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Communicative achievement: Register is Answers Paragraph 2: relevant skills Paragraph 3: relevant experience Paragraph 4: suitability for the job 5 Students read the task. If your students are fairly strong, they could respond orally.

What are the rules? Encourage the other students correct answer from four options. I feel I would be well-suited in this role and I would like to help other people enjoy music as I do.

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This step-by-step approach ensures that students will be fully prepared and confident when taking the Cambridge English: First FCE examination. Ready for First 3rd Edition ginner Ready for First MACMILLAN EXAMS A1 A2 B1 B2 C1 C2 ISBN 9780230440104 COMM ON EUROPEAN FRAMEWORK A1 A2 B1 B2 C1 C2 www. First published 2013 These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Note to Teachers Photocopies may be made, for classroom use, of pages 55, 56, 136, 137, 166, 167 and 168 without the prior written permission of Macmillan Publishers Limited. However, please note that the copyright law, which does not normally permit multiple copying of published material, applies to the rest of this book. The publishers would like to thank all those who participated in the development of the book, with special thanks to Roy Norris and the freelance editor. At the end of every unit, there is a two-page Review section, containing revision activities and exam style tasks, which enable students to practise the new language they have encountered in the unit and, as the course progresses, in previous units. The Reading and Use of English paper is divided into two sections for the purposes of these units. There is also Ready for Listening, Ready for Speaking and the final unit is Ready for Writing, which includes a comprehensive bank of writing materials. Ready for Use of English after Unit 3, Ready for Reading after Unit 6, and so on. However, they are intended very much as a flexible resource which may be exploited at such a time during the course as the teacher feels appropriate. At the end of the Coursebook, you will find a Wordlist and Grammar reference, each closely linked to the 14 units in the book. There is also an Additional material section, to which students are referred in certain units, and the Listening scripts. The Coursebook is available with or without the answer key. The following boxes, which appear throughout the Coursebook, provide help and advice to students when they perform the different tasks. There are also videos on the specific exam-related areas of Use of English and Word formation. Workbook The 14 units of the Workbook follow the same order and general topic areas as the Coursebook. They have been designed to provide students with further practice, revision and extension of the language presented in class, as well as examination practice and skills work. Students will, however, already be familiar with the reading task type they encounter in the Workbook and are thus provided with an opportunity for revision. In each unit, there is one or more exercise exploiting the language which occurs in the reading text. These provide revision of the words and phrases seen in the Coursebook unit. Some exercises extend the vocabulary from the topic area by drawing on items from the Wordlist at the end of the Coursebook. On occasions, students are given the opportunity to revise vocabulary presented in earlier units of the Coursebook. None of the exercises contains grammar which students have not already encountered in the Coursebook. An attempt has been made to ensure that as much of the language tested in these exercises as possible has already been encountered by students in the corresponding unit, or previous units, of the Coursebook. As with the reading sections, the writing task type in any given Workbook unit is usually different from the one in the corresponding Coursebook unit. The task type for a particular unit is the same as one of the tasks in the corresponding unit of the Coursebook. Some of the listening activities are followed by a vocabulary exercise based on some of the language used in the recording. Students then follow the instructions to create their own log-in and password, which means they can access the Ready for First material as and when they like. Using the course to prepare students for the Cambridge English: First FCE examination Whilst Ready for First can be used as a general course for students at B2 level of English, one of its main aims is to prepare students for the Cambridge English: First examination, an overview of which can be found on pages 4—5 of the Coursebook. A range of support is available in the various components of the course, to give students the best chance possible of passing the exam. Vocabulary In most units of the Coursebook, there is at least one section devoted to topic vocabulary, that is, words or phrases which are linked to the theme or themes of the unit. This topic vocabulary is reproduced in the Wordlist at the end of the book, where it is grouped according to the unit in which it appears, together with further items which form part of the same lexical set. Vocabulary activities in the Workbook both revise the topic vocabulary presented in the units, and provide practice of the additional items from the Wordlist. As well as individual words, students are encouraged throughout the course to learn whole phrases, a key element in the Reading and Use of English paper, though also of importance in the other three papers of the exam. Attention is given to different types of collocation, and there are regular sections which focus on expressions with verbs such as get, take, give and put. These expressions are grouped for reference in the Lexical phrases list at the end of the Workbook. Throughout the book, collocations are shown in bold, and students should ensure they record these and other whole phrases in their notebooks. In addition, the course contains work on dependent prepositions, affixation see Use of English below and phrasal verbs. A variety of different approaches is used to present phrasal verbs, which always appear in the context of a sentence or continuous text as a guide to meaning. An alphabetical list of all the phrasal verbs from the course is included at the end of the Workbook. Finally, there are three sections — in Units 7, 10 and 13 — which focus on the skill of paraphrasing, using different words to express the same meaning. Paraphrasing is important in all four of the exam papers, especially of course, for the Key word transformations in the Reading and Use of English paper, as well as the Writing and Speaking papers, where students should avoid repeating the same words and expressions. All elements of vocabulary are revised in the Review sections of the Coursebook, as well as in the Workbook, both in the unit in which they are first presented and in later units, too. Grammar Each unit of the Coursebook contains one or more Language focus sections, which generally use contextualized examples from a reading or listening text to present and illustrate a particular grammar point. Students at this level will already be familiar with the majority of the grammar areas which are required for the Cambridge English: First examination. Most Language Focus sections, therefore, do not simply give students the grammar rules, but encourage them instead to apply their existing knowledge to example sentences and work out the rules for themselves. To achieve this, they may be invited to answer questions about the examples or perhaps match each example to a rule. Further practice is provided in the Review sections at the end of each unit, as well as in the relevant unit of the Workbook. This practice often takes the form of exam-style Use of English exercises. Use of English The comprehensive nature of the Language focus and Vocabulary sections ensures that students receive the appropriate language input to enable them to deal confidently with the Use of English tasks in the Reading and Use of English paper. In addition, they are provided with plenty of opportunity to practise all four task types, both in the Coursebook and the Workbook. The Ready for Use of English unit of the Coursebook gives useful information on the types of words tested in Part 1, the Multiple-choice cloze, Part 2 the Open cloze and Part 3, the Word formation task. A key feature of Ready for First is the Word formation syllabus, which aims to teach rather than simply test. A systematic approach to word building is adopted, with a number of units each focusing on a different aspect of affixation. Word formation practice exercises test only those items which have been presented in the same unit as the exercise or in earlier units. The effect is therefore accumulative, so that by the end of the course students will have been exposed to all the major areas of affixation tested in Part 3 of the Reading and Use of English paper. Reading Texts from a variety of sources magazines, newspapers, novels, etc. In Units 1—3 of the Coursebook, students encounter each of the three types of reading task they will be expected to complete in the Cambridge English: First exam: Part 5 Multiple choice, Part 6 Gapped text and Part 7 Multiple matching. In these first three units of the book, each reading section is accompanied by a How to go about it box, advising students on the techniques to employ when carrying out the different exam tasks. The second time they see each of the three task types, in Units 4 to 6, students receive a little less help. In the rest of the book, in Units 7—14, students are expected to be independent and almost no further help is given, though of course, they can always be referred back to the relevant help boxes in Units 1—3 before carrying out a particular reading task. The Ready for Reading unit contains further help and advice for each of the three task types. In order to promote sound examination technique, students are encouraged at all times to read through the text for gist general understanding first, before they go on to complete the exam-style reading task. They may, for example, be required to answer one or more gist questions, or perhaps check predictions they have made in a pre-reading activity. Once all reading tasks have been carried out, the Reacting to the text sections provide students with the opportunity to discuss the content of the passage and express their own opinions on the issues involved. Further reading practice is provided in each unit of the Workbook. Writing All exam writing tasks are covered, both in the Coursebook and the Workbook. The writing sections in both books prepare students thoroughly for each new task and may focus on one or more of the following features: planning answers; help with ideas; paragraph organization; cohesive devices; useful language; appropriate style; checking work for mistakes. Model answers appear throughout the course, and always when students encounter a particular task type for the first time. These are accompanied by comments from the examiner. The Ready for Writing includes a writing bank containing examples of each of the different writing tasks that students are likely to encounter in the Cambridge English: First exam. For each task type, there is a question and a model answer, with important features highlighted in the margin. This is always followed by a writing task for students to complete, with a Useful language box containing vocabulary and structures they can use for this and other writing tasks of the same type. The writing bank serves both as a reference and also as a source of writing tasks which can be done at any time, with or without the help of the teacher. Listening Nearly every unit of the Ready for First Coursebook has two exam-style listening tasks, and there are a further 14 tasks, one for each unit, in the Workbook. This makes a total of 45 listenings in the two books. Information on listening in the Cambridge English: First exam and guidance on how to tackle the tasks are given in the What to expect and How to go about it boxes, particularly in the earlier stages of the course, when students require most support. The pre-listening stage is an extremely important one and can greatly influence how successfully students complete the listening task. And then after the listening, there are questions to encourage further discussion based on what students have heard in the recording. The Ready for Listening unit on pages 124—127 contains an example of each of the four parts of the Listening paper, together with further help and advice. All the Coursebook listening scripts are included at the end of the book, and the recordings are included as downloadable MP3 audio files on Macmillan Practice Online. Speaking There are numerous speaking opportunities in Ready for First, both exam-type tasks as well as other non-exam speaking activities. Guidance is given throughout the Coursebook on how to approach the four parts of the Speaking Paper in the Cambridge English: First exam. There are regular How to go about it and Useful language boxes, particularly for Parts 2 and 3, where students need most help with procedure and technique. The Ready for Speaking unit on pages 164—167 contains further useful practice and advice, and includes a recorded speaking test, in which students can compare their own performance in the four Parts of the Speaking paper with that of two candidates who carry out the same tasks. This speaking test can also be seen on video on Macmillan Practice Online. Clearly, the more speaking practice students have in class, the faster their oral skills will improve and the better prepared they will be for the Speaking paper. Ready for First provides regular opportunities for students to speak in pairs, in pre- and post- listening and reading activities, as well as in Vocabulary and Language focus sections. These activities often provide personalization and discussion possibilities, aimed at both improving general fluency and also preparing students for Parts 1 and 4 of the Speaking paper. They are indicated by the special speaking icon, most usually found in the left hand margin. Encourage students to listen Themes point out that this is essential practice in preparing carefully to each other as they do the activity, and The unit is concerned with routines, lifestyles and the topic of clothes. The grammar and vocabulary come directly from the reading and listening exercises and are actively practised through the more controlled grammar exercises and freer for the First exam. Circulate and monitor the activity. Get feedback from each pair when they have finished by asking: What type of lifestyle does your partner have? This will check they have been listening. Part 7 Multiple matching After the activity, have a brief feedback session with Part 4 Transformations Review the class by asking a few students to give some know your students. Keep any error correction to a information about their group, e. Does anyone Writing Part 2 Informal letter Part 2 Article Review in your group want to change their lifestyle? Write any new or useful vocabulary on the board. Point out that the collocations in the bullet points Listening Part 3 Multiple matching Part 1 Multiple choice are highlighted in bold. Explain that this system is used throughout the Coursebook to highlight collocations, and demonstrate this by referring Speaking Part 2 Students discuss the questions in small groups. Other Learner training Suggest that students buy a notebook to record Language focus 1: Habitual behaviour vocabulary as they go through the course. For Language focus 2: Be used to, get used to and used to Vocabulary 1: Lifestyle Vocabulary 2: Get Vocabulary 3: Clothes homework, they could create a section on lifestyles in their notebooks and write the collocations from exercise 2 with an example sentence for each one. Either show students two flashcards Books closed. Write lifestyle on the board and elicit or project two photos onto the screen, e. Which word describes a lifestyle in which you are often sitting down? Point out that life can be used instead of lifestyle in all collocations. Model and check pronunciation of chaotic, luxurious and sedentary. Explain that they should use the expressions on the board. Elicit answers from various students. Students read the instructions and the How to go about it and Useful Language boxes. Explain that in the exam, Student A talks for one minute and Student B for about 30 seconds. However, as this is their first experience you can allow them longer. Students carry out the speaking task using photos Students read the instructions and the How to go about it box. This is designed to help them with their first multiple matching task. Once students have read the information in the box, ask them to close their books and summarize the suggested procedure orally with their partner. After this, mention that the text contains distractors and that the students need to read carefully to check that the answers they choose are correct. Remind them to mention a few Before they do the reading task, check their of the topics such as daily routine, working hours, understanding of the following items of vocabulary etc. Circulate and check students are following the in the questions: untidy 1 , unpredictable 3 , keen instructions correctly. Students switch roles and carry out the same speaking task, using photos 3 and 4 on page 7. If students ask you for the meaning of other To get some feedback, ask students which lifestyle vocabulary during the reading activity, encourage they chose when they were Student B. Ask some them to try and answer the questions without trying pairs how they feel they performed in this speaking to understand every word. Have class feedback and if students have made Reading and Use of English Multiple matching Page 8 Part 7 mistakes, show the importance of noticing and avoiding distractors, e. Present tenses, frequency adverbs and the uses work of get are introduced in a natural way. It also week or so. Alternative approach If you would like to make the reading more Lead—in communicative, you could start the activity by Write the following words on the board in random asking students to work in groups of four. Each order: craftspeople, rehearse, farm, port, mug, scripts, student reads one of the texts and then gives an oral lambs, crew. Ask students to match them with the summary of the information to their group. I used to play tennis when I was a child. Questions 1 and 7 are the other questions Answers answered in Text A. If your students are fairly strong, they could respond orally. However, if they are weaker, they should write the three statements. Elicit statements from various pairs. Answers business and I hated the fact that I would often go for days without speaking to anyone. We have to do some pretty unpleasant things sometimes … 10 B I often get to bed later than I would like. Reacting to the text 1 a immediately before the main verb; after the auxiliary verb and the verb to be b always and never are incorrectly placed 2 Students do the exercise as suggested. Remind them to use the Grammar reference on page 209. Elicit answers from various students. Students discuss the question in pairs. You could finish the activity by telling the class which person you would like to change places with yourself. Answers 1 correct 2 I usually have my dinner in front of the television. Stress that we use usually with the 3 Ask students to work in pairs. Encourage them present simple for present habits. Their partner could also ask some followup questions, e. Where do you normally go? Do you usually go out with your friends or members of your family? Circulate and help students to self-correct any errors with the use of the adverbs. You could also ask more questions related to the statements and tell them something about yourself. Other verbs include take Unit 4 , give Unit 9 , put Unit 11 , make and do Unit 14. These verbs are common in English and often tested in the First exam. C Used to and would Alternative approach 1 Students work in groups of three. Explain that they Write on the board: I would crawl out of bed and go straight into the garage. Ask students what time this is referring to. Elicit that it is a past habit. Ask students whether the sentence could be expressed in a different way. Elicit used to crawl. Students answer the question. Remind them are going to have a race to try to remember which of the people from the reading text on pages 8 and 9 said each sentence. Set a time limit of three minutes. The team with the most correct answers is the winner. Answers Would + infinitive can refer to past habits, but not states. It is not used with stative verbs such as have to refer to the past. Elicit answers from various students. Ask students to complete the exercise. Correct the exercise together. I used to live in a really small flat, but I have moved to a bigger place Learner training For homework, suggest that students record these meanings of get in their vocabulary notebooks. Considering the meaning of the whole phrase with get and similar verbs is a useful tool when paraphrasing. Paraphrasing is important in all papers of the First exam. I would have breakfast in a café 2 This exercise is similar to Reading and Use of near my flat every morning before going to work. English Part 1 in that students have to choose the Ask students to write similar sentences about themselves. Circulate and check that they are using the structures correctly. Then get some feedback by asking a few students to read out one or two of their sentences. Encourage the other students correct answer from four options. Do exercise 2 as suggested. When students have finished, ask which sentence the picture is related to, then elicit the answers to the questions from various students. Multiple matching Listening 1 Page 12 Part 3 Students discuss the questions in pairs. Explain that they will have to answer similar questions in Ask students to read the exam instructions, then Parts 1 and 4 of the Speaking exam. Ask a few general comprehension and angry anger is the noun, angry is the adjective. What should you do during the 30 Circulate as the students speak and record any seconds before listening to the piece? What are common errors. Write these on the board after distractors? Prediction Some of these questions link in well to the writing 1—2 Students do exercises 1 and 2 as suggested in task in the Review section on page 17. Ask them to work in pairs and to write down the items director, in a concert hall, in an opera house D a sporting event: spectator, competitor, star, of clothing. Elicit answers from the whole class. Answers 1 hat, top hat, suit, jacket, tie, shirt, jeans, opponent, in a stadium, at a sports centre E a film premiere: star, audience, director, producer, at a cinema F an examination: candidate, invigilator, in an trainers, dress 2 examination hall G a job interview: candidate, interviewer, panel, Students work in pairs. Monolingual dictionaries could be used. Mention that some of the adjectives in an office or other place of work H a special family meal: guest, host, relative, can not only be used to describe clothes, but also relations, in-laws, at home, in a restaurant people and hair, e. Circulate and if students ask the meaning of a word, encourage 3 another student from a different pair to give a conversations about each occasion. Model and check pronunciation of A: If I was going to a wedding I would buy an unfashionable, scruffy and casual. I would probably wear high-heeled Answers Possible answers: 1 formal, smart 2 scruffy, casual, baggy jeans , plain shirt 3 colourful, sleeveless dress Additional activity After this activity, get students to play a descriptions game. Student A Students work in pairs and have short shoes. Listening task Play the recording twice and let students compare their answers together after the first listening. Explain that they should briefly discuss what they heard if their answers are different. This will also follow up the prediction work done in the pre-listening stage. Possible distractors are: wedding: trainers and sports top birthday: costume, Coco the clown interview: examination results, serious candidate sporting event: French star, stars of the silent movies, long heavy dresses The post-listening question provides an opportunity for personalization. Students work in pairs and discuss the question. Get some brief class feedback. Point out that the listening script includes language covered in the unit. She silenced her critics, however, by beating her opponents and going on to win several major titles. Speaker 4 He clearly has ability. You only have to look at his examination results to see that. No, what concerns me is his appearance. If he really is a serious candidate and we decide to take him on, then he will have to get used to wearing something a little more formal. So I thought about it for ages, what I was going to go as and everything. I spent more time thinking about my costume than about what present I was going to get for Jane. Listening 1: Listening script 1. Of course, I refused. But of course, when we got to the church and I saw all the other guests in their smart new clothes and expensive hats, I just felt really, really stupid and embarrassed. The bride and groom looked quite surprised when they saw me, so I spent most of the time at the reception trying to avoid them. Additional activity 1 Speaker 2 We really had no other option but to send her home to get changed, dye her hair back and take out the nose stud. We have rules and the rules are there to prepare young people for the reality of the world of work. We insist on uniform from the first day until the last, and that includes when sitting exams. Write the following on the board: Speaker 3 … Indeed attitudes were already beginning to change in the first half of the century. In 1919, the young French star Suzanne Lenglen caused a sensation at the British championships by wearing a calf-length, sleeveless dress. Her unconventional, yet practical clothing shocked spectators, who were used to seeing women play in the long heavy dresses which were typical of that period. As a result, Lenglen attracted the kind of As a post-listening activity, ask students to work in groups of three. The other students in their group can ask some follow-up questions and decide whether they believe the situation or not. Additional activity 2 As a post-listening activity, divide students into party clothes to the First exam formal clothes to a football match a Dracula fancy dress outfit to a wedding Students should choose one situation each and then invent information to explain why they wore these clothes to the occasion. After the activity they should vote which story was best. Learner training Suggest students record some of the vocabulary from the Prediction section in their vocabulary notebooks. You could also model and check the word stress of the following words. Explain that reading through exercises like this to get their general meaning is a good habit to acquire for 1—3 Students work through exercises 1—3 in pairs. Students complete the exercise in pairs. Circulate and help them with any problems. If they finds situations new or strange, e. Did he find the habit of eating at 1pm strange? If you have a multilingual class, put students it hard to get used to working at night. Give them eating late in the evening. DVD Resource: Unit 1 Additional activity As this area of grammar is a complicated one, you should recycle the structures in future classes. One way of doing this is to prepare envelopes with cut up cards. Write a sentence with an error on each 4 If your students are strong you should do this numbered card and stick a piece of paper with the activity orally as suggested in the book. However, if correct answers on the back of the envelope. Hand your students are weaker ask them to write out the out the envelopes to pairs of students and have sentences. Circulate and check students understand them discuss what they think the error is in each the structure. Elicit examples from various sentence. They can then check their answers on the students. Elicit one or two aspects of life that they might find difficult to get used to. Then ask them to think of other examples in pairs. You should save these envelopes as they can be reused closer to the exam along with envelopes on other topics which you prepare during the course. If other teachers in your school are teaching the same level you could prepare them as a team and share them. The language presented and 5 g information given is also relevant to emails. In 6 no, too formal the exam, students would read a short extract of a 7 no, too formal letter, rather than a whole letter, as in this writing 8 d section. Students have exam-style practice of 9 b writing informal letters or emails in Unit 7. This will allow students to see structures such Exam note as get used to, getting late, tend to etc in a natural It is important that students are aware of context. A common problem is for students book. Elicit answers from various students. You could also ask some further questions as a way of recycling language studied in the unit, e. Candidates lose marks if they do this. How does he feel about milking the cows? Answers How do they normally spend the day after breakfast? What time of day did he write the letter? He wants to know if I can help him in underline the key information they will need to the summer. Then focus their attention on 2 Students very often have problems organizing the How to go about it box and ask a few questions, e. How could you begin your letter? Should your their written work into paragraphs. This section letter be formal or informal? How should your letter ensures that the purpose of paragraphing and its be organized? Then get students to work in pairs importance is focused on from the start of the and brainstorm ideas for their letters. Students do the exercise in pairs. Elicit answers Where is your new house? How are from various students. Is there anything you are finding hard Answers Paragraph 2: to describe how he spends a typical day Paragraph 3: to give news and invite you to visit Paragraph 4: to finish and ask for a reply 3 Ask students to read the instructions. Check they understand that three expressions cannot be used. What do you do on a typical day? Suggest they look at the model of an informal letter on page 197 before writing their own. I usually get up at half past seven and I went to work. Then I have a breakfast with my friends and I go to improve my English spoken in the afternoon in a specific classe. After all, I think is good have a new experience in your life and this is an example to explain it. I hope you write me as you did. For the purposes of this course, the sample answers have been graded according to the following scale: borderline, pass, good pass, and very good pass. Learner training You might want to set up a correction system. Explain that when students do writing tasks you will use correction symbols in your feedback. These will help them to work out the correct language for themselves. Make a worksheet with different types of errors, e. Get students to correct the errors and to record the symbols in their notes. When you give them back their first writing task, they should refer to the symbols and try to correct their own work. Listening 2 Part 1 Multiple choice Page 15 Refer students to the instructions and the What to expect in the exam box. Play the recording twice Communicative achievement: Register is awkward and let students compare their answers after the at times — with regard to my new surroundings first listening. The overall effect on the target reader would be reasonably positive: the information asked for has been provided and the tone, although inconsistent at times, would not cause problems. Organization: An abrupt beginning but the letter is Additional activity After this you could refer students to the listening script on page 222 and ask them to underline distractors and circle the parts which give them the answers. This will enable you to highlight how distractors are used to make the task more challenging. Vocabulary is generally appropriate except for a breakfast, a specific classe. These marks are then added up to give a total 1 C 2 B 3 B 4 C 5 A 6 A 7 B 8 A Listening 2: Listening script 1. W: Four I think. This one here, the flat in Brighton, the country cottage, and … M: … and the villa in Spain. But he did say he might settle down one day — stay in one place. And you know how much he likes Spain. Colour, style, fashion — it all mattered to them. I was positively scruffy by comparison. I need to do something to help me relax … Well, I wanted to do yoga, but the class is on Friday and I play squash then. And then I saw they do Pilates on Tuesdays and Thursdays, which would be ideal for me … I know. M: I usually wake up before the alarm goes off. W: That sounds worse. I take the dog out for a walk, talk to him about this and that … W: You talk to your dog? I find that much harder to cope with first thing in the morning. Self-help books offer people the hope of finding a solution to their problems, improving their health and well-being, and generally making their lives better. The author of Back to basics says his book will help you achieve all these things in a matter of weeks. W: Yes, I am. I think I know nearly everyone now. When I came here last year everyone went out of their way to introduce themselves and make me feel welcome. So you feel comfortable here, then? W: Yes, I do. And the children have settled in well, too. I just get a bit nervous about the traffic sometimes. M: What, on the main road? W: Yes, and a couple of other spots as well. A decent one — tailor made — not just any old suit. Inside, at the front desk — in reception — they reckon I look smarter than the boss. Learner training The Workbook can be used in a number of ways. Set activities for homework as you cover various sections of the unit or get students to complete the corresponding unit of their Workbook at the end of each unit in the Coursebook. Explain that they should correct the Workbook themselves and ask you if they have any questions. Try to keep a record of the units each student has done. Part 4 grammar, vocabulary and collocation 1 getting rid of Students complete the exercise. Elicit answers from 2 got used to wearing various students and go over any problem areas. Ask students to 6 looking forward to seeing close their books. Divide them into groups of three. Get each group to think of a name, e. The Smart Vocabulary team, The Clever Kids, etc. Each team uses a piece of paper as a score sheet A Adjectives 2 high-heeled 3 tight-fitting 5 baggy 4 sleeveless 6 long-sleeved find the winner. Bring some sweets as a prize. Down 7 better 11 hear Part 1 of quiz A Adjectives Write DRESS on the board and ask: Expressions with get Which of the following words does not normally Across 4 on 10 touch 13 paid collocate with dress? Allow teams Down 1 trouble allowed a little time to confer for each question. At through the answers as a class. Count the scores to Across 3 rid to write down their answers. Explain that they are the end of the quiz, teams swap score sheets. Go B Expressions crossword 2 know Pages 16 and 17 3 ready 6 dressed C People some time to confer. Continue by asking about the remaining collocations. Part 2 of quiz B Expressions crossword 1 e 2 f 3 a 4 b 5 d 6 c Explain that the teams must guess the missing word 1 competitor, spectators 2 host, guests 3 bride, groom 4 audience, performers 5 doctor, patient 6 candidates, invigilator in sentences related to letter writing. For example, 1 Many beep for your letter. Each unit in the Coursebook has a review section. As this is the first unit, some activities are suggested Allow time between questions for the teams to below. These are designed to give you ideas on how confer. The teams must guess Page 16 what the word is in each case. Ask students to read the instructions invigilator and the What to expect in the exam box. You could 2 What do you call someone who has guests to their ask a few comprehension questions. Part 4 of the quiz: Pronunciation from Unit 1 Word stress Write the following sets of words on the board and ask: Which is the odd one out? Do the example 0 together: information is the odd one out, because the stress is on the third syllable. Allow time for the teams to confer. Answers: 1 opponent 2 spectators 3 candidate Part 5 of the quiz: Pronunciation from Unit 1 Phonemes Write the following on the board and ask: Which is the odd one out? The listening and reading materials provide a contextualized source for the the photos and write them on the board. Mention that fiddle is a less formal term for a violin. Model and check pronunciation of violin, viola, cello etc. Answers grammar and vocabulary which will be focused on in the unit. Circulate and monitor the activity. Part 6 Gapped text Have class feedback. Highlight the word stress Part 3 Word formation Review of vocalist, guitarist, record, performance and percussion. Writing Part 2 Letter of application Part 2 Article Point out that when record is a verb the word stress changes to record. Students try to Make the exercise more competitive by dividing Pages 18 and 19 students into groups of three and asking them to try and memorize the combinations. Student A then Lead—in acts as a referee, while students B and C close their Books closed. Ask students what shows are on in books. Student A reads out one of the words, e. Get them to describe what it was like. Would four questions using the vocabulary in exercise 1b. Write the 3 expressions on the right-hand side of the board and do not rub them off as you will need to refer to them later in the lesson. Students carry out the speaking and reading task. As feedback, ask various pairs which show they chose. You could also ask if they have ever been in a musical and get them to describe their experience. This activity is similar to Part 3 of the Speaking exam, where students have to take part in a discussion with another candidate. Ask students to read the instructions. Check they understand raise money, workshop and donate. Tell students to start the speaking activity. Circulate 1 whole family 2 Mexico and record any common errors. Listening 1 Part 2 Sentence completion Page 19 This listening continues the theme of entertainment. The radio presenter gives a review of the four shows from the Reading and Speaking activity on pages 18 and 19. Explain that you are going to read out some statements related to the What to expect in the exam box and that they should work with their partner to decide whether they are true or false. As you read out each statement, allow a short time for students to confer. Ask one pair the answer and then continue with the next statement. Explain that this is useful practice for the exam, where they will be given 45 seconds to read the questions. They should use this time to predict the type of answers they will hear. You could write some expressions for hypothesizing on the board, e. Listening 1: Listening script 1. Pagagnini is actually based in Madrid, but the show tours a lot and I was lucky enough to see it last year with my wife and our two girls when we were in Mexico. At one point, they start using their violins and cellos as guitars, mandolins and even percussion instruments. And they move away from classical into rock, blues and country and western. Most of you will know about Riverdance, which began way back in 1994 — at the Eurovision Song Contest in Dublin, curiously enough. But Rhythm of the Dance goes back a long way too. It started out just five years later in 1999 in Norway. It says here in the publicity that Rhythm of the Dance has played to live audiences totalling well over four million in no fewer than fortyfour countries. And if you want to find out more about the show, go to their website. Now, the circus is back in town. Not just any circus, but the hugely talented Cirque Éloize from Canada. That one was called Rain — as in, the wet stuff that falls from the sky. There are no animals, and no clowns, either. And if you want even more energy, then those Australian tap dancers, the Tap Dogs are on their way. In the indirect form, the subject comes first, as in the normal word order for a statement the Tap Dogs are planning. Have class feedback and ask a few more questions, e. Have your tastes in entertainment changed in the last five years? Page 20 Students will have the chance to put this language point into practice in the speaking task in exercise 4a and b. It will also be useful when writing formal many hours you practise your instrument each day. Mention that the stage. Get class feedback after each of these worst was when someone had dropped water on the exercises. In exercise 3, check students understand stage and I slipped and ended up in the front seats of the meaning of clown around do silly things in the theatre! Circulate and help Students prepare their questions. They could refer students with any problems they may have. Answers 1 1 When did Rhythm of the Dance start performing? Write the following jumbled expressions on the board and then elicit the correct expressions. I never have before thought about that. Start changes to started; call does not change, as the second person present simple form is the same as the infinitive form. Encourage students to use these expressions during the roleplay. Alternative idea Students work in pairs. After this they write the name and page 202, e. Should you write a plan? Can you the type of group on a piece of paper. They pass invent information? How many paragraphs could you this to another pair, who has to prepare interview use? Should you use an informal style? Encourage them to use indirect you do when you have finished writing the letter? Then the pairs interview each other. Students make notes in pairs and write their letters for homework. Letter of application Writing 1 Ask students if they have ever applied for a job. Discuss the typical information included in a letter of application. Check they understand the meaning of ignore. You could also ask whether the students would like to do the job in the advertisement and why they think they would or would not be suitable. Check answers as a whole class. Stress that using the correct register is very important in the First exam, so they should always think carefully about who the target reader is. After reading the advertisement, I think I have the relevent experience to work at the festival. I am in my first year in the university where, I study music. I play guitar, violin and drums and I am also a member of a rock band that last year my friends and I created. Furthermore, I have some experience to work with people because I used to have a job as waitress in a busy music café. I enjoyed meeting different people and helping the public in general, and I learned a lot in this position. I would love to have the opportunity to volunteer at the pop and rock festival. I feel I would be well-suited in this role and I would like to help other people enjoy music as I do. Finally, I believe I would learn a lot from hearing different bands stiles and this would benefit my study. I look forward to hearing from you. I am also a member of a rock group, I used to have a job as a waitress, 4 Students discuss the purpose of the paragraphs I would like to help other people enjoy music. Communicative achievement: Register is Answers Paragraph 2: relevant skills Paragraph 3: relevant experience Paragraph 4: suitability for the job 5 Students read the task. Check they understand appropriately formal for a letter of application, and the writer would have a positive effect on the target reader. Organization: The letter is well organized with suitable paragraphs and the writer uses linking devices, e. After reading, Furthermore, finally. Ask a few questions about Language: Generally accurate. Grammatical errors the information in the How to go about it box on do not obscure meaning, e. Mention that reading the base text for Punctuation and minor spelling mistakes do not gist is a good habit as it ensures they have a general distract the reader, e. There is a good range of appropriate expressions and vocabulary for the task: would like to apply for the post of, I used to have a job, opportunity to volunteer, I look forward to hearing, Yours sincerely, apply, drums, busy, wellsuited 3 Students do exercise 2 as suggested. Have class Ask students to read the instructions and the How to go about it box. Mention that they should also check that the verb forms in the missing sentences agree with the ones in the base text. Then students do the reading task. These marks are then added up to give a total score out of 20. For the purposes of this course, the sample answers have been graded according to the following scale: the meaning of specific vocabulary, encourage them to guess from context by reading what comes before and after the word. You could refer to the photos during the feedback as these illustrate many of the rules of rugby. Additional activity Answers 1 C 2 F 3 D 4 A 5 G 6 E B not used In the next lesson, ask students to exchange their letters. After reading them, they prepare questions Additional activity and interview each other for the position. Get some Write up the following phrasal verbs from the text, feedback from the students, and ask whether they a team up with line 9 would offer the job to their partner. Ask students what the most popular sport in their country is and whether they play or watch this sport. Ask if rugby is popular in their country. Students work in pairs. Ask them to look at the phrasal verbs in context and to come up with a definition or a translation. Answers a join with other people in order to do something b consist of; be composed of c begin to experience score, pass, tackle, goal, kick, team, etc. Ask if they know anything about the origin of the game. It started in 1823 when William Webb Ellis broke the rules of football at Rugby school by taking the ball in his arms and running with it. Point out that the reading is about Rugby Union, and not Rugby League. The two games are very similar but there are differences in some of the rules relating to tackles. Make sure they jumble the phrasal verbs. Students pass their sentences to another pair who complete them. Get feedback from the class and get students to read out some of their sentences. For homework suggest that students add five words related to sport to their vocabulary notebooks. How could a sport If you have a monolingual class you could ask if the like rugby help people in other areas of their life, for gerund and infinitive in these sentences is the same example at school or work? Ask them to read the sentences and also to refer to the Grammar reference on pages 209—10. By doing this they should be able to work out the rules. You could also highlight examples in the Grammar reference of the gerund as a subject, object and complement. Answers a to score: the infinitive with to is used after certain adjectives, in this case, hard er Note the structure: adjective + for someone to do something b be done: an infinitive without to because it follows a modal verb, in this case, can Answers Page 24 throwing: a gerund is used after a preposition, in this case, by c passing: a gerund is used after certain verbs, in this case, keep d to look: an infinitive with to is used after certain verbs, in this case, need 2 Students fill in the gaps and check them with the Grammar reference. Draw the following table with the verbs on the board. Students decide whether the verbs take the gerund, the infinitive or both, in order to discover which verb is the odd one is out. Do the first one 0 together as an example: admit takes the gerund, whereas the others take the infinitive. Explain that they can use the Grammar reference Answers on pages 209—10 to help them. Answers 1 going, to meet 2 smiling, to hit 1 finish + gerund 3 to enjoy, buying 4 to take, studying 2 manage the others can take gerund or infinitive 5 to let, asking 3 When correcting this exercise, ask whether the sentences where more than one verb is possible change their meaning according to the form used. Give students examples of sentences to illustrate the other meaning of the verbs, e. I stopped drinking coffee, because I could never sleep at night. Suggest that students divide one page of their vocabulary notebook into three columns. In each column they can make lists of verbs that take the gerund, infinitive or both. In which sport do you fire something? Check that Answers they understand the meaning of keen and fond. They then do exercise 2 as suggested. In 6 Give the students some examples about yourself, feedback, ask if they can work out any rules, e. I started to learn sports. Spanish when I was thirty. Students then do the In some languages it is correct to say practise sport. However, in English we say do or play sport. Explain 7 Students read the instructions. Ask a student to read out one of the sentences they wrote in exercise 6, and elicit possible follow-up questions from other that we practise one aspect of a sport in order to improve, e. I spent the lesson practising my backhand. Then students do the exercise in pairs. Additional activity do gymnastics Students find prepositions hard to remember so go skiing, cycling, swimming you will need to recycle them frequently throughout play volleyball, tennis, basketball, football, golf the course. As students are writing their sentences in exercise 6, circulate and take some notes on 3 Students work in groups of three. This will what they have written, e. Keep this knowing the vocabulary. If you have access to information, and in another lesson write a gap- monolingual dictionaries, get students to look fill where you personalize the sentences. This will give them useful memorable if you write the opposite, e. In the feedback you can in context. As you get feedback, ask if there are ask her to correct the information and illustrate any words students are still not sure of, and elicit corrective stress, e. Ask if their 5 athletics 6 cycling country has ever hosted an important sporting event. If so, find out how successful it was. Remind 4 skiing 3b 1 service 2 red card 3 fairway 4 lift 5 triple jump 6 gears them that they can refer back to the reading text on rugby. In feedback, model and practise the 4a Students work in pairs. You After this write beat, win and draw on the board and check students know the meaning. Learner training Answers 1 take 2 beat 3 win 4 hit 5 take 6 draw Additional idea Do a short word stress activity. Draw the word stress table below on the board. Students work in pairs. Explain that Write goggles, helmet, referee, peloton, saddle, they must hypothesize about what the contestants opponent, racket, athletics and hockey below the have to do, and that they will have to speak for a table, and ask students to put them into the correct full minute. Brainstorm useful expressions, e. Do an example first with the might be, must be, could be, it looks as if they are, class. Circulate as students are doing the activity maybe, etc. One student in each pair then speaks and model any words they are having problems for a minute. If you have access to the Internet in with. Have class feedback and then choral drill the the classroom, start the activity and time it using a words. This will help with pronunciation and will stop watch on the computer screen. If not, you can also help students remember the new words. Time a second Answers minute for the other student in each pair to speak. Mention that they will have to keep talking for this length of time in Part 1 of the Speaking exam. Elicit the correct answer A. Suggest that they underline the key 4b After correcting the exercise, ask which member of their group knew the most about sport. Answers 1 ice hockey, figure skating, curling 2 Spain 3 silver 4 tennis, badminton, squash 5 five 6 none 5 Students do the roleplay as suggested. Do the first question as an example. Possible words might be skilled, breath, fitness, wrestling. Play the recording twice and let students compare their answers after the first listening. Listening 2: Listening script 1. Do you use a ball? Is it a team I: Octopushing, elephant polo, ice racing or cheese rolling. Which is the most unusual one for you, Mike? Do you need a racket? Do you usually wear white shorts and a T-shirt? Student A answers yes or no until either Student B or C guesses the sport. A match starts off with a four-minute round of speed chess, followed by a threeminute round of boxing. There can be up to six rounds of chess and five of boxing before a winner is decided. Now you may think this is just a bit of fun, but when I watched two men competing in a match on German television last year, I was amazed by their level of skill in each of these two very different disciplines. I: Have you found any other unusual combinations like that? What else have you got? The regulations are surprisingly strict. I: Now that sounds alright. Fancy carrying me, Mike? M: Er … no. Actually, there are quite a few sports like this one that rather irritate me. Wife carrying, retro running, pea shooting, egg throwing … they all seem very childish to me. I: So which one is the silliest? But you seem to like chess boxing and octopushing. Are there any more that impress you? M: Well, how about the Man Versus Horse Marathon, which takes place every July in Wales? M: I was, but I damaged my knee when I was skiing and had to stop. Time now for … 3 Ask students to discuss the questions in pairs. Alternative idea Students work in groups of three. They each choose a different sport from the listening and pretend that they want to try it. They read the listening script for their sport. Then they have to convince the other members of their group that the sport is interesting. Encourage the students to ask each other questions during the activity, e. Do you have to be fit? What are the rules? Explain that they can invent information. Write win, spectate and participate on the board. Ask students if they know how to form the words for people from these verbs, and elicit answers. Then tell them to open their books and do exercise 1. Answers boxer, player, spectator, competitor, participant, listener, organizer, runner, rider, contestant 2 After students have completed the noun formation, ask them to mark the word stress on all the words, e. Model and drill the pronunciation. Check that they 3 Look at the example and then do number 2 together, so that students realize all three prefixes are the same in each group. After the exercise, ask if they can see any general rules. In many words beginning with l, m or r the initial consonant is doubled after the i. Words beginning in p are usually made negative by adding im, but notice that the negative prefix for pleasant is un. These are only general guidelines — it is always worth checking if unsure. Ask who will read the article and what style they should use. Refer them to the model of an article on page 202 and ask them to read this and complete the activities. Ask some follow-up questions, e. Does the writer use full or contracted forms? Are the linkers formal or informal? Does the writer use any questions? Students answer the questions on page 27 for paragraphs 1 to 4 in pairs. Then they should spend some time writing notes for each paragraph. Explain that in the First exam, they will be awarded marks for their use of vocabulary, so they need to Answers 1 un 2 in 3 il 5 im 6 ir 7 dis include words related to the sport they choose. If you think Students write the article for homework. Answers your students will find this hard, you could write the definitions on the board in jumbled order and 2 ask students to match them to the words. Ask them to write five questions using the words from exercises 1, 2, 3 and 4, e. What qualities do you need to be a good mountaineer? Do you prefer being a spectator or a participant in sports? Circulate and help students with any problems. Then students join with another pair and ask their questions. So what is the attraction of running? But in my opinion, the most famous and the most interesting, in the world, is football. Firstly, I extremely fond of this kind of entertainment I say this because for me and my friends, football is the same thing with the entertainment. We love it and anything else apart from football is boring for us. Once again I love it. Secondly, football has many particularities. Special equipment and special clothes are usuful. Although the professionals teams play in big football courts, the children play football everywhere. If you want to become a good and a famous football player you must go into training everyday with many efforts but because of the injuries you must be careful. For all these reasons, I have the impression that this particular sport is lovely and I believe that there is nobody who watch this sport. The question incites a personal response but the information given is mostly rather general again. For the purposes of this course, the sample answers have been graded according to the following scale: borderline, pass, good pass, and very good pass. The message would not be entirely clear to the target reader; certainly some enthusiasm conveyed, but why does the writer like football so much? Some awkwardness of expressions may distract target reader, and the final sentence is obscure. Organization: Four paragraphs including an introduction and conclusion. Conventional paragraph links Firstly, Secondly. Some sentence links although, if, because of. Some variety of structures, to the one suggested in Unit 1. These marks are then added up to give a total score out of 20. Remember to use the correct question form for each prompt. Example: seldom eats in restaurants. How often do you eat in restaurants? You should also ask some follow-up questions to find out more information. E BL OC IA OP © Macmillan Publishers Ltd. This page may be photocopied and used within the class. P T HO Unit 1 Lifestyle questionnaire Teaching notes Activity Whole class: speaking Aim To find someone who matches each sentence Grammar Language for habitual behaviour in the present and past Preparation Make one copy of the sheet for each student. Write an example prompt on the board: Find someone who never walks to school. Ask students what question they would need to find this information and elicit: How often do you walk to school? Write the question on the board. Student: I never walk to school. Teacher: So, how do you come to school? Student: I always take the bus. Monitor to help as necessary. Suggested questions: 1 How often do you eat in restaurants? Are you used to it? Are you getting used to it? Are you used to living alone? Before doing this exercise, you should … read the rules in the Grammar reference. Did the secretary manage … to photocopy all of the reports? After speaking about the economy, she went on … to criticize plans to increase taxes. When you learn new words, you should try … writing them in a notebook to help remember them. John has forgotten … to take his sandwiches. If you want to get really fit, it will mean … giving up chocolate. He promised not … to tell anyone the secret. I was extremely surprised … to hear that she lost the tennis match. We think that your hair needs … cutting, so do something about it! The teacher accused me of … copying my essay from the Internet. The driver was angry, and he refused … to show the police his licence. I am very much looking forward to … hearing all about your holiday. The doctor has advised me … to drink less coffee. Would you mind … opening one of the windows? After reading the reviews, we decided … not to see the new play. I love this town. E BL OC IA OP © Macmillan Publishers Ltd. This page may be photocopied and used within the class. P T HO Unit 2 Dominoes Teaching notes Activity Group work: reading Aim To use all the dominoes Grammar Gerunds and infinitives Preparation Make and cut up one copy of the dominoes game for each group of three students. Be careful to cut along the dotted lines as indicated. Make sure you mix up the dominoes. Ask them to clear a space on their desk so they have room to play the game. The student who has one extra domino should start the game. Encourage them to use the Grammar reference section on pages 209—10 of the Coursebook during the game. However, the group should continue the game to find the runner up. Check that each group has the correct answers by asking students to take turns to read out the connected sentences. Extension activity Working in their groups, students write five gapped sentences using verbs from the dominoes game. The gaps should be a gerund or an infinitive. They then pass their sentences to another group, who have to fill in the gaps. After this, the sentences are returned to the original group for correction. Ready for First Progress Test 1: Units 1—2 Reading and Use of English Part 3 Word formation For questions 1—8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning 0. Write your answers in CAPITAL LETTERS. ORDINARY So, support your local drama group and book a couple of tickets now. © Macmillan Publishers Ltd. This page may be photocopied and used within the class. Do not change the word given. You must use between two and five words, including the word given. Write the missing words in CAPITAL LETTERS. Here is an example 0. © Macmillan Publishers Ltd. This page may be photocopied and used within the class. For questions 1—10, choose from the people A—D. The people may be chosen more than once. Which person helps family members with transport? Would it be too quiet? Would we miss the constant noise of the traffic and the crowds of people? It was a wonderful change to sleep right through the night. Getting around in the countryside is not without its problems, but paying extra for petrol to get to work is certainly worth it. The view we have over fields and trees and the clean, fresh air all around us is a whole world away from the noise, stress and pollution that a life in the city brings. B Janet Saunders Last year I was living in student accommodation at the university, but a month ago I moved out to share a flat in town with three of my fellow students. Obviously there are some downsides to looking after a house. Also, we have to do the cooking. When I lived in student accommodation, my room was cleaned for me and I ate all my meals in the cafeteria! But there are so many good things about sharing. We all get on very well. Also, we can have parties and we invite the neighbours so no one can complain about the noise! © Macmillan Publishers Ltd. This page may be photocopied and used within the class. I did just that when I started my first job at the age of twenty-four after university. However, I recently asked my parents if I could move back in! I actually enjoyed those aspects of having my own flat. The truth is that I missed my family. It was just too quiet. I learned a lot from the experience and my mother appreciates the help I can give her in the house. It was also getting very difficult and expensive to maintain. The move to a smaller, more modern house was a relief in the end and nowhere near as stressful or emotional as we had imagined. We still live quite close to two of our children and their families and see them a lot. So, really we have no regrets at all. Listening Part 3 Multiple matching You will hear five people talking about doing sport at school. For questions 1—5, choose from the list A—H what each speaker says. Use the letters only once. There are three extra letters which you do not need to use. A I stopped doing a sport I was good at. B I read a lot of books about sport. C I found one sport particularly tedious. Speaker 1 Speaker 2 Speaker 3 E I became successful because of good training. Speaker 4 F I blame my lack of talent at school for my dislike of sport. Speaker 5 G I worried about the selection procedure for sports teams. H I disliked doing sports outside in certain weather conditions. © Macmillan Publishers Ltd. This page may be photocopied and used within the class. Writing Part 2 Article You have seen this announcement on a website for international students. Is there a famous person whose lifestyle you would like to have? Write us an article saying why you would like to have the same lifestyle as this person and we will put the five best entries on the website. You could even win £500! Write your article in 140—190 words. © Macmillan Publishers Ltd. This page may be photocopied and used within the class. SITE To ensure the functioning of the site, we use cookies. We share information about your activities on the site with our partners and Google partners: social networks and companies engaged in advertising and web analytics. 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© Macmillan Publishers Ltd. Attention is given to different types of collocation, and there are regular sections which focus on expressions with verbs such as get, take, give and put. When students have finished, ask which sentence the picture is related to, then elicit the answers to the questions from various students. The Reading and Use of English paper is divided into two sections for the purposes of these units. The gaps should be a gerund or an infinitive. Elicit answers from various students. This will enable you to fub how distractors are used to make the task more challenging. After reading the advertisement, I think I have the relevent experience to work at the festival. They each choose a different sport from the listening and pretend that they want to try it.