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Teachers

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

Cover Photography Shutterstock.com Design

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

Dont worry, be happy Unit 7 304


Vocabulary: emotions; abstract nouns; laughter Grammar: modal verbs (2); coordinating linkers; responses; phrasal verbs (4); make and do; 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 Students Book Transcripts 330

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.

About BE an English Whiz


BE an English Whiz provides all the things you need to help your students prepare for the FCE examination:

How the Teachers Book works


The Teachers Book provides lesson plans, activity ideas and advice on teaching for exams to accompany each lesson in the Students Book with answers right next to each activity. Students Book transcripts are contained at the back of this book, and can be photocopied and distributed to students. The lesson notes contain:

Essential

exam practice, tips and

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.

Objectives: a summary of the main aims of each


lesson

Engaging

topics, texts and artwork

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

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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.

Warmer: a warm-up activity idea to introduce the

Ten tips for teaching FCE classes


1 2 3 4 5 6 7
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Tell students to read the instructions to all test questions very carefully and to underline the most important parts. In the Writing paper, this will help them plan their work carefully. Talk through the amount of time students have to complete each section of the test and how long they should spend on different tasks. They should also allow sufcient time for reviewing their answers and making corrections. Encourage students to read a variety of written forms including newspapers, novels, magazines, etc. This will benet their reading skills, and help them to build up a wide vocabulary and be more familiar with grammatical structures. Get students to practise reading texts quickly all the way through for gist, without worrying about unknown words. They will also need practice in skimming and scanning texts for specic information. Encourage students to develop a personalised strategy for learning new vocabulary. This may be keeping a vocabulary notebook organised by topic with translations, denitions and example sentences to help them. Use real-life audio or video recordings such as weather reports, news stories, announcements, etc. in the classroom regularly to prepare students for the Listening test. Do a variety of pairwork and group work activities for students to practise initiating a conversation and responding: essential skills they will need to demonstrate in the Speaking test. Have students describe photographs from magazines or that they bring in themselves to practise Speaking Parts 2 and 3, and to build condence. Students need to be able to spell correctly in the exam, so spend some time working on spelling practice. Reduce students stress about the exam by giving them as much information about it as you can: show them the sample answer sheets conduct mock speaking tests with other teachers taking the role of the examiner do practice tests under exam conditions to recreate the time pressure use the results of the practice tests to show students how well they are doing.

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

Part 1 Part 2 Part 3

use English in a range of situations with native or


non-native speakers understand written texts such as letters, newspaper articles and ction understand spoken English in a range of situations such as extracts from the radio, and talks and interviews pick out factual detail and identify opinion and attitudes from longer reading and listening texts follow instructions and ask and answer questions appropriately express opinions and offer advice take part in a conversation on a wide range of topics make notes in English while somebody is talking in English.

2 Writing
1 hour 20 minutes

Part 1 Part 2 Part 1 Part 2 Part 3 Part 4

3 Use of English
45 minutes

4 Listening

Part 1

Marking and results


A students overall FCE grade is based on the scores of all ve papers, which are weighted equally. Each paper is worth 40 marks out of a total 200. Passing grades of A, B and C and failing grades of D and E are issued. The minimum passing grade is 60%.

approx. 45 minutes

Part 2

10

Part 3 Part 4

5 7

5 Speaking
14 minutes

Part 1 Part 2 Part 3 Part 4

3 minutes 3 minutes 3 minutes 4 minutes

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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.

Part 3: Multiple matching (15 questions)


Students read one long text or several shorter texts. There are 15 questions, and students must match the detailed information in each question to a specic section of the text where the same idea is expressed exactly. To complete the task successfully, students must be able to discount ideas in other sections which may appear similar, but do not reect the question completely accurately. There may be more than one answer for each question, but if so this will be clear in the instructions.

Part 1: Multiple choice (8 questions)


Students read a text and answer eight multiplechoice questions. The testing focus is on detailed understanding of the text and questions may target general text meaning, specic information, attitude and purpose, or the meaning of a particular phrase in context. Candidates are also expected to show understanding of text organisation features and the tone of the text. Students have to read the relevant parts of the text very carefully to choose the correct answer for each fouroption multiple-choice question. Questions may relate to the main idea or specic details in the text. Vocabulary and idiomatic expressions may also be assessed as well as grammatical structures. The questions may require students to infer meaning and interpret the text as a whole.

Tips to help students prepare for Paper 1: Reading:


Encourage students to read a variety of English
material both inside and outside the classroom.

Remind students to read through the entire text


once rst, before they start answering the questions, so that they gain an overall idea of the text, with or without gaps. Practise skimming and scanning texts for specic information with students. You could turn this search for details into a race or a competition. Warn students against word spotting. Tell them that possible answers may include the same words as the text but still be incorrect. Emphasise that they should always make sure they understand the meaning of the option or sentence. Make sure your students understand devices for text organisation and development, for example words that indicate time, link ideas, show cause and effect, give examples, and contrast ideas. You could cut up texts into paragraphs or sentences and ask students to reorder them. When giving students reading tasks, always ask them to justify their answers to make sure they know why an answer is correct.

Part 2: Gapped text (7 questions)


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Students read one long text from which seven sentences have been removed. Students complete the gaps in the text by choosing from eight possible sentences, one of which does not belong in the text. The task requires students to understand text structure, cohesion and coherence, and tests their ability to follow the ow of a longer text.

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.

Have students write various practice samples for


each writing task and then count the total number of words. They should become familiar with how much of their own handwriting completes the word count, and not spend precious time in the exam counting words. For Part 2, give students practice at writing a variety of task types, but tell them that in the exam they should answer the task they are most comfortable with. Remind them that they should only attempt questions 5a or 5b if they have read and understood the set text. Tell students to note down any phrases and expressions they nd that are relevant to a particular task type. They could keep a page for each task type in their notebooks with their favourites. Encourage your students to use these expressions in their writing. For both parts, it is essential that students address every element of the task. Give students as much practice as possible of analysing different tasks and identifying what must be included in the answer. Remind students how important it is to plan an answer. In class, go through different ways to do this (e.g. paragraph plans, mind maps, spider diagrams) so that they can nd the way that works best for them. Tell students that they will be marked on the cohesion of their text. It is important that their paragraphs link together instead of reading like separate pieces of writing. Spend time looking at a variety of existing texts and how paragraphs are linked together. Make sure students know any standard conventions for the task types, for example a letter or email should start Dear ____; a report can include bullet points and headings; an essay should reach a conclusion. Finally, remind students to make their writing interesting! A text is likely to get higher marks if the examiner enjoys reading it.

Part 1: Compulsory task


In Part 1, students write a functional letter or email in response to an input text with notes or prompts which candidates must respond to. In both the letter and email, students are expected to use paragraphs correctly, and to use appropriate opening and ending phrases. The letter or email may be formal or informal, and students should be able to assess from the input text what is appropriate. It is essential that students address all of the points in the input text, but that they do not include any irrelevant information.

Part 2: Choice of ve tasks


In Part 2, students choose to do one of ve tasks. These may be an article, an email, an essay, a letter, a report, a review, or a story. The rst three questions will be general questions on a topic that students should be familiar with (e.g. health, sport, music), and the last two questions are based on the students reading of one of the two set texts. As with Part 1, students are expected to show awareness of the type of writing required to accomplish the task.

Tips to help students prepare for Paper 2: Writing:


Remind students that it is usually easier and more
effective for them to write about a topic they are familiar with or that relates to their own personal interests. Practise identifying the target audience and purpose for writing in a variety of writing tasks. In this way, students will become more familiar with choosing the right style and tone for a written piece of work.

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Paper 3: Use of English


The Use of English paper consists of four parts. These assess students knowledge of language structures and include vocabulary, useful expressions, easily confused words, word formation, phrasal verbs, sentence development, punctuation and overall structure. it has a similar meaning to the rst, using between two and ve words, including the key word. The focus is both lexical and grammatical, with a wide range of structures being tested.

Part 1: Multiple-choice cloze (12 questions)


Students are presented with a text with 12 gaps. For each gap there are four multiple-choice options. The choices may be between words with similar but not identical meanings, or they may require knowledge of collocations, phrasal verbs, verb + preposition patterns, etc.

Tips to help students prepare for Paper 3: Use of English:


Each part of the Use of English paper has an
example provided towards the beginning of the task. Encourage students to use these examples to help them understand what they need to do. Give students practice lling in the answer sheet. Familiarity with the answer sheet will make them feel more comfortable in the exam, and make sure that they place their answers in the right place. Encourage students to note down new vocabulary in detail, including any preposition a word is commonly used with, and common collocations. Give your students as much practice as possible of collocations, verb patterns, and phrasal verbs. Also practise distinguishing between words with similar meanings. For Parts 1, 2 and 3, remind students to keep in mind the overall sense of the text. Tell them to pay attention to the title and to quickly skim the text rst for general understanding. For Parts 1 and 2, tell students to read the words before and after the gap and identify the part of speech that is missing. Once they have decided on an answer, tell them to check that their word ts the text by reading the whole sentence again. Contractions count as two words in Parts 2 and 4. Encourage students not to use contractions so as to be able to identify easily how many words theyve used. In Part 3, it is important that students choose the right word, not just the right part of speech (for example, defensive and defended are both adjectives but mean different things). Spend time revising word families, and make sure that students know the differences in meaning.

Part 2: Open cloze (12 questions)


Students are presented with a text with 12 gaps and must complete each gap with one suitable word. There are no options provided in this task, so students have to think of a word which ts in with the meaning of the text and also ts the gap grammatically. The testing focus is either grammatical (articles, auxiliaries, prepositions, etc.) or lexico-grammatical (phrasal verbs, linkers or words within xed phrases).

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Part 3: Word formation (10 questions)


Students are presented with a text with ten gaps. At the end of the lines that include gaps, there is a stem word in capital letters. Students need to form an appropriate word from the stem word to ll the gap on that line. The task focuses on students knowledge of how words are formed, and tests prexes, sufxes and spelling changes involved in word formation.

Part 4: Key word transformations (8 questions)


In this part of the exam, there are eight questions, each of which has a lead-in sentence, a key word, and a second sentence of which the middle part is missing. Students must complete the second sentence so that

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.

Part 1: Multiple choice (8 questions)


Students hear eight short unrelated extracts from monologues or dialogues each lasting around 30 seconds. There is one multiple-choice question with three options for each extract. Students are tested on their ability to listen for gist, detailed understanding, the purpose and function of the text, the attitude of the speakers, etc.

Tips to help students prepare for Paper 4: Listening:


Tell students they should always read the
instructions for test questions very carefully. They will get useful information which will help them understand what the text is about or understand who the speakers are and what they are talking about. Encourage students to listen to English-speaking radio and television to familiarise themselves with natural speech. Suggest that they explore videos on the internet on topics that interest them. Use as many authentic listening materials in your classroom as you can to give students practice in listening to normal-paced English. Make sure you include comprehension questions on speaker attitude and opinion. If students nd a listening passage very difcult, tell them that it doesnt matter if they cant understand every word. Focus on the gist of the text, and slowly build up more detail as you listen again. After a listening task, photocopy and hand out the transcripts, and have students read along as they listen to check their answers and to see how the questions work. Show students how the questions use paraphrasing they say the same things as the texts but use different words. Highlight parts of the recordings where this happens so students know they need to listen for the meaning rather than exact words. Practise dictations of numbers and dates. These often cause students confusion, especially within the context of a lengthier listening activity. Tell students that they will always hear the recording twice, so they can wait for the second time if they are unsure of an answer. Remind them, however, that they will not lose marks for an incorrect answer, so if they are still unsure after the second listening, they should guess.

Part 2: Sentence completion (10 questions)


This part of the exam tests students ability to listen for specic words or phrases in a longer text lasting around 3 minutes. There are 10 incomplete sentences, which follow the order of the information in the listening text. Students must listen and complete the sentences. The word or phrase that students require will be in the listening text and students will not need to make any changes. There will be no more than three words missing.

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.

Part 4: Multiple choice (7 questions)


This part of the exam tests students ability to listen for gist, specic detail and opinion and attitude. Students listen to one long recording of around 3 minutes, and

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Part 3: Multiple matching (5 questions)

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.

Speaking Part 4: Discussion (4 minutes)


Part 4 of the speaking exam is a discussion lead by the interlocutor on a topic related to the collaborative task in Part 3. Students should give full answers to the interlocutors questions, but may include their partner in the discussion if they wish.

Speaking Part 1: Interview (3 minutes)


In Part 1 of the speaking exam, the examiner interviews each student individually about their own life, covering areas such as school or work, leisure time and future plans. Students are expected to use general social language and give basic personal information. They are expected to listen to the other candidates answers, and may talk to the other candidate if they wish.

Tips to help students prepare for Paper 5: Speaking:


Do plenty of group work and pairwork activities
in class to practise interacting between students. Include as much discussion as possible, for example in warm-up activities, or after a reading text, to help students with Part 4. Invite students to talk about themselves, their interests, recent or memorable holidays, work experience, leisure activities, etc. This will help them prepare for Part 1 of the Speaking paper, and become more condent with the task. Encourage students to seek opportunities to talk with other English speakers either in person or on the internet. Use role-play activities in your class to give students the opportunity to talk about a wide range of subjects and situations. Regularly have students speak for one minute on a variety of different topics. This will enable them to become familiar with talking for one minute themselves without interruptions. Have students describe photographs from magazines or that they bring in themselves to practise Speaking Parts 2 and 3, and to build condence. Spend time in class looking at photographs from speaking tests, and discuss what kinds of things would make a successful and less successful response. Conduct mock speaking tests with other teachers taking the role of the examiner so that students become familiar with the exam format.

Speaking Part 2: Long turn (3 minutes)


In Part 2 of the exam, each student has the opportunity to speak for one minute without interruption. Students are asked to compare and comment on two colour photographs in response to a task that is read by the examiner. There is also a written prompt for the task above the photographs. Candidates should talk about similarities and differences between the two photos and answer the question in the prompt. Students are asked to comment briey on their partners long turn.

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Speaking Part 3: Collaborative task (3 minutes)


Part 3 of the speaking exam is a two-way conversation between candidates based on a given task and a set of pictures. Students are expected to rst discuss each visual in turn, expressing their opinions, and agreeing and disagreeing with each other, and then come to an agreement on the outcome of the task.

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

Visual / Spatial NOT FOR RESALE

Resources

i
Apps Audio Digital Activity Digital Expression Informational Video

Key Concept

QR Code

Video

Textbook

Workbook

300

Characteristics of an UNO Classroom


Classroom Environment
1. The universal understandings, essential questions, and values for each bimester are posted in the classroom. 2. Clear rules established by the students are posted and observed. Students respect the rules. 3. The physical classroom environment promotes learning. All decorations are related to a learning outcome. 4. Teacher displays student work. 5. Seating congurations promote cooperation and teamwork. 6. The language being studied is the only language spoken in class.

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.

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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

Sistema UNO Educational Framework


Sistema UNO Transdisciplinary Themes
Bimester 1 KNOWING OURSELVES
In Knowing Ourselves, students focus on selfknowledge (spiritual, social, physical and mental health). They explore and express their own feelings, beliefs and values and those of others. They learn about their personal rights and responsibilities. They inquire about their culture and personal relationships with their families, groups of friends, communities.

Bimester 2 KNOWING OUR PLACE AND TIME


In Knowing Our Place and Time students investigate the interconnectedness between communities and civilizations locally and globally. They link these understandings to their own personal histories. They analyze how major discoveries, explorations and migrations have impacted their lives and their communities. They explore how the arts reflect those historic events.

Bimester 3 LETTING OTHERS KNOW


In Letting Others Know students develop an awareness of the interdependence of people, living and nonliving things in natural environments. They learn about the rights and responsibilities in sharing our planets finite resources. They inquire into the different ways communities negotiate, collaborate or solve conflicts to ensure equal access. They appreciate the aesthetics of the natural world.

Bimester 4 KNOWING OUR WORLD


In Knowing Our World students explore the impact of science and technology on the growth and development of human societies in their respective environments. They study the interactions between these societies and the physical and biological world. They examine the challenges they may face as a result of these interactions. They inquire how humans used their understanding of scientific principles and laws to advance civilization. They express their ideas and different points of view about the scientific world. Responsibility

Bimester 5 KNOWING OTHERS


In Knowing Others students inquire about societal decision-making structures and functions in local and global communities. They study the way these structures and their functions are interconnected and the manner that decisions are made. They explore how these structures express their ideas and values. They investigate how economic and political activities impact society and the environment.

Honesty

Respect

Tolerance

Solidarity

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BE and the Common European Framework of Reference


The Common European Framework of Reference for languages (CEFR) describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. A Basic Speaker, B Independent Speaker, and C Procient Speaker. The table below describes the equivalency of BE grades with the CEFR levels. The Cambridge ESOL exams written for each of these levels are indicated. A1 Beginner
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of basic needs. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

A2 Elementary

B1 Intermediate B2 UpperIntermediate

Taken from: http://www.cambridgeesol.org/exams/exams-info/cefr.html

FCE B2 KET B1 PET

A2 A1 NOT FOR RESALE BE 1st BE 2nd BE 3rd BE 4th BE 5th BE 6th BE 7th BE 8th BE 9th

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Bimester 5

Unit

7 Dont worry, be happy


Grammar
modal verbs (2) coordinating linkers

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

Ask: How are you feeling today? Elicit some answers,


then ask: Are you feeling happy or sad? Why? Elicit some responses, then ask: What makes you feel happy / sad / angry?

Students work in pairs to guess the meaning of the


words and decide what the songs are about. Answer key
1 very sad or upset 2 really happy or delighted 3 annoy me or make me feel angry 4 really in love with 5 tired of (x 2)

Topic vocabulary: Emotions Top


1

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

Write these definitions on the board and ask students


to find expressions in the song lyrics in Activity 4 which match the meanings. 1 something that makes me completely happy 2 I cant control my emotions 3 it made me feel very upset

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

Students discuss the questions in pairs.


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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))

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Bimester 5

Unit

Dont worry, 7 be happy


1 2 I wasnt j before we met, Now every woman I see is a potential threat. And Im p , it isnt nice. Youve heard me saying that s was my only vice. But now it isnt t , now everything is new, And all Ive learned has overturned, I b of you: Dont go wasting your e , Lay all your love on me.

Three Little Birds by Bob Marley and

Lay All Your Love on Me, by ABBA

, 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

Heartbreak Hotel by Elvis Presley

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.

NOT FOR RESALE

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

1 offence 2 pride 3 relief 4 misery 5 anxiety 6 gratitude 1C 2B 3C 4A 5B

Use of English: Part 1 Multiple-choice cloze Mul


1
1 makes 2 did 3 make 4 did 5 do 6 Make 7 made 8 do 9 made 10 make 1C 2D 3A 4C 5A 6C 7B 8D 9C 10B 11A 12B

306

NOT FOR RESALE

Grammar
Emotions
1

Use of English: Part 1 Multiple-choice cloze


Abstract nouns
5

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? __________

Complete the table with abstract nouns.


adjective disappointed embarrassed anxious relieved miserable jealous grateful pleased proud offended abstract noun (1) __________ment (2) __________ment (3) __________ty (4) __________f (5) __________y (6) __________y (7) __________tude (8) __________ure (9) __________e (10) __________e

Complete the sentences with the correct form of make or do.


1 Renata hardly __________ any mistakes when she speaks English. 2 I lled in the passport form but __________ it wrong and had to start again. 3 Is it easy to __________ a living as an acrobat? 4 I __________ my best to get here on time but the bus was late. 5 Pedro accidentally swallowed some chewing gum but it didnt __________ him any harm. 6 __________ sure your seat belt is securely fastened. 7 Recently, Jake __________ an effort to be more helpful around the house. 8 What does Kareems father __________ for a living? 9 Where are those notes I __________ during the lesson? 10 Unfortunately, he didnt __________ a good impression in his interview.

Exam practice
2

Complete the sentences with an abstract noun from Activity 5.


1 In some cultures, refusing to accept food when its offered can cause __________. 2 It hurt Jeds __________ when Oxana cheated on him. 3 It was such a __________ when Kate called to say she was safe. I thought something awful had happened to her. 4 The roadworks will mean several weeks of __________ for road users. 5 Theres a lot of __________ around the latest u epidemic. 6 The author dedicated his book to his wife to show his __________ for all the support shed given.

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

Look at the idioms in bold and try to guess their meanings.


1 I couldnt believe my eyes when I saw his new tattoo. It was enormous! 2 Irune was scared stiff when the bull started charging towards her. 3 Mariusz was thrilled to bits when he was selected for the football team. 4 Mum went mad when I kicked a football through the window. 5 The child fell over and burst into tears.

Laughter
7

Choose the best word (A, B or C) for each space.


1 I could tell she didnt ______ the joke, but she laughed and pretended to understand. A have B take C get 2 The barbecue was ______. We all had a great time. A funny B fun C witty 3 Theyre not really getting married. I was just pulling your ______! A hair B arm C leg 4 Its not kind to make ______ of other peoples accents. A fun B funny C joke 5 For some reason Hannah ______ out laughing right in the middle of the headteachers talk. A cried B burst C fell

Match the idioms in Activity 2 to the denitions AE.


A was furious ____ D was extremely surprised ____ B was delighted ____ E was terried ____ C started crying ____

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

NOT FOR RESALE

307

Day 3

Reading: Part 2 Gapped text


Warmer

SB p. 168

With books closed, write the word happiness on the

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)

Students read the text quickly. Remind students that


they shouldnt worry if they dont understand every word. Elicit the answer to the question. Answer key
pleasure, joy, contentment

Students discuss the questions in pairs.


Answer key
1 Some people think that being sad / sad people are more interesting. 2 They enjoy a very high quality of life due to the fact they love where they live and are surrounded by friends and family.

Exam practice Exam guide page 295


4

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.

Write these sentences on the board. Ask students to

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

Focus on sentences AH, and get students to work in


pairs and underline the important reference words.

Remind students that they should also try to

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.

Vocabulary in context: abstract nouns Voca


7

Students work in pairs to form the nouns and find

Smart answer key


1 G (this general interest refers back to growing market for personal development books in the preceding sentence; a little-discussed topic in academic circles refers forward to fashionable topic in university departments) 2 C (It refers back to misery in the preceding sentence; happiness being linked to superciality refers forward to this drives me mad)

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

NOT FOR RESALE

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.

Reading: Part 2 Gapped text


A B C

hen I arrive at her office, Professor Mead is watching a Japanese comedy while making lots of notes.

0 At rst this seems a slightly strange thing to do.

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

Over to you! Vocabulary in context: abstract nouns


7 8

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.

4 passionate 7 content 5 succeed 8 satisfy 6 please 9 free


Abstract nouns p. 166

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

Language extra NOT FOR RESALE

Ask students to look back at the emotion adjectives in


Activity 3 on page 165. Ask them to work in pairs and see which ones they can make into abstract nouns. Answer key
anxious anxiety despairing despair insecure insecurity gloomy gloom miserable misery suspicious suspicion
Word boost

Put students into pairs to compare their ideas. Ask


some pairs to report back to the class on whether they agreed or disagreed.

Speaking extra

Write these statements on the board:

Abstract nouns p. 166

Over to you!
8

Students do the writing individually.

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

Grammar: modal verbs (2)


Warmer

SB p. 170

Language extra

If students need more consolidation of the form of

With books closed, ask: Do you know anyone who is

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

two more. Elicit answers from the class.

Over to you!
7

Refer students to the photos on page 188. Elicit

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.

Use of English: Part 2 Open cloze


Get ready: coordinating linkers
1 2

SB p. 171

Answer key
1 B 2 A, E 3 C, D, F

Students read the extract and discuss the questions


in pairs.

Read the Watch out! box with the class. Read the

Students match the linkers to the explanations.


Answer key
1 not only but also; both and 2 neither nor 3 either or

5 6

Students read the dialogue and answer the questions


in pairs.

Grammar boost

Coordinating linkers p. 179

Focus on the example answer, and do another with


Answer key
1 2 3 4 5 6 7 8 it might / may not have been a cat it might / may / could have been some kind of monster it cant mean anything good You must be feeling anxious The animal might / may / could represent a problem it must be my exams The animal might / may not represent anything at all It must have given you nightmares.

Exam practice Exam guide page 297


4

the class if necessary. Individually, students rewrite the sentences using modal verbs.

Students read the text quickly, then answer the


questions in pairs. Answer key
a) Yes, they feel the same six basic emotions b) No, they express emotions differently

Read the Exam tip with the class. Remind students

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

NOT FOR RESALE

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.

Students complete the sentences with their own

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.

Grammar: modal verbs (2)

Use of English: Part 2 Open cloze


Get ready: coordinating linkers
1

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?

Coordinating linkers p. 179

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!

Watch out! couldnt


We use might not (have) or may not (have) to talk about something that possibly isnt true. Jacks late. He might not / may not / couldnt have got my message about the party. We use could not (have) to talk about something that denitely isnt true. Oh no! Jack might / may / couldnt have got your message because I forgot to send it!
7 6

Rewrite 18 in Activity 5 using modal verbs.

0 it could have been a lion or a tiger.


Over to you!
Work in pairs. Turn to page 188 and discuss the questions.

170

Grammar

Use of English

171

NOT FOR RESALE

311

Day 5

Writing: Part 1 An informal letter


Warmer

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

Ask: What was the last time you celebrated something?


What were you celebrating? What did you do?

Prep Prepare
1 2

Students discuss the photos and answer the


questions in pairs. in pairs.

Students rewrite the letter, writing the sentences in


the correct order. Answer key
1 2 3 4 5 6 you will never believe I did really well the judges awarded me the second prize if we have enough time especially really funny Hollywood comedies The judges explained to me

Students read the letter and answer the question


Answer key
She might have a party or go to a football match.

Analyse the task Ana


3

Focus on the notes in the letter, then on the

expressions. Students work in pairs to complete the table and add their own ideas.

Ready to write! Exam guide page 296 Rea


9

Read the exam task with the class. Students prepare


their ideas individually. With weaker classes, you could do this as a class activity.

Answer key (including sample answers)


red: You must be feeling ; Good luck (Ill be thinking of you) blue: If I were you, ; I think you should ... (Why dont you ?) green: Id love to come; is the best time for me (Im free anytime in July) purple: I havent decided how ; Im planning to (I think I might )

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.

Students complete the reply with the correct


expressions. Answer key
1 Good luck 2 If I were you 3 Id love to come 4 would be the best time for me 5 Im planning to 6 I havent decided how

11

Students write their letters individually. Remind them


that it is extremely important for them to check their written work and correct mistakes. Answer key (sample answer)
Dear Jon, Well done for coming second in the short story competition I think youve done brilliantly! I could never write a short story, so Im really impressed that you did so well! Yes, Id love to come to the lm festival with you. Im really into lms. In fact Ive just done a course on lm-making, which was great fun. The funniest lm Ive ever seen is Madagascar 2. It was created by DreamWorks animation, and the cartoon animations are brilliant. Although its a cartoon, the characters are really strong, and the voices t the different characters really well. Its a great story, and there are loads of laughs! If I were you, Id give the money to a charity. There are so many people who need help. What about a charity that helps homeless children in Brazil? I saw a TV programme about it recently, and their life is really hard. Looking forward to seeing you soon and watching some fantastic lms!

Students read the letter again and find the examples


of different kinds of language. Answer key
1 must; could; would; might 2 brilliantly; later; hard; soon 3 present simple; will future; present continuous for present and future use; going to future 4 stressed; great; biggest 5 cheer ... up; have ... round; go out; look forward 6 though; as; so; but; or

Improve your writing: word order Imp


6

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

NOT FOR RESALE

Writing: Part 1 An informal letter


Prepare
1

Improve your writing: word order


B
A

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)

Analyse the task


3

Read the exam task above, and the letter in Activity 8. Write down ideas for replying to each of the notes.

Choose the correct word to complete the rules.

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).

You must be feeling ...

Make a suggestion Say yes and suggest a time


8

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

10 Read the Exam tip, and look at the ideas you

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

PS How are you going to celebrate finishing your English exam?

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

created by DreamWorks Animation funniest lm = Madagascar

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!

Yes, because ...

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

also very clever Answer, and say why


11 Write your letter. Use a range of language

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

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Day 6

Grammar
Warmer

SB p. 174

Over to you!
6 7

With books closed, tell students about something

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

Write these questions on the board:

Resp Responses
1

Students work in pairs to match the comments to the


responses. Point out that more than one response is possible for each comment. Ask some pairs to read the comments and responses to the class, and encourage them to use the correct intonation.

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

Use of English: Part 1 Multiple-choice cloze SB p. 175


Warmer

Answer key
1 A, D, F 2 B, I, L 3 E, H, J 4 C, G, K

Ask: Do you ever do questionnaires in magazines?

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?

Get ready: make and do


1 2

Phrasal verbs (4): behaviour Phra


3
Focus on the names of the star signs and ask students what star signs they are. Model the pronunciation of the star signs if necessary. Ask students if they read their horoscopes regularly, and why. Elicit a range of responses. Students read the text and discuss in pairs whether they agree with what it says. Students work in pairs to match the phrasal verbs to the meanings and write definitions.

Students read the text and answer the question


in pairs.

Students work in pairs to complete the table with the


expressions, and add more. Check answers, and elicit other expressions.

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

Students work individually to write questions using

Students work in pairs to identify which phrasal


verbs are separable. Answer key
cheer up; tire out; calm down; make up; let down

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

Exam practice Exam guide page 297

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Answer key

Grammar
Responses
1

Use of English: Part 1 Multiple-choice cloze


Get ready: make and do
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 ...

Youve just won the lottery!


A I dont believe it! B What a shame! C Congratulations!
2

Our first date didnt go well.

Can I stay with you?

Im so happy. Ive passed FCE!


J No problem. K Well done! L Oh dear!

D You must be joking! E Thats ne by me. F You cant be serious!

G Good for you! H Of course. I Never mind.

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

make and do p. 167

Phrasal verbs (4): behaviour


3

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.

All in the mind?

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

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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)

Smart answer key


1 A (appear is the only verb with the correct meaning which can be followed by an innitive; look is usually followed by an adjective; show and demonstrate require an object) 2 D (make is the only verb which collocates with choice) 3 B (the other adverbs express certainty; only really can be used in a question to ask whether something is true)

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)

Students discuss the question in pairs.


315

Smart answer key

Day 7

Listening: Part 4 Multiple choice


Warmer

SB p. 176

Focus on the photos and elicit one or two examples


1

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.

Get ready: laughter

Students match the reviews to the topics. Check


Answer key

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.

Discuss as a class the differences in meaning. Elicit


that fun is a noun, and funny is an adjective. Answer key
1 funny = amusing 2 funny = strange 3 fun = enjoyable

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

Write these sentences on the board:

Students write their reviews individually or in pairs. Put students into groups to compare reviews. Ask

Word boost

Laughter p. 166

Exam practice Exam guide page 298


5
2

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

NOT FOR RESALE

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?

Listening: Part 4 Multiple choice


Get ready: laughter Exam practice
Listening Part 4: attitude
In Part 4, you need to listen for opinions and attitudes, not just facts. Opinion expressions such as I think and observation expressions such as seems like can give you clues. Emphasis or the way something is described can reveal a speakers opinion.
C: Sitcom

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.

NOT FOR RESALE

witty funny and clever


3

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

Speaking: Parts 3 and 4 Collaborative task and discussion


Warmer

SB p. 177

With books closed, ask: When did you last go to a


1

party? What were you celebrating? Who was there? Do you ever organise parties? When?

Students discuss the photos and answer the


questions in pairs. Elicit ideas from the class.
3

Transcript p. 331

Go through the difference between Part 3 and Part 4

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

Exam practice Exam guide page 299


3

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.

Students work in pairs to match the expressions with


their functions and add more expressions. Answer key (including sample answers)
1 3 4 5 B (So; Yes) 2 A (Secondly; Next) F (It seems to me; I would say) G (So to sum up; So what weve agreed is) D (Do you want to add anything?; Have we forgotten anything?) 6 E (One more thing; Another point is) 7 C (As you pointed out)

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.

Ask students to report back on what opinions they


318

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Speaking: Parts 3 and 4 Collaborative task and discussion

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?

decorations food gifts guests music reworks

NOT FOR RESALE

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

Use of English: Part 2 Open cloze Ope


1
1 2 3 4 Jacek wasnt at school today and neither was Marek. I feel both nervous and excited about the holiday. Either hell take the bus or Ill give him a lift. Not only did they forget to turn off the lights, they also left the door wide open. 5 Im either going to order the steak or the chicken. 6 Not only has she got a great singing voice, but she plays the guitar very well. 7 Sam didnt know the way home and neither did Will. 1 4 6 10 with 2 that 3 both such 5 whereas / while which 7 to 8 for 9 been have / make 11 only 12 is

320

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Grammar: modal verbs (2)


1

Use of English: Part 2 Open cloze


Coordinating linkers
1

Rewrite the sentences using one of the modal verbs.


1 Its possible that hes miserable because hes feeling unwell. (can / could) _________________________________________________ 2 She just smiled at me so Im certain she isnt angry with me anymore. (mustnt / cant) _________________________________________________ 3 Im sure hes over the moon after getting those brilliant grades. (could / must) _________________________________________________ 4 Its quite likely that she wont be happy with what youve suggested. (may not / couldnt) _________________________________________________ 5 Its possible hell get fed up if you ring him too often. (must / could) _________________________________________________ 6 In this internet cafe, downloading music illegally is not tolerated. (mustnt / couldnt) _________________________________________________

Rewrite the sentences using the words in bold. Write one sentence only.
0 Claire has a Saturday job and so does Tilly. (both)

Both Claire and Tilly have a Saturday job .


1 Jacek wasnt at school today. Nor was Marek. (neither) _____________________________________________________________________ 2 I feel excited about the holiday and I feel nervous about it too. (both) _____________________________________________________________________ 3 Hell take the bus. Or Ill give him a lift. (either) _____________________________________________________________________ 4 They forgot to turn off the lights and they left the door wide open. (not only) _____________________________________________________________________ 5 Im going to order the steak. Or Im going to order the chicken. (either) _____________________________________________________________________ 6 Shes got a great singing voice and she plays the guitar very well. (not only) _____________________________________________________________________ 7 Sam didnt know the way home and Will didnt either. (neither) _____________________________________________________________________

Read the newspaper headlines and complete the comments using may / might, must or cant and the verbs in brackets.
0

Complete the responses with your own ideas.


0 Isnt that Stefans wallet? He must have left it here when he came round last night. 1 Wheres Martin? Hes late again. He might have __________________________________ ________________________________________________. 2 Your cars rolling down the hill! Oh no! I must have ______________________________ ________________________________________________. 3 I asked for ham, not jam. Oh sorry, I must have ____________________________ ________________________________________________. 4 Marcela hardly ate any of her pasta. She cant have __________________________________ ________________________________________________. 5 I recognise that guy over there. Me too. I think he might have _____________________ ________________________________________________. 6 Justine still hasnt replied to my text. Thats not like her. She cant have _________________ ________________________________________________. 7 Guess what? I just saw Lydia wearing my green jacket. Thats a bit rude. She could _______________________ ________________________________________________. 8 Tony completely ignored me when I waved at him. Dont be so sensitive, he must not have ____________ ________________________________________________. 1

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.

How colours affect our emotions


Have you ever wondered (0) WHY fast-food restaurants are so often decorated in red and yellow? Its all to do (1) colour psychology. There is scientific evidence (2) colour affects our moods (3) consciously and subconsciously. Colours are generally associated with two types of emotion. Warm colours (4) as red, orange and yellow stimulate the active emotions anxiety, excitement and aggression (5) the cooler blue, violet and green colours promote passive feelings of calm and relaxation. To return to the example of the fast-food restaurant, red, in addition to making a place seem warm and inviting, can stimulate the appetite. Yellow, (6) is initially attractive, becomes irritating after a while. So walls are painted yellow to encourage people (7) leave the restaurant quickly and make room (8) the next customers. Supermarkets also make use of colour psychology. Red and yellow packaging attracts attention. Soft blue lighting, however, helps customers to relax and they are therefore more inclined to spend money. And in sport some football clubs have (9) known to paint their home dressing room in bold colours and the visitors one in pale blue. In the same way, some prisons in Texas (10) their prisoners wear pink, not (11) because it humiliates them but also because pink (12) said to reduce aggression.

Petried walkers spot lion in eld

Motorists stranded as blizzard strikes More ood misery this weekend

Man drives wrong way down motorway


The factory workers must be feeling (feel) nervous. I guess that means they __________ (go) on strike. Two Picassos? They __________ (be) worth a fortune! I wonder what he did. He __________ (accept) a bribe or misspent public money. It __________ (escape) from the zoo. There __________ (be) much warning. They __________ (predict) heavy rain. He __________ (pay) attention.

0 1 2 3 4 5 6 7

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Day 10 Word building Wor


1
1: B, F, G, M 2: C, D, J, K, N 3: E, H, I, L 3 (suggested answers) 1 No way! You must be kidding! 2 Thats great news. You must be over the moon! 3 Oh no! Im so sorry. 1 on, for 2 up, down 3 in, out 1 down 2 down 3 up 4 down 5 up 6 down 7 up 8 up 9 down 10 up B8 C10 D5 E3 F2 G9 H1 I7 J4 G 1 3 5 7 turned up 2 turned down get down 4 catch up used up 6 cracking down brush up 8 put (her) down

3 4

5 6

Use of English: Part 4


1
1 2 3 4 5 6 7 8 on his own was caused by has not had more condent than he used allowed her to visit wishes she had not did not mind lending accused Tim of

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Word building
1 3

Use of English: Part 4


More phrasal verbs with up and down
4

Exam practice
1

Choose the correct alternatives.


1 I really need to get up / down to some revision soon. 2 Slow up / down! There are hidden speed cameras round here. 3 Are you expecting many people to turn up / down to the meeting? 4 The government has introduced strict new laws to crack up / down on littering. 5 We havent got any milk because Jess used it all up / down. 6 He offered me a lift but I turned him up / down. 7 Ive got loads of work to catch up / down on because I was absent last week. 8 Jez cant come to the phone because hes tied up / down at the moment. 9 My older brother is always trying to put me up / down in front of my friends. 10 Id like to brush up / down on my Italian before we go to Rome.

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

Match expressions AN to the pictures 13.


Thats incredible! 1 Thats great news. ____ Oh no! ____ What a nightmare! ____ They didnt, did they? ____ F Wow! Thats wonderful. ____ G I bet youre thrilled. ____ A B C D E H You must be kidding! ____ I Seriously? ____ J How awful! ____ K Im sorry to hear that. ____ L No way! ____ M You must be over the moon! ____ N Im so sorry. ____
5

Match the phrasal verbs in Activity 4 to the denitions AJ.


A B C D E F G H I J reject something be busy improve or revise something you used to know nish a limited supply of something go to something reduce speed humiliate someone start doing something seriously get to the same position as others start dealing with something more strictly

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.

PLACE OWN CAUSED

HAD THAN ALLOWED WISHES MIND ACCUSED

Write two or three responses to the following news. 0 Mario and I are getting engaged.

Wow! Thats
6

wonderful. I bet youre thrilled!


1 I think I saw a UFO last night. ______________________ _________________________________________________ 2 Ive nally passed my driving test! __________________ _________________________________________________ 3 My girlfriend doesnt want to see me anymore. _______ _________________________________________________

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.

Phrasal verbs (4): behaviour


3

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 __________.

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Day 11 Skil Skills


1 2
1E 2F 3C 4D 5H 6A 7B 1 (suggested answers) 1 In B, Its refers to peoples reasons for seeking out fear and routine refers to our risk-free modern society. 2 In C, were and we refer to coasteerers in the previous sentences and quick x contrasts with feel good for days in the following sentence. 3 In D, in the oceans links to in the Amazon and in the Alps, in the previous and following sentences. 4 In E, he dives again refers to Tom Fox diving into the sea in the previous sentences. 5 In F, bungee jumping, free-running and base jumping are examples of the many extreme sports mentioned in the previous sentence. 6 (no references in the text) 7 In H, 400,000 customers a year links to the mainstream market described in the previous sentence.
4

1A 2B 3B 4C 5A 6C

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Skills

Reading: Part 2 - Gapped text Checking reference words


1

Listening: Part 4 Multiple choice


3
4 You will hear an interview with a man called Tommy Brooks, who works as a clown. For questions 16, choose the best answer (A, B or C).

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.

JUST FOR THRILLS


Dangerous activities are on the increase. Are we crazy? Or just reacting against a society thats got too safe?
Aaeeeeioouu! There are not enough vowels in the alphabet to capture Tom Foxs cry as he throws himself off the rocks into the sea in Cornwall, southwest England. Arms crossed against his chest and knees slightly bent, he makes a perfect entry Fox and his into the water 25 feet below. 1 friends are coasteering, exploring the shoreline in a sport that requires no boats, no ropes, just manpower. Wearing wetsuits, gloves and helmets, they swim along the base of the cliffs, climb up rock-faces and dive into caves. Its fast, furious and, in the wrong weather, highly risky. Coasteering is just one of many extreme sports that have become popular in recent years. 2 Now these have been joined by zorbing (rolling down slopes strapped inside a giant sphere) and snow-kiting a combination of kite-surfing and snowboarding. But most coasteerers, like experienced mountaineers, look down on zorbers or bungee jumpers as mere amateurs. We take risks, says When we Tom. But we take calculated risks. 3 beat our fears, the reward is huge and I feel good for days. Fox and friends are men for whom kicking a football or dunking a basketball is not enough. And they are not alone. Parachutists and hang-gliders float through the skies, rock-climbers cling to sheer faces and bungee jumpers dive off bridges. In the Amazon, the intrepid explore the rainforest on zip wires. 4 And in the Alps, the brave and the foolish bomb down the Cresta ski run. A recent survey of the adventure travel industry found that activity holidays had increased by 17.2 percent over four years, far more than the overall market (2.8 percent). Adrenaline holidays are moving from a small market to a mainstream one. 5 Danger is an international industry. Although the survey found that most participants were between 20 and 44, plenty of over-40s have a taste for danger. Dr Peter McCue, a psychologist from Glasgow, took up skydiving when he was 40: If I wasnt going to do it then, when was it going to be? McCue, whose 17-year-old son has also taken up skydiving, doesnt worry about the risks. To be honest I am more anxious about my son being attacked in the centre of Glasgow on a Saturday night. 6 About 150 Britons die every year taking part in adventure sports, whereas accidents on the roads and in the home kill 6,000. So what makes us seek out fear? Is it the rush of adrenalin flooding our brains? For some, like Tom, its about conquering fear. For others, like 35-yearold Martin Ollerenshaw, its more a reaction to our risk-free modern society where there are no If I dragons to kill or wild animals to hunt. 7 dont do it for a while, I feel uncomfortable. I need to take those risks to feel fully human, fully alive. Its about joy and intensity. But whatever our motives, one thing is certain: risk-taking activities are becoming ever more popular and ever more extreme. Who knows what the adventure sport companies will come up with next: zorbing down Mount Everest, maybe, or parachuting onto the moon?

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 _____________________________________________

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Skills

Skills

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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)

Modal verbs (2): deduction


We use may, might and could when we are not sure if something is true. He might be a student. She could be ill. Notice the difference between the negative forms. They might / may not know about this. (its possible that they dont know) Dont be silly it couldnt have been a lion! (its not possible that it was) We use must when we are sure that something is true. He must earn plenty of money to buy a car like that. The train must have been delayed. We use cant when we are sure that something is not true. You cant be serious! You cant have nished already!

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.

Phrasal verbs that take an object can be separable or inseparable.

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.

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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

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TARGET

FCE

Writing reference

Part 1 An email or letter


In Part 1, which is compulsory, you will read some input material (such as a letter, email, etc.) with notes or prompts. You will need to write a letter or email of between 120 and 150 words, addressing all of these notes or prompts.

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.

Jos 19th June music festival

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

Say which and why No, because ...


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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,

use chatty , colloquial language in an informal email or letter

Im really excited about the festival too! It sounds like its going to be loads of fun.

start a new paragraph for each main idea

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

use suitable opening and closing expressions

Target Writing Part 1: checklist


Make sure you:

Useful informal language

address all of the points. use the correct register


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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,

Responding to invitations & requests


Thanks for the invite. Id love to ... Sorry, but I cant ... because ... That sounds like a great idea. Of course! No problem.

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Students Book Transcripts


Unit 7
1
1.

Page 165, Activity 2


Rise up this morning Smiled with the rising sun Three little birds Pitched by my doorstep, Singing sweet songs Of melodies pure and true, Saying, this is my message to you. Singing, dont worry, about a thing, cause every little things gonna be all right I wasnt jealous before we met, Now every woman I see is a potential threat. And Im possessive, it isnt nice. Youve heard me saying that smoking was my only vice. But now it isnt true, now everything is new, And all Ive learned has overturned, I beg of you: Dont go wasting your emotion, Lay all your love on me. Well, since my baby left me, I found a new place to dwell. Its down at the end of Lonely Street At Heartbreak Hotel. You make me so lonely baby, I get so lonely, I get so lonely I could die And although its always crowded, You still can nd some room. Where broken-hearted lovers Do cry away their gloom.

Page 176, Activity 5


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). You now have 1 minute to look at the task.

[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.

3.

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INT: ZADIE:

INT: ZADIE:

INT: ZADIE:

INT: ZADIE:

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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:

Page 177, Activity 2


Right ... Well, uh, rst of all, I think you need some music. That helps everyone to relax. Uh huh, yes, Id agree with that, but ... well, personally, I dont think the music should be too loud, because .... well, people need to be able to chat, too. Absolutely. And another thing, you dont want the neighbours to complain! Thatd be ... uh, that wouldnt be great. So, um, what else? OK, what about food? Do you think foods important? Yes ... to a certain degree. At least, I agree with you that its a good idea to have drinks and snacks, things like that. But I dont think you need a big meal or anything, do you? Oh no, denitely not. ... OK, so, to sum up, weve agreed that music and snacks make a party success ... er, successful. Anything else? I, uh, think perhaps weve missed something out. We havent really talked about the people ... Right, yeah, good point. Thats really, uh, thats so important, having the right people. Youve got to invite guests who get along. I really hate those parties where no one talks! Yeah, I know what you mean. Its so embarrassing!

BOY:

GIRL:

BOY:

GIRL: BOY:

GIRL:

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