iem solving
XbRCISL B
xplain to students that in Part 3 of the Speaking Test ley may have to refer to a picture like this when irrying out a shared task with anoilier candidate. 1 different groups, allow 4-5 minutes for students to iscuss questions 1 and 2 and to make a decision bout question 3.
)iscussion
IXERCISE C
n the same groups as above, allow about 3 minutes □r students to discuss what has helped them to learn inglish. Encoutage them to ask each other for ipinions and contributions to the conversation and ;ive their partners a chance to speak too!
FOCUS FOUR
SB 8
WRITING
Composition (argument) 1
WRITING
Composition (argument) 1
Explain to students that in Paper 2, the Writing Paper,
there are two Parts. In Part 2, they will have a choice
of four questions and may be asked to write a
composition.
EXERCISE A
Introduce the first expression in the list of words and phrases and ask students to explain its meaning and usage, e.g. first of oil is used to introduce the first item in a list, or the first point you are going to make. Repeat the procedure for the other items in the list. In pairs ask students to fill in the numbered spaces. They should compare answers whcr»they have finished.
Answers
1 However
2 First of all/Firstly
3 In addition / Moreover
4 However / On the other hand
5 First of all/Firstly
6 In addition/Moreover
7 As a result
8 In conclusion / To sum up
9 On the whole 10 In contrast
EXERCISE B
Answers
1 Introduction
2. Advantages
3 Disadvantages
4 Conclusion
Point out the importance of the introduction and conclusion, and the development of the composition in paragraphs 2 and 3. Tell students to adopt this formula for all compositions they write, to produce clear and logical pieces of writing.
EXERCISE C
in groups of 3 or 4, ask students to make two lists of points mentioned in the composition: List 1 - Advantages of living in the country List 2 - Disadvantages
Write |or ask a student to write) the two lists on the hoard, dealing with any differences of opinion between the groups.
Answers ADVANTAGES peace and quiet
people friendlier and more open less traffic
safer for young children
DISADVANTAGES
few people, fewer friends
little entertainment
few shops, services - harder to find work
long journeys to work
expense of getting to work
EXERCISE D
Ask students to sort the notes into two lists in pairs.
ADVANTAGES
stops people feeling lonely
can he educational
cheap
good for old people living alone good for children DISADVANTAGES bad for the eyes
stops people from talking to each other
discourages people from taking exercise
makes reading seem loss attractive
can create problems in the family
stops people from going to the theatre, cinema etc
bad (or the sports industry
Ask students to think of other advantages or
disadvantages to add to the lists.
EXERCISE E
Dictate the useful expressions and ask students to copy them into their exercise books.
EXERCISE F
A1I6^ students a minute or so to read through the notes which they will have to follow when they write the composition in G.
EXERCISE G
Divide the class into two groups. Ask one group to write the first and the other to write the second composition,
When they have finished, ask the groups to exchange compositions and read each other's work. This will encourage students to write clearly and legibly so that the examiner will not have problems reading their writing.
Ask students to write the other composition for homework.
FOCUS FIVE
SB 9
■  REVISION AND EXTENSION
How words change from verb to noun
REVISION AND EXTENSION
As this is the first unit, the exercises here are mainly extension.
How words change from verb to noun
EXERCISE A
In pairs, ask students to read passages 1-4 and fill in tlie spaces with the correct form of the word in capitals then say what part of speech they have formed.
Answers
1 agreement; agree
2 mean; meaning
3 arrival; arrive
4 collects; collection
EXERCISE B
Further examples of words are:
• employ - employment, retire - retirement, content - contentment; perform - performance, avoid - avoidance,-rehearse - rehearsal, propose - proposal;
permit - permission, reduce - reduction; prefer - preference, correspond -correspondence;
depend - dependency, urge - urgency
• tell - tale (vowel change), grieve - grief (consonant change), prove - proof |consonant change]
• house 111 - house /s/
■  re'ject - 'reject (stress shift and vowel change)
• cut - cut, set - set
EXERCISE C
In pairs, ask students to complete the table of missing words. Check that students understand the meanings of the words by asking them to explain the meanings with synonyms or paraphrases.
Answers
suggest - suggestion explain - explanation satisfy - satisfaction permit - permission interfere - interference appear - appearance encourage - encouragement deliver - delivery
EXERCISE D
Divide class into pairs or small groups. Tell students ' they are going to have a word formation competition. The first group to complete the exercise correctly wins!
see - sight breathe-breath give-gift export - export prove - proof practise - practice advise - advice
Answers
1 enter
2 visit
3 identification
4 explanation
5 licence
6 reactions
7 think
8 introduction
9 teacher 10 need
*WB 6-9
EXERCISEA
IB   2D   3B   4A 5A EXERCISE B
Mammals: chimpanzee, whale, leopard Birds: eagle, robin, crow Insects: cockroach, mosquito, ant Fish: salmon, sardine, shark Reptiles: cobra, tortoise, crocodile
16
UNIT I
References arc to the relevant page numbers in the Workbook
UNIT I   • 17
EXERCISE C
1 told
2 said
3 tell
4 speak
EXERCISE D
1 told
2 who
3 whose
4 who
5 said
6 tell
7 say
5 say
6 whose
7 speak
8 speak
9 talking 10 tell
8 which
9 told 10 said
EXERCISE E
1 recordings   5 performances
2 practice      6 arrangement
3 singing       7 composition
4 migration
EXERCISE F
1 comedown    5  went on
2 looked up      6  looked into
3 looking into   7 went up
4 look ...up
EXERCISE G
1 /
2 /
3 with
4 you
5 to
/
the
to
they
EXERCISE H
1A   2E   3F 4B The extra sentence is C.
8 difference
9 alterations 10 development
8 come down
9 goon 10  gone up
11 to
12 for
13 /
14 that
15 in
TRAVEL WISELY,TRAVEL WELL
FOCUS ONE
SB 10-11
SPEAKING
Talking on your own Finding out about each other Discussion USE OF ENGLISH
SPEAKING Problem solving
VOCABULARY
travel, journey, voyage or /rip? flight, drive, ride or lour?
SPEAKING
Talking on your own
In pairs, ask students to write lists of everything they can see in both pictures. Then ask two pairs to compare their lists.
Tell students that, although examiners arc not looking for a detailed description of where things are in a picture, it is useful to know how to refer to parts of the picture if they need to. Ask students to draw a large box in their exercise books, then dictate the following expressions and ask students to write them in their correct position in the box.
In-tre-top left hand corner
At-tne-rop
In Hie top comer
OrVthtleft
in-me middle, centre
On the. right
Inthefefecjrtxjrcl
Irvthe baltom left hood corner
At-tne bottom
In the bcttonn right hand corner
Tell students to take it in turns to ask each other where the items on their lists appear in the pictures, eg-
Where's the ..A
Can you tell me where the is! It's/They're...
Still in the same pairs, ask students to talk on their own without interrupting each other. Remind them to talk about all the points mentioned in the tasks. Walk round listening to students and helping only if they 'dry up' completely.
Finding out about each other
Tell two pairs of students to join together and find out
about the different means of transport they have used
in the past month. Write a list of means of transport
on the board and put the numbers of students using
each form of transport in the appropriate column. For
example,
CAR   TRAIN   PLANE   BIKE   ON FOOT BUS
4 2 1 3 3 8
Encourage students to make sentences reporting their findings, e.g.
Most students travelled by bus. Not many travelled by plane.
Discussion
In small groups, ask students to discuss the two questions in their books. Tell them they can interrupt each other politely if they want someone to repeat something. Put these expressions on the hoard to help them.
Interrupting politely
Excuse me! Would you mind repenting that. plet:se! Sorry, what did you sayl I didn't quite catch it. I'm sorry but I couldn't quite hear I didn't quite understand what you said-
Allow about 3-4 minutes, then tell two groups to compare what they talked about.
USE OF ENGLISH
EXERCISE A
Ask students to skim read the passage quickly, ignoring the missing words.
18  •  UNIT I
UNIT 7   • 19