[Discussing living experiences sing the sues of polution and recycling Woembabeny, 7 eae sis ey Sue alia National environmental concerns, Unexplained phenomena and events: 1 «Before beginning the unit, write the word Environment on the board, Set a time limit of ive minutes and ask students to workin small groups, noting down as many ideas, issues, or words as they can associate with the word. + Then ask groups to work together, dividing their lists into the following categories: global concerns, national concems. Ask students to say how and why each of these affects them, eg. im most affected by air pollution from exhaust furmes because of snyasthma, etc. ‘= Open the Student's Book and direct students to images AF. 50 through the vocabulary items listed in the box, an ask stucents to explain what the words and phrases mean, ‘air pollution B noise pollution, air pollution C light pollution D changing weather patterns E destruction of animals’ natural habitats F mining Unexplained events ‘Ask students to work in pairs, deciding which of the words or expressions in the box are environmental concerns that affect them. As they do this, remind them to cive reasons. + Write the expression ‘global ternperature'an the board. Ask students what has been happening to this over the last few years. Accept increasing, and ask studerts to build ths into ’ sentence which shows continuous chanwge, Le. present perfect continuous: Global temperatures have been increasing ‘over the last ew years. Explain that the present perfect ‘continuous is key Grade 8 grammar, and students should be ‘comfortable using itin an exam situation, «= Askstudents to complete sentences 1-10 individually, using the languag2 in the box. After al students have completed the task, askthem to work in pairs, compating their sentences {and giving reasons for their choices 3 O61 * Play the recording once, Ask students to note which environmental concerns ate mentioned, to give them the ‘opportunity to tune in to the speakers. Then play again, asking students to note down answersto questions 1 and 2. Transcript (and answers) Have yoU noticed that there have been a lot of changes tothe environment i he last ew years? 1 Yeah, say ove ofthe major ones isthe weather patterns. They ve been changing ots. mean, | think global warming has had the effect ‘of changing how the seasons work BIknow what ou mean. The summers have been getting die. A Yeah we hadthat drought last summer. I. That’ right twas the dist on record. And that has a serious impact con wate levels, n my town, we were told thatwe couldnt wash the Car and the pars inthe city had no wate forthe flowers. And the ‘winters have been getting coder 1 Yeah. Last winter was the coldest and longest on record. nd ‘that has teribleconsequences for Farmers ast means that they ose alot of thetr produce. And if that happens it ads to more expensive food in the shops 4 © Ask students to work in paits, discussing possible causes and effects ofthe problems, Remind students that speculating is, ‘a key language function in the Grade & exam, so as they do this they should be using a range of madal structures that convey speculation. «© Draw attention to the useful language box, and go through the examples of ways of expressing possible czuses and effects, Unit 06 47} 5 * Explain that expressing feelings and emotions ica key language function at Grade 8, so students should be prepared to talk about how topics make them feel. Remind students that itis also useful to ask the examine: how they feel about a topic, and follow this up with a question asking for reasons why. Explain that this kind of interaction mirrors @ native speaker conversation * Direct students'attention to the emotional responses and check the meaning as a class. ‘+ Askstudents to workin pairs, deciding the connotation of ‘each response. Remind students that the phrases using a preparatory it’are usually followed with a'that' cause. Ask students to work with their partners, generating thelr own example sentences using a similar structure ‘+ Monitor to ensure students are using full sentences, correct, intonation and pronunciation, and appropriate vocabulary, 6 * Ask students to look at the environmental isues in exercise 2, ‘and work individually putting them in order fromm 1-10, Optional activity To change the dynamic at this point you may wish to have your students conducta questionnaire. Ask them to draw 2 simple table with colurnns ~ one for the environmental issues, one for their opinion, and one for each member of the class (depending upon clas size you may wish to limit this to groups) Ask students to first complete thei column, then mingle, asking other students their opinions using the language for expressing emotions / emphasizing in sentences, Encourage students to ask the person they are interviewing why they ‘eel most strongly /leaststiongly about certain issues. 7 ‘+ Draw students‘attention to the useful language box on emphasizing in sentences. Draw attention to the table of Questions and statements, and ask students to plan how ‘they could express their own concerns, or ask their partner about concerns. Ask students to work in pairs, discussing the environmental ssues that most worry them, 8 ‘+ Explain that persuading and discouraging isa key language function of Grade 8 Elicit ways of doing this and direct students to the language reference on page 112, f needed. * Ask students to work in pairs discussing one of the issues Inexercise 2.To prepare for this discussion, you may wish to ‘model with a strongerstudent. Begin by asking tre student for their thoughts on one ofthe issues, or writing sp a model dialogue, eg. ‘A What wortes you about the environment? 8 What really worries me is that recycing rate are so low. 48 Unit 06 AA Ican see why that worries some people, but don't you think that changing weather pattems have a bigger impact on our lives? For me that’s much more important 9 @62 + Bxplan that inthis sequence of tasks students are going to lookat the subject area of national environmental concerns while focussing on reporting the conversation of others. This isa key language function in the Grade 8 exar, and studerts will often be asked to convey how other people feel about speci issues during the Conve'sation phase. To do this accurately and fluently they need to be familar wth reported speech, and a range of eportne verbs. * Inform students that as they listen to the conversation they should ty to work out whether Anna and her grandmothet agree. Explain that ifering information, thats, working out what people think or fees an important part of natural interaction; very often in a conversation, people dont directly state agreement or disagreement, and this may also occur in an exam situation, Transcript ‘Anna Doyou worry about the environment? izabeth Yes, Anna, do think we've dane aot of damage tothe ‘environment in our country over theas: 150 years. ‘A Well what wasitlike when you werea tle git? Well wen twas lit, of course, wed never heard of envionment issues But where | grew up inthe county, there were very few ‘0d, ang there wasrit much noise Kght aa pollaton, ‘A Well that sounds quite nice. |think dike to have lived back then Well you know, t wast perfect. Obviously things were slower anc ‘We dda lot of the physical workby Fand Youve got machines for everything nowadays, | Butitsounds ike | would have growr ur in a quieter, cleaner work if had ved backthen! Yes that’s probably tue. ‘They hold quite similar views. 10 @62 + Follow the rubric, much noise, light or air pollution ‘a quieter. cleaner world u + Ask students to work in pairs, Before they begin this, discussion, give them some time to frepare their ideas, Write the two headings, Now and 60 years ago, on the board, Ask students to think about each of the environmental issues in 2, and note whether the situation is better, or worse, if possible providing an example that substantiates this. ‘+ Seta time limit offive minutes and ask students to discuss the diffrences. Monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade 8 language.Optional activity Tochange the dynamic ofthis stage, and make the conversation more like an exam situation, you could ask pars of students to role-play their discussion in front of small groups. As students discuss their ideas, encourage them t>| express feelings, and attempt to persuade their partners if any disagreement arises. As the discussion comes to an end, ask the group who have been watching tofind a partner inanother group and report what was discussed ~ draw attention to the useful language box, and dill the exponents chorally or individually prior tothis stage. This discussing end reporting cycle should continue until all students have had the opportunity to role-play the discussion, 12 + Explain thatthe focus here ison practising reporting vetbs ‘and expressions, Draw attention to the useful language box on reporting the views of others, and go through the ‘examples. As you do this, askselected students to first repeat the phrases, then complete thern with their own ideas ‘elated to the subject area, e, A lo heropinion, the destruction of natural habitats isa major concer, ‘+ Ask students to report the views oftheir partner in exercise 710 a new partner, using the structures highlighted, As students do this they should be noting down ideas for tne following stage. 13 + Ask students to locate their partner's previous partner and check their notes. Draw attertion to the model, which piovides an example of a response using phrases to express feelings or emotions. 4 ‘© Ask students to work in small groups, asking and answeting the questions. pe Unexplained phenomena and events 1 + Explain questions 1-3 are authentic Conversation phase prompts, and that as they discuss them students shouldbe Using a range of Grade 8 language and vacabulary. Draw attention to the exam tip, which may be of relevance to question 3. 2 @63 ‘+ Explain that during ths stage students should be tuningin to the native speaker voice. Playthe recording and ask them to, make notes on what is discussed, 1 3 ghost story 2 unexplained phenomena O63 Explain that this gap-fill exercise provides an opportunity for students to note down some lexical chunks that will help ‘them when trey come to express their own ideas on the subject area, Set a short time limit so studets can complete sentences, then play the recording, Transcript (and answers) t So, stories about unexplained phenomena ard events. What typically happens? " L " Well think fist ofall you can usually guess whats going to happen. Well ghost stories alvvays seem to nappen at night. And very ofter, they seem to be set in the countryside, when its raining heavily. U Yeah, that right! And of course, the main characters, who ae really innocent, avays sem to encounter a problem You knows ike the car breaks down, something lke that. ‘Oh, thats So tel And even though it looks terfyng, they always seem to end up going to the haunted house LL Yeah. What about UFO stores? They seem to ake place during the right and the day, ‘Yeah. But it always starts with some innacent people seeing ths mysterious object, which is always some kind of spaceship. Ans inside the crew ofthe spaceship is always a crew of aliens. L Who ate alvay: green! ‘And of cours, jus lke inthe ghost fms, thehumans always end up ‘approaching the spaceship, even though itlocs trriying And of course, Fthey'e not kiled,they'e usuallykidrapped, but don't remembera thing about it sited! ” 4 They'e soo0o sxedictable! Explain that cuestions 1-3 use high-frequency examiner prompts from the Conversation phase, Encourage students to use the vorabulary from exercises 2 and 3 to augment their own ideas Draw students attention to the sentence stems, Drill these chorally or individually to ensure accurate pronunciation and intonation, Ask students to complete the stems using examples from stories that they are familar with Refer students tothe spotlight box. Go thio igh the glos, and the example. Fnecessay, draw a tielire highlighting when each action occurred ‘Ask tudents o read through the scenario, then create a backstory using the prompts given Explain that this form-focussed approach should help them :o build on the accuracy of key language requirements tat they will be expected to produce in an exam situation Unit 06 4950 7 + Ask students to wor< in pairs, planning their description before going on to discuss the backstory. When the discussion is underway, monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, appropriate vocabulary and a broad range of Grade 8 language requirements, 8 O64 ‘+ Explain that this stage uses the subject area focus to practise the key language function of speculation. Draw students’ attention to the spotlight box, and read the examples. To consolidate the form, tell students that when you arrived in class this morning, al the chairs were piled up in a pyramid, ‘Ask them to use speculative language to provice reasons for this unexplained event. ‘+ Explain that students are going to hear about two famous cases of unexplained events, Ask them to work n pairs answering questions 1-4, building on their fluency while Using the language of speculation. Transcript 1 In 1938, mass panic was caused in America as people heard on the radio that a large UFO had landed. People believed thatit was the end ‘ofthe world as they heardlhow the UFO opened and creatures from the planet Mars started klling people and taking over the word 2 For many years in North America, there had been report of seeing a very large creature that appeared to be bigger than humans and as hairy a an ape. twas 2-3metres tall and weighed more than 250 kgs. ‘Then, in 1967, to men inCaliforna claimed that they had seen the ‘marvlike animal and they had filmed it The creature named Bigfoot became famous around the world, 9 O65 * Play the recording sostudents can check their hypotheses, Transcript 1 ‘Theresa simple explanation tothe story of the Martian invasion, ‘although it sounded realist was just apiece of ftion.The ado station was broadcasting zn adaptation of HG. Wells Wr of the Worlds. Narrated and diected by Orson Welles the broadcast, about {an invasion from Mars, caused quit a sensation. The radio producers ‘wanted tt sound realistic, so they included live updates on the news and even had the sound ofthe Martians enteting the radio stuci, followed by scearrs and silence. Despite there being an announcement atthe beginning ofthe show that it was just a drama, lots of people missed the troduction and only heard the chaos ofthe Martian invasion and panicked, thinking Ie was lve news. 2 Although a large number ofthe general public believe inthe legend ‘of Bigfoot, scientists really dont take ths story seriously. hey say that despite the fim appearingto show an ape-tike man, it cent be real a5 there is no scientific evidence for these creatures There zte no bodies, ‘no examples of where they might live nothing, They suspect it was a ‘man in a costume, trying to get some public Unit 06 10 * Ask students to give you some exemples of other phenomena that are unexplained, e.g, the Lach Ness monster, the Bermuda triangle. Seta time limit and ask students to work in pairs, speculating on the probable explanation for each of the brainstormed phenomena, n ** Go through the list of opinion language associated with Unexplained events. When you are satisfied that there are no, issues with pronunciation, ask stucents to place each phrase into the correct category Believe: believe in ..;'ve seen ... with my own eyes; Ithappened to me; think... exists ‘Maybe: | think there might be some truth init! really think we should keep an open minc about ...;I think ... might exist; Don't believe: it’ all ahhoax; I don't believe in;... doesn't/ don't exist; Personally, !m not convinced: It's hard to believe that ... There's no such thing as 12 @66 + Explen thatthe radio interview orcvides a contextualised model of exam prompts. Explain thatthe language used by both the interviewer and the interiewees can be transferred toanexam situation. *+ Ask students to fist focus on question forms. lay the recording once, then alow students to workin pais, ‘comparing answers. Transcript (and answers) Interviewer Sar, Lucy thanks fr joining me Now you both have quite diferentopinions on unexplained phenomena and events dont you? Sam Ithinkwe do gy Detaiteyt 1 Welt’ stare with UFOs How do you feel about them? $ Wel dont believe in them, mysef. 1 Were defintely beeven them, There ae ot of sightings of them every year. And ve seen UFO with my own eyes $ There re lts of sightings, agree BUI hin theres a good expanaton fr everyting. 1 ight. and what’ your gpinion onthe possible existence of lens L thinkwe shoud keep an open mind about tem. think they might exist Alter al there ar los of UFO stones seems logical that they ‘ight be own by aliens $ Soy find ithard to believe that ite green men are coming to our Planet infving saucers o conduct sect experiments on peopl 1 Does tat mean you believe that lens dont xs? 5 Absokaely Aliens donot ens. sala hoax 1 And athough fm not sure think here might be some truth in the stores. 110K Now what about ghosts? Do youbselieve in ghosts? 1 Oh, yes Definitely, 5 Definitely not Theres no such thing 3s ghosts. 1 There te! ive seen one. 1 What happened? {One night couple of years ago wat sleeping and wes woken up bya ghosin my bedroom, twas an old lay na rightcres,§5 Sorry, m not convinced that itwas a ghost.Do you think you ‘reartall 1 You dont think there any such thing as haunted houses, then? '§ Of course not There’ always a rational explanation for everything 1 Wil, think they exist. Both ghosts and haunted houses 1 Ok, right, wel thank you both. Interesting to have your opinions. 3 + Flay the recording again, Ask students to note down what cach interviewee says, then work in paits to check answers. 14 ‘= Ask students to discuss whether their views are similar to those of either interviewee. Aim at the Exam 6 1 + Ask students to workin pairs, and predict which Grade language requirements coud be used to complete the questions, Draw attention to the useful phrases in the ‘wordpool 2067 + Pay the recording, and have students listen to the examiner’ ‘questions to check their predictions. Transcript (and answers) faaniner How concemed ae yor about the environment in your country? Pariah, say tm quite concerred. ln fact. iteally worries methat ‘ecple are not doing enough to rote the environment. People dont seen tocore What would you says the biggest environmental threat to your country? ® What would say isthe biggestthreat? Tata dffcult one guess probably t would be the amountof air polio. Ther’ such alot of ‘people now suffering with breathng diseases ke asthma, and that’s 2a dtect result of ar polltion. realy wories me to think aboutthe planet that wel eave fr future generations E What has this been caused by? Pits mostly been caused by factories and vehicles Factories atthe moment are not regulated and sothey can pollute as much as they lke And then nowadays, everyone has a car which ust makes the situation even worse E Coyou think the stuation has been getting worse in ecentyears? P Yeah, I think t's. got much worse. There are days in my city when you ‘ansee the smag inthe sk: t's really bad. Eva efforts have you personally been making io improve the P Well personaly | alway recycle I ecycle everyting | can and ive persuaded all of my family to.do tye same. Even though they said at first that they did have the time to sortll oftheir rubbish, E Viel you mustbe very pleased What should the government in your country be doing to improve thesituation? Well as mentioned before, Im quite worried about ir pollution and [think thatthe government should introduce egulation regarding al ‘ofthe factories, check that they'e not polluting the city 00 much, E Should people be prosecuted? Wel, certainly companies should be prosecuted, Im not sure ‘whether indivial people should be prosecuted, though. think it ‘would be betterif they were encouraged to rec e by making It easier, {and even cheaper for them. You know, by givirg them some kind of discount to enceurage them. E So, what coule we have done earlier if weld trawn we needed to change our habis? P Oh, that’ a dificult one. What | thik we shauld have done ito build our towns and cities in a more environmentally friendly way. So that they use lest energy and they'e easier to wal around. E What have your fiends and family sald about the envionment? Do they believe in doing things to improve it? P Wella said before, Ive persuaded my mur and dad to recycle ‘moce, Even though it was hard, And now they've been taking to the ‘neighbours tying to persuade them to do thesare thing. And its ‘working! Mum told me that lots of their neighbours recycle now, Well that’ great news. The problem is though tat, even though some people recycle i's usta drop inthe ocean, 3s far more waste just {gets thrown away than recycled. Wel, that’ 112. But everyone has tohhelp out. think you start with litle actions and eventually, everyone wil oinin. «Play the recording again, and point to individual students to provide an answer that is true for them, using the relevant Grade 8 lancuage and functions to answer the questions. 3 O67 ‘= Ask students to workin pais, answering the questions. * Check predictions as a whole class befere playing the recording 4 Ask students to work in pairs, predicting the answers to ‘questions 1-7. Encourage students to Lse the language of speculation as they do so. 5 O68 * Play the recording, pausing after each answer so students can ccheck their predictions. Transcript (and answers) E Ok let’ look at another subject area. Unexpained phenomena. Do youelleve in ghosts? P No, not realy think’ all fantasy eal What about you? E No,! dont beleve in them, ether. Has anyore ever told you about Seeing a ghost? P Yeah, when | was younger everyone was saying that there was 3 host that hauned our school. | thought it might be tre, but now fm (olde, realise it canttbe. Ghosts dont exist! What ypcallyhappens in a ghost story? P Sony Did yousay tii? No, said typical. What iypicay happens ina ghost story? Thanks. Well you know Therll be some main characters driving through aforestar night, the rain and the cer beaks down. Then | they end up having to go.a haunted caste to get help. That kind ofthing Unit 0651E Lots of people say there's no such thing as aliens. What do you think? P {don’t know. There might be. like to keep an open mind on ‘that. Have you seen anything unexplained? E Not in if, although | have seen a ot on TV! saw a documentary about people with medical problems that suddenly get better twas really mysterious. Haveyou ever seen any unexplained phenomena with your own eyes? No, not really Although | do often wonder where my keysand Phone have gone! E know what you mean! Anyway, regarding UFOs even though there’ not alot ofcredble evidence, its of peaple sill believe in UFOs {and aliens Why do youthink that is? P I donit know. One explanation might be that they'e influenced by ‘the media. You know, by the films and TV programmes they wate, ‘And then they imagine the rest! What about you? Ooyou believe in the existence of aliens? E Me? No, not really. | think there’ usually logical explanation for ‘everything, think agree with you that people have very active Imaginations! But peope are stlascnated by ghost 3d alien stores \Wihyy do you think that might be? P | donit know. guess one explanation might be that we like ‘mysteries and I think people lke to imagine this fantasy world With lots of drama, fut they know that i's not real so they don't have nightmares, E What’ the strangest story about unexplained phenomena that you've heard? P dont know. Probably the story about people who suddenly ‘explode. saw something about itin a magazine and it was really ‘weird t said that these peaple had suddenly exploded, with no warning. Idon't know wiat the explanation for itis though. Or even if the stories were true! E Would you stay in ahouse even if someone told you it was haunted? P I don’t know. think probably would. | know they don't exist so really shouldn't be frightened. Would you? E Yeoh probably would Well, might! What do you think your fiends and family would say ifyou told them you had seen 2 ghost or an alien? P I think they'd laugh! 6 * Refer students to the lst of possible questions, and give them time to underline the key language exponents. ‘+ Ask students to form new pairs, and practise the exam using the lst of examiner cues, and any of their own questions that they have generated using Grade 8 language ‘+ When students have completed the dialogue, sk them to. change roles and practise the exam again, Encourage students to vary the questions they ask, and the order they ask them in, to ensure that their partner can't provide memorised responses, * Asan extension, youmay wish to have students role-play the ‘exam in front ofthe class 52 Unit 06“Discussing public figures “Demeapj pace a cu Expressing feelings and emotions Reporting the ea Persuading and discouraging Public figures, past and present + Girect students to the spotlight box. Go through the gloss, and ask students to work incividually, generating a ist of five important public figures anc five influential celebrities. Once these lsts have been completed, ask students to work 1 pais, sharing their ideas, and giving reasons for their choices. ‘= Ask pairs to form small groups of four or six, and share ideas, ‘on who the most important public figures are. Ask students to create a short list, again providing the reasons for their choices, Remind students that persuading and discoureging are key language functions et this stage, and as they attempt toconwince their group they should use these exponents. lf necessary, note example lenguage on the board, or refer scudents to the Expressions Bank Monitor to ensure students are using full sentences, corect intonation, accurete pronunciation, and appropriate Grade 8 language. Note down any interesting examples or common errors for a whole-class follow-up stage. + Ask students to look a the lt of eight public figures. Ask students to work in pairs, plecing the people in chronological cde. As they do this, encourage them to again use the language of persuasion. Public figures 1 Cleopatra 5 Gandhi 2 Socrates 6 Bob Marley 3 Shakespeare 7 Nelson Mandela 4 Einstein 8 JK.Rowling 2 Ask students to work in pairs, using relative clauses to describe the public figures. Remind stucents that although relative clauses are considered Grade 7 grammar, candidates need to be able to accurately demonstrate all previous Grade * language recuirements in the exam situation. 11 She was an Egyptian queen who was bitten by a poisonous snake, Cleopatra. 2 He was an anti-apartheld protestor who became the first black president of South Africa, Nelson Mandela, 3. He was a Jamaican singer who made reggae famous ‘around the world. Bob Marley. 4. He was a German physicist who came up with the general theory of relativity. Albert Einstein. 5 He was a Greek philosopher who died fram drinking poison. Socrates. 6 He was an English writer who wrote near'y 40 famous plays. Shakespeare. 7 He was the lzader of Indian nationalism who was famous for his non-violent protests. Gandhi. 8 She's the Briish novelist who wrote the harry Potter books. JK. Rowling, 3 ‘© Draw attention to the spotlight box on the past perfect, Read through the gloss and examples, drilling chorally or individually for accurate pronunciation anc intonation. To check understanding, ask selected students to produce examples in zhe different forms using one of the public figures that they selected in their discussio’ in 1 Ask students to work in pairs, using the givan structures to describe the public figures provided by the Student's Book in 1. Explain ‘hat ths stage provides contrciled practice of a key language requirement. Monitor, asssting with vocabulary. {and grammar, noting down any common errors for a whole- class tevisior stage. unit 07 534@71 * Play the recording,so students can check thelr accuracy. Transcript (and answers) 2 By the time he wrote Hamlet, he had akeady written 18 plays, ‘That’ definitely Shakespeare He took an ofice ob after hed tried to geta teaching post for two years | think that’ Einstein. know he spent time working in an office. She committed suicide after Mark Antony had kiled himset That's obviously Cleosatra, He had already fought for workers rights in South Arica before he returned ta India in 1315, 8B That must be Gandhi even though i's about South Aca 6 ‘A Held spent 27 years in prison when he was eleasedin 1990. B That's Nelson Mandel, 7 [A The best-selling albury Legend’ came out three ya's after he had died, That must be Bob Maley. He accepted the deatn sentence because he believed the time had come or him to die B Thats Socrates. 5 @72 + Explain that students are going to listen to twonnative speakers discussing historical public figures. Draw attention 10 the questions in column 1, and ask students to predict what kind of information they will hear for each section. * Play the recording, and then ask students to work in pais, ‘comparing answers. Transcript (and answers) A Which historical igure would you lke to have met, il? 8 Oh, definitely Hannibal the general who fought the Romans. R Why's that? B Td love tohave seen what kind of man could persuade an army of ‘nearly 100,000 men and forty elephants to ty and cross the Alpsin ‘winter. And not only that he frst had to get them all acoss the river hone. What's more, he alowed soldiers to leave at anytime if they wanted to, sit’ incredibe that most of them chose to stay with him, What would you have esked him f youd met hin? B fd have asked him if hed ever thought at any point that it was, actually a crazy and impossible thing todo. It wasnt hisplan apparently —it was his beethersivlaws Unit 07 1 And what do you think his answe- would have been? 8 imoretty sure he would have said that he always knew it was possible, but im not sure I would have belleved him! What about you, who would you tke to have met? Mane Cure B Is that because she was a suecessul woman? A Wel, partly, but even ifyou forget that I think she just has an ‘amazing life story. She had such a dificult time getting a university education, not only because of being female, but also because she ‘was poor It was obviously amazing fra woman to win a Nobel Pize in those days, but on top ofthat, she’ the only person to have won a Nobel Prize twice, in wo diferent sciences. 8B What would you have asked her? A Ihave asked her if she would stl have done all her research ino radioactivity i shed known how dangerous it was, B Andwhat do you think she would have said? AI think he would have said yes: Tere were lots of scientists doing incredtoly dangerous things in thosedays, and it never stopped them. 6 * Draw students attention to the useful language box, and explain thatthe discourse markers help create a sense of Cohesion in spoken English, Exalain that they do this by building on what has been said previously, and linking ideas together. Go through the examples diling for accurate pronunciation and intonation. ‘+ Once you are satisfied that students can recognise and produce the language for adding points, play the extract. ‘Transcript (and answers) 8 Id loveto have seen what kind of nar could persuade an army of ‘neatly 100000 men and forty elephants fo try and cross the Alps in winter And net only that he fist had to get char all across the riser hone. What's more, he allowed solcers to leave at any time f they wanted, 50 i's inedible that mostof hem chose to stay with him, A She Fad such a dificult time getting 8 university education, not only because of being female, but also because she was poor It ws (Obviously amazing fora woman to win a Nobel Prize in those days, ut ‘on top of that, she's the only persona Fave won a Nobel Prize twice, in two ciflrent sciences ‘= Askstudents to workin pairs, comparing answers. As a follon-up activity ask them to underline examples of Grade 8 language used in extracts 1 ano 2. 7 ‘+ Askstudents to think about a hstovical figure that they would like to have met. Set a time limit of three to five minutes, and give students time to prepare theirideas individually. Monitor this stage, assisting with ideas, grammar and vocabulary where required, * Once students have ideas, ask them to work in pais, Instruct ‘ther to follow the steps in the conversational flow-chart, ‘+ Monitor to ensure students are using full sentences, correct, intonation, accurate pronunciation, and appropriate Grade 8 language. Note down any interesting examples or common errors for a whole-class follow-up stage.* Ask students to work individually, deciding on their ists for an, imaginary dinner party. Remind students to think of reasons why they would invite the people, and ways in which they can use Grade-relevant language to describe who the people ‘are and what they have done 9 ‘© Ask students to exchange Ists, and explain their choices. 10 ‘+ Ask students to underline four people on their partner’ lst. Highlight the need to invite one person that your partner doesn't want to come, to ensure that there is scope for persuading in later stages. " ‘Ask students to exchange lists and discuss the choice of _guests, Monitor 1o ensure students are using full sentences, ‘correct intonation, accurate pronunciation, and appropriate Grade 8 language. Note dawn any interesting exampl2s or common errors for a whole-class follow-up stage. 2 ‘= Remind students that reported speech and reporting verbs are key language requirements at Grade &, Set a shorttime limit so students have a chance to plan their ideas. Orce the time limit is up, ask students to workin pairs, reporting their conversations. ‘© Monitor this stage, ensuring students are using full sentences, and appropriate Grade 8 language. B + Askstudents to work install groups, asking and answering the authentic examiner prompts. s they discuss ideas, monitor ensure students are using appropriate Grade 8 language. + Asa follow-up stage, and to further consolidate work an reporting the conversation of others, ask students to find a partner from another group. Ask students to report heir initial conversation, sharing ideas and asking adcitioral Questions to maintain interaction Personal values and ideals 1 «Direct students to the spotlight box. Go through the gloss ‘explaining the difference in the concepts. To check for Understanding, write honesty, and everyone should always tell the truth on the board, Ask students tc explain which isa value and which an ideal, giving thelr reason why. ‘= Ask students to work together, discussng most and least important values, Direct them to the bullet point guidelines, and go thraugh the model answer, hichlighting good examples of Grade 8 language. ‘© Monitor ths stage, ensuring students are using full sentences, accurate pronunciation and intonation. Ask studen's to work in pals, asking and answering the ‘authentic Tinity examiner prompts. Before they begin talking, elict which Grade 8 language ‘equirements they wil be using asthey work through this stage ~ answers should include expressing emotions and feelings, speculating, etc. + Monitor ths stage, ensuring students are using appropriate Grade 8 language. «Asa follow-up stage, and to further consolidate work on. reporting the conversation of others, sk students to find a new partner. Ask students to report their initial conversation, sharing ideas, and asking additional questions to maintain interaction, ‘+ Explain that this task practises paraphrasing, which is a key strategy toassist students in the Conversation phase. Draw attention to the exam tip box Practiseas a class by choosing a selection of values from the list, andasking students to paraphrase or define them. + Ask studenis to workin pairs, going through the remaining, lexis checking meanings, and choosing those they feel are most important. + Askstudents to choose thelr most anc least important values from the list. Draw thei attention ta the useful language hoxe ‘that highlights exponents used for expressing changing your ‘mind. Go through these examples, criling individually and chorally foraccurate pronunciation and intonation. ‘© Askstudents to work in pais, sharing their ideas, using relevant Grade 8 language. Monitor, nating down any Interesting examples for a whole-class follow-up. Unit 0755I 5 O74 * Play the recording, asking students to note dewn the speakers'choices. Transcript (and answers) IM think that fiendship and community are the mos important values in ite D Why's that? t MI thnk its because ve spent a ot of time in the past feeling very isolated, It made me realize that nothing in life seems worth much if you dont have others ta share it with, Dorit you agree? D agree that friendship is important, and | used to thnk t was the most important thirg in Iife once. tdon't think that way now, ‘though -| think that independence is much move imoortant. Ive learned tobe more and more sel-suficient as ve got older, and I feel happier now knowing that m not so dependent on ather people pe 6 Explain to students that this sequence of tasks looks in more detail at the Grade 8 language requirements oF reported speech and reporting verbs. Direct students to the spotlight, | box, and go through the examples which illustrate tense backshifting, To consolidate this focus, provide students | with further example sentences that they have to shift when reporting, ‘+ Asan alternative stage to further practise reported speech, ask students to work in groups of three. Student A should ‘make a statement, which student B then reports to student C. | IfBis correct, then they make a statement, which C reports to AA The students should continue until the chain is broken by {an error in reportinc. The group with the longest chain wins, ‘Monitor this stage to ensure accuracy of form, and to assist with intonation and pronunciation, ‘+ Askstudents to complete the report of Marta and Daniel's conversation, bearing in mind the features raised in the ; spotlight box. 7 O75 * Piay the recording toalow students to check thir hypotheses Transcript (and answers) ‘Marta said she thought tat friendship and community were the most important values, because shed spent aot of time inthe past feeling very isolated, and had realised that nothing inife seemed worth ‘much, ifyou didnt have others to share it wth Daniel aigued that independence was much mote important, He agreed that friendship ‘as important and said that het once thought that having fiends was ‘the most important thingin fe, but he explained that as held got olde, hed Feamnt 1 be moce and more sef-suficient, and toldus that he feels happier now knowing tha he isnt so dependent on otter people 89 * Ask students to work in groups of three, following the procedure outlined, 56 Unit 07 10 + Draw students‘attention tothe useful language box on reporting verbs, Go through the examples, dling for accurate pronunciation. Ask students to explain the subtle differences between the terms, eg. point out suggests that thespeaker thought someone was arong, et. * Once you ae satisfied that students are accurately producing the language, askC students to report the conversation, Allow A and B students to express disagreement and ofer corect reports where necessary. " ‘+ Askestudents to workin pairs, ciscussing the Conversatior phese examiner prompts, + Monitor to ensure students are using full sentences, correct intenation, accurate pronunciation, and appropriate Grade 8 language. Note down any interesting examples or common eters for a whole-class follow-up stage, Aim at the Exam 7 1 * Askstudents to work in pairs, and oredict which Grade 8 language could be used to complete the questions. Draw attention to the useful phrasesin the wordpool 2616 * Playthe recording to check predictions. Transcript (and answers) Ok, let’ tale about public figures. Whicn public figure from the pest would you like to have met? MIke to have met Marconi, the inna of the rao. Oh yes ~ can you tell mea bit abou: hin? Why would you like to have met him? 1M Ive been learning on my history cou'se about how he helped you, Thanks alot, 1 Youte welcome. Let me know whick university you decide to go ford warn against choosing one just on “he basis of reputation — you should make sure you find a couse that relly suits your own goals and inteests5 + Direct students to the useful language box Ask them to ‘work in pars, completing the expressions for persuading and. discouraging, 6 @8s « Play the recording, to check answers. Asa follow-up stage, dil sentences individually or chorally to ensure accuracy of ‘pronunciation and intonation. Transcript (and answers) Bur dont let that put you off | wouldnt worry about geting nto debt it really worth doing \Flwere you, Id try and get ary hind of work experience Yeuid be much better off wotkig fr a big fim at some point its nota bad idea to spend a couple of years with a smal fim ‘Well fd think again i were you ‘working fora small frm would be a bad move. Id warn against choosing one just on the basis of reputation 7 * Direct students tothe spotlight box on careers and jobs ‘vocabulary, Go through the examples, drilling for accurate pronunciation. To further ractise exam strategies, ask students to work in pats, paraphrasing or defining selected vocabulary. Student A should give a word, and Student 8 should attempt to paraphrase or define it. Both students should then check a dictionary to confirm their definitions. + Ask students to have @ corversation based on the audio ‘model in 3, Follow the instructions on staging in the Student's Book «* Prior to the reporting stage, refer students to the model, dling the reporting verbs and structures for accuracy. 8 + Ask students to work witha new partner, discussing zn important interview. Draw attention to the bullet points, and remind students to use a range of Grade 8 language in their discussion. Also encourage them to ask further follow-up questions, or for more explanation to ensure interaction is ‘maintained, and the conversation mirors an exam exchange. Aim at the Exam 8 1 «Ask tudents to workin pairs, and precict which Grade 8 language requirements could be used to complete the candidate answers. Draw attention te the useful phrases in the wordpool. 2 @86 * Play the recording to check predictions Transcript (and answers) Noznot at all wsedt think that they could be that ciferent butt never been tosome regions untl recently Itmakes me fel abit guilty now know how much better tings are in my region. No, | woul lt what Ve sid put you oft. Yes my grandrarents told me how hard if ad been for them when they were young, Wel they improved enormously nti the cet economic crash, but things have been getting worse since then. ut peope ar stil ‘general ot etter off tran they sed to be, even though there s {uite lot of unemployment atthe moment “es [think thats real possibility. | thinkso, ys. think most peopl in those deys would have had much morelinted goals and ambitions whereas young people today see mote of what’ possible because of TV ard the Intemet, and have higher expectations in if Yes,tve been applying for university cousesrecentl so tve been thinking about ca ot Wel, wheneve:|see reports of ving conditions in some countries it leaves me feeling drestulfor days so | thosoht id better ty and do something about. Ie tel her to think again, nd note the stories of corupt ‘governments aking charty money put her of together. 3 87 ‘© Askstuderts to work in pairs, answering the questions. ‘= Check predictions as a whole class before playing the recording Transcript (and answers) Now, let's tak about sacety and living standards Tell me Barbara are living tandares very similar acros all the regiors of your country? 8 No, nota a. | used to think that they coudnt be that different, but Fé never been to some regions until recent) Living standards are definitely much lower in the south. So.would yeu say that your town sina rcher or poorer part oF the country? B Oh, richer, definitely. makes me feel bit guty now I know how much better things are in my region F So would yeu discourage me fram going"o tve south asa tourist? B No, wouldnt let what Ive said put you of Its avery beautiful part ofthe country, and youll be absolutely amazed by some ofthe Scene t's just that | wouldn't recommend living in some of the cities in that area. Having said that, | as Wilting a friend when I went there recently and he seems quite happy there Have you ever been to that area? Unit 08 6162 E No, haventt but Id Ike to go there one day, Have your parents or ‘randparents ever talked to you about their standard of living when they were younger? B Yes, my grandparents told me how hard life had been for them when they were young. We were a relatively poor country then, and they sald it was very afcult co make a ving and provide for four chien. [was absolutely appalled when they sald that they ‘sometimes went without food themselves to mace sure their children had enoughto eat. E Yes, that terrible. So do you think Iving standardshave been improving ever since then? B Wel, they’ improved enormously ul ne tecenteconomic crash, but things have been getting worse since then. But people are stil generally alot better of than they used tobe, even tough there is {Quite alot of unemployment at the moment. Doyou think peoples quality of life might get wore in the future? 8 Yes think that’ areal possibilty. fm sure the cost of living wil Continue to rise in the future, whereas salaries won't increase by the same amount Bui our economies cat continue to grow forever, can they - thats imposible? E Yes, that’ tru. 8 On the other hand, dont think we should get depressed about these things. think we realy ought to look for ways to Improve our uality of fe that dortdepend an having more money fr example, spending more time with our family nd fiends, and going for walks in the countryside. E Doyou think you would have had fewer opportunies in iff youd been born in your grandparents generation? 8 I thinkso, yes. think most people in those days would have had ‘much more limited goals and ambitions whereas young people today See more of what’ possble because of TV and the Internet, and have higher expectations i fe, E Solets tak about the world of work What about your goals in life? Have you thought about your future career? B Yes, ve been applying fr university courses recent 0 Ve ‘been thinking about tot. hoping to do a degree in chatty ‘management. Have youeard ofthat? Most people haverit! E No, havent, but it sounds interesting, What made jou feel that you ‘wanted to work nthe charity sector? 8 Wel, whenever I see reports of lving conditions in some countries it leaves me feeling dreadful for days, sa thought I better try and do something about it E So what do you think our ideal job might be? 5 Um, Ieould get a job working for one ofthe big international charities, ut that wouldn't be easy, sol may end up working as a freelance consultant, which would sult me fine E And how do you feel zbout working abroad? Im guessing that ‘would be a requirement in charity work? 8 No,not necessarily bur fd be thrilled if got the opportunity to work abroad on the fed’ as they say. have a fiend wha works for ‘Save the Children and she told me that she'd had some amazing, ‘experiences working on projects in developing countries, E Thave a friend who told me that she would never give to charities because the money doesnt get to the people who realy need it, How would you persuade herto change her mind? 8 fd tel her to thinkagain, and not let the stories of covupt ‘governments taking chatty money put her of altogether. She realy ‘ought todo a bit of research into a charity that she's interested in and See how well they spendthe money they receive. E OK thanks. Unit 08 Refer students to the lst of passible questions, and give them time to underline the key language exponents Ask students to form new pars, nd practise the exam sing thelist of examiner cues, andary of their own questions that they have generated using Gade 8 language. When students have completed the dialogue, ask themto ‘change roles and practise the exam again Ercourage students to vary the questions they ask, and the corder they ask them in, to ensure that thelr partner cant provide memorised responses.Review of Grade 8 language requirements is Preparing a Topic +» Explain that this unit focuses on the Topic phase of the Grade 8 exam — both the content and the exam situation, Explain that being familiar with the examination forrrat and procedure will help students feel more confident when they sitthe exam, 1 ‘= Draw attention to the lis of statements about the Topic phase. Ask students to discuss these in pairs, before checking asa whole class. 2691 «Play the recording of an examiner giving an exam overview 10 confirm predictions. ‘Transcript (and answers) lamin Candidates should choose ther own Topic, and plan to tell the examiner about and discuss something that they e interested in. ics worth remembering thatthe Topic is NOT atest ofknowedse, ‘so there's no need to prepare on a complicated topic: It's dificult to remember complex deta in an exam, and it makes candidates rervous Instead, one ofthe best ways to be successful isto keep it simple, and use lots of relevant language from Grade 8 The Topic ‘that you choose needs tobe diferent to the Subject Areas in the Conversation phase. Just ie the Conversation phase, the focusison interaction, o the Topi that eandidates prepare should never be a ‘monologue o 3 recital you # exchanging ideas asking questions, «paining, inviting the examiner to give their opinion. Because the ‘hase is no more than five minutes is a good idea not to prepare oo much. Oh and emember tat while you dont need a Topic form at Grade 8, its very helpiul to have bref notes, mind maps, or ciagrams to help you remember what you want to say and hep the ‘examiner to join te discussion Exploring Topic ideas 1@92 + Explain to students that they are going to hear extracts of five candidates practising the Topic phase Ask them to match each speaker to a Topic idea, Transcript Speaker | thik for many people of my generation, hes a hero. He vas ust anorcnay Ite boy from Jamaica, wth an excraortinaty talent Eventhough he was young his teachers knew he was special and sai that he shoul take up running profess onal His school encouraged hin to practise and pacts ane said that one day he iightbe the word champion. And ofcourse trat's what happened. He became the Olympic champion and the world’ fastest man. find him ely insprina Speaker2 Have you evr thought about trying anew activity? Would you Ike tobe te? I would realy recommend ying capoeia. ts 3 Brazan martial at that combines music dance and acrobatics heard about itfrom 2friend wio told me t was great fun Ne been doing i fora long time nd it has really helped me. You might find that helps you wth balaree strength or even recovery rom an injury You should think about ding rial dass when you go homel Speaker | had won alot of money ina competion and couldnt decide how tospend it Then my dad suagested I should try photography, which he told me was teat fun, Eventhough | had never used a camera before, red my dads and realy liked it He persuaded met jin a camera club, where could lean more about photography, and | made my decison. | would spend my money on a Camera Imales me fe! very creative and naw | take lots of photos Next year, going to university to study protcaraphy. might become a prokssionall Speakers Ive been doing it fora while naw and I eally love ts incredibly goad for your body and mind started it because a tend told me twasfun and a really good way to get fi! had never tied t before and t was hard at fist But soon improved. never be good enough to bea teacher, but Irealy enjoy Tis summer, m planning {on going to Inia and staying fora month ata yooa camp. Even though Ifel abit apprehensive bout going, really excited about the prospect cf developing my sks in the home of yoga Speakers Before the mobile phone was inverted fe was very ferent ifyou wantedto make a phone cal you hadto do iat home orn a phone box. ope had never heard ofa portable phone and thought itwasa sly ideo. And remember my aren told me that they woul never have a nobile phone, as they were too expensive. But we've been using mabie phones now fr more than 20 yeas and it seems weve fallen inlove with them. Everyone hasone It might be the best invention ofthe 20" century Tb 2e 3d 4a Sc Unit 09 63