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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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