayor says is going to improve life for local residents, particularly young people. 4 A We’ve got a load of old robots that we don’t use anymore … we could put some of those online and make some money. / I agree to a certain extent, but I’m not sure any of that stuff is particularly valuable. It’s all quite old. C It’s probably a better idea than the summer fair we had last year. Do you remember how no-one turned up and we ended up with boxes of cakes to take home? 5 B I didn’t really have a problem learning the moves. / Me neither. C Any Saturday is OK for me at the moment, at least until it gets closer to my exams.
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1 Ask students to complete the exercise. Check their answers. Answers 1 is shorter than 2 is cheaper than 3 is more expensive than 4 are smaller than 5 are bigger than 2 Ask students to complete the exercise. Check answers in open class. Answers Students’ own answers OPTIONAL EXTENSION In pairs, students think of examples of the following: The best places for young people to hang out at the weekend. The cheapest places to go shopping. The worst film they have seen recently . Elicit examples from different students around the class and try to develop a class discussion. 3 Ask students to complete the exercise. Check answers in open class. Answers 1 the most fantastic 2 faster than 3 the least interesting 4 bad as 5 the greatest 6 more fun than 4 Ask students to complete the exercise. Walk around and monitor students for accuracy. Check in open class and accept all sensible answers. Suggested answers 1 best 2 more 3 cheap 4 better/higher 5 less 6 harder DIFFERENTIATED LEARNING Give less confident students the answers in a jumbled order and a few extras to help them complete the exercise ( less, best, harder, good, expensive, better, more, most ). Ask stronger students to think of two correct options for each gap where possible (e.g. best/most fantastic, more/much more, cheap/affordable, miles better, etc. EXTRA SUPPORT Work intensively on the dialogue to help students internalise the language. Give students two minutes to memorise the dialogue. Then ask students to close their books and together try to reproduce the dialogue on the board. Finally, ask them to act it out in pairs. Digital game Encourage students to play the digital game for extra practice. Homework Workbook Unit 4: Grammar 2, page 31 On-the-Go Practice SPEAKING Interview Student’s Book, page 48
Lesson aims • Talk about hopes and ambitions • Practise an interview
The Speaking video in this unit focuses on hopes and dreams. People talk about their hopes and ambitions for the future. Students answer some comprehension questions and then listen out for expressions to talk about future hopes and plans. LEAD-IN Revise useful vocabulary for speaking exams. Ask students to write lists of the words in groups and organise them into the categories. Then go around the class and ask each group to name one word for each category. The group that has the most words wins. 1 Play the Speaking video for students to complete the exercise. Play the video again, if necessary, before checking their answers. Answers Jordan would like to follow her father’s example and become a police officer. She would also like to have a happy family and a healthy life. Drea would like to be a primary school teacher and would like to have a family and children. Sophie would like to go to university to perhaps do a PE course, and continue doing gymnastics. Maisie is going to do a creative writing course. She plans to go and live in New York with a friend and would like to become an author. 2 Play the Speaking video again, so students can number the phrases in the Phrase expert box. Pause the video from time to time if necessary. Check answers in open class. Answers 1 My ambition is to … [Jordan 00:39] 2 In the future, I’d like to … [Drea 00:56] 3 At some point, ... [Drea 01:07] 4 I’m hoping to … [Sophie 01:28] 5 I’m not sure, but … [Sophie 01:33] 6 I’d (really) love to … [Maisie 01:37] 7 I’m looking forward to … [Maisie 01:40] 8 We are planning to …[Maisie 01:44] Speaking video worksheet Ask students to also complete the Speaking video worksheet on the Resource Centre for more detailed comprehension exercises and more practice of the key phrases. Answers The video and answer key for the Speaking video exercises and Worksheet can be found in the Teacher’s Resource Centre. 3 In pairs, students discuss the photos. Elicit answers from different students around the class. Suggested answer I can see a young woman who looks as if she might be working as a mechanic. The photo makes me feel inspired because the young woman looks as if she enjoys her job. Yes, I would like to be like the young person in the photo because I think she has a good job. Her job could be interesting.
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EXAM SKILL Talking about hopes and ambitions Ask students to read the tips.
Exam Exam task 6 In pairs, students complete the exercise. Remind students to use phrases for talking about hopes and ambitions from the Phrase expert box. Walk around, monitoring students for good use of language and errors to go over at the end of the activity. Write any errors on the board and go through them with students, eliciting corrections from them where possible. After the class feedback, students could repeat this activity with another partner, to try to improve their performance. Answers Students’ own answers DIFFERENTIATED LEARNING Before students do Exercise 6, set a competition and ask students to write as many different answers as they can in a three-minute time limit. Ask how many answers students have thought of and write some short, interesting answers on the board. Now do Exercise 6. Less confident students can refer to the answers on the board to help them structure their answers. 7 Ask students to share what they have learnt about their partner with the class. Answers Students’ own answers OPTIONAL EXTENSION Ask students to rank the future hopes/ambitions in Exercise 4 from most important to least important. Elicit answers from different students around the class and try to develop a discussion in open class. Homework Workbook Unit 4: Speaking, pages 32–33 USE OF ENGLISH Open cloze Student’s Book, page 49 Lesson aims • Focus on prepositions and short adverbs • Practise an open-cloze exam task LEAD-IN Play First to five to revise words and structures from the unit. Say different word categories (comparatives, superlatives, adjectives ending in - ate , hobbies or interests, hopes and ambitions). Small groups compete to think of five words for each one. When they have five, they shout ‘First to five’. Check their words, giving one point for each correct answer. The group with the most points wins.
• Remind students that examiners usually ask one or two questions about hopes and ambitions in an oral exam. FORD is a well-known guideline for what topics are generally useful when talking to new people. It stands for Family, Occupation, Recreation and Dreams (aspirations). • Point out to students that questions about the future are also typical in job interviews, e.g. Where do you see yourself in five years’ time? In both situations, remind students to take their time to think about the question and prepare a response. • Tell them that they shouldn’t memorise a script, but they should revise future forms to make sure they give varied and accurate answers using will or be going to to express their plans or objectives for the future, and alternative phrases like possibly, I think, I hope or probably. 4 Ask students to complete the exercise. Remind them to use their imagination if necessary. Discuss students' ideas as a class. You could draw the table from the exercise on the board and fill in numbers to show how many students have listed each of the items as an ambition. Answers Students’ own answers 5 Ask students to complete the sentences using their own ideas and their notes from Exercise 4. Invite students to share their sentences with the class. Answers Students’ own answers OPTIMISE your exam Interview Ask students to read the tips. • Point out that a conversation is a two-way exchange where students build on what one another says. Actively listening to their partner will give students all the material to understand the conversation, ask relevant questions and have an engaging discussion. • Asking questions takes the pressure off students in exams. Remind them that they don’t have to think of complex questions; ‘standard’ questions like What do you think about that, Jan? are enough to encourage discussion. • Point out to students that asking for and giving credit to each other’s opinion will earn them marks for interactive communication, one of the four marking criteria in many oral examinations. Sharing opinions in a genuine way shows the examiner that students are good at speaking English and good communicators.
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1 In pairs or groups, students ask and answer the questions. Elicit answers from students in open class. Answers Students’ own answers EXAM SKILL Prepositions and short adverbs Ask students to read the tips. • Many words can be used as both adverb particles and prepositions. There is some difference between an adverb particle and a preposition. While the particle is closely tied to its verb to form idiomatic expressions, the preposition is closely tied to the noun or pronoun it modifies. • Highlight the different categories in the Exam skill box and elicit one more example for each group, e.g. when: for, after ; where: next to ; direction: away ; word patterns: look forward to ; phrasal verbs: look down on, catch on, get on with . 2 Ask students to complete the exercise. Check their answers in open class. Answers 1 at, to 2 at, at, before 3 off, to 4 in, on 5 since, until/till, at 6 out, with 7 in, at, up 8 After, on, from 9 out, up, at 10 since, up 3 Ask students to complete the exercise. Check their answers. Answers gap 1, gap 2, gap 6 OPTIMISE your exam Open cloze Ask students to read the tips. • Highlight that context is less important in a gap-fill task than in other Use of English tasks such as word- formation tasks, as the gaps mostly have to be filled with grammar words like prepositions and auxiliar verbs, and usually only one word is possible in each gap. However, remind students that they should always read the whole text once for very general understanding before they start filling the gaps. • Encourage students to trust their feelings for the language and get used to filling gaps that sound instinctively correct. They should only change their answers if they are absolutely certain about their new choice, e.g. they suddenly remember a typical grammar mistake they often make, etc • If students can’t think of a likely answer, they should choose a word of the correct type, write it with a question mark on their question sheet, move onto the next question, transfer it with their other answers onto the answer sheet and come back to it later if they have time..
Exam Exam task 4 Ask students to complete the exercise. Ask them to compare in pairs before you elicit answers in open class. Answers 1 of 2 out 3 to 4 with 5 in/with 6 out 7 off/after/ outside 8 at/on/during Research Ask students to interview their parents, grandparents or other adults and present their information in the next class. If you have internet access, students could also research leisure activities in the past in class.
Homework Workbook Unit 4: Use of English, page 33 WRITING An article Student’s Book, pages 50–51 Lesson aims • Focus on language for giving reasons • Plan and write an article LEAD-IN
Write some prepositions and short adverbs on the board, e.g. before, until, since, off, up, from, with, away, out . Point to them at random and elicit example sentences from students, using the word you pointed at. 1 In pairs or groups, students discuss the questions. Elicit answers from different students around the class. Answers Students’ own answers EXAM SKILL Giving reasons Ask students to read the tips. • Remind students that examples are used to illustrate and drive an argument. The relationship between their ideas and examples must be clear, and examples should offer detail and evidence. • In Exercise 4, students will work on linking words and phrases for giving reasons, to help show logical relationships between their arguments and examples in their writing. Point out to students that over-repetition of for example will not gain them any points in exams. 2 Ask students to complete the exercise. Elicit if they agree with the advice the writer gives. Answers The writer tries to get the reader’s attention by asking rhetorical questions (questions where you don’t really expect an answer).
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3 Ask students to complete the exercise. Check their answers. Answers Students should underline the following reasons: … their parents want to control all their time. … they want the best for you … … in the future you will have to do that without their help. 4 In pairs, students complete the exercise. Check answers in open class. Answers That’s because, Because, The reason for this is that OPTIMISE your exam An article Ask students to read the tips. • For an article to work, it has to be interesting. Remind students to include humour and real-life examples. • Common mistakes that students make in writing articles in exams is that the language is too formal and more suited to essays. Remind them to avoid words like: to sum up , some people say , nevertheless , on the one hand , etc. • Remind students to ask questions to keep the reader’s interest, e.g. Have you ever …? What do you think about …? Are you one of those people who thinks that …? What would life be like if …? • However, they shouldn’t use too many questions. These questions, called rhetorical questions because they don’t require an answer, shouldn’t occur more than once per paragraph. • Remind students that they can use the imperative to give advice and examples in the second and third paragraph, e.g. Think …, Keep in mind …, Write …, Spend … • Point out that in articles, the best endings link back to the starting point in some way. For more information on writing an article, refer students to the Writing reference, page 159. Exam Exam task 5 Ask students to complete the exercise. Answers Students’ own answers 6 Students complete the exercise individually. Then ask them to discuss in pairs why they think each idea they have chosen is a good idea. Walk around, helping students and monitoring for accuracy. Answers Students’ own answers DIFFERENTIATED LEARNING In open class, discuss the ideas students chose in Exercise 5 and ask them to say why they think they are good ideas. Write some ideas on the board that less confident students can refer back to when they write their article, and feed in interesting expressions for higher level students ( strong support network, choose supportive friends, healthy lifestyle, dedication, commitment, priorities, work ahead, form a study group, alleviate stress , etc.).
7 Plan Ask students to complete the paragraph plan. You may want to look at students’ plans, if this is possible, to check them and give advice and suggestions for improvement before students take the next step. Answers Students’ own answers 8 Write Students write their article. Tell them to write 140–190 words in an appropriate style. Depending on time, it may be a good idea to set this and the subsequent checklist exercise for homework. Answers Students’ own answers 9 Check Students complete the checklist before they hand in their article. Answers Students’ own answers Homework Workbook Unit 4: Writing, page 34, and Review, page 35 Learning to Learn Ask students to read the tips. Remind them to check their writing for examples of language that is either too formal or too informal before handing it in. If time allows, ask students to swap their articles and check them for examples of such language. You can collect examples of such phrases and forms and write them on the board pointing out that an article shouldn’t include language that is either too formal or too informal. REVIEW UNITS 3–4 OPTIMISE your well-being Read the information with your students and have them choose which statement is true for them. 4.07 Ask students to sit or stand comfortably while they listen to the audio and follow the instructions. Elicit how students feel after doing the exercises. Revise: Grammar and vocabulary Answers 1 1 invaluable 2 considerate 3 motivate 4 disagreement 5 Unfortunately 6 inaccessible 7 insecure 8 unbelievable 2 1 board 2 attraction 3 martial 4 networking 5 department 6 scuba 7 suburbs 8 block 3 1 e 2 a 3 d 4 h 5 g 6 b 7 f 8 c 4 1 ever 2 been 3 for 4 will 5 are 6 will 7 have 8 wouldn’t 5 1 aren’t 2 Who 3 doesn’t 4 Why 5 will 6 Which 7 Who 8 shall 6 1 no intention of moving 2 the most considerate and caring 3 is taking off / is going to take off 4 are you going to do 5 the tastiest ice cream in
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