Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Guide
Bimester 5
BE an
English Whiz
Grade
th
Sistema UNO has been developed by a multidisciplinary team of 50 educational experts from 12 countries in Latin America (Mexico, Brazil, Spain, Argentina, Colombia, Chile, Guatemala, Peru and Venezuela, among others). Grupo Santillana has been working on the project for 10 years, researching, piloting, designing, exploring, and listening to thousands of students, teachers and directors throughout the region. The result is Sistema UNO, a new and completely innovative educational proposal for schools, built around 21st Century parameters and oriented towards a shared vision for leadership, new practices, quality, and profound improvement in short, for a better education.
CREDITS
General Content Director Antonio Moreno Paniagua Research and Development Directors Noem Valencia de Trainor, Mary Yonker
Teachers
Sistema UNO
Layout Overprint, S.A. de C.V.
Guide
Bimester 5
BE an
English Whiz
Grade
8th
Editorial Director ngela Ortiz BE Managing Editor Susana Moreno Parada Art and Design Coordinator Gil G. Reyes Ortiz
The BE textbook is a key component, and serves as a core organizer of all the programs and projects that make up Sistema UNO. It focuses on the development of skills, while simultaneously allowing learners to acquire the second language in a meaningful and natural manner. This book is integrated into Sistema UNO as a whole in order to guide our work towards the future.
Design Coordinator Juan Manuel Santamara Sistema UNO Editor Alejandra Camizao Betanzos Sistema UNO Assistant Editors Luis Albores, Gilberto Silva
RIGHTS D. R. 2012. This is a collective derivative work based on the intellectual work Target FCE, published by Santillana Educacin, S.L./Richmond, licensed by Sheila Dignen and Gabby Maguire; and has been adapted and developed by Sistemas Educativos de Enseanza S. A. de C. V., legal address Av. Ro Mixcoac 274, Colonia Acacias. C.P. 03240, Mxico, D.F., for Sistema UNO of Grupo Editorial Santillana for all countries in Ibero-America (Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, Dominican Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese. Sheila Dignen, 2012. Gabby Maguire, 2012. Santillana Educacin S.L. / Richmond, 2012. Sistemas Educativos de Enseanza, S. A. de C. V., 2012. Member of the Cmara Nacional de la Industria Editorial Mexicana. Reg. Nm. 3616 Impreso en Mxico / Printed in Mexico All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing of the publishers. ISBN: 978-607-723-233-9 First Edition: July 2012
Table of Contents
Bimester
5
FCE Introduction Ten Tips for Teaching Exam Guide Icons Characteristics of an UNO Classroom Sistema UNO Educational Framework Common European Framework 292 293 294 300 301 302 303
291
FCE
About FCE
Course Introduction
key topic vocabulary in context. The Grammar and Word building sections systematically practise the key language areas for the exam. There is also a Language summary section at the back of the Students Book, which looks at the language points covered in the lessons in more detail.
FCE (First Certicate in English) is an exam set by the University of Cambridge ESOL examinations. It is at Level B2 of the Common European Framework of Reference for Languages, and has papers in all four language skills: reading, writing, listening and speaking, as well as Use of English, which tests grammar and vocabulary. Page 164 of the Students Book gives students a brief summary of the task types and exam set-up. The Exam introduction on pages 294-299 of this book provides additional information about the testing focus of each exam task.
Stimulating
communicative tasks
Students also get lots of practise at using the language, with stimulating activities and speaking tasks to engage them and cement their learning. These tasks ensure plenty of variety in the classroom and show students how they can use the language they are learning in the real world.
Essential
strategies
With practice of all ve papers in every unit, there are plenty of opportunities for students to practise every part of the exam. The exam tasks are supported by Exam tips, which give you helpful hints on how to do that task.
Engaging
Key
language practice
A wide upper-intermediate vocabulary is essential for passing the FCE exam. Each unit contains three vocabulary sections, which introduce and practise
topic and elicit vocabulary that students might already know Extra panels: optional extra activities which provide extension or additional practice Background extra: cultural information which relates to the topic or photos Smart answer keys: additional teacher support explaining why an answer is correct, and other answers are incorrect
292
BE an English Whiz focuses on the interests and experiences of young people. The topics are things that teens and young adults can relate to and talk about, and the texts and artwork are designed to appeal to students and get them using English.
8 9 10
Course Introduction
293
FCE
About FCE
Exam Guide
Exam format
The FCE exam is divided into ve papers.
Paper Part Number of Task type questions / timing 8 7 15 1 1 12 12 10 8 Multiple choice Gapped text Multiple matching Compulsory task Choice of ve tasks Multiple-choice cloze Open cloze Word formation Key word transformation Multiple choice (discrete items) Sentence completion Multiple matching Multiple choice (long text) Interview Long turn Collaborative task Discussion
The FCE exam provides a clear indication of a learners prociency in using English as a communicative tool. By assessing the four main skills of reading, writing, listening and speaking, as well as a fth component, Use of English, or language structures, the exam demonstrates that learners can make practical use of their English skills in a variety of contexts.
1 Reading
1 hour
2 Writing
1 hour 20 minutes
3 Use of English
45 minutes
4 Listening
Part 1
approx. 45 minutes
Part 2
10
Part 3 Part 4
5 7
5 Speaking
14 minutes
294
Paper 1: Reading
The Reading paper consists of three parts. Each part has a text (in Part 3 this may be multiple shorter texts) from a variety of sources such as newspaper and magazine articles, reports, ction, advertisements, brochures, etc.
Exam Guide
295
Paper 2: Writing
The Writing paper consists of two parts. In Part 1, the task is compulsory, and in Part 2, students have a choice of answering one of ve tasks. For both tasks, students should make sure they are within the word limit for the task.
296
Exam Guide
297
Paper 4: Listening
The Listening paper consists of four parts. Students are assessed on their ability to listen for gist, specic details, attitude, opinions, situations, etc. Each part is heard twice. answer seven three-option multiple-choice questions. The questions follow the order of the speakers comments, and the correct answers rephrase, report or summarise the ideas expressed by the speaker.
Students hear ve short monologues of around 30 seconds each. Each monologue has a different speaker, but all ve are about the same general topic. There are six short sentences summarising opinions expressed by the speakers. Students must match the ve speakers to ve of the sentences. One sentence is extra and will not be needed. The task tests students ability to listen for general gist as well as function, purpose, situation, attitude and opinion.
298
Paper 5: Speaking
In the Speaking paper, students are asked to demonstrate their abilities to use spoken English effectively. This is assessed directly through a faceto-face encounter between two (or occasionally three) students and two examiners. One examiner, the interlocutor, asks the questions. The other examiner just listens. The Speaking test lasts for around 14 minutes.
Exam Guide
299
Icons
Attitudes and Values
Solidarity
Abilities
Developing Literacy
Emotional Development
Intellectual Abilities
Learning Strategies
Metacognition
Multiple Intelligences
Bodily / Kinesthetic
Interpersonal
Intrapersonal
Logical / Mathematical
Musical
Naturalist
Verbal / Linguistic
Resources
i
Apps Audio Digital Activity Digital Expression Informational Video
Key Concept
QR Code
Video
Textbook
Workbook
300
Instruction
7. The teacher relates what the students are learning to the universal understanding and value of the bimester. 8. The teacher uses inquiry-based instruction and cooperative learning strategies. 9. The lessons have build up, core teaching and wrap-up phases. 10. The teacher consistently praises students that reach the established expectations. 11. The teacher adapts instruction to meet the needs of all students. 12. The teacher allows students to discover principles and rules through practical examples. 13. Students speak more than the teacher does. 14. The teacher emphasizes high-level vocabulary use. 15. The information students are learning is related to their daily lives and surroundings. 16. Students explore multiple intelligences through activities. 17. The teacher uses digital media, diagrams, pictures, drawings, and body language to communicate meaning. 18. Students can express what they have learned in spoken and written forms, and can apply new knowledge through different activities. 19. The teacher presents the students with frequent opportunities to review the material with questions, role-plays, graphic organizers, think-pair-share exercises, debates and summaries. 20. The teacher motivates and challenges students by asking questions that require high level, critical thinking.
Assessment
21. At the beginning of the class, students tell the teacher what they learned in the previous class. At the end of the class, students tell the teacher what they learned that day. 22. The teacher constantly assesses students understanding through formative assessments. 23. Students link new learning to previously taught subjects.
301
Honesty
Respect
Tolerance
Solidarity
302
A2 Elementary
B1 Intermediate B2 UpperIntermediate
A2 A1 NOT FOR RESALE BE 1st BE 2nd BE 3rd BE 4th BE 5th BE 6th BE 7th BE 8th BE 9th
303
Bimester 5
Unit
Topic vocabulary
emotions abstract nouns laughter
Word building
responses phrasal verbs (4) make and do
Writing
an informal letter word order
Exam preparation
Reading Part 2 Use of English Parts 1 and 2 Listening Part 4 Speaking Parts 3 and 4 Writing Part 1
Day 1 Warmer
Students read the song lyrics quickly. Elicit which songs are happy, and which are sad. Ask: Which emotions do pop singers usually sing
about? Why do you think this is? Answer key
Singer 1 is happy; singer 2 is unhappy; singer 3 is unhappy.
Language extra
Transcript p. 330
Answer key
1 the way to heaven 2 I just cant help myself 3 it hurt me so much
Word boost
Students work in pairs to guess the missing words. Play the recording for students to listen and check.
Answer key
1 morning; sun, sweet message; worry; all; right 2 jealous; possessive; smoking; true, beg; emotion 3 baby; down; die; crowded; broken; cry
Emotions p. 166
Over to you!
5
Put students into groups of three to match the adjectives to the songs. Check answers and understanding of the adjectives. Ask students to find more emotion adjectives in the songs. Elicit the answers, and check understanding. Give students one minute to think of more emotion
adjectives. Answer key (including sample answers)
1 chilled out, light-hearted, upbeat (smile (v)) 2 anxious, insecure, suspicious (jealous; possessive) 3 despairing, gloomy, miserable (lonely; broken-hearted, cry (v))
304
Bimester 5
Unit
, Rise up this m , Smiled with the rising s Three little birds Pitched by my doorstep, songs Singing s Of melodies pure and true, to you. Saying, this is my m about a thing, Singing, dont w cause every little things gonna be a
the Wailers
Emotions
1 2
Quickly read the song lyrics, ignoring the gaps. Are these songs happy or sad?
1 In pairs, try to guess which words complete the lyrics. Then listen and check your answers.
Work in groups. Match the emotion adjectives to songs 13. Which other emotion words appear in the songs? How many more emotion words can you think of in one minute?
anxious chilled-out despairing insecure gloomy light-hearted miserable suspicious upbeat
Discuss which emotions the words in bold are expressing in the song lyrics 15. What do you think the songs are about?
1 He just walked away ... I cried like a baby, it hurt me so much and Im down. Dolly Parton, Down 2 Look what I found: the way to heaven. Im over the moon ... since I found you. Liv Kristine, Over the Moon 3 Stop just what youre doing to me. You drive me mad! Oh baby, why cant you see that Im sad? Duffy, Stop 4 I just cant help myself, dont want nobody else, Im so crazy about you. Master P, Crazy About Ya 5 Youre fed up with all my bad habits, youre sick of me. Green Day, Sick of Me
Word boost
left me, Well, since my b I found a new place to dwell. at the end of Lonely Street Its d At Heartbreak Hotel. You make me so lonely baby, I get so lonely, I get so lonely I could d , And although its always c You still can find some room. -hearted lovers Where b away their gloom. Do c
Over to you!
5
What kind of music do you listen to when youre feeling a) upbeat, b) gloomy, c) chilled-out? Why? Do you listen to the same kind of music as your partner?
Emotions p. 166
Speaking
165
305
Day 2
Gra Grammar
1
1 2 3 4 5 6 7 offended / disappointed relieved frustrated attered disappointed / frustrated apprehensive grateful / relieved
1 to be very surprised about something 2 to be terried 3 to be extremely pleased 4 to be very angry 5 to begin to cry suddenly A4 B3 C5 D1 E2 A (students own answers) ( 1 2 4 7 9 disappointment embarrassment 3 anxiety relief 5 misery 6 jealousy gratitude 8 pleasure pride 10 offence
3 4 5
6 7
306
Grammar
Emotions
1
make and do
1
Answer the questions with a word from the list. There may be more than one possible answer.
apprehensive disappointed attered frustrated grateful offended relieved How would you feel if 1 your best friend didnt invite you to his/her wedding? __________ 2 you found a wallet that you thought youd lost? __________ 3 your computer crashed every ve minutes? __________ 4 somebody said you were the most attractive person he/she had ever met? __________ 5 you didnt get the grades you were hoping for? __________ 6 you were about to give a solo performance at a school concert? __________ 7 somebody gave you a lift home in the pouring rain? __________
Exam practice
2
For questions 112, read the text below and decide which answer (A, B, C or D) best ts each gap.
Why do we smile?
Every human (0) BEING is born with the ability to smile. We know this because even children who are (1) to see can still grin. A smile is a natural reaction (2) a positive moment, like a friendly face or a clever joke. But this isnt the first reason we smile. Most babies first smile when they (3) the age of six to eight weeks. Its usually an accident: an expression (4) when exercising their facial muscles (or passing wind!). But once they realise a smile (5) them a lot of attention huge smiles and happy noises in return they learn to try it again. And it doesnt (6) too much effort either we need 43 muscles to frown but only 17 to smile. But not every creature can smile. Although your pet dog may sometimes (7) like its smiling back at you, its not. Animals do (8) some of the same emotions as us, but they dont smile. A dogs cheerful face is more (9) to be a sign of confusion, while dolphins (10) the muscles for facial expressions (their mouths are permanently turned upwards which makes them appear to be smiling). Animals express their joy through other movements, like a (11) tail or a backwards flip. Some, (12) as chimpanzees and rats, can even laugh. 0 1 2 3 4 5 6 7 8 9 10 11 12 A A A A A A A A A A A A A person incapable of reach done gets use show sense possible lose wagging so B B B B B B B B B B B B B creature useless for make given pays cost look experiment probable lack revolving such C C C C C C C C C C C C C creation unable with achieve made draws take suggest release likely miss shifting therefore D D D D D D D D D D D D D being helpless to accomplish pushed points make appear experience kindly need stirring much
Laughter
7
Write sentences about a time when you experienced the emotions in Activity 3. Include the idioms in your sentences.
A B C D E _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
166
Grammar
Use of English
167
307
Day 3
SB p. 168
board. Ask: What does happiness mean for you? What things in your life make you happy? Is happiness the same for everyone? Elicit a range of ideas.
In pairs, students match the photos to the topics. Students discuss the question in pairs.
Answer key
A family and friends B your personality C where you live D health E school or work F the weather G money
Students rank the factors in pairs, then in fours. Discuss as a class which factors are most important,
and try to reach a class consensus.
3 B (Whats more adds a second point, and so follows on from For instance in the preceding sentence; it refers back to happiness in the preceding sentence; the fact that happiness can extend your life refers forward to essential for your health) 4 F (Unfortunately refers back to has its downside; it refers back to enjoyment; doesnt last for long refers forward to when it passes) 5 D (However refers back to wrongly assume, which suggests a contrast; long-term happiness refers forward to only one year after) 6 E (Well introduces the answer to the question set up in so how in the preceding sentence; the idea that happiness varies from person to person contrasts with the idea in the following sentence that there are certain key ingredients for happiness, with the contrast introduced by However in the following sentence) 7 H (this example refers back to the people of Costa Rica, who have a very high quality of life)
Reading extra
Read the Exam tip with the class. Point out that the reference words before and after the first gap are already underlined. Students discuss in pairs how the reference words show the example sentence is correct. Discuss their answers as a class, then remind students that in the actual exam there wont be an example answer.
Answer key
At rst connects to But ... soon in next sentence; this connects to Professor Meads actions, mentioned in previous sentence.
Answer key
1 True; not just for entertainment 2 True; depression is still a more fashionable topic 3 False; it can boost your condence, which in turn can help you achieve greater success 4 False; it can last about a year 5 False; relationships are even more signicant
understand the general flow of the text in order to help them choose the correct answers, and should use clues such as synonyms. Students complete the exam task individually. Check answers with the class, discussing the evidence for each correct answer.
them in the article. Ask students to find other abstract nouns in the article (happiness, bliss, fulfilment, confidence, health, pleasure, fun, joy, well-being, contentment).
Answer key
1 entertainment 2 enjoyment 3 depression 4 passion 5 success 6 pleasure 7 contentment 8 satisfaction 9 freedom
308
read the text again and decide whether they are true or false. 1 Prof. Mead is watching a Japanese comedy for entertainment and work. 2 More people at university study depression than happiness. 3 Happiness can make you richer. 4 Feeling joyful usually only lasts for a few weeks. 5 Living in a pleasant environment is more important than relationships for making us happy.
hen I arrive at her office, Professor Mead is watching a Japanese comedy while making lots of notes.
But Prof. Mead soon reassures me with an explanation. Im not just watching for entertainment this is part of my work! By investigating the things which bring us enjoyment, I can learn more about what cheers us up, or brings us down. Im on a mission to uncover the secrets of happiness!
E
happiness
The secret of
Professor Clarissa Mead teaches and writes on the subject of happiness.
Exam practice
D
Reading Part 2: reference words Look for reference words (pronouns, linkers and time expressions), to understand how a text is organised. Underline any reference words in the sentences. Underline any reference words in the text before and after each gap. Working out what these words refer to will help you to complete each gap correctly.
G
Happiness is a topic that has fired the popular imagination, as demonstrated by the growing market for personal development books, each promising to bring bliss and fulfilment to our lives. 1 According to Prof. Mead, depression is still a more fashionable topic in university departments. Strangely, I think theres a certain glamour attached to misery, which is associated with poets and musicians. 2 This drives me mad, especially when people expect me to have a passion for kittens and rainbows! I observe that her office is very plain and businesslike. Thats quite deliberate! I want to encourage people to take my subject more seriously, because in my eyes it is hugely important. Happiness offers us an impressive array of benefits. For instance, it boosts your confidence, which in turn can help you achieve greater success. 3 This means its almost as essential for your health as exercise and a balanced diet! Prof. Mead believes there are three levels of happiness. At the bottom, theres pleasure, which is the feeling we get from having fun. However, this type of enjoyment has its downside. 4 So when it passes, we can feel flat. Thats why some people become thrill-seekers, addicted to pleasure. Not all happiness is good for us! The next level is the feeling of intense joy, such as that experienced by lottery winners or newly dating couples. We often wrongly assume that if only we were wealthy, famous
or in love then we could be joyful forever. 5 In fact, studies have shown that only one year after realising these dreams, our sense of well-being will have returned to previous levels. For Prof. Mead, the best and most sustainable form of happiness is contentment, a basic satisfaction with our lives as a whole. So how do we become content? 6 However, it seems to consist of certain key ingredients, including living in a pleasant environment and having the freedom to pursue our interests and ambitions. Our relationships with other people are even more significant it seems its harder to be happy alone! Close-knit families and communities are both highly valued in Costa Rica, which recently came top in the Happy Planet Index. The Happy Planet Index rates countries in terms of sustainable well-being. The project found that Costa Ricans have the highest life satisfaction in the world and high life expectancy, yet are among the lowest resource consumers on the planet. Despite being a so-called developing country, most of the members of this beautiful and friendly nation enjoyed a very high quality of life. 7 Living in a place we love surrounded by people we care about may not seem as exciting as becoming a millionaire, but its more likely to make us happy. Luckily, its much more achievable too!
Read the rst paragraph in the article. Then read the sentence below, which completes gap in the text. In pairs, decide how the reference words in red and blue help us to place this sentence in the gap. At rst this seems a slightly strange thing to do.
Seven sentences have been removed from the article. Choose from the sentences AH the one which ts each gap (17). There is one extra sentence which you do not need to use. A Nevertheless, it takes time and effort for people to improve their basic level of happiness. B Whats more, there is evidence that it can even extend your life by up to nine years. C It can seem profound, whereas happiness is often unfairly linked to superciality. D However, it seems that we are surprisingly bad at predicting what will bring us long-term happiness. E Well, it seems that the exact recipe for this varies from person to person. F Unfortunately, it isnt a very profound emotion, and it doesnt usually last for long. G But despite this general interest, happiness is still a little-discussed topic in academic circles. H Prof. Mead thinks that the rest of us should be inspired by this example.
In pairs, match photos AG to the topics in the list. How can these factors affect our happiness? family and friends health money school or work the weather where you live your personality
Rank the factors in order of importance, from 17. Decide as a class which is the most important factor for happiness! You are going to read a magazine article about a professor who studies and writes about happiness. Read the article opposite quickly, ignoring the gaps. What are the three main levels of happiness?
6
In pairs, discuss the following questions. 1 What does Professor Mead mean when she says that theres a certain glamour attached to misery? (paragraph 3) Do you agree? Why? / Why not? 2 Why is Costa Rica the happiest place in the world? (paragraph 8) Which places make you happy? Why?
Abstract nouns describe emotions or ideas. Form nouns from the following adjectives and verbs. Then nd and check your answers in the article. 1 entertain 2 enjoy 3 depress
Word boost
Write around 5080 words on the subject of what happiness means to you. Include at least four abstract nouns.
To me, happiness means having the freedom to live by my own rules. It drives me mad when people try to tell me what to do!
9
Compare your ideas with a partner. Which of your partners ideas do you agree or disagree with?
168
Reading
Reading
169
Speaking extra
Over to you!
8
1 Being happy is the most important goal in life. 2 Showing your feelings is a sign of weakness. 3 Its impossible to be happy all the time. Ask students to discuss the questions in pairs. Ask some students to report back to the class on their discussions.
309
Day 4
SB p. 170
Language extra
always happy? Elicit answers, then ask: If you see your best friend and he / she looks really happy, what would you think? Elicit some ideas, and try to elicit sentences using might or could.
1 2 3 4 5
modals, write these sentences on the board. Ask students to work in pairs and correct the errors. 1 He must been feeling down at the moment. 2 Being rich might not makes you happy. 3 They might dont have enjoyed the film last night. 4 She didnt phone me she must forgotten. 5 Its impossible she cant have eat all that food!
He must be feeling down at the moment. Being rich might not make you happy. They might not have enjoyed the lm last night. She didnt phone me she must have forgotten. Its impossible she cant have eaten all that food!
Students work in pairs to read the ideas and add Students complete the table with the modal verbs. Point out that we use cant / couldnt, not mustnt,
when we are sure that something isnt true. Refer students to the Language summary on page 184. Answer key
1 may; might 2 must 3 cant; couldnt
Answer key
Over to you!
7
Students work in pairs to answer the questions. Check answers, then as a class elicit rules for how we
use modals referring to the present simple, present continuous and past: modal + infinitive, modal + be + -ing form, modal + have + past participle.
one or two sentences using modal verbs. Students discuss the photos in pairs. Ask some pairs to report back to the class.
SB p. 171
Answer key
1 B 2 A, E 3 C, D, F
Read the Watch out! box with the class. Read the
5 6
Grammar boost
the class if necessary. Individually, students rewrite the sentences using modal verbs.
that they should read the text carefully for meaning, as well as just looking at the words around the gap. Students complete the exam task individually, then check their answers in pairs.
310
first sentence beginning with the class and elicit one or two possible endings referring to the present simple, present continuous or past. Students write their sentences individually then compare their answers in pairs. Ask individual students to read out some of their sentences and check that they have used modal verbs correctly.
ideas, then compare their ideas in pairs. Ask individual students to read out some of their sentences, and check that they have used the coordinating linkers correctly.
Read the extract from a dream dictionary. Have you ever dreamt of these things? Do you agree with the explanations? Look at the coordinating linkers (= linkers with two parts) in bold. Which can we use: 1 to say that two things are true? 2 to say that two things are not true? 3 to express a choice between two possibilities?
flying
Dreaming of flying is very positive! It not only means youre happy with life but also that youre well on the way to achieving your ambitions.
being chased
Dreaming that youre being chased means youre struggling with a problem. Right now, youre neither facing up to your worries nor trying to change the situation, so the problems getting worse!
This man is always happy! Whats his secret? Read one students ideas, then work in pairs and add two more ideas of your own. A He might be pretending to be cheerful. Thats one explanation, anyway! B He must be a very chilled-out person. That much is obvious! C Im not sure, but he may have come from a wealthy background. D He cant have had many problems in his life, thats for sure. E He couldnt be living in poverty, or he wouldnt look so cheerful. F He must have grown up in a very close family. Thats essential for happiness.
Read the Watch out! box, then complete the sentences. Use your imagination! 1 2 3 4 That athlete looks disappointed. He cant ... Why is that girl crying? Her boyfriend may ... Im worried about yesterdays test. I might not ... That couple look over the moon. They must ...
3
Complete the sentences with your own ideas, then compare your sentences with a partner.
1 2 3 4 If I want to cheer myself up, I either ... Neither ... are good to do when youre stressed. I dont get annoyed easily, but both .... drive me mad! When Im feeling over the moon about something I not only ...
Grammar boost
falling
Dreaming of falling has both positive and negative interpretations, depending on whether you felt happy or sad in the dream. It can either mean that you feel confident enough to take risks, or that you feel down and anxious.
Read the dialogue quickly, then discuss these questions: 1 What did Jack dream about? 2 What does Kasia think it might mean? 3 Do you agree that dreams can have meanings? Why? / Why not?
Look at the ideas in Activity 1 again. Complete the table with the modal verbs in red.
Deduction
Modal verb 1 could, OR 2 3 OR
Language summary
Jack: I had a weird dream last night. I was being chased by a wild animal (0) its possible that it was a lion or a tiger. Or (1) perhaps it wasnt a cat (2) perhaps it was some kind of monster! What do you think it means? Kasia: Well, it doesnt sound very pleasant, so (3) Im sure it doesnt mean anything good! (4) Im certain that youre feeling anxious thats why youre having bad dreams. (5) Its possible that the animal represents a problem, like your exams, or your job at the shop. Jack: Hmm, (6) its denitely my exams Im very worried about them. What do you think, Ela? Ela: I think youre both talking rubbish! (7) Its possible that the animal doesnt represent anything at all. You watched a horror lm last night, didnt you? (8) Im quite sure it gave you nightmares thats the most rational explanation!
Exam practice
4
Used when we are ... not sure about something sure that something is true sure that something is NOT true
p. 184
Quickly read the exam task, ignoring the gaps. Do people all over the world a) feel the same emotions, b) use the same body language? Complete the exam task.
Use of English Part 2: the whole context Dont just look at the words around a gap. Key information may appear at the start, middle or end of a sentence, or elsewhere in the text. Remember, some expressions consist of two or more separate parts, e.g. neither ... nor.
For questions 112, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS.
Express yourself!
In which sentences above do the modal verbs refer to: 1 the present simple? 2 the present continuous? 3 the past?
IN What does a Kazakhstani tribesman have (0)..................... common with a Brazilian student? Scientists (1) ..................... discovered that, while languages and cultures can vary widely around the world, in (2)..................... respect were all very much alike. Both the Kazakhstani (3)..................... the Brazilian are capable of feeling and expressing (4)..................... same six basic emotions: sadness, happiness, fear, anger, surprise and disgust.
Remarkably, we use similar facial expressions for each (5)..................... these emotions, regardless of our background. For instance, most people either smile (6)..................... laugh to express happiness. But (7)..................... these similarities, interpreting other peoples emotions isnt always easy. In the US and Latin America, people usually prefer a big, wide smile. In contrast, people in Asia not (8)..................... use smaller movements, but they also smile (9)..................... frequently. People who smile a lot may be seen as insincere, rather (10)..................... friendly! Scientists believe that as much (11)..................... 70% of all communication is non-verbal, so understanding different expressions and gestures is very important. (12)..................... avoid embarrassment, travellers should remember that looking directly into someones eyes is considered aggressive in the West Indies, and nodding the head up and down means no, not yes, in Bulgaria!
170
Grammar
Use of English
171
311
Day 5
SB p. 172
Students complete the rules. Check answers, and briefly revise any points that
students find difficult. Answer key
1 before; after 2 end 3 before 4 after 5 indirect; direct 6 direct; indirect
Prep Prepare
1 2
expressions. Students work in pairs to complete the table and add their own ideas.
10
Read the Exam tip with the class. Students plan their vocabulary and grammar
individually. Refer them to the Writing phrases on page 186. With weaker classes, you could do this as a class activity.
11
Students rewrite the sentences, adding the bold words. Check answers with the class.
Answer key
1 3 4 5 She never laughed at his jokes. 2 He told the joke badly. Theyre both funny Italian actors. That performer isnt condent enough. She told me a joke. 6 The comedian explained it to us.
312
Ready to write!
Your friend, Jon, has written you a letter. Read Jons letter and the notes you have made. Then write a letter to Jon, using all your notes. Write 120150 words in an appropriate style.
9
Compare the photos in pairs. How do you think the people are feeling and why? How are you going to celebrate nishing your FCE course? Quickly read the letter. How might Lucy celebrate the end of her exams?
Add the words in bold to the sentences, making any other changes if necessary. 1 2 3 4 5 6 She laughed at his jokes. (never) He told the joke. (badly) Theyre both Italian actors. (funny) That performer isnt condent. (enough) She told a joke. (me) The comedian explained it. (us)
Read the exam task above, and the letter in Activity 8. Write down ideas for replying to each of the notes.
The expressions below can be used to reply to the notes in Lucys letter. Work in pairs and complete the table. Then add one more expression to each category. Id love to come If I were you, I havent decided how Good luck I think you should ... ... is the best time for me Im planning to ... You must be feeling ... red note blue note green note purple note
Common word order errors! Sorry I havent written sooner. As you know, Ive got my final exams next month, so Ive been revising really hard! Anyway, when its all over I want to celebrate! My parents say I could either have a party or theyll give me some money to go to a football match (our local team are really good). What do you think? It would be great if you could come too. You could stay for the week if you like. Are you free any time in July? Let me know, anyway. Write soon! Lucy
1 Frequency adverbs (e.g. often, always) go before / after a main verb and before / after the verb be.
Poor you!
2 Evaluating adverbs (e.g. well, badly) usually go at the beginning / middle / end of a sentence or clause. 3 Adjectives expressing an opinion or evaluation (e.g. kind, ugly) go before / after adjectives with a more specic or objective meaning (e.g. red, Argentinean).
4 Enough goes before a noun and before / after an adjective. 5 With verbs with two objects, the direct / indirect object usually goes before the direct / indirect object. 6 BUT with some verbs (announce, describe, explain, introduce, suggest, say), the direct / indirect object is used before to + direct / indirect object. Write the phrases in bold in the correct order.
Writing Part 1: range Vocabulary Dont copy word-for-word from the notes. Use a variety of language, including more complex structures like phrasal verbs and collocations. Grammar Use different tenses and structures. Try to avoid using too many short, basic sentences in the present simple. Linkers Use a variety of linking words and expressions, not just and, but and because!
Writing reference
p. 186
Complete Claudios reply below with six of the expressions from Activity 3. To get high marks for writing, you need to vary your language. Read Claudios letter again and nd at least two examples of each of the following: 1 2 3 4 5 6 modal verbs adverbs different tenses adjectives phrasal verbs linkers
wrote in Activity 9. For each note, think of useful vocabulary, grammar and linkers you could include.
Tell Lucy
Do you remember that short story competition I entered? Well, (1) will / you / believe / never / it (2) well / really / did / I and (3) me / awarded / the second prize / the judges! The prize includes two tickets to go to the International Film Festival in July. This year its being held in my town! Would you like to come? You could stay for the week, and we could go swimming or play some football too, (4) have / we / enough / time / if! I love lms, (5) especially / really / comedies / Hollywood / funny. Whats the funniest lm youve seen? Ive also won a small amount of money. (6) to / me / explained / the judges that I can either keep it or give it to a charity. What do you think I should do? Write soon! Jon
hilarious
Hi Lucy, Poor you, (0) you must be feeling stressed! (1) with your exams, though Im sure you wont need it. You always seem to do brilliantly! , Id throw the I think its a great idea to celebrate. (2) biggest party I could. That would cheer me up the most, anyway!
(3) to stay with you, thanks for asking. The first week , as I think were going on a family holiday in July (4) later that month.
Well done!
My English exams in June, so Im also revising quite hard. But (5) have some fun soon! (6) Im going to celebrate yet. I might have some friends round, or maybe well go out for a nice meal. Looking forward to seeing you soon! Claudio 172 Writing
Give advice
with the correct spelling, punctuation and word order. When you have nished, check your letter and make any corrections. Use the checklist on page 187 to help you.
Writing
173
313
Day 6
Grammar
Warmer
SB p. 174
Over to you!
6 7
Students prepare their ideas individually. Students work in pairs to talk about their experience
and respond appropriately.
good or surprising that has happened to you recently, e.g. Ive just moved to a new house. Ask students to think of something good or surprising that has happened to them recently. Ask some students to tell you their news, and respond appropriately. Write the expressions you use to respond on the board, and ask students what other expressions they can use to respond. Elicit suggestions, but dont confirm or reject any at this stage.
Speaking extra
Resp Responses
1
1 Do you rush into things, or do you think before you act? 2 What helps to calm you down when youre stressed? 3 Do you like to fit in with the crowd, or do you like to be different? Why? 4 Do you always tell the truth, or do you sometimes make things up? Why? Ask students to discuss the question in pairs. Ask some students to report back on their discussions.
p. 180
Word boost
Answer key
1 A, D, F 2 B, I, L 3 E, H, J 4 C, G, K
Students work in pairs to give news and respond. Monitor and check that students are using appropriate responses and the correct intonation.
Elicit some answers, then ask: Do you ever do personality questionnaires? Do you think these questionnaires are useful? Do you believe the results?
do: someone a favour; a course; badly; business; harm; homework; housework; your best (someone a good turn; well; nothing) make: plans; a living; an appointment; an effort; an offer; money; the best of something (an excuse; a mistake; a suggestion)
Answer key
A 5 B 7 C 4 D 10 E 1 (sample answers) tire out: make someone very tired calm down: make someone feel relaxed t in with: be the same as (other people) stand up for: say that you support (someone or something) rely on: depend on
the expressions. With weaker classes, you could brainstorm ideas with the whole class first. Ask some students to read out their questions and check that they have used the expressions correctly. Put students into pairs to ask and answer their questions. Ask students to report back on what they learnt about their partner.
make and do p. 167
Word boost
314
Answer key
Grammar
Responses
1
Its important to respond appropriately to what another person says. In pairs, match 14 to the responses AL. Can you think of any other possible responses to 14? 1 2 3 4
Read part of a personality questionnaire and look at the answers that a student called Luke has circled. What do you learn about Luke? How good a friend are you? 1 A relative asks you to do them a favour and babysit tonight but youve made plans to go out! Do you: A make an excuse and go out anyway? B do your relative a good turn and agree? 2 You notice that your friend, who usually does well in class, has made a mistake in her homework. Do you: A make a suggestion to your friend that she checks her work again? B do nothing? After all, its her fault!
Complete the table with the expressions in blue from Activity 1. Add the expressions in the list below. Can you add any more?
a course a living an appointment an effort an offer badly business harm homework housework money the best of something your best make ...
plans
do ...
someone a favour
Work in pairs. Take turns to give news and respond appropriately on the following topics, using expressions from Activity 1. 1 You want to borrow a book. 3 Youve just been offered a job in Hollywood! 2 You think youve just seen an alien! 4 Youre upset because your favourite football team lost a match.
Write four more questions using expressions with do and make. Ask your partner the completed questionnaire. Did you learn anything interesting?
Word boost
Exam practice
Use of English Part 1: collocations
4 5
Do you read your horoscope regularly? Why? / Why not? Quickly read the text below. Do you agree with what it says about your star sign?
Complete the exam task. Do you agree with the nal question in the text?
Fire signs
Aries March 21April 19, Leo July 23Aug 23, Sagittarius Nov 22Dec 21
AIR signs
You may need to think about how we use a word, as well as what it means. Does an option fit in the sentence? Read the whole sentence carefully. Think about collocations, e.g. pay attention to, make a decision about.
Gemini May 21June 21, Libra Sept 23Oct 22, Aquarius Jan 20Feb 18
For questions 112, read the text below and decide which answer (A, B, C or D) best fits each gap.
Optimistic and lively, you (1) cheer your friends up when theyre down. However, your enthusiasm can (2) tire them out too! You find it difficult to relax, and it can take friends a long time to (3) calm you down when youre feeling stressed!
You are a true individual who doesnt try to (6) fit in with the crowd. Although you are not highly sociable, you are very fair-minded. You never (7) look down on others, and its important to you to (8) stand up for what you believe in.
Earth signs
Taurus April 20May 20, Virgo Aug 23Sept 22, Capricorn Dec 22Jan 19
WATER signs
Cancer June 22 July 22, Scorpio Oct 23Nov 21, Pisces Feb 19March 20
`Earth` people are reliable and honest. They rarely tell lies or (4) make things up. They tend not to (5) rush into things, but theyre very determined and hardworking when it comes to achieving their goals.
4
Relationships are very important to water types. They are generous and kind-hearted, and friends can always
(9) rely on them for help. A water person hates to (10) let anyone down.
EXPERTS in analysing human emotions and behaviour. Performers such as David Many great magicians are (0) ...................... Blaine and Derren Brown (1) ............ to have the ability to read peoples minds, for example by asking them to (2) ............ a choice between several cards and then correctly guessing their selection. But is this (3) ............ a feat of mind-reading, or is it just a very clever (4) ............? Derren Brown says that its all a (5) ............ of psychology. By paying (6) ............ attention to peoples body language, he has become skilled at (7) ............ out what theyre thinking and feeling. (8) ............ addition, he has learnt how to use his own body language to make subtle (9) ............ to his audience. If he does this (10) ............, he can influence the way people act. But some people are critical of Browns act, expressing (11) ............ that he may be doing (12) ............ to people by
manipulating their responses. Is magic simply a bit of fun or does it have a darker side? 0 1 2 3 4 5 6 7 8 9 10 11 12 A A A A A A A A A A A A A scientists appear do certainly magic substance near working On opinions right concern hurt B B B B B B B B B B B B B authorities look take really disguise matter deep solving For offers truly sympathy destruction C C C C C C C C C C C C C artists show get utterly trick measure close getting In ideas good care harm D D D D D D D D D D D D D experts demonstrate make surely fake state hard turning With suggestions really consideration danger
Work in pairs. Match ve of the phrasal verbs in bold in Activity 3 to the meanings AE. Write denitions for the ve remaining phrasal verbs. A B C D E to hurry to do (something) think that you are better than (someone) invent (something) disappoint (someone) make (someone) feel happier
Over to you!
6
Choose one of the topics below and make notes about a time when: you successfully stood up for someone or something you did something which completely tired you out you managed to cheer someone up someone really let you down.
Which phrasal verbs in Activity 3 are separable (we can separate two parts of the phrasal verb by an object)?
Take turns to talk about your situation with a partner. Your partner should listen and respond appropriately.
Word boost
174
Grammar
p. 180
Use of English
175
Ask students to read the text quickly, ignoring the gaps. Ask: How does Derren Brown work out what people are thinking or feeling? If you could read peoples minds, what kind of things would you want to find out? Elicit a range of answers. Read the Exam tip with the class. Focus on the example answer and elicit that the correct answer is experts because it has the correct meaning and can also collocate with in. Students complete the exam task. Check answers, and ask students which answers involved a collocation with make or do (2, 9, 10, 12)
4 C (magic is uncountable, so cannot follow a; disguise and fake have the wrong meaning) 5 B (in the expression its a matter of ) 6 C (close is the only adjective that collocates with attention) 7 A (part of the phrasal verb working out; solving has the correct meaning, but cannot be followed by out; getting and turning both form phrasal verbs with out, but not with the correct meaning) 8 C (part of the expression in addition) 9 D (opinions and ideas dont collocate with make; offers and suggestions both collocate with make, but only suggestions has the correct meaning) 10 A (the correct word must be an adverb, because it follows the verb does; good is an adjective, so is not possible; really is an intensifying adverb, so must be followed by an adjective or a verb; truly does not have the correct meaning; only right has the correct meaning of correctly and can occur after a verb) 11 A (all the nouns can occur after expressing, but only concern has the correct meaning of worry) 12 C (only harm collocates with do; hurt has a similar meaning, but is not used after do)
Day 7
SB p. 176
from each category AC. Put students into pairs and ask them to think of two examples for each of the categories that they both agree are funny. Ask some pairs to report back on whether they have similar tastes.
answers, and elicit which is the most positive and negative review and why.
1 C 2 A 3 B The most positive review is 2. The writer doesnt include any negative comments and includes strong expressions such as laugh out loud and the extreme adjective hilarious. The most negative review is 3. Its more negative than 1, which includes some positive comments about the dialogue.
Students work in pairs to write definitions. Put pairs into groups of four. Ask them to take turns
to read their definitions to each other, while the other pair tries to guess the words being defined.
1 A (she says that TV work is pretty tedious, not performing live on stage) B (she suggests it is well paid I could probably make a good living that way) C (it does wear me out) 2 A (her mum and dad encouraged her to follow a more conventional path) B (her granddaddy used to be an entertainer, which seemed like a dream job to me) C (her teachers described her as a comedian in her school reports, but they didnt encourage her) 3 A (I was a sunny kid) B (she got less than brilliant grades) C (her teachers opinion on her performing isnt mentioned) 4 A (she knew there would be negative criticism, thats all part of the job) B (she didnt mind putting in the hours) C (she had been keen to share jokes and ideas, but found that other comedians were too competitive to do this) 5 A (she often laughs at stories in the news, but she tends to avoid making jokes about the news) B (she watches other comedians not so much for inspiration as entertainment) C (the things Ive heard people say in cafs or on buses) 6 A (there are still a few empty seats) B (shes thinking of getting some dark glasses for disguise because people come up to her in the street) C (shes thinking of updating her wardrobe, but she hasnt done it yet) 7 A (stay true to yourself and dont pretend to be something youre not) B (setting out to be strange or unique rarely works) C (trying to make everyone like you is a waste of time)
Listening extra
Students write their reviews individually or in pairs. Put students into groups to compare reviews. Ask
Word boost
Laughter p. 166
Transcript p. 330
Read the Exam tip with the class. Focus on the first question and options. Elicit ways
in which Zadie could express the ideas in the three options. Play the recording as far as while Im having a break and elicit the correct answer (C) and the evidence (it does wear me out). Allow students time to read the remaining questions and options. Play the recording through for students to complete the exam task. Play the recording again for them to check their answers.
Answer key
1 buzz 2 having a break 3 a handful 4 putting in the hours 5 the funny side of things
Over to you!
6
Students discuss the questions in pairs. Ask some students to report back on their discussions
and repeat their partners joke to the class.
316
some students if they agree with the reviews they have heard, or if the reviews would persuade them to see the show or film.
1 Its hard to beat the _____ (feeling of excitement) you get from standing in front of an audience. 2 Sitcoms and sketch shows help me pay the bills while Im _____ (not working). 3 I bet you were _____ (difficult to manage) at school. 4 Ive always been energetic so I didnt mind _____ (working hard). 5 I always see _____ (the humour in a situation). Explain that the definitions in brackets show the meaning of the missing word or expression. Ask students if they can remember any of the missing expressions. Play the recording and ask students to complete the sentences. Check answers, then ask: What gives you a buzz? Do you try to see the funny side of things? Are you willing to put in the hours to become successful?
2 You will hear an interview with Zadie Mack, a comedian who has just toured America. For questions 17, choose the best answer (A, B or C).
1 What does Zadie say about performing live on stage? A Its sometimes boring. B It isnt well-paid. C It can be very tiring. 2 Why did Zadie decide to follow a career in comedy?
B: Stand-up comedy A: Cartoon
A Her parents encouraged her. B Her grandfather inspired her. C Her teachers suggested the idea. 3 Zadie got on well with her teachers because they thought she was A a good-natured girl. B an intelligent student. C a talented performer. 4 For Zadie, what was the most difcult part of getting started in comedy? A learning how to cope with criticism B working for extremely long hours C having to develop her act by herself 5 What is Zadies best source of ideas for jokes? A reading stories in the news B watching other comedians acts C listening to peoples conversations 6 As a result of Zadies success, A her shows are completely full. B some people recognise her. C she has changed her image. 7 Zadie thinks that comedians should try to be A honest. B original. C likeable.
Match the reviews 13 to topics AC above. Which is the most positive / negative review? Why?
Some of the dialogue is extremely witty. Unfortunately, the script is let down by the acting - some of the actors take themselves too seriously. They need to relax and have some fun! Its impossible to read this without laughing out loud! Both the drawings and the captions are absolutely hilarious. Id recommend it to anyone with a sense of humour! I think the act needs more work. He told a lot of jokes, but I didnt laugh at very many. Im not really keen on comedians who make fun of other people it was cruel rather than amusing.
Work in pairs and write denitions for ve of the words and expressions in bold in the reviews.
Whats the difference in meaning between the words in bold in these sentences? A The comedian was funny. We couldnt stop laughing. B Whats making that funny noise? I dont know whats causing it. C We should invite Rob to the party. Hes great fun!
Over to you!
6
Discuss these questions in pairs. 1 Would you like to be a comedian? Why? / Why not? What aspects of the job do you think youd nd the most difcult? 2 Whats your favourite joke? Tell your partner. Did you make them laugh?
Write a short review of a funny show, lm or cartoon youve seen recently. Include expressions from Activities 1 and 3.
Word boost
Laughter p. 166
176
Listening
317
Day 8
SB p. 177
party? What were you celebrating? Who was there? Do you ever organise parties? When?
Transcript p. 331
of the speaking exam with the class. Play the recording once for students to identify which part of the speaking exam the speakers are answering. Play the recording again for them to list the topics.
Answer key
Part 4; music, food, guests
Read the Exam tip with the class. Read the extracts
with the class and ask students if they can remember any of the responses. Play the recording for students to listen and note down the responses. Elicit which are used for agreeing (1, 3, 4) and which for disagreeing politely (2).
Answer key
1 Absolutely. 2 Yes ... to a certain degree. 3 Oh no, denitely not. 4 (Yeah / Yes) I know what you mean.
Refer students to the pictures on page 188. Students work in pairs to discuss the questions. Ask students to report back on how well they and Students work in pairs to add one more question,
then discuss the questions. have in common.
their partner did the task, and what expressions from Activities 3 and 4 they used.
In pairs, compare the photos and answer the questions. 1 Why are the people celebrating? 2 Which party looks like the most fun and why? 3 What do you think makes a successful party?
Work in pairs. Match these expressions from the dialogue (17) with their function (AG). Add at least two more expressions for each of AG. 1 2 3 4 5 6 7 Well, First of all, Personally, So, weve agreed that ... What else? And another thing, Yeah, good point. A sequencing your ideas B giving yourself time to think C responding to the other speaker D E F G asking for input adding ideas expressing an opinion concluding / summarising
3 Listen to two students talking about parties. Are they answering a Part 3 or a Part 4 question? Which of the topics below do they discuss, and in what order?
Exam practice
Speaking Parts 3 and 4: listening
In Parts 3 and 4, it is important to listen as well as speak. Always reply to any questions that your partner asks you. Respond to your partners ideas before you give your own opinion. Dont be afraid to disagree, but always be polite!
3 5
In pairs, look at the pictures on page 188 and discuss these Part 3 questions. How can these things make people feel happier if they are feeling sad? Which two of these things would be the most effective?
Read the Exam tip and these extracts from the dialogue. How does the next speaker respond to each of 14? Listen and check your answers. 1 2 3 4 People need to be able to chat, too. Do you think foods important? I dont think you need a big meal, do you? I really hate those parties where no one talks!
Read these Part 4 questions, then write one more of your own. Discuss each question with a partner and try to nd one thing you have in common. 1 When youre feeling sad, do you think its better to be alone or with friends? Why? 2 Whats more important, being successful or being happy? Why?
Speaking
177
319
Day 9
Gra Grammar
1
1 He could be miserable because hes feeling unwell. 2 She just smiled at me so she cant be angry with me anymore. 3 He must be over the moon after getting those brilliant grades. 4 She may not be happy with what youve suggested. 5 He could get fed up if you ring him too often. 6 In this internet caf, you mustnt download music illegally. (suggested answers) 1 He might have missed the bus. 2 Oh no! I must have forgotten to use the handbrake on! 3 Oh sorry, I must have misunderstood you. 4 She cant have been hungry 5 Me too. I think he might have been at the party on Saturday. 6 Thats not like her. She cant have read the message. 7 Thats a bit rude. She could have asked to borrow it. 8 Dont be so sensitive, he must not have seen you. 1 2 3 4 5 6 7 might go must be may / might have accepted must have escaped cant have been must have predicted cant have been paying
320
Rewrite the sentences using the words in bold. Write one sentence only.
0 Claire has a Saturday job and so does Tilly. (both)
Read the newspaper headlines and complete the comments using may / might, must or cant and the verbs in brackets.
0
1,000 jobs to be cut at car factory next year Teachers furious over pay cuts
Gallery owners shocked as 2 Picassos go missing
Embarrassed politician resigns after latest scandal
Exam practice
2
For questions 112, read the text below and think of the word which best ts each gap. Use only one word in each gap. There is an example at the beginning (O). Write your answers IN CAPITAL LETTERS.
0 1 2 3 4 5 6 7
178
Grammar
Use of English
179
321
3 4
5 6
322
Word building
1 3
Exam practice
1
For questions 18, complete the second sentence so that it has a similar meaning to the rst sentence, using the word given. Do not change the word given. You must use between two and ve words, including the word given. Heres an example (0).
Responses
1
6
____ ____ ____ ____ ____ ____ ____ ____ ____
0 School prizes are given out at the end of each year. takes place School prize-giving at the end of each year. 1 John went to the cinema by himself yesterday afternoon. John went to the cinema yesterday afternoon. 2 The start of the second race was delayed because the first race finished late. The delay to the start of the second race the late finish of the first race. 3 It is six months since Richard went to the barbers for a haircut. Richard his hair cut at the barbers for six months. 4 My brother didnt use to be so confident. My brother is to be. 5 Martas dad told her yesterday that she could visit her friend after school. Yesterday, Martas dad her friend after school. 6 Kate regrets missing the concert. Kate missed the concert. 7 Hanna was happy to lend Lin a jacket. Hanna a jacket to Lin. 8 Tim, you left the fridge door open! said Sarah. Sarah leaving the fridge door open.
Write two or three responses to the following news. 0 Mario and I are getting engaged.
Wow! Thats
6
Complete the sentences with the correct form of a phrasal verb from Activity 4.
1 Yolanda __________ unexpectedly at our house yesterday. 2 He __________ the job because it would have involved too much travelling. 3 It was hard to __________ to studying again after the summer holiday. 4 He walks so fast. Nobody can ever __________ with him. 5 I __________ all the ink in the printer when I printed those photos. 6 The police are __________ on underage drinking. 7 Im hoping to __________ my surng technique this summer. 8 She split up with her boyfriend because he used to __________ her __________ in public.
Complete the sentences with the correct prepositions. 1 I can always rely __________ Sophie to stand up __________ me when I get into trouble. 2 Leo needs cheering __________ because his friends have let him __________ again. 3 My rst year at school was a struggle. I found it hard to t __________ and the long journey really tired me __________.
180
Word building
Skills
181
323
1A 2B 3B 4C 5A 6C
324
Skills
Skills
You are going to read an article about people who get a thrill from doing dangerous activities. Seven sentences have been removed from the article. Choose from the sentences AH the one which ts each gap (17), paying attention to the underlined words. There is one extra sentence which you do not need to use.
A And the gures appear to back him up. B Its an escape from the mundane and the routine. C Were t, we train and its not all about getting a quick x of adrenaline. D In the oceans, people swim with sharks or free-dive without oxygen. E Coming up for air he dives again into a foamy whirlpool, known by the locals as the washing machine. F First there was bungee jumping, then free-running (leaping from building to building) and base jumping (parachuting off a xed point). G But where are the women? H One company offers 20 types of adventure holidays serving 400,000 customers a year.
1 Tommy rst knew he wanted to be a professional clown A when his talent for comic acting was recognised. B when he realised he could make people laugh. C after he attended a clown workshop. 2 When asked about how he developed his clown image, Tommy says A he disguised his natural features. B he looked at clown photos for inspiration. C he very quickly found a look which worked well. 3 What does Tommy enjoy most about working for himself? A having a less tiring lifestyle B helping people who are ill C being free to be experimental 4 What does Tommy like least about his job? A putting himself in dangerous situations B facing an audience that is not amused C having to deal with so much paperwork 5 What does Tommy say about earning a living as a clown? A He earns enough money to cover his basic needs. B He makes most money from childrens parties. C He nds it difcult to get regular work. 6 What does Tommy plan to do next? A start a clown group B get a teaching job C do a training course
For sentences AH in Activity 1, explain how the underlined words refer to the sentences before or after them. For the extra sentence, there will be no references in the text.
0 In A the gures refers to the statistics in the following sentences. 1 In B _____________________________________________ 2 In C _____________________________________________ 3 In D _____________________________________________ 4 In E _____________________________________________ 5 In F _____________________________________________ 6 In G _____________________________________________ 7 In H _____________________________________________
182
Skills
Skills
183
325
TARGET
FCE
Language summary
Unit 7
Phrasal verbs (4): behaviour
Separable calm someone down cheer someone up let someone down make something up tire someone out Inseparable t in with someone look down on someone rely on someone rush into something stand up for something (be accepted by or comfortable with them) (feel youre better than them) (depend on them) (act quickly, without thinking) (defend it) (make them feel more relaxed) (make them feel less sad) (disappoint them) (invent it) (make them feel tired)
Responses
We use these expressions to congratulate someone and say we are pleased for them. Congratulations! Good for you! Well done! We use these expressions when someone tells you something very surprising. I dont believe it! You must be joking! You cant be serious! We use these expressions to sympathise with someone when they are disappointed. What a shame! Never mind. Oh dear! We use these expressions to say yes when someone asks us something. Thats ne by me. Of course. No problem.
With separable phrasal verbs ... the object can come before or after the particle when it is a noun. I didnt make up this story / make this story up! the object must come between the verb and particle when it is a pronoun. I didnt make it up! I dont want to let you down. With inseparable phrasal verbs, the object always comes after the particle. You should stand up for your rights. Dont rush into it.
326
Grammar summary
Useful language
Unit 7 Dont worry, be happy Emotions
addicted to pleasure affect s.b.s mood avoid embarrassment be angry with s.b. / s.t. be anxious about s.t. be crazy about s.b. be embarrassed be fed up with s.b. / s.t. be furious about / over be miserable be over the moon be petried be scared stiff be sick of s.b. / s.t. be thrilled to bits be worried about s.t. beat / conquer your fears become irritating become a thrill-seeker boost s.b.s condence break s.b.s heart bring bliss and fullment to s.b.s life burst into tears calm s.b. down chilled out cry like a baby drive s.b. mad feel anxious feel condent feel down feel excited feel at feel nervous nd it difcult to relax forgive s.b. get fed up go mad help s.b. to relax I couldnt believe my eyes intense joy look disappointed promote feelings of calm and relaxation read s.b.s body language reduce aggression / stress stimulate emotions struggle with a problem tire s.b. out uncover the secret of happiness
Abstract nouns
achieve success bring s.b. enjoyment cause offence express happiness / our emotions have a passion for s.t. have the freedom to do s.t. hurt s.b.s pride non-verbal communication show gratitude for s.t. understand expressions and gestures watch s.t. for entertainment
Laughter
be a comedian burst out laughing cant stop laughing cheer s.b. up express joy get a joke laugh at a joke laugh out loud make fun of s.b. / s.t. make s.b. laugh pull s.b.s leg take s.b. / s.t. too seriously tell a joke witty dialogue
327
TARGET
FCE
Writing reference
Sample task
You have received an email from your English-speaking friend, Daisy, discussing a music festival which you will be attending together. Read Daisys email and the notes you have made. Then write an email to Daisy, using all your notes.
Hi, Thanks for getting back to me so quickly! Im really glad you can make it to the music festival. Hope youre looking forward to it as much as I am! I checked out the festival website last night. It looks like there are going to be loads of bands pop, rock, R&B, all sorts. What kind of music are you into? Dont forget to bring your tent and a sleeping bag for the campsite! Do you think we should take a camping stove for cooking, or shall we just buy food there? I dont mind either way ... I forgot to ask you earlier, but do you want to stay over at my place on Friday night? Then we could go to the festival together on Saturday. Let me know, anyway! Speak soon, Daisy
Yes! Explain
Write your email. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate for the situation.
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Writing reference
Model answer
Daisy 19th June music festival
Hi Daisy,
Im really excited about the festival too! It sounds like its going to be loads of fun.
I love listening to all kinds of music, but Im mainly into pop and disco music that makes you feel like dancing! I cant stand goth music. Its too depressing! Thanks for the reminder about the camping gear. Dont worry, I wont forget to bring my stuff! I havent got a camping stove, and anyway Im terrible at cooking, so shall we just buy our food on site? Thanks for the invite to stay. Unfortunately, its my brothers birthday on Friday, and I dont want to miss it! Lets meet up at the festival on Saturday. If we both take our mobiles, it should be easy enough to find each other. I cant wait! See you soon, Jos
use informal punctuation, including contractions (Im) and exclamation marks (!) but not too many! develop your ideas give reasons or examples
Opening expressions
Dear Daisy, Hi Daisy, / Hi there, Great to hear from you! How are things (with you)? Hows it going? Im sorry I havent written for ages, but ...
Asking questions
Could you tell me (more) about ... Id love to know more about ... Would you like to ...? I wanted to ask you, do you ...? Let me know if you ...
use a variety of language in the divide your letter or email link your ideas remember
into paragraphs. youre writing a letter / email, not a list! use the correct number of words. check your work for accuracy. appropriate register.
(formal or informal).
Making suggestions
Why dont you / we ...? What / How about ...? If I were you, Id ... Lets ... / Perhaps we could ...
Giving news
Did I tell you that ...? By the way, ... Guess what?
Closing expressions
Anyway, thats all for now. I have to go now, because ... Speak / Write soon. See you soon. Cant wait to see you / catch up! Bye for now, Take care, / All the best, Love, / Lots of love,
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[pause of 1 minute]
INT: = INTERVIEWER INT: Zadie, I caught a show on your last tour, and it was absolutely hilarious .... was it fun to do? ZADIE: Very nice of you! ... And yes, it was wonderful to be on tour again. While the recent TV work Ive been doing has been a great challenge, its also pretty tedious at times! Its hard to beat the buzz you get from standing in front of an audience, doing your thing. It does wear me out, though, so I wouldnt do it all year round, even though I could probably make a good living that way. Sitcoms and sketch shows help pay the bills while Im having a break. INT: Comedys an unusual career choice ... ZADIE: Yeah, I guess! But it was always my ambition ... My parents were happy, jolly people, though not particularly funny (sorry folks!). My dear old granddaddy, though, ... we shared the same mischievous sense of humour. He used to be an entertainer in a variety act, which seemed like a dream job to me. Mum and Dad, bless them, did their best to encourage me to follow a more conventional path, but without success. My teachers used to describe me as a bit of a comedian in my school reports, which upset them no end! INT: I bet you were a handful at school ... ZADIE: Oh yes! I was always the one messing about, trying to make the class laugh! Luckily, I had a good relationship with most of my teachers. I was a sunny kid who cheered everyone up, so they were prepared to forgive my less than brilliant grades! They rarely laughed themselves, though, probably because my jokes tended to be quite silly. Im sure my success was something of a surprise to them!
2.
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INT: ZADIE:
INT: ZADIE:
INT: ZADIE:
INT: ZADIE:
But you had to work hard, didnt you ... Sure did. Getting started in comedy certainly aint easy! Of course, I knew thered be negative reviews, insults from the audience thats all part of the job. However, I was disappointed to nd out just how competitive other comedians were, as Id been keen to share jokes and ideas. Still, I did as many gigs as possible and developed my act that way. Ive always been energetic so I didnt mind putting in the hours! Where do you nd your ideas for jokes? Everywhere! The things Ive heard people say in cafs or on buses ... it really res my imagination. I always see the funny side of things, even when maybe I shouldnt! For instance, I frequently laugh out loud when I read the papers, which might seem strange to anyone watching! I tend to avoid making jokes about the news in my act, though Ive seen other comedians do that much better. I watch a lot of stand-up, not so much for inspiration as entertainment. Therere a lot of funny people out there! You seem to be making quite a name for yourself now ... Yeah, its great, isnt it! There are still a few empty seats at shows, but things are on the up! Im already thinking of updating my wardrobe, maybe getting some dark glasses for disguise. The rst time someone came up to me in the street I was like, wow, Ive really made it. Unfortunately, what they actually said was Zadie, your show was rubbish! and a few things I cant repeat on air. But they got my name right. I was so proud! Do you often do that, tell jokes at your own expense? Oh sure! You should never take yourself too seriously thats essential for a comedian. Trying
INT:
to make everyone like you is a waste of time some will and some wont, and thats that! Stay true to yourself, and dont pretend to be something youre not. Anyway, setting out to be strange or unique rarely works the way you want it to. You want people to laugh with you, not at you! Thanks for the tip! And, thank you, Zadie ...
3
BOY: GIRL:
BOY:
GIRL:
BOY:
GIRL: BOY:
GIRL:
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